Publicatie cu continut integral - Asociatia Tinerilor Istorici din Moldova
Publicatie cu continut integral - Asociatia Tinerilor Istorici din Moldova
Publicatie cu continut integral - Asociatia Tinerilor Istorici din Moldova
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Subject to «pro et contra», there is no other alternative to the Bologna process for those of the countries, which<br />
aims tо economic and public development, eventually, to the European Union (EU).<br />
For Ukraine to become a member of the European commonwealth the main is to make an important transformation<br />
of higher educational and scientific systems. Thus, the major is valid comparative analysis of the domestic<br />
scientific and educational systems and the European one (by Bologna model). As a result there was defined, what<br />
should be changed in Ukrainian system; the appropriate reforms have started on.<br />
These reforms concerned the bases of national education and science. We can not avoid integration of domestic<br />
science and education. Because of recognition complexity of a educational-qualifying level «expert» there’s<br />
appear a requirement to start the second level equivalent system. It is very important for engineers’ training and<br />
qualification in creative practice conditions, which can ends by obligatory invention and new engineering creation.<br />
It is necessary to accept the hard decisions concerning scientific candidates both doctors degrees’ system<br />
and principles their award.<br />
The new diffi<strong>cu</strong>lt problems appear on way of these reforms. But the feature of the nearest period is impossibility<br />
of avoidance of these transformations, as in this case our country’ll fell the increase of insulating effects – on<br />
one hand from Europe, and on another – from Russia; this could intensify public and economic crisis.<br />
results: main directions of ukrainian higher education’s structural reforming accor<strong>din</strong>g to the Bologna<br />
process. Taking into account the Bologna process’s irreversibility, we understand that it is very uneasy for our<br />
higher educational system. It is heavier for us to join up to many European decisions, by not taking into account<br />
our centuries’ experience in this area, than for any other country, which has no such deep traditions in the field of<br />
fundamental natural and engineering education. Just so our higher education has brought up, only in engineering,<br />
the inventor of helicopters Igor Sikorsky, space openers Sergey Korolev and Vladimir Chelomey, designer of unsurpassed<br />
air engines Arkhip Trubka, electronics founder Bencion Wool, it gave to the world high-speed transport<br />
on a magnetic pillow. In economics there were the founders of the theories of needs’ Ivan Vernadsky and Mikhail<br />
Tugan-Baranovsky, author of cosmogeneous theory of economics development Sergiy Podolinsky, the founder of<br />
the Ukrainian praxeology Evgen Slutsky, and many others. Thus, this list can long be continued.<br />
Therefore we should accept all new challenges not only by transferring an experience of other states on our<br />
basic, but also by offering to the European community our achievements, offers and visions of problems. Thus it<br />
is necessary to achieve the European innovations and best domestic traditions association. But we should frankly<br />
admitted that, the truth is that the diffi<strong>cu</strong>lt problems in Ukrainian higher education sphere have collected for last<br />
years; the decision of these problems stay actually, even despite of presence of such factor, as the Bologna process.<br />
These problems makes us say about our higher education:<br />
1. There is a superfluous amount of educational directions and specialities.<br />
2. There is an unsufficient recognition of a «bachelor» level as qualifying level in a society, which is not relevant<br />
to domestic economy.<br />
3. The tendency to quality deterioration of higher education.<br />
4. There’s increasing a breakup between education scientists and employers, between sphere of education and<br />
job-market.<br />
5. There’s unjustified confusion in understan<strong>din</strong>g of «expert» and «master» levels. On the one hand, the affinity<br />
of «expert» and «master» stud<strong>din</strong>g programs, and their equivalence by the educational-qualifying status; from<br />
another – they have an accreditation by different levels – by III and by IV.<br />
6. In comparison with European our scientific degrees’ system is very diffi<strong>cu</strong>lt; this complicates mobility of<br />
lecturers and scientists in Europe.<br />
7. The destiny of technical schools and colleges solve inadequate to society and job-market requirements (their<br />
number in Ukraine in four times more, than number of institution of III and IV accreditation levels together).<br />
8. The Ukrainian universities do not play a role of the methodological centres, innovators, pioneers of public<br />
transformations; accor<strong>din</strong>g to their activity a country could be follow. In these questions Universities’ autonomy<br />
level is considerably much lower then in EU.<br />
These and other barriers worsens the recognition of our higher education system by the external world, strength-<br />
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