Publicatie cu continut integral - Asociatia Tinerilor Istorici din Moldova

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