Іноземні мови (Apr 2017)
Bologna Process in Ukraine: the decade anniversary
Abstract
Introduction. Ukraine joined the Bologna Process in 2005 at the Bergen Conference and signed the Bergen Declaration. That it has committed itself to defining the direction and contours of the reform of the system of higher education. Ukraine has adjusted itself to Western European trends, and as one of its most important steps it has decided to adopt the structural model and accept the Bologna Declaration and the basic principles declared at the follow-up conferences. Objective. To present the results of the analysis of achievements and shortcomings of Ukraine in joining the European Higher Education Area. Methods. For the research implementation the ten-year period of the Bologna process in Ukraine is divided into four stages (steps): step 1 – from Bergen to London; step 2 – from London to Leuven; step 3 – from Leuven to Bucharest; step 4 – from Bucharest to Yerevan. Within each of the stages the appropriate investigation methods are used. In general, the following techniques are applied: review of documents and publications; survey of students, PhD students and professors; observation of the educational process and reflection; testing of bachelors, masters and PhD students, data collection; overview of the official sites of Ukrainian universities. Results. For each of the stages identified pros and cons are considered. It has been concluded that per decade Ukraine has achieved a lot. A number of documents have been designed and approved: Law of Ukraine “On Higher Education”, the recommendations for 2015/16 academic year curricular development, forms of the higher education documents, instruments for graduates employment, the resolution “On the List of Knowledge Areas and Specialties for Higher Education Applicants Training” etc. This shows a significant intensification of efforts of Ukraine in joining the European Higher Education Area. Conclusion. Still many of the key issues need solution: enhancing the quality and relevance of learning and teaching; fostering the employability of graduates throughout their working lives; making the systems more inclusive; implementing agreed structural reforms.
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