telizhenko o.m., kyrychenko k.i., lukianykhin v.o
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SUMY STATE UNIVERSITY
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PROBLEMSOF INTEGRATION OF
NATIONAL EDUCATIONSYSTEMS IN THE EUROPEAN
EDUCATION AREA
Tel izhenko O.M., Kyry chenko K .I., Lu kianykh in V.O.
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Components of the Area
Area is a structure of object and matter in general. Area
characterizes the co existence of objects, their extension, structure,
and positional relationship.
Area
coexistence structure positionalrelationship
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Coexistenceof National Education Areas in CommonAll-European Area
the Convention on the Recognition of Qualifications concerning HigherEducation in the European Region (Lisbon (1997);
the Sorbonne Declaration On the harmonization of the architecture of the
European higher education system (Paris, 1998);
joint declaration of the European Ministers of Education (the Bologna
Declaration) European Higher Education Area (Bologna, 1999);
the Conference of Ministers responsible for Higher Education in Berlin (Berlin,2003);
the Communique HigherEducation Area - Achieving the Goals (Bergen,
2005);
the Budapest-Vienna Declaration on the creating of the European Higher
Education Area (Budapest, Vienna, 2010).
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The Struc ture of the Euro pean Educat ion Area
The structure of the European education area includes objective as well as
subjective components. To objective factors, that dont depend on the processes in the education
field, we classify formation and development of the whole number ofgenerally available fields:
- information;
- entire area of scientific researches and scientific transfers;
- study-and-education courses including distance education.
To subjective factors we classify national education doctrines with theirorganization-and-legal regulation.
.
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Posi t ion al Relat ionsh ip of the Comp onents o f Al l -
Europ ean Educat ion A rea andNational Educat ion Area
Study and removal of subjective components contradictions:
correlation of national documents that regulate education and
professional activity with corresponding All-European documents
(education standards, quality education evaluation standards,
qualification frameworks, profession classifications etc.).
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The Determination of Education AreaEssence
Education area is a living social-and- educational organism that washistorically created by the older generation for growing one. And asa living organism it has its own behavior psychology caused byinternal and hidden laws of reproduction and maintenance of theorganism.
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The Objective Character of Contradictions Appearing
while Creating common European Education Area
These are contradictions in such systems as:
autonomy (self-identification) of the university the unification ofcurricula;
national education traditions and peculiarities internationalstudent mobility;
national trade(the leading sectors of the economics) the unitedEuropean qualifications framework;
behavioral patterns, both teachers and students.
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Agreement of the System of Education Quality
European standards of education quality: Standards and Guidelinesfor Quality Assurance in the European Higher Education Area of HeadEuropean Union Agencies on quality assurance and accreditation(ENQA). National education standards are individual decisions withtheir specific national peculiarities. The national training programsmust meet the criteria of international accreditation systems - AACSB,
EQUIS, CEEMAN, where professional communities by on current andperspective business needs are established.
Europeanstandards of
educationquality
criteria ofinternationalaccreditation
systems (AACSB,EQUIS etc.).
Development oftraining programs.
Nationalsystem ofeducation
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The Situation in Ukraine
The necessity of determining common for all the labor market memberscriteria for determining quality. It is necessary to determine exactstandards for every profession, i.e. specified requirements to thecandidates with the account of necessary professional knowledge, skills,competencies, professional education level and the requirements tohealth, work experience etc. Then it will be clear for universities whom totrain, and for students - what to strive for. At the same time, rather wide
nomenclature of specialities trained at universities, essentiallycomplicates the formation (formalization) of the requirements from theside of employers, i.e. the requirements to the candidates taking intoaccount the necessary professional knowledge, skills and competencies.
There is a significant "gap" between higher education and the labourmarket in Ukraine. According to the official statistics data, in 2011 only27% of graduates of Ukrainian higher education institutions got the state
assignment to a job, the unemployment rate among young people agedup to 24 makes 18,8% that is 2,5 times higher than average level ofunemployment in Ukraine. Probably, such situation is caused by that factthat only 15% of university specialties have the direct correlation withprofession description in occupational classification and 20% ofspecialities, by which the training in Ukrainian universities is carried out,are not expendable on the labour market of Ukraine.
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Conclusions
Defining the measures on integration of the Ukrainian universities to the
European education area should be based on understanding of its internal
objective contradictions. In a certain way the creating of such area providesthe damage of national markets of knowledge and technology and strengthens
labour migration (especially in high-tech branches). Creation of a global
European education area creates objective conditions for the growth of the
"gaps" between the level of social-and-economic development of countries inthe result of "spillover" of qualified labor force, knowledge and technology.
However, for understanding the objective character of the formation process ofthe European education area it is necessary to create such national systems of
Education Quality Assurance, which will be agreed with the standards and
recommendations of the European Network of Quality Assurance (ENQA).Thereby the creation of internal (university) as well as external (national)
structures of quality education assurance is important. It is necessary to create the Bureau for Academic Recognition and
International Exchange, which should serve as the European Network of
National Information Centre (ENIC / NARIC). These very institutions must andcan ensure the sovereignty of the national education system on
one hand, and on the other hand become an independent regulator of the
integration processes of Ukrainian universities into the European education
area.
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