Abstract
The article presents the comparative analysis findings related to the current trends in higher education in the ten European Higher Education Area countries. The focus of this study is to identify Ukraine’s transformations and developments in higher education through the lens of similarities and differences in the higher education in the ten countries. Although all these countries belong to the European higher education area (EHEA), the five countries including Austria (AT), the Czech Republic (CZ), Germany (DE), Slovakia (SK), Sweden (SE) are the European Union members while Armenia (AM), Azerbaijan (AZ), Georgia (GE), Moldova (MD), and Ukraine (UA) have a ‘non-EU country’ status. Being a member of the Bologna process since 2005, Ukraine was the only country with legislation in higher education that was not adjusted to current requirements and realities of the deep transformation process in Europe, until 2014. The findings provide insight for how the countries approach Bologna reforms, what aspects they prioritize, what challenges they are facing. Existing reports and studies tackling the issue of trends in higher education are consulted and thoroughly analyzed through the indicators including the number of the students in the ten European Higher Education Area countries, enrollment trends in tertiary education, tertiary education public expenditure in a year as a GDP proportion, academic staff, age groups and gender division, quality assurance, European Credit Transfer and Accumulation System, and student mobility.
Highlights
The ministers of education gathering at Leuven/Louvain-la-Neuve in 2009, broadly focused on issues related to higher education quality and outlined the following main goals to be reached by the end of the present decade
By 2020, the structural reform is expected to have been finalized; research and lifelong learning quality in higher education that ensure high rate of employment will have been implemented; the diversity of students who enter and graduate from universities will have reflected the diversity of population in Europe; at least 20% of students who graduate from higher educational establishment in any country of the European Higher Education Area (EHEA) are expected to have completed a study or have had a training period overseas (Bologna Process 2020, 2009)
Existing reports and studies tackling the issue of trends in higher education were analyzed through the indicators including the number of students in the ten EHEA countries, enrollment trends in tertiary education, annual percentage of GDP on tertiary education, academic staff, age groups and gender division, quality assurance, European Credit Transfer and Accumulation System, and student mobility
Summary
The ministers of education gathering at Leuven/Louvain-la-Neuve in 2009, broadly focused on issues related to higher education quality and outlined the following main goals to be reached by the end of the present decade. By 2020, the structural reform is expected to have been finalized; research and lifelong learning quality in higher education that ensure high rate of employment will have been implemented; the diversity of students who enter and graduate from universities will have reflected the diversity of population in Europe; at least 20% of students who graduate from higher educational establishment in any country of the European Higher Education Area (EHEA) are expected to have completed a study or have had a training period overseas (Bologna Process 2020, 2009). Despite the numerous obstacles blocking the establishment of the EAHE (European Area of Higher Education), the latest reports evidence tangible results
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