Bologna Agreement Research Articles

Objective Factors Affecting Uzbekistan's Access To The Bologna Agreement

This article describes the author's scientific research about the efforts being made to join the Bologna process in the higher education system of our country, their rise to the level of state policy, and the achievements and shortcomings in this regard

Withdrawing from the Bologna Process – the Inevitability and Logic of Russian Education

The best practices of Russian Soviet education have always had an undeniable advantage over the existing Western methods offered to us as the educational paradigm of the Bologna Agreement. However, the transformation processes taking place in higher professional education in those days emphasized the need for an innovative approach to training and educating the younger generation of specialists and scientific personnel, which was relevant for pedagogical science as a whole. This fact was one of the prime arguments for joining the Bologna Convention. In reality, as shown by two decades, the existence of Russian education under the auspices of the Bologna Agreement turned out to be not so substantiated and motivated. It is now the question of the prospects for withdrawing from this convention due to the existing social, economic, cultural and, certainly, educational characteristics of Russian higher education. In our study, we would like to once again address the idea of the need to restore the nearly lost postulates and theories of Russian classical higher education, the compatibility of these theories with the best innovative traditions drawn from the strategic standards of undergraduate and graduate education that have already been developed over the years, as well as the inevitability of a pilot withdrawal from the Bologna process. This, in our opinion, is the relevance of this article. Our unique, established and repeatedly tested system of higher education is based on the interests of national economics, politics, and sociology, which create extensive opportunities for the training and professional activities of every student and graduate.

КОНЦЕПЦИЯ УПРАВЛЕНИЯ МАГИСТЕРСКОЙ ПОДГОТОВКОЙ В СФЕРЕ ФИЗИЧЕСКОЙ КУЛЬТУРЫ И СПОРТА НА ОСНОВЕ ОБРАЗОВАТЕЛЬНО-ПРОФЕССИОНАЛЬНОГО МЕНЕДЖМЕНТА

This publication is devoted to the problem of updating approaches to the management of master’s degree training in the conditions of the withdrawal of the national higher school from the Bologna Agreements. The arguments confirming the relevance, significance and timeliness of the study of this phenomenon are presented. The author’s vision of optimizing the management of master’s training is presented on the example of the branch of physical culture and sports. The publication reflects conceptual approaches to the scientific support of the management of master’s degree training in the field of physical culture and sports on the basis of educational and professional management, the content of the main basic conceptual attitudes is disclosed in the thesis.

Инженерная графика в свете расставания с болонским соглашением

The situation that has developed as a result of the signing by Russia of the Bologna agreement is considered and an attempt is made to evaluate the prospects for leaving it. It is noted that the introduction of undergraduate and master's master has broken a classic domestic system of higher education. A reference is made to the work of specialists who predicted serious problems of building undergraduate in the sphere of professional activity. In relation to graphic training, two aspects are considered: undergraduate and competency -based approach to education. The undergraduate has greatly cut off not only the audit load, but also the total number of hours to study disciplines. The specified deficit gave rise to the exclusion of drawing geometry from a number of educational standards. This trend was paid attention to, in particular, Bulgarian colleagues. The result is the loss of the theoretical basis of the departments teaching graphic disciplines. The investigation is a loss of independence, unification with other departments. Due to the fact that employers in the field of equipment perceived the undergraduate as unacceptable engineers, unsuitable attempts were made to introduce engineering undergraduate. The deficiency of the auditor's load crushed mentoring - the invaluable quality of domestic education. It is especially important when working with 1-2 courses, due to the lack of graphics at school, insufficient training in the field of geometry, a small emphasis on analytics in the educational process. Attention is drawn to the “quiet revolution” that occurred in domestic education in connection with a competency -based approach. The educational process is built from the result to training i.e. In the opposite direction in relation to the classical scheme. Now the main in training is the employer. The relationship, mutual understanding between it and the university, the individual department unambiguously determines the quality of education. A possible dictate can turn a number of aspects of the educational process into formal or ineffective. Examples are given. In terms of forecasts, it is noted that the undergraduate will not disappear at the same time, and the specialists in the field of graphic training are faced with training using innovative approaches in the educational and production educational process within the framework of a specialty.

ПРЕЕМСТВЕННОСТЬ КАК ОСНОВА НЕПРЕРЫВНОГО СОЦИАЛЬНО-ГУМАНИТАРНОГО ОБРАЗОВАНИЯ В ВУЗЕ

The article analyzes the problems and features of the system of continuous social and humanitarian education at the university, which implies the unity of all the formation stages of universal competencies among university students. Foreign policy change causes the need to transform the multi-level training of university students developed under the Bologna Agreement. It is necessary to strengthen the educational and cultural components of education, aimed to form traditional spiritual and moral values and civil and patriotic consciousness of students. The integration of competency-based and cultural approaches to social and humanitarian education allows the author to consider social and humanitarian education not only as a pedagogical, but also as a socio-cultural process aimed to ensure the continuity of socialization and the development of the student's personality as a person of culture and morality. The author defines continuity as a methodological principle of designing and organizing a modern integrative educational environment which is an integral system of multi-level training of students. This system includes a complex of interrelated components (methodological, methodical, content, organizational, diagnostic) that ensure the effectiveness of a continuous educational process. The novelty of the study lies in the development of a model of continuous social and humanitarian education of students of a higher educational institution of physical culture based on the principles of continuity, complementarity, interdisciplinarity and integrativity as well as in the substantiation of the pedagogical conditions for its effective implementation. The defined conditions contribute to the comprehensive intellectual, socio-cultural, spiritual and moral development of the individual in the process of gradual formation of universal competencies.

ИННОВАЦИИ В СИСТЕМЕ ВЫСШЕГО ТЕХНИЧЕСКОГО ОБРАЗОВАНИЯ РОССИИ НА СОВРЕМЕННОМ ЭТАПЕ

The article deals with innovations in the domestic system of higher technical education in the first decades of the 21st century. The advantages and disadvantages of the country's participation in the Bologna Agreement for higher technical education are analyzed, new mechanisms for implementing the personalization of student learning used at Russian technical universities, including individual educational trajectories, using foreign languages when teaching students, project activities, etc. are considered. The article analyzes the features of the implementation of competence-based approach in the domestic practice of higher technical education at the present time, the importance of using a transdisciplinary approach in designing the content of educational programs as well as the need to use active teaching methods for prospective engineers and student-centered learning models are emphasized. The article considers the use of digital technologies in the training of professionals in the field of engineering and technology in our country, the advantages and disadvantages of digitalization of engineering education. The difficulties associated with the introduction of e-learning and distance learning technologies are introduced.

COMPARATIVE ANALYSIS OF THE TRAINING OF ENGINEERS IN THE DIRECTION OF “INDUSTRIAL AND CIVIL CONSTRUCTION” IN RUSSIA AND GERMANY

Background. One of the most pressing problems of modern Russian education is the exclusion of Russia from the Bologna Agreement. The main goals set for Russian higher education, which were pursued when signing the Bologna Agreement, are outlined.
 Materials. On the example of the German and Russian curricula for the first semester in the direction of “Industrial and Civil Engineering” demonstrated a fundamentally different approach to the training of future engineers.
 Results. The European system of technical higher education provides highly specialized training aimed at obtaining a civil engineering profession. Bachelor’s education in accordance with the Bologna Agreement is comparable to secondary specialized education. The Russian system of higher education prepares a diversified specialist capable of solving diverse tasks.
 Conclusion. The division of higher technical education into classical (science-intensive) and specialized (applied) is proposed. Classical education will include the training of employees of science and education. Specialized education is focused on the training of highly qualified specialists.

Developing an institutional language policy in the complex scenario of internationalization

Over the last 20 years since the Bologna Agreement the role of language in Higher Education has gained recognition as an integral part of the teaching/learning process, and an essential element of the process of internationalization. The rapid shift towards internationalization has had a pronounced effect on academic life, procedure, and personnel. In this process, it has often become the role of Language Centres to organize the language aspect, and to a more limited extent, to advise on language.This short paper looks at the involvement of the University of Padova Language Centre (CLA) in the process of internationalization, and in particular the promotion of a language policy. A project developed to promote language and teaching methodology courses for academic staff required to teach in English, and the findings of research based on this project, led to recognition of the need to draft a language policy which encompasses the wide-ranging issues relevant to successful internationalization.

Инженерная графика в свете расставания с болонским соглашением

The situation that has developed as a result of the signing by Russia of the Bologna agreement is considered and an attempt is made to evaluate the prospects for leaving it. It is noted that the introduction of undergraduate and master's master has broken a classic domestic system of higher education. A reference is made to the work of specialists who predicted serious problems of building undergraduate in the sphere of professional activity. In relation to graphic training, two aspects are considered: undergraduate and competency -based approach to education. The undergraduate has greatly cut off not only the audit load, but also the total number of hours to study disciplines. The specified deficit gave rise to the exclusion of drawing geometry from a number of educational standards. This trend was paid attention to, in particular, Bulgarian colleagues. The result is the loss of the theoretical basis of the departments teaching graphic disciplines. The investigation is a loss of independence, unification with other departments. Due to the fact that employers in the field of equipment perceived the undergraduate as unacceptable engineers, unsuitable attempts were made to introduce engineering undergraduate. The deficiency of the auditor's load crushed mentoring - the invaluable quality of domestic education. It is especially important when working with 1-2 courses, due to the lack of graphics at school, insufficient training in the field of geometry, a small emphasis on analytics in the educational process. Attention is drawn to the “quiet revolution” that occurred in domestic education in connection with a competency -based approach. The educational process is built from the result to training i.e. In the opposite direction in relation to the classical scheme. Now the main in training is the employer. The relationship, mutual understanding between it and the university, the individual department unambiguously determines the quality of education. A possible dictate can turn a number of aspects of the educational process into formal or ineffective. Examples are given. In terms of forecasts, it is noted that the undergraduate will not disappear at the same time, and the specialists in the field of graphic training are faced with training using innovative approaches in the educational and production educational process within the framework of a specialty.

Features of the transformation of educational processes in higher education after the Bologna Agreement (2003 — present)

Features of the transformation of educational processes in higher education after the Bologna Agreement (2003 — present)

ЭФФЕКТИВНОСТЬ ПРИМЕНЕНИЯ РАЗЛИЧНЫХ ТЕХНОЛОГИЙ И МЕТОДОВ В УЧЕБНОМ ПРОЦЕССЕ ВУЗА

Education, science and the economy are experiencing significant difficulties in connection with the announced sanctions of Russia. Young specialists will lead the country out of these difficulties. The Russian government has decided to withdraw from the Bologna Agreement. New educational standards are being urgently developed, taking into account the best experience of previous years and todays problems. Features of teaching disciplines in the framework of the digitalization of the educational process are moving to a new education level. There are many difficulties due to the fact that there are very few classroom hours in the undergraduate curricula. It is important to demonstrate the ability of teachers to rationally use classroom time. At the same time, one should not forget about the difficulties associated with the assimilation of the studied material. The accumulated experience allows us to approach the educational process as a creative one, using a complex of various educational technologies. Made sociological surveys of students showed that the assimilation of educational material increases because of the teacher`s skills. Presenting educational material each teacher has his own approaches and method, which are constantly developed. Our task is to teach the audience not only to listen, but also to hear the educational material and actively involve students in a dialogue. Such forms of classes as discussions, debates, round tables, used in training, allow you to learn new things, consolidate the material covered and effectively apply it in the future. As a result of such forms of classes, an increase in the independent activity of students is noted. They independently develop situational tasks that are solved and discussed in groups. At the same time, digital technologies are necessarily used. The effectiveness of such technologies is reflected in the quality of the acquired knowledge.

Impediments and pressures to incorporate soft skills in Higher Education accounting studies

ABSTRACT This study explores the impediments and the pressures to establish the policy of introducing skills and competencies in the Greek Higher Education (HE) accounting studies. Soft skills may improve considerably accountants’ career prospects whether they work in industry or auditing. A mixed-method approach with two data collection phases was undertaken; survey research and semi-structured interviews. Survey research addressed a questionnaire to accounting teachers, Business Administration and Accounting (BAA) students and accounting professionals, while interviews explored the deeper views of stakeholders. 1626 responses were collected and statistically analyzed. Participants agreed that the lack of Higher Education Institutions’ (HEIs) effective partnerships with external organizations are the highest barrier to skills development, while the apparent pressure comes from the obligation to comply with European Union (EU) recommendations and Bologna Agreement. Interviews revealed challenges related to the views about ‘marketization’ of HE and the superficial compliance with policies enforced by supranational organizations.

International Radiographers in Danger: A Letter to the Editor

I have published a case study about how British universities −who offer radiographic reporting programs for radiographers− put admission conditions and tuitions on radiographers in three categories which are; British citizens, European citizens, and internationals [1]. I compared the three categories by collecting the data from the universities’ websites directly. The case study has a simple methodology which is clearly explained in the paper [1]. The case study showed that there is no English language requirements for Europeans due to the Bologna Agreement in June 19, 1999 and the Copenhagen Declaration in November 2002. The English language is not the mother tongue of any European country besides the UK. The tuitions for international students are very high compared to the UK/European citizens where they (UK/European) have the same low tuition. In addition, the international students can’t join approved programs from the HCPC, while UK/European citizens can join HCPC approved programs. The interpretation modules are not allowed for international students and they are allowed for UK/ European students. Training, ability to have the HCPC registration, and the ability to work all are allowed for UK/European citizens, while international students are not allowed to do so. After I published this case study which shows the facts in solid data that there is segregation on all levels and discrimination against international Radiographers, the Society and College of Radiographers and the Head of Radiography Education sent two letters threatening the journals Editors and I [2,3]. They said they are so perfect and they do not have any discrimination whatsoever [2,3]. They demanded to remove the paper from the online source and publish an apology [2,3]. They threaten and bullied me and the journal editors that they will legally be suing us for defamation. Therefore, I publish this letter challenging them to sue me. What I have published is accurate 100% and I did not make the numbers from my head. I collected the data from the universities’ websites directly. All that they claimed in their letters are wrong and emotionally driven. They did not stop here, no they continued by sending their trolls to report my researchgate account to suspend my account for more than one month. Is well known that the HCPC and the British media when someone is not British get suspended or not allowed to do any medical practice in the UK for any issue, the British media and HCPC publish their names, age, gender, ethnicity, nationality, and what mistake they did, but when the person is a white British citizen, the HCPC and the media tend to hide their identity and usually they get suspended for a short period of time. The HCPC, Society of Radiographers, and Heads of Radiography Education are discriminating on all levels against us as international radiographers and this is supported by numbers and solid data. They claim that they are so perfect and do not have any issue. This level of denial indicates that there is a massive issue and this is only the tip of the iceberg. The Society of Radiographers did not help the UK or international Radiographers in any way, shape, or form. Instead of denying their discriminatory behaviors against us, they should help the international Radiographers to rebuild their health care sector which collapsed after the pandemic (i.e. SARS II CoV a.k.a Covid-19). They have already a large shortage of Radiographers in the UK and with these behaviors, they will never solve the problems which the British citizens face every day in UK hospitals. No one should forget the number of international health care workers who sacrificed their lives during the pandemic to help the patients in the UK.

Bologna Declaration and Mathematical Education in the Countries of the Former USSR (by the Example of Russia and Latvia)

More than twenty years have passed since the adoption of the Bologna agreements, and disputes between their supporters and opponents do not cease. In general, in Europe until recently two education systems dominated: Anglo-Saxon, i.e. German, and Latin. As a result of the adoption of the Bologna agreements, it turned out that the Latin system won. As math teachers of Higher School, we are interested in changes regarding the teaching of mathematics in Higher education. In this article the changes that had occurred as a result of the signing of the Bologna Convention were analyzed using the examples of Latvia and Russia.

Development of higher engineering education in Russia in the context of Bologna process

The process of reforming higher education in Russian Federation continues. One of the main areas of these reforms is an introduction of principles of Bologna process into Russian higher education system. It was launched after Russia ratified the Bologna Declaration in 2003. Since the beginning of reforms and up to now there have not been lingering disputes about feasibility of introducing the principles of Bologna Agreement into higher education. The article deals with the history of reforms on the example of higher education in land management in Russia. Dynamics of indicators of higher education institutions which carry out training under programs in the field of land management and cadastre have been studied. Introduction of federal state educational standards associated with introduction and/ or updating of current education within Bologna process in 2020 has been considered. Updating (introduction of FGOS 3++ standard) will be implemented in all directions of bachelor degree. First of all it is guided to consideration of requirements of professional standards. The process of development of the Institute of State Accreditation of higher education institutions of Russia, its current status and problems faced by higher education institutions during accreditation process have been studied.

The experience of student self-government in improving the quality of the educational process

The article considers the organization of self-government in higher education. This means voluntary and independent public activities of students to perform the functions of management of higher education, which is determined by its administration. Along with the main tasks of student self-government bodies to ensure and protect the rights and interests of students, it must ensure the performance of duties, influence the discipline and effectiveness of education. Democratic principles of election to these bodies, their effective functioning, and the provision of guarantees are a prerequisite for integration into the Bologna Agreement. The main problems in this are the need to improve the legal framework of the educational process, low financial resources, lack of democratic political culture, the mechanism of interaction with the administration and the passivity of students. Research on the issue shows a lack of awareness of the performance of student government and a low level of trust and authority of its leaders. Instead, the experience of European universities shows in favor of these bodies in solving university-wide cases. Strong material base and financial and legal independence from the administration of the educational institution allow to independently distribute part of the funds for financing grants from student societies and associations at the university. The influence of teachers on the process of formation of future specialists in terms of application of practical experience and modern management technologies is important. Thus there is a formation of the developed personality, stimulation of activity of the future citizen, education of the tolerant interlocutor. The conclusion is made about the importance of student self-government bodies whose activities are aimed at improving the educational process, organizing cooperation with students of higher education institutions and youth organizations, cooperation with managers and executors of projects of various levels, using the practical experience of teachers on the principles of collegiality in order to improve the quality of education.

Evolution of cooperation between France and Germany in the field of higher education

For the first time in Russian-language historiography on the basis of an analysis of the most important components of Franco-German cooperation in the field of higher education the evolution of cooperation between higher education institutions of France and Germany in the post-war period is presented. The prerequisites for Franco-German cooperation after the Second World War are determined. The evolution of academic mobility between these countries is considered. The results of activities to create equivalents of documents on higher education in France and Germany are revealed. The Franco-German joint institutions of higher education are characterized. The aim of this work is to consider the evolution of cooperation between France and Germany in the field of higher education in the post-war period of time through the prism of its key aspects. The relevance of this study is due to the lack of research on this issue in Russian-language historiography. In addition, the study of Franco-German relations in the field of science and higher education in the post-war period is also of practical importance, since the experience of this cooperation, or its individual aspects, can be used in the field of higher education and science of our state. As a result of the analysis of key aspects of the Franco-German university cooperation, the following stages were identified in bilateral cooperation. 1. Establishment of Franco-German educational cooperation (1949–1963) – a period of post-war contradictions and the emergence of academic mobility between universities in France and Germany. The intensification of Franco-German cooperation in higher education was due to the unfolding Cold War and the ongoing process of European integration: the cultural sphere acted as a means of overcoming Franco-German antagonism. 2. Franco-German cooperation after the conclusion of the Treaty of Elysee (1963 – the end of the 1970s) – a period of expansion of academic mobility and the creation of new tools for its implementation; at the same time, this period of cooperation was marked by a shift in the attention of the governments of France and Germany towards national education issues. 3. The beginning of the process of institutionalization of Franco-German cooperation (late 1970s – 1993). The transition to the third stage of cooperation is due to the emergence of new trends in bilateral educational partnerships: the creation of coordinating institutes and joint educational institutions and the beginning of solving the problem of equivalence of diplomas. 4. The cooperation of France and Germany after the formation of the EU in 1993 – the Franco-German partnership at the present stage and within the European Higher Education Area. The implementation of the provisions of the Bologna Agreement in practice significantly unified the higher education systems of France and Germany, which facilitated bilateral academic exchanges, and the two countries’ participation in European educational programs became an additional incentive for their intensification.

UNIVERSAL COMPETENCES IN THE EDUCATIONAL PROCESS OF A MODERN UNIVERSITY

The article analyzes the problems of transition of higher education institutions of the Russian Federation to the educational standards of the new generation, which introduce the concept of universal competencies into the educational process. In the process of mastering these competencies, there is a problem of defining the indicators of competence achievement in the form of generalized characteristics that reveal the structure of competence in the process of actions that can be performed by a graduate who mastered this competence to some extent. The article examines the historical experience of the introduction of the concept of competence in the educational process of European universities that joined the Bologna Agreement. The proposals of a number of research centers of Russia to determine the list of indicators of competence achievement are studied. Some examples of formation of universal competences in SSUGT are considered. A number of problems of introduction of educational standards of new generation to educational process of University are designated.

Extending assessment of engineering professional skills to include the local indonesia higher education competency

ABSTRACT While Engineering Professional Skills (EPS) are critical for today’s engineering careers, their assessment is much more subjective and significantly harder to measure than quantitative disciplinary skills. The differing graduate mobilities required for global, regional, and local engineering have led to the development of several accreditation standards (e.g. the Accreditation Board for Engineering and Technology, Washington Accord, Bologna agreement, the Indonesia Accreditation Board for Engineering Education). Although these standards share most of their EPS features, a significant difference exists in the extent to which cultural competency development in relation to local populations is required in the education of engineers. This paper addresses EPS assessment in an Indonesian setting where the curriculum must simultaneously cover both the national (core) curriculum and the local (institutional) curriculum, with the latter requiring (by government decree) awareness of and sensitivity to local requirement issues. The modification of an existing Engineering Professional Skills Assessment (EPSA) rubric to include assessment of the local Indonesia higher education competency is described, and the results of two cycles of action research with Indonesian tertiary students are presented. The curricula activities introduced involved complex scenarios to develop competency with diverse ethical, cultural, ethnic, religious, political, and citizenship views.

Innovating a Large Design Education Program at a University of Technology

Over the last half century, design education has diversified and developed considerably, in part in the arts academies, and increasingly in universities and vocational technical education. The TU Delft design program was founded in 1969, and has since grown quickly into a large, university-based, technology-aligned set of programs presently housing 2000 students and 100 academic staff. In the 50 years the Delft program changed due to: (1) changes in societal demand (from products, via services, to the systemic level of societal challenges), (2) the maturing of design as an academic discipline between science and engineering, and (3) international developments of the educational system (e.g., the Bologna agreement). In this paper we describe the development of this program within the broader disciplinary context of TU Delft, and how it brought together engineering, social sciences, and business studies in project-based education. We draw lessons from a unique position, made possible by this large scale and positioning next to engineering sciences. This position supported a large pool of in-house expertise; it fostered an intertwining of education, research, and practices in the industrial and wider societal context. And it also posed challenges of making design education work at a large scale.