Education In European Countries Research Articles

Деякі особливості сучасної системи лісівничої освіти

Викладено окремі аспекти сучасної системи лісівничої освіти в контексті світових трендів. Метою огляду є узагальнення інформації з питань реформування лісівничої освіти вищої школи України. Перспективними напрямами її є подальша екологізація знань для реалізації парадигми сталого розвитку, а також послідовне впровадження системи профільних навичок і знань компетентності, креативності, синтезу формальної та неформальної освіти від компетентнісної до ціннісної системи навчання. Необхідні подальші напрацювання у системі лісівничої освіти задля впровадження сучасних технологій навчання, зокрема з фундаментальних лісівничих наук, та запровадження мобільної платформи лісівничих дисциплін, аналогічної Prometheus. Доцільно опрацювати більш модифіковані програми формальної і неформальної освіти задля підсилення універсальності вищої лісової освіти, в якій поєднуються біологічна, інвайроментальна, технічна та економічна складові. Позитивний досвід реформування вищої лісівничої та екологічної освіти в європейських країнах базувався на вдосконаленні організації, структуруванні, фінансуванні, акредитації вищих навчальних закладів, упровадженні нових форм навчання та надання можливості академічної мобільності студентам і викладачам.

INFORMAL EDUCATION AS A VARIETY OF EDUCATION UNDER THE LEGISLATION OF UKRAINE

The article analyzes the varieties of national education on the basis of the provisions of the legislation of Ukraine, taking into account the characteristics of the modern educational system of Ukraine. Attention is drawn to the fact that the establishment of the rule of law, implementation of international standards have led to the emergence of new educational institutions and innovativetrends in the education system, which requires appropriate theoretical substantiation and scientific research. The legislation of Ukraine establishes relatively new types of education that are subject to compulsory scientific characterization in order to understand their nature and content. It is noted that the legal and legal consolidation of three types of education at the legislative level: formal, nonformal, informal. The state recognizes these types of education, creates conditions for the development of educational entities that provide relevant educational services, and encourages the acquisition of education of all types. That is, it can be argued that the legislation establishes three independent, independent and distinctive types of education, which are equal but different in nature. It is proved that the isolation of these species, as well as their substantive content, is unconventional for the national legislation. Scientific positions concerning the concept, meaning, essence of information education are analyzed. It is noted that international and European regulations, as part of national legislation, have a significant influence on shaping the content of education in European countries. Within them, methodological guidelines for the formation of basic types of education are defined, the legal bases for providing such types of education are taken into account, taking into account socio-economic, political, technological changes for the spiritual and cultural development of society. The author’s definition of informal education is offered and a list of characteristic features is formulated.

АНАЛІЗ ЗОВНІШНІХ І ВНУТРІШНІХ ЧИННИКІВ ВПЛИВУ НА ОРГАНІЗАЦІЮ ДОПРИЗОВНОЇ ПІДГОТОВКИ МОЛОДІ

Introduction. Ukraine's choice of the European way of development creates a united educational environment – it leads to the outflow of abroad for the studying of the most trained pre-conscripts youth, who wants to get education in European countries with the prospect of having work and citizenship. The Operation of the united forces in the East of Ukraine, defense of the state requires the provision of human resources, the formation of a military personnel reserve. Providing of the Armed Forces of Ukraine with human resources is becoming an actual problem.Purpose. Analysis of factors and trends affecting the training of pre-conscripts.Methods. Summarization and analysis of information and analytical materials on open and electronic (Internet) sources.Results. Educational institutions become the only center for training young people in the theoretical, practical, physical and moral-psychological terms of future military activity.Detection of the influence of external and internal factors on the preparation of pre-conscripts youth:military confrontation in the East;socio-economic stagnation in the state;large-scale labor and stationary migration;reduction of populationlack of spirituality and morality in society;reduction in the birth rate of the population.To the negative challenges of labor and stationary migration that affect the mobilization of youth, one can note:change in the number, structure of the population as a result of the transition of labor migration into a permanent one;process of aging of the nation, change of age, sexual, family, ethnic composition;weakening of family ties, the instability of marriages, the weakening of social forces, which negatively affects fertility, the development of seven, causes significant economic losses;formation in the youth of a stereotype, mentality, which achieved the achievement of living standards can be through labor travel abroad;formation of the psychology of right nihilism among the population.Finding the best ways to prevent the impact of these challenges and make appropriate decisions requires the creation of a database of informational and sociological support for pre-conscripts youth, the methodology for analyzing sociological information, the procedure and nature of its use are very important for the preparation of a military reserve, not only during the period of military confrontation but also in the future.The analysis of the current state of military reserve preparation (pre-conscription, reckless youth) to protect the state has revealed a number of problems, the presence of potential challenges that require a practical solution:minimizing the social exclusion of young people from the Ukrainian educational space;creation of conditions for equality of educational chances of citizens of the country;optimization of the network of general educational institutions (military-sports direction), which gives an increase in the number of young people ready to fulfill their duty to protect the Motherland;strengthening of professional orientation of youth, popularization and promotion of military profession;development and formation of new standards of military applications that will meet the requirements of time;intensifying the study of the current state of national-patriotic education of children and youth, organization of its systematic, ongoing monitoring.Originality. The identification of contradictions, problems, challenges and their impact on the preparation of pre-conscription youth for the Armed Forces of Ukraine in the long term perspective provides an opportunity to identify priorities, search for the control of the effects of an optimal strategy in the field of mobilizing human potential, and creating a military reserve. Adjustment of managerial decisions should be aimed at achieving the final result – quantitative and qualitative training of military specialists to protect the state.Conclusion. The level of combat readiness and combat capability of the Armed Forces of Ukraine depends on the quality of pre-conscripts training, their education, healthy lifestyle, and the prevention of deviant behavior.Preparation of pre-conscripts youth, military reserve depends on the population size, the quality of education, which determines the development of science, technology, weapons, their use all affects the defense of the state.

THE INFLUENCE OF THE EUROPEAN UNION MULTILINGUALISM POLICY ON THE TRAINING OF FOREIGN LANGUAGE TEACHERS IN ROMANIAN UNIVERSITIES

The article highlited the European policy of multilingualism and multiculturalism of language education in European countries. Besides the article also deals with directions of joint activities of countries of the European Area in the organization of training foreign language teachers, the formation of uniform professional qualification standards for determining the professional definition of foreign language teachers, strategies and practical steps for the implementation of projects in the field of training foreign language teachers funded by the European Union and participation of European countries, in paticular Romania, in these projects. The European Union constantly emphasizes the fact that every citizen should be able to speak in his native language plus two other European languages, stresses the need to promote of linguistic diversity and the motivation of European citizens to learn less widely used languages and improve the quality of teaching foreign languages in educational establishments at different levels and focus its efforts to realize these ideas through the implementation of projects and programs that it has funded. The author focuses on the fact that Romania like all European countries is actively involved in the numerous projects and programs offered by the European Union as one of the priority areas of the Romanian Government is the quality of education at all levels and brings it in conformity with European standards. At the end of the article, the author concludes that the multilingual policy of the European Union has a certain influence on the training of foreign language teachers at the Romania Universities. The author also sums up that due to the participation in various educational projects and programs financed by the European Union among higher education institutions aimed at the development of multilingualism and multiculturalism of language education, the professional level of foreign languages teachers in Romania is increasing.

РОЛЬ ІНОЗЕМНОЇ МОВИ В ПРОЦЕСІ ІНТЕРНАЦІОНАЛІЗАЦІЇ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

The expediency of internationalisation of domestic higher education institutions and the role of a foreign language in this process have been substantiated in the article. Four main justifications of internationalisation have been outlined: academic, socio-cultural, political and economic. Relevant trends in internationalisation of higher education in European countries have been determined, the aspects of the university activities in the development and implementation of the internationalisation strategy have been studied. The factors that determine its successful implementation and factors that hinder this process have been identified. The author’s definition of the notion “internationalisation” has been presented. The impacts of internationalisation on the competitiveness of Ukrainian HEIs and the professional risks related to the low language proficiency have been described. The role of the university’s language policy in implementing the strategy of internationalisation has determined. Regulatory documentation in the field of development and reformation of higher education has been researched. The main changes of the process of internationalization in Ukraine, which took place from 2015 till 2019, have been analysed and detailed. The preconditions of reforming the methods of the English language teaching have been considered. The methodology of internationalisation of higher education at foreign language classes has been proposed. It has been concluded that the process of internationalisation, the main objective of which is to improve the quality of education and research activities, has become the strategic mainstream of HEIs’ activities. As a result, great attention is being paid to support the provision of pedagogical conditions of forming all students’ intercultural competencies. The outcomes of the empirical research indicate that the key directions of the universities’ activities in the context of internationalisation are the development of students’ academic mobility, the establishment of joint educational programmes with foreign HEIs, the development of international research activities.It has been found out that the main factors which stimulate these processes are the development and monitoring of the internationalisation strategy implementation. The challenges of this strategy implementation, like before, are of a financial nature and are related to the low level of foreign language proficiency and insufficient motivation of students and teachers to participate in academic mobility programmes and international research projects.

Legal Education in the Next Future

The legal profession is facing a new working environment marked by increasing globalisation, competition, technological advances and deregulation. Furthermore, the economic perspective imposed by the European Union – which leads us to consider lawyers as business as well as professionals – is having a profound impact on national regulations. Nobody would doubt that the intellectual professions have experienced a deep transformation whereas competition rules – originally addressing more traditionally commercial ventures – have begun to penetrate in this different area. In this time of changes, the ‘qualitative entry restrictions’ – taking the form of minimum periods of education (and related educational standards), post-university vocational training and professional examinations – are maintaining a key role: ensuring that only practitioners with appropriate qualifications and competence can supply their legal services in the internal market.The first part of this paper is devoted to analysis of the evolution and changes involving legal education in European countries, adopting a comparative and historical perspective. Member states have the right to regulate professional services, and they have the primary responsibility of defining the framework in which professionals operate; therefore, regulation of legal education is, first and foremost, a national matter. Nevertheless, a historical overview of the different systems shows that even if the starting points of the different traditions are very distant, sometimes even opposite, there are some common trends in the evolution that are going to create a harmonization in the field of legal education. In particular, every system is going to create a pathway to enter in the legal profession that ensures both academic studies and professional training, combining the theoretical knowledge with practical aspects.The second part of the paper focuses on the new role embraced by the law schools, arguing that the new mission of law schools is, at least in part, to contribute to the creation of legal practitioners. In fact, it seems that the division between exclusively academic theoretical study and post-university vocational training is today unsustainable. Considering the law schools’ new obligation to create both ‘theoretic and practical’ scholarship and the consequent shift towards more skills-based legal education, the second part of the paper will be devoted, in particular, to the analysis of the fundamental role that clinical legal education should play in this process of reform.

NATIONAL INSIGHTS FROM LITHUANIA, LATVIA AND POLAND FOR EU ADULT EDUCATION POLICY DEVELOPMENT

The discovery of the power of adult education in facilitating smart, sustainable and inclusive growth has increased the demand for adult learning. Education in European countries had always been seen as a national affair. The education systems and objectives had been closely related with each country’s history, political system and location. However, due to the increasingly global character of the way national and supranational policy is created, education policymaking is increasingly framed by national economic imperatives and driven by the need to be globally competitive. The education of adults is a component of these politics, and has become a powerful lever for shifting the boundaries between education and work, state and market, formal and informal education. The aim of the present article is to highlight the national perspectives of Lithuania and such neighbourhood countries as Latvia, Estonia and Poland. Despite national diversities, a cursory glance at contemporary processes in adult education across European states brings to light many common or similar characteristics in systems and mechanisms. Moreover, comparative perspective of countries’ experience and expertise is beneficial for improving of the quality of adult education. The novel contribution of the work is revealed in recommendations on policy for adult learning.

PREPARING SCHOOLCHILDREN FOR FAMILY LIFE IN EUROPE: THEORY AND PRACTICE

The article analyzes the foreign experience of preparing pupils for family life. The emphasis is on three of its components - pre-marital training, sexual education and the formation of conscious paternity. Particular attention is paid to the analysis of each of these components in the leading countries of the Europe - Great Britain, France, Germany, Sweden, etc. The importance of sexual revolution in changing the approaches to solving the problems of sexual education in educational institutions is emphasized. It should be noted that sexual education in the vast majority of analyzed educational systems (Great Britain, Germany, France, etc.) is conducted in secondary schools through developed state or regional programs. The article notes that traditionally sexual education in European countries focuses on potential sexual risks, although youth, including the student should know about sexuality not only in terms of risks but also in terms of its potential in order to develop a positive and responsible attitude in this field. Managed to identify the following main types of future family man preparation, and the conclusion is drawn on the absence of a unified, uniform model of youth training for married life in Europe.

СУЧАСНІ АСПЕКТИ ПІДГОТОВКИ ВЧИТЕЛЯ ІНОЗЕМНОЇ МОВИ У РУМУНІЇ В ЗАГАЛЬНОЄВРОПЕЙСЬКОМУ ВИМІРІ

The article deals with the European policy of multilingualism and multiculturalism of language education in European countries. Moreover, the article also deals with directions of joint activities of countries of the European Area in the organization of training the foreign language teachers, the formation of uniform professional qualification standards for determining the professional definition of foreign language teachers, strategies and practical steps for the implementation of projects in the field of training the foreign language teachers funded by the European Union and participation of European countries, in paticular Romania, in these projects.The European Union constantly emphasizes the fact that every citizen should be able to speak in his native language plus two other European languages, stresses the need to promote of linguistic diversity and the motivation of European citizens to learn less widely used languages and improve the quality of teaching the foreign languages in educational establishments at different levels and focus its efforts to realize these ideas through the implementation of projects and programs that it has funded.The author focuses on the fact that Romania like all European countries is actively involved in the numerous projects and programs offered by the European Union as one of the priority areas of the Romanian Government is the quality of education at all levels and brings it in conformity with European standards.At the end of the article the author concludes that the European policy that implemented in Romania tends towards at the development of multilingualism and multiculturalism of language education, extends to other European countries and is realized through the implementation of various educational projects and programs funded by the European Union among the higher education institutions.

The Financing of Educational Institutes in the European States: A Comparative Study

This paper deals with some aspects of the funding of educational institutions in European countries. It starts with some preliminary remarks on the legal framework of the right to education and its funding in Europe after the economic crisis. Then it briefly examines some recent trends in education spending emerging from recent Eurydice Reports. Finally, it focuses on a comparative analysis of public funding of private education in European countries. The analysis shows a general and growing trend – with some notable exceptions (e.g. Italy) – in supporting private grant-aided schools (i.e. Church schools) as a fundamental part and resource of the educational system, as long as they possess high quality standards, comply with the national curricula and respect European values.

Trends in health inequalities in 27 European countries.

Unfavorable health trends among the lowly educated have recently been reported from the United States. We analyzed health trends by education in European countries, paying particular attention to the possibility of recent trend interruptions, including interruptions related to the impact of the 2008 financial crisis. We collected and harmonized data on mortality from ca 1980 to ca 2014 for 17 countries covering 9.8 million deaths and data on self-reported morbidity from ca 2002 to ca 2014 for 27 countries covering 350,000 survey respondents. We used interrupted time-series analyses to study changes over time and country-fixed effects analyses to study the impact of crisis-related economic conditions on health outcomes. Recent trends were more favorable than in previous decades, particularly in Eastern Europe, where mortality started to decline among lowly educated men and where the decline in less-than-good self-assessed health accelerated, resulting in some narrowing of health inequalities. In Western Europe, mortality has continued to decline among the lowly and highly educated, and although the decline of less-than-good self-assessed health slowed in countries severely hit by the financial crisis, this affected lowly and highly educated equally. Crisis-related economic conditions were not associated with widening health inequalities. Our results show that the unfavorable trends observed in the United States are not found in Europe. There has also been no discernible short-term impact of the crisis on health inequalities at the population level. Both findings suggest that European countries have been successful in avoiding an aggravation of health inequalities.

THE STANDARDS FOR ENSURING THE QUALITY OF EDUCATION IN KOSOVO ACCORDING TO EUROPEAN STANDARDS OF THE HIGH EDUCATION

Ensuring the existing capacities as a basic condition for a quality education, in education is connected in the beginning with a level of consciousness that captures in itself the need of educational planning building. These mechanisms despite that they are legal it has also to do with building up the capacities through twinning projects, funded by EU. The planning process has started by the SWOT program. The analyses showed weak points for ensuring the quality in education and they are separation of responsibilities between institutions. What is indispensable in Kosovo, it is building mechanisms to ensure quality assessment. The methods used in this paper are more research of materials and less comparative as far as the course and previous actions in Kosovo education. It is approved and entered into effect the law for education and capacity enhancement in Kosovo that aims supplying the people of all ages with professional knowledge. During the theses paper we are going to elaborate wider many theoretical and practical issues which deal with intentions, strategies and European standards which coordinate possibilities of accomplishment of objectives and ranking Kosovo education within education of European countries.

Education: 11. Artistic Education, A Promoter for the Development of School Creativity from the Intercultural Perspective

Abstract The main aims of artistic education are almost similar in all European countries. Almost all countries mention “artistic skills, knowledge and understanding”, “critical appreciation”, “cultural heritage”, “individual expression/identity”, “cultural diversity” and “creativity” as objectives. However, “arts and permanent learning/interest” are mentioned only in 15 curricula. The various initiatives and recommendations for the development of artistic and cultural education in European countries are based on information on the establishment of national organizations and networks to promote artistic education and the development of partnerships between schools, artistic/cultural organizations and artists. Cultural identity as well as the development of creativity are a priority through such approaches.

FORMATION OF MORAL AND ETHICAL VALUES OF SENIOR PRESCHOOL CHILDREN IN THE PROCESS OF REALIZATION OF MEDIA EDUCATION

KUZMA Iryna – PhD of Pedagogical Sciences , lecture of Pedagogy and Psychology and Inclusive Education Department, Ternopil Regional Communal Institute of Postgraduate Pedagogical Education, Maksyma Kryvonosa str., 2, Ternopil, 46000, Ukraine ( iryna.yankovych@gmail.com ) ORCID: https://orcid.org/0000-0002-1219-8216 ResearcherID: http://www.researcherid.com/rid/D-4131-2018 DOI: https://doi.org/10.24919/2313-2094.6/38.119522 To cite this article: Kuzma, I. (2018). Formuvannia moralno-etychnykh tsinnostei ditei starshoho doshkilnoho viku v protsesi realizatsii mediaosvity [Formation of moral and ethical values of senior preschool children in the process of realization of media education]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy» , 6/38, 219–228. doi: 10.24919/2313-2094.6/38.119522 [in Ukrainian]. Article history Received: 18 September 2017 Received in revised form: 13 November 2017 Accepted: 15 February 2018 Available online: 5 April 2018 Abstract. The importance of media education for the formation of moral and ethical values of preschoolers has been proved in this article. The formation of moral and ethical values has been determined as one of the most important directions of media education in the educational process, because it is not only in the Ukrainian but also in the European society that humanity and mercy are displaced by aspiration for success, pragmatism. It has been revealed that unscrupulous use of media production is one of the reasons for the increase in the number of cases of violent aggressive behavior. The attention has been focused on an insufficient use of media potential, in particular, the printed media for the children’s education (upbringing); the need to eliminate low-cost media products. The article substantiates inexpediency of excessive use of media resources in the educational process. As it turned out the implementation of media education in children’s preschool institutions comes with difficulties. There is insufficient methodological research on the topics of media literacy formation not only for children, but also for their parents. It is necessary to study the experience of organization of media education in European countries. The article gives the classifications of the media. It distinguishes the visual, auditory and audiovisual media depending on the method of processing and supplying information, on the influence upon the consumer (visually; aurally; aurally and visually). It has been found out that there is insufficient use of printed media in the children’s institutions, and later in primary schools. The educational potential of interactive applications has been revealed which is aimed, among other things, at the formation of moral and ethical values. The author identifies the ways of helping parents in the process of using such applications and shows the role of parents’ media education in the educational process. It is necessary to conduct special media educational lessons aimed at the formation of moral and ethical values. The emphasis is put on the expediency of teaching children to explain the meaning of moral and ethical categories (what is good and what is evil), to recognize good and bad things, to adequately assess the behavior of characters in fairy tales, cartoons, etc., as well as their own actions. It has been found out that for the formation of moral and ethical values of preschoolers it is expedient to implement interactive methods that allow developing critical thinking of the child at the elementary level and the elements of independent analysis. Acknowledgments. Sincere thanks to staff at preschool establishments in Ternopil and Department of Education and Science of the Ternopil Regional State Administration, in particular Olha Khoma. Funding . The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding from Ternopil Regional State Administration permitted this research completion.

RUSSIA-CHINA: EDUCATIONAL MOBILITY OF CHINESE STUDENTS

Ponte Academic JournalAug 2018, Volume 74, Issue 8 RUSSIA-CHINA: EDUCATIONAL MOBILITY OF CHINESE STUDENTSAuthor(s): Tanatova Dina ,Vardgues G. Pogosyan, Ivan V. Korolyov, Anna A.ChernikovaJ. Ponte - Aug 2018 - Volume 74 - Issue 8 doi: 10.21506/j.ponte.2018.8.16 Abstract:Chinese students� educational mobility is determined by a number by factors: geographical proximity, Far � Eastern region of the Russian Federation, in particular; interest in Russian language learning; the quality of education; Russian universities ranking; an opportunity to get an in-demand profession; affordable tuition fees etc. Educational migration flow remains with small increase. Nevertheless, the level of educational migration in Russia is not so high comparing with one in the USA and Europe, despite the stability of Russian � Chinese relations. This situation is connected with changing the trend towards getting education in European countries, due to more favorable social conditions, high university rates, being included in prestigious international rankings. Russia is steadily moving towards international educational system, there are certain contradictions in the internal concept of higher education. Download full text:Check if you have access through your login credentials or your institution Username Password

ПРОФЕСІЙНА ПЕДАГОГІЧНА ОСВІТА В ЄВРОПЕЙСЬКИХ КРАЇНАХ ЯК ОБ’ЄКТ ПЕДАГОГІЧНИХ ДОСЛІДЖЕНЬ

ПРОФЕСІЙНА ПЕДАГОГІЧНА ОСВІТА В ЄВРОПЕЙСЬКИХ КРАЇНАХ ЯК ОБ’ЄКТ ПЕДАГОГІЧНИХ ДОСЛІДЖЕНЬ

Impact of the recent economic crisis on tertiary education funding - a comparative study

We examined how the recent global economic crisis and the necessary cuts in public expenditure affected the funding for tertiary education in European countries. We clustered the countries into two groups with respect to the severity of the impact of the global crisis on their economies. Then, we comparatively studied the changes in the funding of tertiary education during the recent economic crisis. We found that tertiary education was less exposed to austerity measures than the education sector as a whole and, in the group of countries that were more affected by the crisis, several countries decreased the share of public expenditure on tertiary education. We also found that, on average, countries with high pre-crisis public spending on tertiary education increased the share of GDP for tertiary education more than those with low pre-crisis spending. Overall, the results of our research show how the governments of different countries adjusted public funding for tertiary education during the economic crisis.

Impact of the recent economic crisis on tertiary education funding - a comparative study

We examined how the recent global economic crisis and the necessary cuts in public expenditure affected the funding for tertiary education in European countries. We clustered the countries into two groups with respect to the severity of the impact of the global crisis on their economies. Then, we comparatively studied the changes in the funding of tertiary education during the recent economic crisis. We found that tertiary education was less exposed to austerity measures than the education sector as a whole and, in the group of countries that were more affected by the crisis, several countries decreased the share of public expenditure on tertiary education. We also found that, on average, countries with high pre-crisis public spending on tertiary education increased the share of GDP for tertiary education more than those with low pre-crisis spending. Overall, the results of our research show how the governments of different countries adjusted public funding for tertiary education during the economic crisis.

Expert System for the Analysis of Qualification Standards in European Countries

National standards of education in the Bologna Process countries differ both in the structural and in the substantive parts of the documents. Automation of comparison of qualification levels of different countries allows to provide more effective interaction of university centers in the field of educational services and the labor market. In this article, using the method of Professor V. Osadchy, an expert system of ES for the comparative analysis of the qualification levels of the standards of European countries on the descriptor «Knowledge» was developed. The code of the program is based on the Windows Forms technology in the Microsoft Visual Studio Community 2017 software development environment. The algorithm for comparing the levels related to different standards is implemented in the form of the following operations:
 First step. In the studied subject area Q, which contains a textual description of the qualification levels of education, a universal set V is created from elementary semantic units vi with the indication of the measure of each element μ(vi). The semantic content of vi is presented in text form in such a way that the expert has the opportunity to characterize any level of the standard Pu with the help of a subset of Ru from the elements.
 The second step. From the list of participants in the Bologna Process, countries and their qualification levels are selected to carry out the comparison.
 The third step. Experts fill in the tables with an estimate of the probability of occurrence of elementary semantic units vi in the subset Ru for the chosen qualification level.
 The fourth step. We calculate the measures of the subset μ(Ru) and display the results of calculations on the display screen.
 The use of this algorithm made it possible to create a convenient software product for conducting a comparative analysis of the national standards of education in European countries. Efficiency tests were carried out in various modes of filling the initial forms. Using the example of comparing the NQFU standards and the EQF standard for the «Knowledge» descriptor, the reliability of the functioning of all forms of the program, the stability of the output of information with respect to unauthorized actions of experts, and the convenience provided to the user by the interface when filling out the tables are shown. It is shown that the zero level of the NQFU standard is consistent with the first level of the EQF standard, and the first, second and third levels of the NQFU standard are close, respectively, to the second, third and fourth levels of the EQF standard.

Some Peculiarities in Training Future Masters in Technology Education in European Countries

Abstract In the article, the importance of studying foreign experience in order to improve quality of future Masters’ training in higher education institutions has been justified. The main peculiarities of training Masters in Technology education in European countries, namely, in Germany, Sweden and France have been outlined. It has been revealed that European education systems aim at developing future handicraft and technology teachers’ practical abilities and skills. It has been established that organization of teacher placements in each European country somehow differs: in Germany, teacher placement lasts approximately one or two years; in Sweden, teacher placement is rather cross-cutting; in France, teacher placement contributes to individualizing future technology teachers’ training. It has been determined that syllabi for training handicraft and home economics teachers in Germany are oriented toward not a specific discipline, but toward a set of specialties within the framework of general professional industry. It has been specified that modern challenges and paradigm shifts in education have led to implementation of the latest reform in training Future Masters in Technology Education in Sweden. It has been justified that modern French teacher education, in particular, education of technology teachers, is based on the principles of individualization. It has been noted that syllabi of European higher education institutions are rather variative, yet they always contain three types of disciplines – compulsory, partially elective and completely elective. Based on the research findings, it has been concluded that exchanging experience is extremely necessary nowadays and will contribute to improving Ukrainian system of teacher education. It has been determined that education systems in Germany, Sweden and France possess several advantages, namely, information openness, a diversified network of higher education institutions, favourable conditions for lifelong learning.