European Education Research Articles

ІНТЕРНАЦІОНАЛІЗАЦІЯ ДОКТОРСЬКОЇ ОСВІТИ ЯК ФАКТОР ПІДВИЩЕННЯ ЇЇ ЯКОСТІ

In the European Higher Education Area, ensuring a comparable quality of education is one of the conditions for the rapprochement of European countries in the formation of the Single European Educational and Scientific Space. The purpose of the study is scientometric assessment of the scientific orientation of the acts of domestic legislation on the assessment of the internationalization of doctoral education. Recent experience in reforming doctoral education systems in developed countries has shown that while maintaining national sovereignty and national diversity of their organizational systems, international integration opens up prospects for improving and enhancing the quality of training of highly qualified scientists, increasing access to scientific degrees, development of international scientific and technical cooperation. In the last twenty decades, internationalization in developed European countries has become a key priority for doctoral education and an important component of improving its quality. The level of internationalization of doctoral education varies in different countries and develops in different forms. This is the individual mobility of graduate students, doctors and faculty for educational purposes (organized - in various national and international programs, as well as spontaneous - as a result of activating market mechanisms in the market of educational and research services); mobility of educational programs and institutional mobility; formation of new international standards of educational programs; integration into international dimension curricula; institutional partnership - creation of strategic educational alliances.

Financial culture in European education

In this study the authors investigate the state of European financial culture compared to other regions of the world and the programmes launched / to be launched by different European countries to improve it. They discuss the relationship between general indicators of development and financial culture pointing out that a step-by-step development of financial literacy leads to further growth potential as well as the implementation of best practices learnt from different European countries. All that is highly topical, because the Covid-19 pandemic and ongoing digitisation are new challenges to be faced by the experts dealing with the development of financial literacy. Despite the new challenges, they must call attention to the importance of financial culture. By comparing five European countries it has become clear that complex programmes involving many actors are the most effective; in addition, school subjects involving financial culture should be made mandatory.

PECULIARITIES OF THE DUAL EDUCATION IN GERMANY AS AN IMPORTANT ELEMENT OF PROFESSIONAL TRAINING

The need to reform the higher education system both in European countries and in Ukraine has led to the need to study the leading experience of educational practices of higher education institutions. German education is considered to be one of the best examples of high-quality modern education the practice of which is followed by the whole world. The development of german education is characterized by the transition to a dual system of education which has been successfully used in the country for more than twenty years. And, accordingly, as a result, Germany has shown high results and professional achievements of students as well as one of the lowest levels of youth unemployment. Moreover, the focus on german education is growing due to the successful combination of learning, practice and support for young people in personal and family development. Therefore, the study of Germany's best practices in the field of dual education is an important element in improving the system of Ukrainian and European education. Comparing the systems of dual and traditional learning, we tend to claim that the benefits of dual learning are obvious: 1) learning is as close as it is possible to the demands of production; 2) high employment rate; 3) increasing the diversity of educational programs; 4) more diverse professional development of the student; 5) stimulating business in investing in vocational education; 6) the implementation of scientific research is facilitated by the possibility of using modern production equipment directly in production itself; 7) there is an opportunity to influence the personality of the specialist as well as the formation of the necessary qualities of the employee in the model of the dual system of training; 8) as a technology, the dual system of training increases the motivation and need to obtain the knowledge necessary for professional activities due to the fact that the quality of acquired knowledge will allow to perform highquality duties in the workplace.

The Paris statement “A Europe we can believe in” (2017) and problems of modern education

Summary. The purpose of the article is to give a sociophilosophical analysis of one of the main ideas in the Paris statement of 2017 “A Europe we can believe in” – the problem of modern education. The philosophical and anthropological direction and Christian dogma became the methodological basis for the research. Also, hermeneutic and traditionalist approaches were used to solve the tasks. Scientific novelty. The content of the Paris Statement is not viewed as a criticism of the European space, rather an attempt undertaken by European intellectuals to show the “real Europe” from a philosophical standpoint emphasizing the true values of the European heritage. The Paris Statement is the voice of reason that must be heard in this complex world filled with propaganda and manipulation. The statement does not dwell on the chronological issues of Europe’s historical existence but on a special way of human existence. The conceptual identification of the deep foundations of the tradition in its spiritual dimensions makes it possible to deeper understand the problems in European education. Conclusions. Emphasizing that the essence of real Europe is its Christian and philosophical dialogic character, the authors of the statement define the main goal of education – creating a thinking, free person. Emphasizing the importance of Christianity as the basis for European culture, the stress is placed on the upbringing (educating) of children and youth not so much in the spirit of Christian values, but in the very spirit of Christian Truth. Also important remains the issue of reforming curricula to transmit a common cultural heritage, and not to indoctrinate the youth with a culture of repudiation.

ОЦЕНКА РЫНКА ОКАЗАНИЯ ОБРАЗОВАТЕЛЬНЫХ УСЛУГ

The paper considered and analyzed data on the educational sector of the economy. Comparative analysis of Russian education and European education was performed. This gives the main prospects for the development of educational services in Russia.

The Place of American English in European Education

The Place of American English in European Education

УКРАЇНСЬКІ УНІВЕРСИТЕТИ ПЕРЕД ВИКЛИКАМИ СОЦІАЛЬНО-ТУРБУЛЕНТНОГО СВІТУ

Ukrainian education, in fact, like all European education, is currently in the process of fundamental modernization changes caused by the challenges of the modern socially turbulent world. Globalization, the information revolution, climate change, etc. form a demand without an answer to which neither education nor society can develop and move forward. The main modern challenge is the war unleashed by the Russian aggressor against Ukraine and the entire civilized world. Thousands of dead and wounded, millions of refugees and displaced persons, destroyed cities and villages, cruel torture inflicted on the people of the occupied territories by the former "elder brother", powerfully raises the question of how to live in these incredibly difficult conditions, who to believe, what to fight for, what values to profess. Of course, Ukraine has found the answer: it is necessary to stand up, defend and defeat the enemy, live with dignity, with the head held high, profess universal human values of peace, democracy and freedom together and in cooperation with European nations, the entire civilized world. We are grateful to the peoples of the world who condemn the aggression and help Ukrainians to persevere and win. Ukrainians express their special gratitude to the peoples of Poland and the United States, who were the first to accept our refugees, provided (and continue to provide) the necessary defense weapons, humanitarian aid, and foster a spirit of confidence in victory.

Global cooperation in Open Science policies and procedures to ensure the sustainable development of society

One of the important mechanisms of world transformation in the context of the formation of sustainable development of society is the achievement and provision of innovative, inclusive, fair and high-quality models of development and institutionalization of science. The process of formation and implementation of a new modern policy in the field of science foresees the implementation of the paradigm of Open Science. The analysis of the key documents of the European Research Area and the European Higher Education Area, which define the policies and procedures for the development of Open Science, allowed to characterize the understanding of its features, goals, characteristics and indicators. The key provisions of the EU policy on the development of Open Science include the following: recognition of the priority of open research; ensuring the earliest possible exchange of knowledge and research data; promoting the involvement of research partners from industry, government and community groups; compliance of publications with the requirements “open as much as possible, closed as necessary”; recognition and reward of participation in research of citizens and end consumers; ensuring compliance with intellectual property rights. Active promotion of the ideas of Open Science through appropriate policies and procedures strengthens global cooperation and corresponds to the principles and goals of sustainable development of society, focused on improving the quality of human life in a favorable socio-economic environment and environmentally friendly, healthy, diverse environment.

РЕАЛИЗАЦИЯ ПОДГОТОВКИ УЧИТЕЛЕЙ В КОНТЕКСТЕ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ

The Bologna process ensured the unification of educational systems and cemented the foundations for the European Higher Education Area as an integral system. Currently, pedagogical education is implemented at three levels, the basic of which is the bachelor's level. The system of tertiary pedagogical education and the continuing professional development of acquired competencies can be defined as a crosscutting technology. The paper shows the implementation of lifelong education of teachers in the context of the Bologna process on the example of individual countries. The article reveals the national characteristics of higher pedagogical education, describes the implementation of lifelong education of teachers in the context of the Bologna process on the example of individual countries, identifies the conditions necessary for a graduate to start teaching practice in secondary education. The results of the study are generalization of best practices in national education systems and the identification of conditions for the development of crosscutting competencies in the system of tertiary education.

Working conditions of physical education teachers in European higher education institutions

Aim: One of the problems of modern higher education is the so-called "New core curricula", which oblige PE teachers to make many changes in the way they work. PE teachers face several restrictions to provide PE programs that improve students' physical fitness, cognitive development, and overall health. The research aimed to investigate the working conditions of university PE teachers in selected European tertiary institutions. Materials and Methods: The quantitative research employed purposive sampling. Five academics volunteered to collect information on 66 European tertiary institutions located in Poland, Slovakia, Serbia, Hungary, Czech Republic, Slovenia, Turkey, Spain, Montenegro, Croatia, Bosnia & Hercegovina, Finland and Kosovo. Quantitative data were collected using questionnaires with a set of questions concerning characteristics of tertiary institutions and various aspects of working conditions of university PE teachers. Results: Two thirds of the university PE teachers held master's degree in PE since in over 42% of surveyed institutions, a master's degree in physical education was required to conduct PE classes. The majority of PE teachers (84.4%) were employed full-time, and on average worked 38.6 days in an academic year. Significantly more PE teachers with masters and doctoral degrees (p = 0.012) were employed full-time, or fixed term in public, middle size HEIs (p <0.001). In HEIs in cities with less than 500,000 residents, PE teachers were more often encouraged for participation in CPD (p = 0.049). Significantly more public HEIs fully or partially covered the costs of CPD or conferences (p <0.001), whereas in non-public or small HEIs significantly more PE teachers had to finance the costs of CPD. Moreover, significantly more (p =0.037) universities implemented specific PE teachers’ evaluation criteria with a personal record of their achievements. Conclusion: There is a pressing need to improve qualifications of university PE teachers, as many European HEIs do not support PE teachers in CPD. Furthermore, lack of CPD opportunities, low salaries and lack of career promotion perspectives combined with lower psychological resilience, may result in professional burnout syndrome.

European integration as a resource for Ukrainian childhood in the context of educational transformations

Summary. The purpose of the article is to study European integration as a resource, as an opportunity to improve the present Ukrainian childhood, in the context of educational transformations. The methodological basis of the research was analysis, synthesis, comparison and modeling. Scientific novelty. High standards of education and monitoring of their compliance, financing of educational services, improvement of the qualifications of employees, orientation towards the child and its independent development are synonymous with the concept of European education, and therefore new opportunities for Ukrainian schoolchildren. Conclusions. The modernization of the educational system and its improvement began at the beginning of the formation of Ukraine as an independent state. Modern world trends were analyzed by specialists and used to improve Ukrainian education. Investigating the issue of European integration as a resource for Ukrainian childhood in the context of educational transformations, the educational system was analyzed as a multi-component phenomenon that consists of some elements, namely: the excellence of educational programs, the quality of teaching staff, methods of managing educational institutions, as well as the level of knowledge of school graduates. Relevant aspects of European pedagogical concepts and approaches were identified, which are important to implement in the Ukrainian educational system. An important step on the way to the Europeanization of Ukrainian education is the concept of the New Ukrainian School (NUS). NUS, as a concept, are distinguished by its practical orientation to the educational process and put the individual characteristics of the child first, which is surprisingly important for upbringing and personality formation. The success of the implementation of any innovative educational concepts primarily depends on the readiness of teachers for their implementation, on pedagogical skills, flexibility and orientation to the success of each child. Only in such conditions can society and parents be sure of the educational services provided.

Does English Instruction Teach More Reading Than Listening Skills? Evidence From 15 European Education Systems

Does English Instruction Teach More Reading Than Listening Skills? Evidence From 15 European Education Systems

Gamification as an aspect of European education and its application in lessons foreign literature

Gamification as an aspect of European education and its application in lessons foreign literature

The analysis of psycholinguistic peculiarities of a foreign language studying: suggestopedia approach

Language competences are at the heart of building the European Education Area. They define personal identities, but are also part of a shared inheritance. For millions of Ukrainians all over the world the knowledge of a foreign language, mainly English is more than a means of communication, but sometimes the only way to be heard. Multilingualism is one of eight key competences needed for personal fulfilment, a healthy and sustainable lifestyle, employability, active citizenship and social inclusion. For many reasons the goal to improve language teaching at different stages of life-long education is of primary importance. Hence, the article aims at studying psychological and linguistic features at various stages of language learning. The object of the article is the psycholinguistic features of studying a foreign language. The subject of the research is the suggestopedia approach to the language learning. Language mastery includes three close but not identical concepts, mainly acquisition of the native language, secondary awareness of the native language and finally mastering (learning) another non-native language. A speech skill is a speech operation performed according to optimal parameters. Such parameters are unconsciousness, complete automaticity, compliance with the language norm, normal tempo (speed) of execution and stability. Motivation, level of anxiety, level of self-esteem, rigidity (looseness), readiness to take risks, empathy, extroversion have been defined as the most important conditions for mastering a foreign language. The research has defined the following positive achievements of suggestopedia approach, mainly the increasing learning resistance, stimulation the learning readiness, the feeling of relaxation, fostering hope and trust in students’ own power, helping the learners to overcome the barriers to learning, facilitation of the learners’ change.

How Harmful Is the Commercialization of Higher Education for the Academic and Social Environment?

The commercial market for higher education in Europe is expanding as governments cut spending on universities in the wake of the 2008 global economic crisis, and universities must be self-sufficient to survive. This commercialization is mainly reflected in the fact that universities begin to pay more attention to fund accumulation rather than improving academic value. With the continuous increase of tuition fees in colleges and universities, students are regarded as consumers and universities are essential commodities needed by consumers. Although commercialization of higher education has some beneficial aspects, such as more funds for schools to provide students with more advanced equipment and more comfortable learning environment, overall, the threat of commercialization to academic quality and social environment cannot be compensated for by those advantages. This paper aims to find out the two main reasons for the commercialization of higher education and the three threats to the social and academic environment brought by the marketing of higher education. Also, the paper also puts forward corresponding solutions for the three major risks; the two reasons analyzed in this paper are mainly the economic crisis and the development of globalization. The three threats are mainly aimed at the teaching quality of educational value and the financial pressure of students. At the same time, the paper gives three corresponding solutions to the threats. This paper argues that the commercialization of higher education severely hinders the improvement of educational value, reduces teaching quality, and brings heavy pressure to students' economy, which directly hinders the healthy development of higher education. If higher education institutions can adopt corresponding strategies to mitigate the threat of commercialization, the commercialization market of higher education may bring many opportunities for the development of higher education industry.

Navigating European education in times of crisis? An analysis of socio-technological architectures and user interfaces of online learning initiatives

This study casts light on two online learning initiatives funded by the European Commission, and queries their role as policy actors in the long-term project of a “borderless” European Education Area and/or in the remediation of the so-called “refugee crisis.” Particularly, the study aims to contribute to existing research on the policy enactment of European education spaces, while also addressing their implicated times. Social topology has guided a theoretical-conceptual focus on bordering practices, socio-technological architectures, and user interfaces, and their enactment of forms of Europe. This informed the methodology to center around active navigations on user interfaces of these online learning initiatives, based on the argument that these concretize bordering practices and forms of spaces-times. The findings, presented as re-constructions of the active navigations, stress multiple possibilities EC-funded online learning initiatives to evolve, including shifting responsibilities and differentiated learning trajectories. By highlighting these possibilities, the study aims to interpose the relatively short development of digitalization in (European) education, in which digital technologies have been positioned as “flexible” solutions in times of crisis. The study thereby stirs up discussions on how European online learning initiatives could integrate long-term visions with crisis remediations and, accordingly, could support continuously renewable educational spaces-times.

European Commission/EACEA/Eurydice. (2020): Equity in school education in Europe: Structures, policies and student performance

La equidad se ha tornado, en los últimos años, en un tema de enorme relevancia para la sociedad en general y para lo educativo en particular. En este informe, la Comisión Europea nos presenta una radiografía de la situación educativa en torno a la equidad de los diferentes países miembros. Para ello, se marcan una serie de indicadores como la atención a la primera infancia, la financiación de los sistemas, el tipo de escuela, la libre elección de centro, las políticas de admisión, el rastreo, la repetición de grado, autonomía de los centros, escuelas desaventajadas, apoyo a los estudiantes con bajo rendimiento o la oportunidad de aprender entre otros como marco que proporcione respuesta a la pregunta ¿es la escuela realmente equitativa en la actualidad?Con todo ello, la UE insta a los gobiernos a tomar medidas que mitiguen los problemas resaltados en el informe y a tomar posturas decisivas y contundentes que conviertan la educación en una herramienta de equidad social y no de diferenciación.

INNOVATIVE APPROACHES TO FORMULATION AND DEVELOPMENT OF SOFT SKILLS OF SECONDARY SCHOOL STUDENTS IN THE CONTEXT OF UKRAINE’S INTEGRATION INTO THE EUROPEAN EDUCATION AREA

The paper is focused on the analysis of soft skills as basic competences for future professional success. During the study the concept of “soft skills” in the educational terminology of European countries and Ukraine was analysed; the importance of formation and developing soft skills for successful future professional development was justified; the directions of educational policy in EU countries and Ukraine to ensure the formation and development of soft skills of secondary school students were found out. As a result of research it was made the conclusion about the importance of soft skills formation and development in secondary school students for their future successful professional realization. It was offered the strategic directions on innovation approaches for the New Ukrainian School in formulation and development of soft skills at secondary school in the context of Ukrainian’s integration into European and World education. In consequence of literature review it was determined that over one-third of skills (35%) were considered important in that days’ workforce would have changed over the next five years (the World Economic Forum, 2016). Today, employers look for job candidates who not only have professional skills in a particular field, but also understand how to make difficult decisions and demonstrate leadership skills. It is concluded that in an effort to prepare the younger generation for their future successful careers, educational institutions must ensure both the formation of professional skills (“ hard skills”) and the development of “soft skills”, not limited to communication skills, because “soft skills” are also the ability to listen, work in a team, think critically, set goals and achieve them, the ability to resolve conflict situations, etc. “Hard skills” and “soft skills” in combination with motivation and personality form a pyramid of development of the future competitive professional. Career success depends on so much more than students’ subject-matter knowledge and expertise. Based on the European experience the policy makers, educators and parents in Ukraine have been recommended to collaborate to ensure that each child’s school experience fosters the social and personal skills that will ensure success when he or she enters the workforce.

Анализ подходов оценки качества результатов подготовки студентов в системе профессионального образования за рубежом

In this article an attempt to systematize the existing approaches to the assessment of quality of training students of technical universities in various countries is made; features of the assessment result of students' learning common for the whole system of higher education in Europe and the United States are identified; differences in the quality assessment result of training technical university students in foreign countries are also discussed. The relevance of the research is determined by the features of the organization and trends in the development of quality assessment of student training results, which is one of the most important aspects of managing the development of the higher education system. The choice of methods for its implementation directly affects all aspects of university activities in general, and largely determines the quality of educational services. The purpose of the article is to study and analyze existing approaches to assessing the quality of training results of technical university students abroad. It is established that the assessment of the quality of students' training results in Russia requires transformation of our mentality in determining the content of education. The presented results and conclusions of the study make it possible to formulate recommendations for assessing the quality of student training results in the system of professional education in Russia and promote the creation of a unified system for assessing the quality of higher education, which contributes to increasing the prestige of Russian higher education and its integration into the international scientific and educational space.

Inclusion and diversity in bilingual education: a European comparative study

ABSTRACT This article carries out a cross-European comparison of stakeholder perspectives on catering to diversity within CLIL programs. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,526 teachers, students, and parents in 59 Secondary schools in six European countries: Austria, Finland, Germany, Italy, Spain, and the UK. It employs data, methodological, and location triangulation and carries out across-cohort comparisons in order to determine the differences/similarities which can be discerned between the measures implemented in northern, central, and southern Europe to make bilingual education a more inclusive reality for all. It also provides comparative insights into the main difficulties and chief training needs which still need to be addressed. The broader take-away is that CLIL provision, as it stands, does not fit the bill in the new mainstreaming scenario and needs to be reengineered to respond to the needs posed by educational differentiation. This pan-European outlook will allow us to determine where we currently stand on this issue and to showcase the main lessons which can be gleaned from different contexts in order to step up to one of the most important challenges facing bilingual education in Europe (and beyond) if we seek to ensure its sustainability.