European Education Systems Research Articles

Professional education of teachers in physical training and health: the experience of Denmark

Purpose: Today physical training becomes an integral part of the European education system as it brings knowledge and insight centered on principles and concepts of the 21st-century learning skills. The article offers an analysis of the structural model, content and goals of the basic physical education projects in the professional teacher training system of Denmark. As this country has gained a positive experience in creating its own strategies for reforming of all the important teacher education components, based on the widespread use of modern motion-focused technologies in the learning process. Material: Data for this study were collected from multiple sources of Ukrainian, European and Danish educational environments at various time points from 1990 to 2019. Three cultural generations of 50 scientific articles that researched the topics of physical training teachers’ education have been chosen. Results: Our research reveals that the Danish strategy of “healthy nation” with the “sports-for-all” approach calls for the new generation teachers, pedagogically competent in their physical training subjects and able to promote healthy life thinking. Conclusions: Three major projects: “Learning in motion”, “Put the school into motion”, “Learning and Talent in Sport” brought considerable impact into physical training teacher education in the Danish environment, implementing innovative ideas of the close connection between learning abilities and physical activities. The research findings may be used in reforming physical training teacher education in Ukraine, especially its transformation from traditional to innovative type by means of the overall implementation of the modern strategies, assimilating movement and physical exercises into the teaching process.

THE CIVIC SELF-CONSCIOUSNESS OF CONTEMPORARY SECONDARY SCHOOL STUDENTS IN THE ASPECT OF THE HUMANISTIC PARADIGM OF EDUCATION

Civic self-consciousness is a topical issue in present-day Latvia. After regaining of independence and joining the European Union, there appeared an opportunity to ensure real freedom and genuine democracy for all inhabitants in Latvia. Thus, new conditions were created for the development of civic self-consciousness in senior secondary school students. New guidelines are developed in the European system of education according to the new understanding of humanism. The key reference-point is the understanding that the main goal of education is to support the development of personality that will become an EU citizen and a professional. The study established that it is necessary to develop civic self-consciousness so that Latvian secondary school students could become European-type citizens and professionals.The research deals with the analysis of a new model of education, the basis for developing civic self-consciousness in senior secondary school students. The research has determined the structure of civic self-consciousness and demonstrated the interconnectedness of its structural components (tolerance, responsibility and intercultural identity). The aim of the research: to analyse the possibilities of a new model of education in developing the civic self-consciousness of senior secondary school students, to determine its essence, structure and characteristics. The research methods include analysis, survey, testing, conversation, an ascertaining experiment, mathematical statistics. The research results: there was determined the structure of civic self-consciousness as a precondition for the development of civic self-consciousness in senior secondary school students and conducted the analysis of ideas concerning new humanism in education and a new model of education (education – culture – individual).

THE QUALITY OF DOCTORAL STUDIES: CHALLENGES AND FUTURE PERSPECTIVES

The doctorate studies are one of the highest degrees given by a university. Doctoral studies provide students with training in research techniques. The doctoral studies involves the presentation and preparation of the most value activity named as doctoral thesis. There are a lot of doctoral programmes whose specific objectives are to train researchers to successfully address the challenges of new researched science ECT. Nevertheless the global tendency shows that doctoral studies must be transformed to promote innovative and comprehensive research degree and the particular system of the doctoral study process. The aim of the study is to research the key issues of the quality of doctoral studies from the perspective of innovation and digitalization era in educational system in Europe as a whole and in Latvia.

European Discourse on Higher Education Quality Assurance and Accreditation: Recontextualizations in Greece and Cyprus at Times of ‘Crisis’

European Higher Education (HE) systems have been undergoing reforms for quality assurance and accreditation (QAA) in response to the Bologna process. Through the comparative exploration of the recontexualizations of European policy discourse on HE QAA in the Republic of Cyprus and Greece, we illustrate the differentially centralized and increased governmental control over the two HE sectors as well as emerging changes in the relations between HE institutions and the state in the two countries.

Digital learning in European history education: Political visions, the logics of schools and teaching practices

The advancement of digital technology has raised hopes of radical improvements in education, such as a new culture of learning. History educators have underlined that the use of digital media could help students to develop a constructivist understanding of history while at the same time rendering history more vivid, relevant and exciting. The last twenty years have shown, however, that even though digital media are increasingly being used in schools, there have been no significant changes in European education systems. This paper helps explain the gap between expectations and reality by exploring how contemporary education policies and curricula in the EU and at the national level frame digital learning in schools and history education. It shows that the ambitious vision of digital learning included in EU policies is closely related to the EU's knowledge economy goals, to which national governments, however, do not fully subscribe. These national policies emphasize the wider role of education in society, which includes strengthening social cohesion and incorporating humane, democratic and civic values. They also take into account the relative autonomy of schools, whose own institutional logics eventually decide how ideas take shape in everyday teaching practice. The relative autonomy of schools is reflected by history curricula that do not include substantial requirements, but only a few optional suggestions concerning the use of digital media. Practitioners' experiences and empirical research indicate that the suggested uses can be part of effective student-centred teaching approaches, but demand considerable investments of time, resources, efforts and creativity. The discussion of these examples also illustrates that the economistic EU vision of digital learning is not a suitable framework for the key concerns of history education. A revised vision of digital learning could and should, therefore, include other important education aims, such as democratic values, social cohesion and active citizenship.

Accountability policy forms in European education systems: An introduction

This article is an introduction to a European Educational Research Journal special issue on accountability policies and instruments in Europe. Two hypotheses grounded in the new institutionalist theory are presented to conceptualise and analyse the variety of national trajectories and forms of accountability in four European education systems (French-speaking Belgium, France, Spain and Portugal). The first hypothesis is that of path dependence, which privileges the prevalence of national histories despite the diffusion of global instruments. Strong resemblances between the countries, meanwhile, would favour the second hypothesis of a globalised field in which education systems are exposed to similar policy schemes.

Education is my passport: experiences of institutional obstacles among immigrant youth in the Swedish upper secondary educational system

ABSTRACT In recent years, educational systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facing the challenges of an unfamiliar educational system is of continuous relevance in youth studies. This article aims to explore the schooling experiences of 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national educational system. It draws on semi-structured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are that familiarity with the majority culture, how the educational system works and how to use the majority language for learning purposes in Sweden constitute crucial knowledge for progress in upper secondary education. However, immigrant students state they have not been adequately prepared for these demands in their transitional classes. The authors suggest acknowledging students’ cultural backgrounds and argue for allowing English parallel to Swedish as a transnational language of communication during a transition period, thereby improving students’ chances of having their embodied cultural capital validated in the upper secondary school system.

Accountability policy forms in European educational systems: An outro

This article presents the discussion and the conclusion of an EERJ Special Issue on accountability policy forms in four European educational systems aimed at identifying how global schemes and instruments of accountability are integrated into national governance patterns. The comparative discussion indicates that accountability instruments and schemes take the form of singular trajectories that are neither a continuation of the national histories nor an indexation on global governance models. It also emphasises the need to better conceptualise how power relations in the interface between the global and national scenes, as well as within national contexts, shape the accountability forms.

Measures applied at European level in the context of the current crisis (II)

The crises have been permanent on our planet, and their consequences have had an economic, financial, ecological, and societal impact. The current health crisis has caused simultaneous crises, namely an economic crisis, with a major economic slowdown, especially at the level of small and medium-sized enterprises at the European level. However, following the organizational, functional, and decisional way of the European Union, in this period full of major difficulties, the European decision-makers launched the Temporary Framework of the European Commission, which intervened at the level of the member states with concrete support measures, respectively through policy measures monetary and fiscal. Furthermore, the fiscal policy instruments used included adapting state aid rules to the exceptional circumstances caused by the coronavirus pandemic, to allow the Member States to support their savings through direct or indirect intervention. State aid could also be used in this period to remedy serious economic disturbances. Moreover, another effect of the health crisis was linked to the European education system, and the decision-makers of the moment changed the paradigm from the form of classical education to the form of digital education. In this article we intend to continue our scientific approach on this topic, highlighting some of the main measures applied by the European Member States, but especially to specify the directions of the education system in the current context, given that in any crisis the human factor has been and it’s the key in resolving crises, regardless of them.

Vectors of development in higher education of Russia and Belarus: A comparative approach

The article is devoted to the sphere of higher education in two former Soviet countries: Russia and Belarus . It is aimed to compare the systems of higher education in these countries under the angle of global and regional challenges . The article is based on national statistics from both states and survey data . The author analyses the ways that each of the countries’ practices to increase its educational competitiveness on the global level and adapt to the market conditions . It is described that both countries use such mechanisms in the sphere of higher education as an educational service for foreign students and membership in the educational associations (European and Eurasian) . The scale of the systems of higher education and their potential are described to explain the similarities and differences between the two countries. Three types of educational integration are described . The article concludes that the system of higher education in Belarus is currently developing in a way that differs from Russia and its achievements are much smaller; at the same time, regardless of the declarations on the necessity of internationalisation, current development leads Belarus further away from the European education system, while also not make it closer to Russia . A lack of resources and political dominance over the educational goals make the Belarusian system of higher education not as attractive for students as the Russian one .

ENTREPRENEURIAL COMPETENCE IN THE CONTEXT OF NATIONAL EDUCATION SYSTEMS INTERNATIONALIZATION: INSTITUTIONAL LEVEL

The goal of the article is to substantiate the likelihood of interconnection between mobility as a form of internationalization of national higher education systems and the formation of entrepreneurial competence among students of contemporary universities. The author emphasizes that in the context of the integration of European education systems internationalization is one of the priority directions for reforming national higher education systems. It promotes greater access to higher education for representatives of different countries; universalization of diverse knowledge; enhancement of international cooperation at national and institutional levels; enhancement of academic mobility; orientation of education to the realities of the globalized world of the XXI century with the active development of public-private partnerships in education, etc. Theoretical framework is supported by analytical review of practical data presented on the official electronic resource of United Nations Institute for Education, Science and Culture (UNESCO) and CEDOS Analytical Center, Ukraine. Entrepreneurial competence has been identified as the one, which consists of knowledge, skills and attitudes appropriate in a particular economic, cultural and social context. Knowledge encompasses insights regarding available possibilities and ability to recognize those that are adequate for one’s professional or business activities, for example: skills of planning; organizing; analysis; communication; performing; reporting; assessment; recording; skills related to project design and implementation; capability to cooperate and be flexible within a team; recognizing one’s own strengths and weaknesses; capability to be proactive and respond to changes in a positive way; ability to assess and take risks when it is appropriate.As a result, the study outlines the statement on fundamental importance of mobility as a form of institutionalization of institutional level and the formation of entrepreneurial competence among students and graduates of the XXI century universities. This mobility promotes culturally competent attitude towards the world. The attitude in which people constantly acquire new knowledge and skills while building new relationships with the surrounding environment and increasing their own level of competitiveness in the global labor market of the XXI century.

ELLEN KAY’S PEDAGOGICAL IDEAS IN THE CONTEXT OF THE DEVELOPMENT OF A EUROPEAN EDUCATIONAL SYSTEM IN THE XIX – XX S.

The article examines Ellen Kay’s pedagogical ideas in the context of the development of a European education system in the ending of XIX – beginning of the XX century. It reveals the retrospective analysis of the teacher’s views on the development of the experimental education system, the self-esteem of the childhood period, and its relation to public education. It has been found that despite supporting public education, Ellen Kay was a committed supporter of home education. The reasons highlighted by Ellen Kay are the reasons for the need for careful mass introduction of kindergartens.The paper characterizes the section “School of the future”, taken from the book “Century of the child”, which was devoted to a detailed description of experimental schools, which appeared at the end of the XIX century. Thus, the creative activity of the students was maintained, great attention was paid to the physical education and psychological comfort of the students.Ellen Kay has been found to favor home-based childcare. According to her, only a family can ensure the full development of a child of preschool age, the development of her individuality, to provide mental health, full employment and moral education. Therefore, the teacher argued the importance of the role of mother, parental influence on the formation of the child’s personality.Ellen Kay was found to be relevant to the formation of a new generation of mothers who would be able to devote themselves to children and to raise them at home for up to 12 years. It was the state’s responsibility to provide such an opportunity.

Національний лісотехнічний університет України – лідер вітчизняної освіти і науки в досягненні цілей сталого розвитку

Окреслено здобутки і роль Національного лісотехнічного університету України у царині екологізації вітчизняної освіти і науки. Доведено, що університет є провідним закладом вищої освіти у забезпеченні лісового господарства, деревообробної промисловості та суміжних галузей економіки України, який готує висококваліфікованих фахівців, спроможних вирішувати виробничо-господарські проблеми в контексті вимог сталого розвитку. Розглянуто сутність і сучасні проблеми екологізації вищої освіти з урахуванням глобальних екологічних викликів. Беручи до уваги 145-літню історію університету, подано досягнення його колективу в підготовці фахівців і здійсненні фундаментальних та прикладних наукових досліджень з актуальних проблем соціо-еколого-економічного розвитку України, що дало змогу університету стати лідером вітчизняної освіти і науки у сфері пошуку шляхів досягнення цілей сталого розвитку. Обґрунтовано необхідність реалізації ідеї Екологічної Конституції Землі як міжнародного правового акта екологічної безпеки планети і сталого розвитку суспільства. Концепцію цього міжнародного Акта розробили науковці НЛТУ України під керівництвом академіка НАН України, професора Ю. Ю. Туниці. Визначено стратегію та основні пріоритетні напрями досліджень сформованих в університеті наукових шкіл, зважаючи на те, що університет перебуває на перехідному етапі становлення від моделі університету розвитку до моделі підприємницько-екосистемного сучасного університету, активно інтегруючись у європейську та світову систему вищої освіти і науки. На підставі розробленої в університеті "Стратегії і перспективних напрямів розвитку освітньої, наукової та інноваційної діяльності" обґрунтовано засади виконання покладених на університет статутних функцій з формування патріотичної національно свідомої еліти України, підготовки висококваліфікованих фахівців для багатьох галузей вітчизняної економіки і сфер суспільного життя, подальшого розвитку лісотехнічної освіти і науки.

Інституційний вектор інтернаціоналізації національної системи вищої освіти Словацької Республіки: національні університети Словаччини та програми міжнародного співробітництва Європейського Союзу

Integration of the Ukrainian national higher education system into the European Higher Education Area (EHEA) has already been traditionally identified as one of the priorities of the Ukrainian national education policy determined by the XXI century. The priority character as well as the urgency of the task leave the contradiction between the public need for the Ukrainian higher education institutions to join the EHEA and insufficient scientific validity of the ways providing the solution of this task unresolved. There are also certain discrepancies between Ukrainian higher education officials' perceptions concerning the directions and scope of reforms, since a fierce competition at the international education market and the process of national higher education system internationalization might lead to the situation when particular aspects of the system at times contradict the requirements of modern social environment in which Ukrainian universities operate. The current state strategy, increased media attention, and public Q&A sessions on specific issues within the specified context indicate that the Ukrainian higher education system is gradually adapting to the current globalized conditions while diversifying management mechanisms by means of step-by-step implementation of the internationalization process. The Ukrainian context of internationalization of higher education under study is outlined through the prism of East European, where the end of the XXth – the beginning of the XXI century can be named as the period of transformations in socio-political life of the countries and as the period of convergence of national higher education systems. It has been emphasized that with the establishment of the EHEA in the context of the integration of European education systems, the internationalization is one of the priority directions for reforming national higher education systems; it promotes greater access to higher education for representatives of different countries; universalization of diverse knowledge; enhancement of international cooperation at national and institutional levels; enhancement of academic mobility; orientation of education to the realities of the globalized world of the XXI century which involves an active development of public-private partnerships in education, etc. It can be concluded that the analysis of the East European experience of national higher education internationalization aimed at further implementation of its elements into the structure of the Ukrainian higher education will facilitate the development of new ideas and approaches to training specialists and will create opportunities and mechanisms for quality improvement of the national higher education. The research states that the accession of the East European countries (such as the Slovak Republic) to the European Union (EU) has given them new opportunities to develop national higher education and has ensured theire active participation in the EU-funded international research and education programmes, the access to the EU funds for developing educational infrastructure and improving the education quality. As a result, national higher education institutions (HEIs) in Eastern Europe have experienced an influx of foreign students and have shown an increase in student and staff outcoming mobility. This situation, in turn, has created a competition in the field of international student recruitment and involvement of external funding into the fields of research and innovation. As the result of the research, the following perspective levels of the Ukrainian higher education system reforming have been identified – political, management-centred, organizational and institutional. Keywords: Higher Education System, Institution of Higher Education, Internationalization, Institutional Level of Internationalization, International Cooperation Programmes, Eastern Europe, Slovakia, European Union.

Formation of motivation of students of higher educational institutions of a technical profile for professionally-applied physical training

The principle of organic connection of physical bringing up with a practice of labour activities as well as with physical improving a person is arisen the more complete and correctly at professional applied and physical preparing (PAPP). It is necessary to note that this principle widens on all social system of physical bringing up but at PAPP searches its specifical expression. As specifical variety of physical bringing up PAPP is pedagogical directed process of obtaining specialized physical preparing to chosen professional activities. That is this is (at its conceptual base) the process of learning which enriches individual reserve of professionally useful moving skills, an bringing up physical and other abilities (so – called moving intellect) from which at direct manner or vice versa professional activities of a person depends on.
 Because of a transfer of Ukraine to European credit and modular system of education at technical higher educational establishments gradually but sometimes sharply an amount of learning hours is decreased for physical bringing up; time from time over half of these hours are self – educational lessons. Theoretical lessons should cover the following issues: a brief description of different types of work and a more detailed coverage of the psychophysiological features of the work of specialists trained in this faculty; dynamics of human performance in the process of work, with coverage of changes in the capacity of specialists of this profile This situation of reorganization of educational system as well as conditions of future practice activities points to the necessity and to pecular need at forming a motivation to physical self – improving technical students; supporting an organism at needed form and this promotes that students will fulfill their professional duties on higher level. Perspective tendencies of general social and scientific and technological progress do not release a person from the need to constantly improve their abilities for a particular type of activity, and their development, for natural reasons, is inseparable from the physical improvement of the individual.

El acceso a la formación docente inicial en Europa: políticas e investigación

In recent years, the number of European education systems that have established selection procedures prior to entry into initial teacher training institutions has continued to increase, following the recommendations of international organizations, such as the OECD and the European Union. Through a document review, this paper presents the systems of access to teacher training institutions in force in Europe and synthesizes the results of the main national and international studies that have deepened this issue. The review shows the existence of three major models of access to teacher training in Europe and point at how the attractiveness of the teaching profession in each country conditions the results of such access systems. The conclusion is that studies of international scope are essential for the analysis of this topic, since they provide variability in relation to the working conditions of teaching, such as salaries or social prestige, which cannot be captured in national studies. However, it is necessary to deepen in this issue through authentic comparative research, which allows us to advance beyond the results provided by the international large-scale educational assessments. Those comparative research would make it possible to consider the different socio-educational realities of each context to analyse and interpret concrete models of access to teacher training. Likewise, they could contribute to overcoming the simplistic messages of many of the recommendations on teacher selection policies aimed at imitating the best-performing education systems.

INTERACTIVE EDUCATIONAL TECHNOLOGIES IN THE TRAINING OF A FUTURE BIOLOGY TEACHER FOR SPECIALIZED SCHOOL

The relevance of the study is determined by the integration of Ukraine into the European educational system, reforms of secondary education, the transition to specialized education in high school, the growing requirements to vocational training of graduates of higher education institutions, the need to change from the traditional academic style of teaching disciplines to innovation.
 The aim is to generalize scientific, educational-methodical sources and personal practical experience of using interactive pedagogical techniques in forming the professional competence of the Biology teacher of the specialized school.
 Methods used in the research include theoretical (analysis of scientific and pedagogical sources, articles, abstracts, dissertations, Internet resources; synthesis and generalization of factual material; comparison and classification) and empirical methods (pedagogical observation, questioning, interviews with students).
 The results. The role of interactive techniques in teacher's training has been analyzed; it is noted that the organization of education on a competence approach is based on strengthening of practical professional orientation of education, development of students' pedagogical abilities and values. The author has implemented the preparation of the future Biology teacher of the specialized school at the second (master's) level of higher education while ... . Anonymous questionnaires of the master-graduates, the future teachers of Biology, Chemistry and the Fundamentals of Human Health have been conducted. The respondents have been asked to rate on a five-point scale the effectiveness of a method, a form, a teaching technique in forming their readiness to work at a specialized school. The analysis of the results of the study is carried out on the basis of ...
 Conclusions. Training the modern teacher of the specialized school should be carried out due to the strengthening of the practical component of educational programs. Special attention should be paid to on-the- job (pedagogical) practices in general secondary education institutions with specialized classes...

ACADEMIC MOBILITY PROVISION: ACHIEVEMENTS AND NEW CHALLENGES FOR THE EUROPEAN HIGHER EDUCATION SPACE

An analysis of the Bologna Process documents and the legal framework to ensure academic mobility to academic staff and students in Ukraine shows that understanding of the need for further implementation of the below listed: the European Credit Transfer and Accumulation System (ECTS) has been achieved at the level of European and national higher education systems; national qualifications frameworks to be compatible with the EHEA Qualifications Framework (2005); the transcript of academic record as well as European and national higher education quality assurance systems. Significant achievements now include: expanding the international academic and student community; appearance of new perspectives of human resources development; improving career chances of graduates; adaptation of educational programs that are not offered by national higher education institutions; harmonization of national and international education quality assurance processes; practical success in creating an open, attractive and competitive EHEA. According to the Paris Communiqué (2018), the priorities in 2018-2020 for evaluating the quality of cooperation in the EHEA, in particular for ensuring academic mobility, are to implement: 1) a three-tier system compatible with the EHEA qualifications framework and the first and second ECTS cycles; 2) adherence to the Lisbon Convention on the Recognition of Qualifications; 3) ensuring the quality of education in accordance with the standards and guidelines of the EHEA.

Educational leadership roles for the development of learning organizations: Seeking scope in the Greek context

ABSTRACTNowadays, in this rapidly changing environment, organizational learning constitutes a critical component toward school effectiveness. In a transitional period, the Greek nation is going through, as a consequence of a multifaceted and multi-layered crisis, the future of Greece’s well-being depends on improving educational performance to boost productivity and improve social outcomes. Greek schools operate mostly in a traditional way which inhibits change, development and progress. In addition, the Greek educational system is one of the most centralized educational systems in Europe with central government exercising close control on the inputs into the system. However, educational improvement depends heavily on school principals’ actions to play a facilitating role and empower teachers and schools to learn continuously and improve their quality. Since 2011, the Greek Ministry of Education, Research and Religious Affairs (MofERRA) enacted several reforms which focus on an incipient culture of accountability, more autonomy and innovation, as well as, use of data to support improvement. School principals should build on this progress already made towards greater school and teacher autonomy and improvement; adopt an integrated leadership role; develop an internal educational policy in their schools which would allow them to activate specific mechanisms of continuous professional development; and thereby transform Greek schools into SLOs.

THE EDUCATIONAL BIOGRAPHIES OF ENGINEERS STARTING ACADEMIC CAREERS: COMPARATIVE PERSPECTIVE OF POLAND AND UKRAINE

The recent changes taking place in the European higher education systems leads to less stable, less secure and less attractive working conditions for academic teachers. Nonetheless, it is observed that the academic profession is attractive for young talented people. The research was aimed at studying educational biographies of engineers who took up PhD studies at technical universities in order to find out the importance of young people’s experience and life history in making important life decisions (i.e. starting academic career). The biographical research was performed based on the material of lifelines and autobiographic essays prepared by PhD students of technical universities in Poland and Ukraine. The study included 56 participants of 23 to 30 years of age. A typology of biographical narratives was developed as a result of analysis of the research material. Additionally, the crucial similarities and differences between educational biographies of PhD students from Poland and from Ukraine were indicated. On the basis of the research it can be determined that traditional motives of undertaking the academic profession – i.e. curiosity, professional status, and financial rewards – still play a big role. New motives are also appearing: investing oneself and social mission. An academic profession is seen as a possibility of development and autonomy to a greater extent than in the economic sector. However, the lack of guarantee of employment at the university after PhD studies and lower remuneration in academic structures compared to the economic sector make it difficult to plan one's own future and choose academic career instead of a different career path.