Development Of Higher Education In Ukraine Research Articles

Formation of Specialist’s Competency Model Is an Important Condition for Quality in Family Doctors Undergraduate Education

Competency-oriented training is becoming the main direction of higher education development in Ukraine, which requires implementation of new teaching methods. The main value of project based learning technology lies in directing students to the creation of an intellectual or material product as a result of learning, and not to the simple study of a certain topic. This is a form of organizing classes aimed at developing of communication skills and the ability to work in diverse groups. The objective: to reveal the essence and methodology of the implementation into the educational process of the project method in teaching the discipline “General practice-family medicine” at undergraduate level at the department of therapy and family medicine of the medical faculty. Materials and methods. The method of project activity of students was tested as a part of students practice in the “Youth Friendly Clinic”. The basis for the project technology implementation was the presence of the complex medical and social factors that influence teenagers health, which requires integrated knowledge and a research for its solution. Students created and implemented medical and social prevention projects among teenagers. Results. As a result of working on the project, the students found a specific problem solution and specific result suitable for implementation. This approach creates conditions for creative development and self-realization of students, formation of all necessary professional and general life competencies. Conclusions. Project technology is the main technology for the formation of key professional and general cultural competences of students, helps students master basic knowledge, acquire communicative and social skills, develops analytical thinking, research skills, and creative abilities.

GENERAL CHARACTERISTICS OF UNIVERSITY RATINGS AND THEIR POTENTIAL FOR ASSESSING THE HIGHER EDUCATION QUALITY

The research of rating issues in the higher education system is conditioned, on the one hand, by the need to findan objective source of information on the level of positioning of domestic higher education institutions in theinternational market of educational services, on the other hand, the request of entities of public administration overdevelopment of the higher education system on formation of indicators of achievement of the priority goals set in theStrategy of higher Education Development in Ukraine for 2022–2032 years. Besides, within the framework of modernuniversity management and system of public administration over the higher education development, internationalacademic ratings are increasingly considered at the level of the source of impartial information about the quality ofeducational activities of the Higher Education Institution and higher education quality .This context of perception ofthe relevant problematics requires scientific evidence of international ratings’ potential for informational support ofmonitoring of higher education quality. The complexity of such justification arises from the diversity of methods forevaluation of university indicators, as well as inaccuracy of focus of expert attention within the framework of the basicranking procedures. The authors of the article, intending to join the justification of the relevant problematics, analyzedthe content of international university ratings, as well as determined their potential to assess the quality of educationalactivity and quality of higher education. Fourteen international ratings were selected as the focus of direct attention(international catalogue «UniRank: World University Rankings & Reviews»; ranting of national higher educationsystems «U21 Ranking of National Higher Education Systems»; rating«U-Multirank»; Shanghai rating «AcademicRanking of World Universities»; rating «QS World University Rankings»; rating «Times Higher Education» andothers). Criteria for evaluating the results of universities’ performance were determined for each of the ratings weconsidered. The following conclusions were made based on the results of the analysis: the possibility of usinginternational university ratings to characterize the levels of quality of educational activity of higher educationinstitutions and the quality of higher education; dynamics of improving the methodology of creating some of theratings; level of objectivity and subjectivity of assessments; criteria for the evaluation of the results of scientific andresearch work in the final result of the rating, etc.

Якість вищої освіти в контексті експертних оцінок роботодавців Східної України: аналіз результатів опитування та напрями вдосконалення механізмів державного управління

Обґрунтовано важливість прийняття до уваги суб’єктами забезпечення якості вищої освіти думки роботодавців щодо рівня якості вищої освіти. Подано результати аналізу опитування роботодавців, де з’ясовано їх думку щодо якості вищої освіти в Україні на державному та організаційному рівнях, а також визначено напрями вдосконалення змісту та практики використання механізмів державного управління її забезпеченням. Запропоновано механізм залучення роботодавців до реалізації змісту освітніх програм. Звернено увагу на місце і роль держави у забезпеченні ефективності використання цього механізму.

PARADIGMATIC MEASUREMENT OF HIGHER EDUCATION DEVELOPMENT IN UKRAINE (XIX – BEGINNING OF XXI CENTURIES)

Introduction. The process of higher education development in Ukraine of the XIX – beginning of XXI century in the unity of academic, professionally oriented, vocationally-technological and humanitarian paradigmatic directions is founded. Major trends and characteristics of each of them are identified. Purpose. Identify the leading trends and features of academic, professionally oriented, professionaltechnological and humanitarian paradigmatic directions of higher school development in Ukraine in the XIX – early XXI centuries. Prove that the modern humanitarian pedagogical paradigm does not cross the previous ones, but ensures their implementation at a qualitatively new level with the dominance of each subsequent one at a new stage of development of society. Methods. To achieve the goal of the scientific article, the integration of methods was used: paradigmatic – to justify the subject field of research; structural-comparative – in order to systematize the scientific literature, archival documents and compare their content; chronological and systemic – aimed at revealing trends in the development of higher education in Ukraine in the XIX – early XXI century. Results. It is proved that modern humanitarian pe dagogical paradigm does not cancel the previous paradigms, but ensures their implementation on a qualitatively new level. Originality. The development of higher education doesn`t occur in terms of leveling and replacement of existing pa radigmatic direction by another one, but in the context of their coexistence, and in the condition of each next paradigm dominance on a new stage of society development. Conclusion. At a new level of its own development, pedagogy in its purpose and content focuses on the "man of culture", the culturogenesis of the nation, the universal axiosphere. One of the main tasks of pedagogy is to "scientifically substantiate the cultural and pedagogical educational space, its content, organization, means that will provide a broad subject-subject interaction, self-development of the individual, his free selfdetermination and full self-realization. The emphasis in pedagogical interaction is transferred from the external influence on the internal self-creation of man, the self-worth of the individual. At the same time, the humanitarian pedagogical paradigm does not cross out the previous paradigmatic directions, but ensures their implementation at a qualitatively new level.

Two strategies for the higher education development: which from its does for Ukraine lack?

In the article, the tendency to the formation of two strategies for higher education development in view of its quality was justified based on the authors’ fundamental research, new empirical data, modern world experience. The first strategy is to ensure the minimum sufficient quality of higher education, the second – to achieve the maximum perfect quality. Both strategies naturally anticipate and organically complement each other and are a powerful source of development in its synergy (dichotomous unity and struggle of opposites). Strategy-1 is based on mass standardized practice and accreditation mechanisms for ensuring threshold quality, strategy-2 is based on breakthrough innovations and ranking mechanisms for monitoring and motivating continuous quality improvement to its top levels. Progressive countries de facto make full use of both University development strategies. First, weak / backward higher education institutions (HEIs) are being tightened or cut off, in particular through the implementation of standards and recommendations, accreditation procedures within the framework of the Bologna Process. Second, in the intensifying competition, the best institutions are promoted to the level of the sub-world, world-class, including the extra class, using ranking mechanisms for assessing achievements as well as special initiatives of significant concentration and strong support of leading institutions in national policies and practices. The experience of the establishment and operation of the Ukrainian National Agency for Quality Assurance in Higher Education shows that so far, it focused de jure and de facto only on the first strategy, which is insufficient.
 At the same time, Ukraine lacks the implementation of strategy-2, primarily due to the lack of appropriate legislation, in particular, legislation on the implementation of the national HEIs ranking on the methodological basis of the Shanghai ranking (objectivity, transparency, validity, reliability, etc.). Direct use of leading international University rankings (Shanghai, Times, QS) is impossible due to the lack of world-class Universities (in the top 500 group) and sub-world-class ones (group 501-1000) according to the Shanghai ranking, the so-called candidates in world-class Universities, in Ukraine. According to the latest versions of the Times and QS rankings, Ukrainian HEIs positions have generally deteriorated. Regarding the Shanghai ranking 2021, Ukraine is not represented at all among 63 countries / territories in the general version as well as among 93 countries / territories in the sectoral version in 54 academic subject areas. As a result, the gap between Ukrainian Universities and the world's leading HEIs continues to widen. Recommendations for the immediate formation and implementation of strategy-2 for the higher education development in Ukraine are provided.

Formation of a Mechanism for Public Management of Higher Education Development in Ukraine

The article considers the peculiarities of the formation of the mechanism of public management of higher education of Ukraine. It was revealed that the development of higher education in Ukraine in market competitive conditions requires the transformation of the public governance sector in accordance with new trends and innovative transformations. An analysis of the relevant interests of the parties to the process of public management of higher education was carried out and a substantive scheme of this process was constructed, which reflects the interests of all participants and their relationship. Description of monitoring in the mechanism of public management of higher education is provided and stages of its implementation are given. The main directions of the organization of control over the key results of the implementation proposed within the framework of the mechanism of public management of higher education and the strategy have been developed. The expected results of the strategy are identified, which are the main priorities, aspirations, and guidelines for the public management of higher education in Ukraine.

Historical and Paradigmatic Development of Educational Processes in Ukraine: Author’s Substantiation

The process of higher education development in Ukraine of the 19 – beginning of 21 century in the unity of academic, professionally oriented, vocationally-technological and humanitarian paradigmatic directions is founded. Major trends and characteristics of each of them are identified. It is proved that modern humanitarian pedagogical paradigm does not cancel the previous paradigms but ensures their implementation on a qualitatively new level. The development of higher education doesn’t occur in terms of leveling and replacement of existing paradigmatic direction by another one, but in the context of their coexistence, and in the condition of each next paradigm dominance on a new stage of society development.

Educational dominant of the information economy development: a case of Latvia for Ukraine

Introduction. In recent years, digitalization is one of the defining trends of the development in the leading countries of the world. The development of information economy is influenced by a combination of factors; however, the most powerful is an educational dominant. The higher education institutions (HEIs) carry out training activities for information economy, the development of digital skills of the personnel, as well as carrying out studies of the personnel’s digital skills, and conducting research, generating innovations and their transfer to the real sector of economy. The purpose of the paper is to analyze the impact of higher education on the dynamics of information economy on the example of Latvia with further identification of the best practices and their adaptation to the Ukrainian social and economic conditions. The research methodology is conditioned by the implementation of the in-depth comparative analysis of the development of higher education systems in Latvia and Ukraine; within the study, were used the method of constructing cubic regression models of the relationship between indicators. The hypothesis: 1) there is an objective interaction between the level of economic development of the country and the amount of public funding for higher education; 2) the information economy development is largely determined by the level of higher education development, and funding for research at HEIs. Results. The study revealed the following constraints on the development of the national higher education system: complex geopolitical, demographic, migration situation, which affects the parameters of the student body of HEIs; low competitiveness level of HEIs in the global educational services market; low level of financial autonomy of HEIs; lack of financing, low level of diversification of the financing sources for HEIs, etc. These problems negatively affect the pace of the information economy development in Ukraine. The authors proved that the Latvian experience in the implementation of the digitalization strategy could be useful for Ukraine, because of some similar economic, social, mental, historic conditions and factors of development of both countries. The calculations on the econometric models of relationship between funding and basic indicators of higher education development in Ukraine and Latvia showed: the amount of funding for higher education systems does not depend on the number of HEIs; the number of students depends on the amount of public funding (this indicates the important role of the state in the higher education development, in increasing the level of accessibility of higher education for citizens); close relationship between the amount of funding for higher education and the number of graduate students; positive trend in funding for higher education. Conclusions. The authors conclude that strengthening the impact of the educational dominant on the information economy development requires: ensuring a proactive position of HEIs (by modernizing their educational, research and innovation activities); activating the role of the government sector in protection of intellectual property, stimulating the development of innovatively active enterprises and their cooperation with universities, involving investments in the development of the HEIs’ innovative infrastructure, commercialization of innovative results of the research in the real sector of the economy.

Концепція розвитку військово-гуманітарної освіти в Україні (проєкт)

Системному втіленню ідей і рішень, сформульованих в опублікованій у цьому номері журналу статті «Розвиток військово-гуманітарної вищої освіти в Україні: від усвідомлення пріоритетності до концептуалізації», сприятиме розроблений проєкт Концепції розвитку військово-гуманітарної вищої освіти в Україні, підготовлений колективом науковців НУОУ імені Івана Черняховського.
 Зауваження і пропозиції щодо пропонованого проєкту прохання надсилати до редакції журналу «Наука і оборона».

Researches of higher education development in Ukraine (1990s)

The article deals with the state of research in the contemporary historical scientific literature of the problems of higher Ukrainian education in the 1990s, and clarifies a range of topical and promising issues for the study of the educational field. Various studies on the history of higher education in Ukraine are controversial. After all, the evolution of educational systems is determined by the educational policy, which is a field of interaction, interconnection of different social groups with the involvement of public institutions to realize their interests and needs. The consistency and directionality of the analysis is ensured by the use of the problem-chronological approach and the structural-functional method, which allows to determine the level of knowledge regarding the different stages of development of the educational process in the scientific literature.Therefore, the historiography of the development of higher education in Ukraine in the 1990s has undergone several major stages. The writings of the early 1990s were dominated by negative evaluations of Soviet higher education and over-optimistic expectations about its reform and borrowing from the achievements of the Western Defense Law.
 The purpose of the article is to provide a historiographical overview of the basic scientific approaches of historians to the development of higher education in Ukraine in the 1990s.In modern research, there is a tendency to consider higher education in the 1990s through the prism of certain elements of its system: legislation, structural changes, quantitative indicators, funding and more. There is a lack of research that combines all the components of higher education and, most importantly, with the subjects of the educational process, human potential. The complex causes of the crisis phenomena in higher education, the peculiarities of the formation of the higher education network, the role of public organizations, the protection of the interests of participants in the educational process, the shadow relations, and so on, remain unanswered. To this day, comprehensive coverage by historians of the deep problems of higher education is relevant, which will help to understand the causes of its current crisis and the optimal ways to solve it.

Periodization of development of higher education in Ukraine (1991-2019)

Higher education is the basis of the intellectual and material well-being of the state. During 1991- 2019, a number of studies have been carried out, both theoretical and empirical, connected with studies of higher education in Ukraine. The genesis of higher education in Ukraine from 1991 to 2019 has undergone several important stages. The most important features of its transformations are the acquisition of features of national identity, the desire to integrate into the European and world educational systems with the maximum preservation of its identity, modernization of content filling. The analysis and generalization of historical-pedagogical sources gave grounds to determine the main stages and tendencies of higher education development in Ukraine. We used socio-political transformations, socio-economic factors and pedagogical concepts as the basis for defining the periods and, as a result, identified the following periods: I period (1991-2000) – formation of the higher education system in Ukraine; II period (2000-2005) – development in the context of stages and continuity; III period (2005-2014) – development in the context of the realities of the Bologna Declaration; IV period (2014-2019) – transformation of higher education. The materials of the conducted research allow us to characterize the selected periods. For the successful implementation of the processes of modernization of the educational sphere, legal regulation of this sphere becomes significant, which becomes a real tool for the development of national education. Since Ukraine’s independence, the higher education system has undergone significant transformations. Gradually, the legal framework of higher education of Ukraine was formed, educational trends were determined on the basis of national achievements and European experience.

Student Participation in University Governance: Experience of Ukraine

The article analyses the management structures and studying the experience of involving students into governance in Ukraine's universities. The processes of democratization in higher education have led to an increased student voice in university governance. Therefore, student participation is considered as an important and necessary condition (as stated in the official documents of the Bologna Process) of effective governance in higher education. This article considers student participation in university governance in the context of higher education development in Ukraine, namely as one of the mechanisms for improving university governance. In the public consciousness there is a gradual change in the understanding of the role of students in the educational process. The «subject-object» paradigm in the relationship between student and university, in which students are assigned the role of passive «object», is transferring to «subject-subject» relations where students are considered as a full partner in the educational field.
 The article conceptually clarifies the key concepts used by European researchers when studying the topic of student participation. First of all, these are such terms as: «student engagement» and «voise student». The official documents posted on the official sites of Ukrainian universities such as: University Development Strategies, Charters, Regulations, Teaching and Teaching Strategies, Student Self-Government Pages, etc., i.e. all those documents that can specify the idea of partnering with students within the university environment and whether student partnership is formulated in the university-level policies. To construct the scheme of the analysed materials on the websites of the universities, we have distinguished directions of student involvement: partnership with students in the university environment and involvement of students in the processes of governance; mechanisms for responding to student voice; the decision-making process at the university (transparency, accessibility, openness); mechanisms and tools aimed at intensifying student participation (information work, education, etc.).

Financial Support of Higher Education Development in Ukraine and the UK

AbstractThe article deals with the financial support of higher education development in Ukraine and the UK. It presents the expenditure of the consolidated budget on education between 2007 and 2017 in Ukraine and the expenditure on education services per student in the UK. It highlights the funding of research in higher education in Ukraine. It describes the personnel potential of higher education institutions in Ukraine. It specifies the existing problems in the research sector of higher education in Ukraine. It indicates that research activities of the UK universities are at a high level since about one-third of research done by the UK universities is regarded as leading in the context of the world’s research community. The article also considers the salaries of teachers and lecturers in different regions of the UK. Based on theoretical analysis of scientific and pedagogical sources one can conclude that teacher salary in the UK is quite high and differentiated. In addition, they employ other ways to differentiate teacher salary there. Indeed, teachers receive praise for their own professional growth and practice through a dialogue with their leader. It is found that the UK universities receive financial support from the funds administered by the Higher Education Funding Council for England (HEFCE) (except for colleges of further education). The expenditure on higher education per student in the UK is significantly higher than that in Ukraine. Due to the fact that salary differentiation stimulates teacher work, this important indicator must be implemented in Ukraine.

State finance and higher education development in Ukraine

State finance and higher education development in Ukraine

Integration of educational, scientific and innovation activities as a priority of higher education development in Ukraine

Integration of educational, scientific and innovation activities as a priority of higher education development in Ukraine

Standardization of definitions, notions of educational activity and relations between the object and the subject educational services according to the international standards

This article involves basic problems of interpretation invariance of concepts regarding improving the quality of education in institutions of higher education in Ukraine. It gives an example of essential determinations, according to the international standards ISO 9001-10. It shows and describes the correlation between optimization of regulatory policy and international standards in order to improve the strategy of higher education development in Ukraine