Structure Of Higher Education System Research Articles

Стратегії подальших трансформацій у системі вищої освіти України у контексті постпандемічної концепції розвитку європейського освітнього виміру

The article explores the global consequences of the COVID-19 pandemic, specifically focusing on the impact on the overall structure of higher education systems across countries. The challenges and opportunities arising from these consequences are discussed in the context of recommendations and instructions from international organizations such as UNESCO (2020b). The article aims to provide a comprehensive analysis of the transformative changes in European and Ukrainian universities, utilizing case studies as examples. It also seeks to determine the trajectory of further changes in the Ukrainian higher education system, considering both domestic and international practices. The primary goal of the research presented in this article is to conduct a broad analysis of transformative changes in European and Ukrainian universities. The study uses specific case studies to identify the trajectory of future changes in the Ukrainian higher education system, taking into account European practices and the perspectives defined in the European educational space. The research methodology involves a combination of theoretical, empirical, and prognostic methods. Theoretical methods include the collection and synthesis of scientific publications, while empirical methods encompass case studies, analysis of online surveys, and representation of research results through various activities. Prognostic methods are employed to develop specific activities aimed at optimizing the organization of the educational process in Ukrainian higher education institutions. The article presents an analysis of the digitalization of university education in the European region during the COVID-19 pandemic. The study systematically organizes empirical research results, focusing on specific cases from Swedish, Spanish, and Belgum universities. The analysis includes references to European authors’ research and the impact of the crisis on the implementation of digitalization in higher education, tracing interconnected transformation processes such as personalization, data protection, and the platformization of the educational process The key results of the investigation are, that universities should be flexible in Responses (higher education institutions globally demonstrated flexibility and resilience during the COVID-19 pandemic, utilizing Information and Communication Technology (ICT) to mitigate disruptions); provide ICT Reshaping Education: (the widespread adoption and expansion of ICT in higher education are expected to bring about significant transformations, influencing the entire landscape of academic programs); and implement blended Learning Transition: Leveraging the experience of large-scale emergency remote learning.

USE OF FOREIGN EXPERIENCE IN THE PROCESS OF STUDENTS’ COGNITIVE ACTIVITY DEVELOPMENT

The structure of higher education systems in the USA, Poland, Germany, France, Italy, Spain and England is analyzed. It is emphasized that in each country the system of higher education is diverse, unique, with its own peculiarities in the organization of educational process. It is noticed that despite significant achievements, innovative approaches and modern educational methods used by progressive foreign countries, it is important that Ukraine's educational integration processes into the world system of higher education proceed with preserving the achievements and traditions of Ukrainian higher education. The experience of foreign countries in the development of creative abilities of students, their cognitive activity, independence and initiative is analyzed. The attention is focus on comparative studies. It is determined that the main purpose of comparative pedagogy is to compare the educational systems of two countries in order to identify common and different in educational processes, understanding the patterns and trends. It is noted that during the “traditional” lesson most of the time teacher explains, illustrates the material and very little time is devoted to active cognitive activity, the result is low development of independent thinking, students’ fear of going beyond the rules to find a non-standard solution. It is emphasis that one of the alternatives to the traditional lesson is project method. In addition, it is said that there are many teaching methods aimed to activate students: research methods, heuristic methods, contextual learning, question method, quest technologies, etc. It is shown the results of our own research of foreign countries experience for the students training of pedagogical and philological specialties. Emphasized on the implementation of the main goal – standardization of approaches to the organization of the learning process and the functioning of higher education. Noticed on the need of quality teacher training, development of their cognitive activity, creativity, mobility, self-education, continuing education. It is stated that the professionalism of the teacher is an integral part of the success of the educational process.

The Complex Structure of Higher Education System in India

The Indian higher education system is one of the largest in world. With due contributions from the government, public and private bodies, higher education of India boasts an enormous increase in institutional capacity. The multiplicity exists in both type of institutions and regulatory agencies as well. The institutions are controlled through multiple agencies and councils at the federal level, for approvals, infrastructure, admission procedures, teaching qualifications etc The study focuses on the existing Institutional and Regulatory structure of Indian Higher Education System and recommends the simplified structure to meet the demands.

Kościelny ośrodek akademicki w Krakowie w wizji i działaniu Karola Wojtyły (1959–1978)

While analysing activities of Bishop, Archbishop and Cardinal Karol Wojtyła that were supposed to neutralize communists’ plans concerning liquidation, or at least reducing church scientific community in Cracow, one can clearly see how the actions were taken simultaneously. On one hand, as Auxiliary Bishop, the administrator and Cracow Bishop Karol Wojtyła endeavoured to strengthen Cracow theological community. On the other hand, as the chairman of the Committee of the Learning of the Episcopate of Poland he tried to solve the issue of higher education of clergymen in Poland comprehensively. He tried to convince bishops of the importance of the problem. At the same time he was playing a specific game with the authorities as he wanted departments to gain civilian recognition. He also wanted clergymen seminars to be given the status of colleges.The actions are amazing because of a few reasons; the problems presented were justified and clear, the far-reaching plans were realized with the method of small steps.He tried to do everything he could in every single case. He initiated work, confronted his own ideas and projects with trusted co-workers. He looked for allies, he controlled if undertaken tasks were carried out. He admonished those who either lingered, in his opinion, or worked too slowly.He searched for new ways of realizing plans when he came across unforeseeable obstacle or resistance which was difficult to overcome at that time. He never surrendered to pressure of impossibility and discouragement.In 1962–1978, as the Great Chancellor of Divinity which worked outside the structure of higher education system acknowledged by the country, Karol Wojtyła led to set in order legal bases of functioning of the faculty by Holy See; all academic authorizations were obtained (the ones which were used). He inspired and accepted the reform of studies in a conciliar spirit. He led to enlargement of a number of lecturers. He kept reminding about the duty of the publication and scientific exchange both with domestic and foreign scientific centres. All the actions opened a way to create a college consisting of a few departments. The college which originated from one department. Before he was chosen the Pope the college was given a permission to open Department of Philosophy. At the same time work to create an independent institute of history of the Church started.

Состояние и тенденции онлайн-образования в мире

The article is devoted to one of the topical problems nowadays- that of assessing the quality of foreign language training at a technical university. Language policy is an essential part for development of any state and in Russian Federation. This article for students of computer science and technical English in universities. The article focuses to the importance of the IT technologies in the process of learning and training in the Technical University. It is for universities where English has become a requisite for working with computers (engineers, desktop publishers) The aim of the article is intended to help professional using computers. The gives a review of the basic issues related to common structure of higher education systems across Europe modern objectives, organization and principles of education. The content of this article deals with the critical and reflective use of IT technologies and with the effort of teachers to identify proper multimedia materials online series according to the overall objectives on the learning activities and also deals with how to use their knowledge effectively and to decide what strategy they use when working with IT technologies. The authors choose the peculiarity of teaching technical students to learn to professionally oriented texts that could be found in the internet resources. We can find some requirements to the works of texts recommended to students and results of experimental training are provided. The article describes an overview of technologies and now they are used to support the different aspects of Educational Institutions. The authors suggest some recommendations how to use it.

Strategies for academic and research excellence for a young university: perspectives from Singapore

As countries worldwide have become increasingly interconnected due to globalisation, universities have likewise undergone significant changes. To achieve and maintain academic and research excellence in today’s fast-paced knowledge economy, it is critical for international universities to transcend traditional education. With the blurring of boundaries and rise of Asia, universities worldwide have increased collaborative efforts. Several Asian universities have acquired top academic rankings and achieved international recognition in parity with many western iconic counterparts. These rankings have galvanised the world of higher education, resulting in a virtuous circle impact on universities’ drive for academic and research excellence. Since the emergence of global rankings, universities have been compared on a national and international basis and this has affected the way they operate. The rankings — used as a tool to maintain and build institutional position and reputation — have also resulted in an increasing trend of policy makers utilising the ranking results to make decisions on resource allocation or structure of higher education systems. The Singapore universities, which are crucial for elevating Singapore’s society towards the future knowledge economy, have transformed rapidly from teaching institutions into top international research-intensive universities. This article examines how Nanyang Technological University (NTU) strategises its progress and establishes platforms for the creation of greater scientific knowledge and research innovation, which impact on higher education rankings and vice versa. Some of the issues covered include institutional management structure, talent retention/attraction, research competitiveness, and international and industry collaborations.

The Romanian Modern University in the Frame of the Academic Profession and Governance

To develop education in a new economic context calls for new knowledge and new modalities of political governing. This paper explores how the academic profession in Romania perceives, interprets and interacts with changes in the socio-economic environment and in the organisational structure of higher education systems and higher education institutions. The analysis is based on data gathered to accomplish a cross study on the influence of the European governance in the countries involved in the EuroHESC project EUROAC – The Academic Profession in Europe: responses to societal challenges (Germany, Austria, Switzerland, Ireland, Romania, and Croatia as Principal Investigators and Finland and Poland as Associated Partners). In our analysis we focused on the themes covering hierarchy, external decision maker (stakeholder) and management. The data are based on the results from an online questionnaire which was conducted in Romania between November 2009 and June 2010.

How structure signals status: institutional stratification and the transition from higher education to work in Germany and Britain

In recent years, the transition from higher education to work in comparative perspective has attracted increasing attention from scholars and practitioners alike. Previous studies reveal similarities and differences in labour market outcomes across countries, but explanatory frameworks mainly refer to fields of study, whereas differences by types of institutions and types of degrees remain largely descriptive. Therefore, this paper specifically focuses on these institutional structures by arguing that the institutional stratification of higher education systems is crucial for shaping graduate employment prospects. More specifically, it is assumed that the higher the vertical differentiation of types of institutions or types of degrees, the stronger the differences of employment outcomes. This assumption is tested empirically by analysing two country cases most different in the institutional set-up of their higher education systems: Germany and Britain. By applying hazard models to the German Socio-Economic Panel and two British cohort studies (NCDS and BCS70), the paper shows that the vertical differentiation of British higher education institutions and degrees differentiates the transitions to the service class more strongly than in Germany. Thus, for understanding transition patterns from higher education to work in comparative perspective, it is necessary to take into account the institutional structure of higher education systems.

Converge or not converge: the European Union and higher education policies in the Netherlands, Belgium/Flanders and Germany

This article examines the impact of European integration on higher education policies of the Netherlands, Belgium/Flanders and Germany. The analysis of higher education policies in the three countries is part of a broader project, which focuses on a majority of E.U. member states. The selection of the three countries for this paper is not based on any methodological considerations. The question addressed is if higher education policies of member states are converging, diverging or not changing at all, and whether such developments are a consequence of the policies of the European Union (E.U.) or of other factors (e.g., the globalization of the market or of institutions imitating each other). A preliminary assessment leads to the conclusion that a number of important indications of convergence are present in national policy arrangements in the field of higher education (in particular student mobility and quality assurance, but less in the structure of higher education systems My attention will be focused on the structure of higher education systems, on quality assurance and on student and teacher mobility. These domains appear to cover most relevant issues pertaining to higher education policies in the European Union member states (funding of higher education is sometimes considered as a separate domain, but it can also be regarded as an element of the structure of higher education systems, while it is also related to the issue of quality assurance).). The European Union, however, does not have much legal authority in the policy sector in question. Thus, an explanation for converging national policies may lie elsewhere, in part in the concept of “institutional isomorphism”.