Credit Transfer Research Articles

E-wallet: factors influencing user acceptance towards cashless society in Malaysia among public universities

<p>The evolution of financial technology into digital payment has led to a new era of cashless society. In line with the global trend, the Malaysian Government has been committed to strengthen the agenda of a cashless society by actively promoting the use of e-Wallet through the establishment of the Interoperable Credit Transfer Framework (ICTF) policy in 2018. Although e-Wallet has been implemented since 2016, several previous studies have found that the level of acceptance is still relatively low while the main factors that influence the acceptance of e-Wallet in Malaysia still remain unclear. This study aims to identify the factors that influence the acceptance of e-Wallet towards establishing cashless society in Malaysia. Online survey using closed-ended questionnaires have been conducted among 400 respondents from students and employees of Malaysian public universities in Klang Valley. Collected data have been analyzed using descriptive statistics and inferential statistics which consist of Factor Analysis, Pearson Correlation and Multiple Linear Regression in Statistical Package for the Social Sciences (SPSS). Based on the findings, four factors are found to significantly influence e-Wallet acceptance, which consist of Performance Expectancy (PE), Social Influence (SI), Facilitating Conditions (FC) and Trust (T). Facilitating Conditions (FC) is the most influential significant factor behind the acceptance of e-Wallet among Malaysians.</p>

An analysis of cooperation and regionalization in higher education : The case study of Korea-Japan-China’s CAMPUS Asia

연구의 목적은 캠퍼스아시아 사업을 학생교류(이동성)를 통한 동아시아의 고등교육 협력과 지역화 추진이라는 관점에서 성과를 분석하고 향후 캠퍼스아시아 사업이 범아시아로 확대되는데 필요한 시사점을 도출하는데 있다. 연구의 목적을 달성하기 위해 캠퍼스아시아와 관련된자료들에 관한 문헌 연구 및 자료 분석을 바탕으로 우선 고등교육의 국제화의 환경에 있어 고등교육 협력의 의미와 학생이동을 통한 고등교육 지역화의 개념과 특징을 파악하였다. 이를 바탕으로 한일중 3국 협력에 있어 캠퍼스아시아의 필요성과 기능을 분석하고 학생이동의 의미를고등교육 지역화라는 틀을 통해 재해석하여 한일중 3국이 캠퍼스아시아를 통해 기대할 수 있는효과를 제안하였다. 이 연구를 통해 도출된 연구 결과는 다음과 같다. 첫째, 한일중이 공동으로기획하고 운영하는 캠퍼스아시아 사업단의 사례를 통해 사업단의 목표인 고등교육을 통한 학생간 상호교류 확대가 단순한 학생 교류로만 끝나는 것이 아닌, 한일중 공통 관심사에 관한 연구를정치·경제·사회·문화 분야로 확대하여 추진할 수 있는 발판을 마련한 것으로 확인되었다. 둘째, 3국의 학생 상호교류를 이용한 다자협력이 교육프로그램을 통해 정부·대학·민간이 연계하여국제협력과 지역화를 실현하고 있는 것으로 분석하였다. 본 연구결과를 바탕으로 캠퍼스아시아프로그램을 보다 활성화하기 위해서는 3국이 공동학위프로그램(joint degree) 정착을 통해정부차원의 협력을 강화해야 하며, 학생들이 캠퍼스아시아 프로그램의 결과 취득한 학점의 전환과 인정을 용이하게 하는 공동 프레임워크 구축과 적용의 필요성 등을 시사점으로 제안하였다.The purpose of this study is to analyze the achievements of CAMPUS Asia from the perspective of promoting regionalization and cooperation in higher education in East Asia through student exchange (mobility), and to derive the implications necessary for the CAMPUS Asia to expand to pan-Asia in the future. To achieve the goal, first of all, grasps the meaning of cooperation in higher education and the concept and characteristic of the regionalization of higher education under the environment of internationalization of higher education. Next, the researchers analyzed the necessity and function of CAMPUS Asia for cooperation between Korea-Japan-China and suggesting the expected effect from the view of the three countries via CAMPUS Asia by using reinterpreting the importance of student mobility with regionalization in higher education. Thus, the results of the study are as follows. First, the research confirms that the aim of CAMPUS Asia, which is an extension of mutual exchange between students, gained a foothold to investigate common interests in political, economic, and cultural fields. Second, the paper comprehends that multilateral higher education cooperation began to start with the expected effect that it will connect to regionalization. Furthermore, the study examines that the three countries have ties with each other in connection with the government, universities, and private sectors to fulfill cooperation. Drawing on the discussion above, the research suggests implications that Korea-Japan-China is required to strengthen cooperation at the governmental level through settled and stable joint degree program. Not only that, but the CAMPUS Asia program also needs to establish and apply for the joint operating framework to facilitate credit transfer and credit recognition among three countries to invigorate further.

Educational Research Within the Curricula of Initial Teacher Education: The Case of Slovenia

Professional learning is a continuum starting in initial teacher education and persisting throughout the teacher’s career. Initial teacher education programmes should therefore prepare prospective teachers for professional learning via research. There is, however, little knowledge about how initial teacher education programmes educate students about this important subject. The aim of this study was to identify how initial teacher education programmes in Slovenia address the question of empowering prospective teachers with research competence. We analysed all of the initial teacher education programme curricula and established that: (i) overall, more than half of the initial teacher education programmes do not include acquiring research competence as an aim of their study programmes; (ii) the majority of bachelor initial teacher education programmes include courses aimed at gaining research competence, but half of the master’s initial teacher programmes do not provide any courses related to research; and (iii) there is a variety of European Credit Transfer and Accumulation System weightings for educational research courses across initial teacher education programmes in Slovenia.

New requirements to higher medical education under globalization and integration of education

Background. Ukraine has settled down to a course of market-oriented economy development focused on a high level of creative activity, education, and intellectual property. In accordance with the up-to-date requirements to higher education development, globalization and integration into the modern world education space, Kharkiv National Medical University (KhNMU) introduces educational programs within the specific specialities; one of the main principles is forming competences in students as their learning outcomes. Purpose – to define a clear idea regarding up-to-date requirements to higher medical education under globalization and integration of education. Materials and methods. Radiology and Radiation Medicine Department of KhNMU has created an educational program (syllabus) of Radiology branch of study for masters in the field of training 22 “Healthcare” intended to switch to the unified European system of credit transfer and to improve the quality of education. Results. An important difference between the syllabus and previous educational programs is listing competences and final learning outcomes, which are presented in the National Qualifications Framework (2011, 2019) and based on European and national standards and principles of ensuring the quality of education with due regard for labor market requirements. Gaining the competences by future employees is introduced in order to harmonize statutory regulations on education and social and labour relations. Mastering the competences will enable students and later graduates of KhNMU to successfully reach their potential in the labor market, provide prospects for further development of a creative personality, favorable conditions for continuous professional enhancement. Conclusions. The current trends in higher education development are globalization through unifying educational programs for students in order to spread the internationalization of higher education, make it fast-evolving as well as integrating higher education in Ukraine to European-wide educational environment.

Determinants of credit loan securitization in Chinese banking

AbstractThis paper investigates the factors that drive securitization in China using a panel dataset drawn from the financial statements of 83 commercial banks. Given the unique banking and regulatory environment in China, we consider both conventional motivations for securitization and the role of nontraditional factors, including shadow banking. Across a variety of econometric specifications, there is little evidence that banks securitize for typical reasons, including to fund liquidity, transfer credit risk, or reduce regulatory capital. We do find, however, that as banks approach limits on loan to deposit ratios, subsequent securitization activities rise. In addition, robust evidence is presented to show that high levels of nontraditional banking activities precede a decision to securitize. As there is little evidence to suggest that shadow banking activities are receding, the overall findings indicate that banks may be using securitization to mitigate regulatory risk.

Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates

In this research, a novel methodology based on the simulation of a call for research projects was applied for the training of STEM secondary school teachers, with results raised and analyzed to determine the response of the students to this new methodology. The activity was applied in the same course during two academic years with student groups from very different teaching specialties such as mathematics, physics and chemistry, biology and geology, technology and health processes who were studying the Master’s Degree in Secondary Education, specifically, the 3 European Credit Transfer and Accumulation System (ECTS) course of Initiation to Educational Research (IER), this Master’s course being mandatory for working as a secondary professor. The Master’s students are asked to write their own research project proposals for a fictitious call on a topic freely chosen by them, which might have been related to the research line of the final Master’s thesis. In it, they had to propose all the contents studied in the course (such as writing a brief state of the art, establishing a research team, setting objectives, a description of the methodology for educational research, instruments, a plan for the dissemination of the results, the needed resources, etc.). The students’ perceptions of the usefulness and reality of what they had learned for their professional development and for writing their final theses were assessed. The results based on the perceptions of the students demonstrate that the activity had been useful for assimilating concepts related to educational research in the context of secondary education (research skills), which will be useful for improving the critical sense of the students (teacher candidates) and for their professional future in the context of applied research in day-to-day secondary teacher activities. Furthermore, the results show the activity was useful for the development of the final Master’s thesis. The difficult aspects that the activity presented for them were analyzed. The results were statistically compared for the students of the different specialties, deducing, in all cases, a homogeneous good acceptance with slight differences between them.

How Political and Ecological Contexts Shape Community College Transfer.

Broad higher education contexts shape how community college students and postsecondary personnel approach transfer from community colleges to baccalaureate-granting institutions. We leverage the concept of strategic action fields, an organizational theory illuminating processes that play out as actors determine "who gets what" in an existing power structure, to understand the role of political-ecological contexts in "vertical" transfer. Drawing on interviews with administrators, transfer services personnel, and transfer-intending students at two Texas community college districts and with administrators, admissions staff, and transfer personnel at public universities throughout the state, we examine how institutional actors and students create, maintain, and respond to rules and norms in the community college transfer field. Our results suggest university administrators, faculty, and staff hold dominant positions in the field, setting the rules and norms for credit transfer and applicability. Students, who hold the least privilege, must invest time and energy to gather information about transfer pathways and policies as their primary means of meeting their educational aspirations. The complex structure of information-wherein each institution provides its own transfer resources, with little collaboration and minimal alignment-systematically disadvantages community college students. Although some community college personnel voice frustration that the field disadvantages transfer-intending community college students, they maintain the social order by continuing to implement and reinforce the rules and norms set by universities.

Teaching evidence-based practice (EBP) in nursing curricula in six European countries—A descriptive study

BackgroundTeaching evidence-based practice (EBP) in nursing education varies among nurse educators and universities. Lack of nurses' knowledge and skills are among the barriers commonly associated with the limited use of EBP in practice. ObjectivesTo describe the presence, characteristics and content of courses of EBP in nursing bachelor's, master's, and PhD programs in six European countries. DesignA descriptive study design was employed. SettingsThe study was implemented as part of the EBP e-Toolkit Project as a strategic partnership of six European higher education institutions from six countries in the framework of the Erasmus+ Programme. ParticipantsCensus sampling (N = 225) was used. A total of 162 (72%) faculties responded from the following countries: Spain (79), Italy (44), the Czech Republic (15), Poland (12), Greece (7), and Slovenia (5). MethodsThree structured instruments were developed by using the consensus development panel. The research was conducted from December 2018 to March 2019. For names of subjects, a manual narrative Template Analysis was used with open descriptive coding. ResultsSubjects in “EBP in Nursing or Health Care” are included in 45 (29.2%) bachelor's programs, mostly worth 180 European Credit Transfer System (ECTS) credits, 30 (28%) master's, and 6 (40%) PhD programs. In bachelor's programs, an average of 134 h are spent teaching EBP steps, followed by 127 h in master's programs and 52 h in PhD programs. EBP subjects have different focuses: clear topics in EBP, development of research knowledge, awareness of the need for evidence-based clinical work, and understanding the needs of the profession. ConclusionsTeaching EBP is not yet sufficiently integrated into nursing curricula. For more efficient integration, guidelines on the standardization of teaching approaches and content have to be developed in all three cycles of higher education. Further research is needed on the implementation of teaching at master's and PhD levels of nursing curricula.

Bridging the gaps between higher education and the business world: internships in a faculty of economics and business

Bridging the gaps between higher education and the business world: internships in a faculty of economics and business

CREDIT DERIVATIVES IN BANKING: BENEFITS AND THREATS

Financial institutions have faced a variety of threats, the main reasons for which are weak lending standards, ineffective risk evaluation of the loan portfolio, lack of attention to economic and other factors that can affect the creditworthiness of bank counterparties. Thus, among various threats, credit risk, caused by lending, remains the main source of problems for commercial banks. However, globalization and liberalization of the global financial system has led to the appearance of other sources, including trade and investment transactions, which are reflected both on the balance sheet and off-balance sheet. Banks are increasingly faced with credit risk in other financial operations – for example, with derivative financial instruments. Effective credit risk management is a critically important component of the comprehensive approach to risk management and the long-term success of a banking organization. The use of financial instruments that allows commercial banks to transfer credit risk to a third party for a fee and, thus, avoid the additional costs for forming reserves, has become one of the ways to prevent negative consequences. However, despite the many advantages associated with the risk hedging, credit derivatives, like other financial innovations, pose additional risks directly related to the application of these instruments. For example, these risks have manifested themselves in the global financial crisis of 2008-2009 and minimized the positive effect of the credit derivatives. This article discusses the advantages and disadvantages of using credit derivatives by commercial banks, shows the need for timely identification of probable risks and the development of effective methods for managing them by both the risk management of the bank and regulators.

Student holistic development through short-term student mobility activities

Many studies have proven the positive impacts of student mobility on learner development. In general, student mobility may take place in two main forms: (1) learning abroad for a degree; (2) short-term mobility with a duration from some days to some weeks under different activities such as credit transfer, faculty-led study tour, and internship. In reality, the number of short-term mobility programs has dramatically increased globally to meet the needs of those who cannot afford overseas degree programs for financial, medical, family reasons, or the like. While learning abroad for degrees is relatively suitable to some specific learners, the above-mentioned mobility activities are generally easier for schools to organize, more accessible to learners as well as contribute significantly to student holistic development. Students of the University of Economics and Law, especially those in high-quality programs, are expected and encouraged to participate in different kinds of short-term student mobility programs. This paper focuses on presenting the impacts of short-term student mobility on student holistic development, illustrating the best practices from the University of Economics and Law and suggests some implications to foster short-term mobility in higher education institutions.

Sérsniðið framhaldsnám grunnskólakennara: starfsþróun fagstéttar eða praktískt nám til almennra kennslustarfa?

Frá því að Kennaraháskóli Íslands öðlaðist lagaheimild til að útskrifa kennara með framhaldsgráður háskólanáms árið 1988 hefur þar verið boðið upp á fjölmargar leiðir í framhaldsnámi og starfsþróun kennara og fleiri stétta. Vorið 2014 stóð Menntavísindasvið Háskóla Íslands fyrir könnun meðal grunnskólakennara með bakkalárgráðu í samstarfi við Kennarasamband Íslands. Spurt var um æskilegt inntak og skipulag framhaldsnáms, hugsanlega hvata til að sækja slíkt nám og hvernig mætti útfæra það. Af 734 svörum mátti ráða að umtalsverður áhugi væri á slíku framhaldsnámi. Haustið 2015 hófu 35 starfandi kennarar sérsniðið framhaldsnám byggt á niðurstöðum könnunarinnar og stefnu Háskóla Íslands um meistaranám grunnskólakennara. Hér er greint frá rannsókn á viðhorfum og reynslu þeirra sem sóttu hið sérsniðna nám á tímabilinu 2015 til 2019. Sjónum var beint að samhenginu milli fræða (teoríu) og starfs á vettvangi (praxis), hugmyndum þátttakenda um eigin fagmennsku og fagvitund og hugmyndum um möguleika og þarfir á starfsþróun. Niðurstöður benda til þess að tengsl fræða við starfið á vettvangi séu óskýr þegar kemur að starfsþróun og tilteknir þættir í kerfinu hindri jafnvel eðlilega þróun fagmennsku og fagvitundar kennara. Þar ber helst að nefna margþættar væntingar til starfsins og óljósar hugmyndir um það í hvers þágu starfsþróun kennara ætti að vera.

SEPA Instant Credit Transfer: Where are we now and where are we heading?

Launched by the European Payments Council in November 2017, the Single Euro Payments Area (SEPA) Instant Credit Transfer (SCT Inst) is an instant payments scheme enabling euro credit transfers within the SEPA area to be made in under 10 seconds. SCT Inst was designed for everyone: consumers, businesses, large companies and administrations. It works like a regular SEPA credit transfer but much, much faster; it is also open and accessible to users and service providers 24 hours a day, seven days a week. This paper reviews the progress of SCT Inst since its launch, its critical success factors, challenges and what the future holds for it.

UNNES MOOCs: What strengths does the University have and the society needs?

The aim of the study reported upon in this paper is to design the Massive Open Online Courses (MOOCs) of Universitas Negeri Semarang (UNNES). An explorative design study was carried out in two main stages, namely the design phase and the implementation phase. The focus of this paper is on the first phase. Preliminary analysis is carried out with discussions and surveys to find out what UNNES is leading and what is the current needs of the society. The findings indicate that UNNES has strengths that are appropriate to the needs of the society, such as (environmental and cultural) conservation, education, and information technology. Based on the procedure specifications and criteria, five online course modules have been created. The results of the review state that the modules are appropriate to be used nationally and can be offered to the public through a national online learning system (SPADA) managed by the Ministry of Research, Technology, and Higher Education of RI. Regulations are established and the system was also designed through this research for the implementation of cross-institutional lectures with credit transfer schemes. The results can become masters in further development and become Academic Document as a recommendation for issuing regulations at universities.

Características y contenidos de los programas de maestría en salud pública en España

ObjectiveTo compare the main academic characteristics and contents of the different master's programs in public health currently offered in Spain. MethodA systematic search has been carried out in the Register of Universities, Centers and Degrees of the Ministry of Education, Culture and Sports. The main academic characteristics and the contents (mandatory and optional) of the programs of 11 official master's degrees with the renewed accreditation in 2018 were analyzed based on the data published on the universities’ web pages. ResultsMost programs are 60 ECTS (European Credit Transfer and Accumulation System), face-to-face, taught in Spanish, include in their curriculum the completion of a master's thesis but not professional practices. Only contents related to statistics and basic epidemiology, and the training activity of master's thesis, are offers by all programs. ConclusionsThe majority of public health master's programs in Spain shows a certain homogeneity regarding their academic characteristics, but a great heterogeneity in relation to their contents. There is also a great heterogeneity in the credits granted to the different subjects, especially optional subjects. It would be advisable to standardize a common core, especially in the mandatory contents.

Formation of the main directions of professional culture of future bachelors of motor transport

In the presented materials of the publication an attempt is made to substantiate the peculiarities of the formation of the professional culture of future bachelors of road transport. The most effective educational components of their professional training are analyzed. Relevant recommendations for improving the organization of the educational process on the basis of credit transfer technology are offered.

Academic Challenges for Chinese Transfer Students in Engineering

This article describes a research study determining the most significant academic challenges experienced by Chinese transfer students in engineering at an American university. The survey-based study examined eight areas where transfer students may have academic difficulty and determined that the most significant of those concern transfer credit issues, student–instructor and student–student language difficulties, and classroom culture differences. The cultural differences, related to course syllabi, classroom discussion and group work, and frequency of assignments and exams, are partially explained in terms of a theoretical framework based on Hofstede’s power distance and risk avoidance elements. Recommendations are made of ways to ease these challenges and make the intercultural experience richer for both the transfer students and their American hosts.

Re-thinking Higher Education Curricula in the Era of Knowledge Economy: A Case Study of Course Codes in the National Curriculum of Pakistan

The study reviewed the course codes at undergraduate level in selected universities and Higher Education Commission (HEC). The objectives of the study were to investigate the coding system of courses and propose a system for coding the courses at tertiary level in Pakistan. The coding system of different universities, inside and outside Pakistan, was analyzed and a system of coding was proposed. The study found discrepancies in the coding of courses that cause difficulties for academic bodies and transfer of credits from one university to another. It is recommended that courses of a degree required may be divided in 1) General Education requirements, 2) Subject specific foundation courses, 3) subject specific major compulsory courses, and 4) subject specific major elective courses. For codes 2, 3 or 4 capital letters for a subject along with three numbers (xxx) may be used to specify each course of the university. The left digit of the three may be used for the hardship level. The courses 1xx, 2xx, 3xx and 4xx will be taught in the first, second, third and fourth year, respectively and research may be given 500 at undergraduate level, courses of 5 year may be placed in 5xx and research may be coded as 599. The graduate level courses for MPhil /MS /PhD may be coded as 6xx, 7xx and 8xx for MPhil and PhD all over the country.

Lifelong learning opportunities through MOOCs in India

PurposeLifelong learning needs to be visualized as the milestone for generating a progressive and knowledge society. Because it is through lifelong learning that one can continuously upgrade one's knowledge and acquire the relevant skills for getting livelihood opportunities. Moreover, for ensuring a sustainable and advanced society in the 21st century industrial setup, people are desirous to receive a global form of learning as they tend to follow the principle, that is, “earning while learning”. In this context, the various types of online courses, Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) provide myriad opportunities to the people by introducing them to a global form of learning. Against this background, the introduction of MOOCs in India for providing lifelong learning opportunities might work in a big way. However, to what extent, can MOOCs promote the idea of lifelong learning in a vast country like India needs to be discussed in greater detail.Design/methodology/approachWhile writing the paper, descriptive research methodology has been used. The sources such as Report of Census 2011, Human Development Report 2016, 2018, Economic Survey 2016 are also consulted. Analysis has been done based on the data extracted from the secondary source of information.FindingsThe literature review made in the paper implies that the educational institutes across India may adopt some of the good national and international practices for transforming the society and produce some need-based MOOCs under the SWAYAM platform with regard to providing opportunities of lifelong learning. Thus, the courses run through SWAYAM should help in achieving the three cardinal principles of the Indian Education – access, equity and quality. However, there are many challenges to be met while the adoption and development of MOOCs for the purpose of lifelong learning in India are taken into consideration. The current modes and popularity of digitally offered education in India thus need to be justified.Research limitations/implicationsThe discussions made in the paper are limited to a reference to the Indian MOOCs particularly under SWAYAM, and it is a general study only.Practical implicationsIt is important to note that a new kind of transformation is currently being initiated across the world by encouraging more and more online interventions in the field of education. In fact, various studies are also being conducted on the implementation of online courses across the world, particularly in the developed countries where more than 70% education is delivered online. However, in a country like India, the practical utility or the implementation of the online courses such as MOOCs is not so popular even at present, and it is only limited to a small section of the society. The University Grants Commission (UGC) with a view to promoting CBCS as well as Credit Transfer made 20% course delivery through MOOCs mandatory in Indian higher education. However, the CBCS system itself has several loopholes considered in the Indian context, as it was launched without sufficient ground work, and no one seems to have a clear idea of its implementation method. The UGC's move was to introduce a system of education that would help in bringing parity of Indian higher education with Western or European higher education systems. This paper shall try to imply how the Indian MOOCs should be used in providing lifelong learning opportunities to the people of the country.Social implicationsThis paper refers to a new social constructivism initiated through MOOCs, where a learner can directly interact with the people in the community, share their own ideas and thoughts and collectively undertake new researches. This is sure to transform the Indian society in the days to come, although a study on the usefulness of the existing MOOCs is of utmost necessityOriginality/valueThis paper reiterates the necessity of a detailed study of the available MOOCs in India based on the findings of the common problems and challenges of MOOCs development and implementations that need to be resolved first. Then the paper provides an analysis of this situation so that one could develop or adopt a MOOC in order to meet one's need of lifelong learning in a country like India.

IMPLEMENTATION OF CREDIT-MODULE SYSTEM AT HIGHER MEDICAL SCHOOL EDUCATION IN THE CONDITIONS OF MEDICAL SECTOR REFORMING

Abstract. In the sphere of modern higher education, the following main requirements to the performance level of modern professional of any profile can be distinguished: comprehensive fundamental expertise, capacity to work in the team, fast mastering of new technologies, self-education skills and ability to conduct creative work and research. These qualities of a specialist become the main objectives and reference points in building the modern system of higher education that would contribute to creation of expertise, respective access, management, dissemination and achievement control.
 The requirements to medical education are one of the most precise, especially on the background of critical demographic situation in the world, in general, and in Ukraine, in particular. The participation of the Ukrainian system of higher education in the Bologna reforms should be aimed only at its development and acquisition of new quality features without losing the best traditions and decrease of its national quality standards. Orientation towards Bologna process should not cause the excessive restructuring of the national education system. The main aim of Bologna process is to create a unified, all-European, strong and competitive education system (first of all, with the American education system), and also expand the possibilities for employment of future professionals.
 The European Credit Transfer System was implemented in Ukraine in 2005 and is aimed at the development of national school. This system enables transfer of credits from different educational institutions and it expands the access to the European education, leads to the modernization of European education and provides more efficient training of graduating specialists.
 Therefore, the higher educational institutions of our country constantly take the measures towards improvement of teaching and education process and methods of education using different forms of knowledge control. Having as an objective the control of education results and evaluation of efficiency of study, the objective monitoring of knowledge and skills that provides for the use of its different forms, becomes an integral part of the educational process.
 The Bologna declaration forms the model of European higher education with consideration of the specific features and traditions of the national educational systems. One of the key criteria of the implementation efficiency of credit-modular system of educational process organization is advancement of higher professional education quality. However, the implementation of surgical educational programs has a series of problematic issues.
 In the article, we describe the inclusion of the Ukrainian medical education into Bologna process, the stages of creation of Bologna educational system in Ukraine. We introduce the conceptual peculiarities of higher medical education reforms within the context of medical reforms in Ukraine. We have shown the credit-modular system of educational process organization in the Ukrainian education and demonstrated the advantages of credit transfer system in medical education. We also have added to the concept of higher medical school reforms in the context of medical reforms in Ukraine.