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МІЖНАРОДНА ДІЯЛЬНІСТЬ ЯК ФАКТОР ІННОВАЦІЙНОГО РОЗВИТКУ УНІВЕРСИТЕТІВ США

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Огієнко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 8(52)

219-227

EN

The article describes the essential characteristics of internationalization in higher education, peculiarities of universities innovative development; analyzes the objectives, principles, forms and results of the U.S. universities international activity; distinguishes the conditions for effectiveness of universities international activity and justifies its impact on the innovative development of all aspects of the U.S. universities activity. It is shown that internationalization as a leading trend of higher education development creates opportunities for its modernization, innovation, provides mobility, improves the availability and quality, expands international cooperation. Internationalization serves as an important factor of innovative development of higher education in the USA, which is a cyclical process based on the interaction and interdependence of creation, dissemination and absorption of innovation; acts as both a strategic objective and a means of the U.S. universities international activity. It is found that international activity at American universities is considered as one of the tools of foreign policy issues, maintaining leadership and ensuring the competitiveness, innovative development not only of education, but also the country as a whole. International activity of the U.S. universities is complex and multifaceted, it is integrating into all activities of universities and serves as a factor of their innovation. Its main forms are collaborating with other universities, businesses and international organizations. Important results are academic and scientific mobility, development of internationalized curricula and more. The initial principles of its organization are integration, innovation, intensification, mobility, transferability, democracy, tolerance, multiculturalism, flexibility. Strategy of obtaining profit serves as a benchmark in the organization of international activity of the U.S. universities. The main objectives of the U.S. universities international activity are: improving the quality of education, creating global competencies, development of international benchmarking activity, the use of advanced ideas of international experience, international cooperation with universities in other countries, the export of educational services, international technology transfer and more. The effectiveness of the university international activitiy and ensuring its innovation are achieved by defining its strategy and tactics, the presence of individual units and professional project managers, development of internationalized curriculum and innovative educational programs of the university.

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ПІДГОТОВКА ВИКЛАДАЧА ВИЩОЇ ШКОЛИ В УМОВАХ МАГІСТРАТУРИ: АНДРАГОГІЧНИЙ ПІДХІД

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Огієнко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 6(50)

336-342

EN

In the article possibilities are revealed and advisability of andragogical approach to professional preparation of future university teachers of Master’s degree programme is substantiated. It is shown that professional preparation of future university teachers for Master’s Degree is aimed at the formation of competent experts. It preconditions the usage of the humanistic-oriented subject-subject learning model (andragogical) in which shifting aspects takes place both in the system of interaction between the Master’s Candidate and the university teacher, and in the professiogram of teacher personality. Considering the fact that a Master’s Candidate is an adult, it is specified that along with the systematic, human-centered and competency-based approach andragogical approach in learning becomes more appropriate. It is determined that the andragogical approach takes into consideration educational needs, social experiences and abilities of Master’s Candidates, gives them an opportunity to take an active part in planning, implementation, evaluation and altering the learning process, to be aware of their own responsibility for the learning outcomes, it allows to personalize the learning process, to increase its effectiveness. It is substantiated that one of the important functions of a university teacher is a function of andragogical subjectivity, which provides for implementation of teacher autonomy in learning activities, self realization based on reflection, «self-concept»; implementation of relationship to himself or herself as a person of action. Organizational and pedagogical conditions of andragogical approach implementation in university teacher preparation are distinguished, in particular, adherence to the andragogical principles of learning, creation of andragogical environment, development and application of andragogical technologies and learning methods, formation of andragogical competency of university teachers who prepare Master’s Candidates.

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СУЧАСНА СИСТЕМА ВИЩОЇ ОСВІТИ США: ОСОБЛИВОСТІ ФУНКЦІОНУВАННЯ ТА РОЗВИТКУ

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Огієнко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 10(74)

133-144

EN

The article identifies and analyzes the specific features of functioning of the US higher education system which determine its competitiveness and leading positions in the world as also outlines the possibilities of use of the American experience in the development of the higher education system in Ukraine. In order to achieve the aim we used the structural-logical and structural-functional analysis which allowed us to determine the specific features of the US higher education system; the system-structural and comparative analysis which helped to define the promising directions for the development of higher education in the United States; the scientific extrapolation method which permitted us to outline the possibilities of using the innovative potential of American experience in the process of modernization of higher education in Ukraine. It has been established that the specific features of the functioning of the higher education system in the USA are socio-economic, political, historical, socio-cultural determinants of its development; ramification of legislative support, implementation of a number of reforms that were standard-oriented, professionally oriented and market-oriented; decentralization and regionalization, financing alternatives, multilevelness and diversification of its structure, comprised of universities, colleges and specialized institutions; intensive development of research and corporate universities. It has been found out that the specific features of functioning of the US higher education system ensure its competitiveness and leadership worldwide, therefore, American experience of building the higher education system can be used in Ukrainian educational space. To perspective directions of further research we refer the study of the organizational, content and procedural foundations of master degree programs at US universities, analysis of strategies and models of research universities in the United States, determination of possibilities of using elements of innovative American experience in Ukrainian educational space.

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ПОЛІКУЛЬТУРНІ ЗАСАДИ ВИЩОЇ ОСВІТИ ВЕЛИКОЇ БРИТАНІЇ, США, КАНАДИ І АВСТРАЛІЇ

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Огієнко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 10(44)

174-183

EN

The article reveals the essential characteristics of multicultural education, analyzes key concepts and models of multicultural education in the UK, the USA, Canada and Australia; defines their common features and differences; outlines the trends of multicultural education in the UK, the USA, Canada and Australia in the context of integration processes taking place in the global educational space. The study made it possible to conclude that the specific feature of the XXI century is a tendency for formation of multicultural space in the context of globalization and changes of the information society; multicultural education is a relatively new concept which is quite dynamic; its basis is the transformation according to the needs of constantly changing society; multicultural education should be considered as a complex progressive process of restructuring and reforming of education, the main objective of which is global reconsideration of existing deficiencies and prevention of discriminatory processes in educational practice; the formation of multicultural education in the UK, the USA, Canada and Australia took place in the second half of the XX century during the acute debate with traditional concepts of monoculturalism, assimilation, ethnocentrism, need for cultural and educational integration of immigrants, civil rights, search for compromise between subcultures, development of integration ideology of multinational civil society, needs in education as a source of social stability and economic prosperity; emphasis on the idea of racial equality of citizens and equal access of all members of society to quality education despite the differences between them in racial, ethnic, social, gender, cultural and religious attitudes differs the American interpretation of multicultural education from the British one, whose main idea is the dialogue of cultures; Higher Education of the USA, Canada, the UK and Australia is based on multicultural principles of its development and operation; although multicultural education in each country is different, the context of globalization and integration is marked by the development of common trends (increase in awareness of the needs of population, strengthening of international coordination between learning practices, tolerance towards people of other races, ethnicities and cultures).

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РОЗВИТОК КРАЄЗНАВЧОГО ТУРИЗМУ В ПОЛЬЩІ У ДРУГІЙ ПОЛОВИНІ XX – ПОЧАТКУ XXI СТОЛІТТЯ

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Огієнко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 7(41)

19-27

EN

The article describes the features of the development of regional studiestourism in the late XX-th – early XXI-st century.It is shown that the development of tourism in Poland, one of the components of which is regional studies tourism, has become one of the priorities of the state policy aimed at economic growth and spiritual improvement of society. Regional studiestourism as a form of education and educational work in Poland has a long-lasting period of development. Regional tourism was formed through an interdisciplinary synthesis of theoretical, methodological and best practice of geographical, economic, historical and ethnological local history and also tourism and recreation science. Regional studies tourism is regarded by Polish scholars as a general pedagogical concept that provides a close link between teaching, education and life instilling national human traits,promotes axiological education. Since the early twentieth century,regional studies tourism in Poland has turned into a broad social movement that aims at preserving natural and cultural values of their native land. The elements of the state and social system of regional studies tourism activities,such as regional partnerships, regional studies for school and tourist groups, scientific and educational research, are being formedin independent Poland.An important milestone in the development of Polish regional studies tourism in the second half of the XX-th century was creation of the Polish Tourist and Sightseeing Society (PTTK – Polish Towarzystwo Turystyczno-Krajoznawcze), whose main task was determined as management of the whole regional studiestourism movement in Poland. FiveCongresses became important eventsin the development of regional studies tourism, resolutions of which served asstrategic guidelinesfor regional studies tourism in the country. The mission of regional studies tourism remains the same for decades: «Through knowledge of the country, through the love for it – to work for the Fatherland» (A. Yanovsky). The contemporary higher priority objectives of the development of regional studies tourism in Poland are: the accumulation of knowledge about the regions and the entire country and promotion of regional studies ideas and knowledge in the wider circles of Polish society. An important aspect of regional studiestourism is training of educators-animators to implement regional studies and tourism activities. The research shows that regional studies tourism in Poland has considerable scientific and pedagogical potential.

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МОДЕЛЬ ДОСЛІДНИЦЬКОГО УНІВЕРСИТЕТУ В. ГУМБОЛЬДТА: ІСТОРІЯ І СУЧАСНІСТЬ

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Огієнко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 5(39)

53-61

EN

In the article the essential characteristics of Humboldt research university model, which opened a new era in the history of European universities, drastically changing not only the inner content, but also the role and place of universities in the society, are revealed. It is noted that Humboldt university model was based on the ideas of classical German philosophy from Kant and Fichte to the very W. von Humboldt, on such concepts as Wissenschaft (science) and Bildung (education), and three main approaches formed its basis: denial of primitive utilitarian views on education, where knowledge is not valued itself, but because of its practical use; the priority of fundamental and theoretical knowledge; the importance of liberal education, without which there cannot be an educated person. The key principles of Humboldt university operation are analyzed: the unity of research and teaching, academic freedom. The implementation features of Humboldt research university model are defined: state support of the university while maintaining the status of relative autonomy; academic freedom in research and teaching; learning through research and involvement of students in research; active participation in public life, as university is responsible for the reunification of the state, the formation of citizenship; value orientation revival of ancient culture education (connection between education and training). The impact of Humboldt research university model on the transformation of university’s mission understanding and on the development of modern research universities is proved. It is emphasized that in a post-industrial society Humboldt research university model is an ideal matrix of the classical vision of the university and affirmation of the continuity of the university as a social institution and the phenomenon of intellectual and cultural life, which leads to its creative re-thinking and integration of the latest trends in global scientific and educational space in its context. The basic principles of Humboldt university model remain valid, but get a new essence, are reinvented, expand their value, causing the major characteristics of the modern research university.