Реформування системи вищої освіти Великобританії в кінці ХХ – на початку ХХІ століття. - 2009.

Abstract

Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.01 – загальна педагогіка та історія педагогіки. – Луганський національний університет імені Тараса Шевченка. – Луганськ, 2009. У дисертації досліджується процес і результати реформування системи вищої освіти Великобританії в кінці ХХ – на початку ХХІ ст. У ході дослідження здійснено комплексний аналіз історико- педагогічних, теоретико-методологічних та конкретно-історичних проблем реформування системи вищої освіти Великобританії в зазначений період. Шляхом залучення архівних матеріалів, офіційних документів, періодичних видань, монографічних праць у дисертації узагальнено основні тенденції та особливості, передумови і фактори реформування вищої освіти, проаналізовано основні етапи розвитку, визначено правові засади, вивчено стан дослідження проблеми реформування вищої освіти Великобританії в кінці ХХ – на початку ХХІ ст. Дисертация на соискание ученой степени кандидата педагогических наук по специальности 13.00.01 – общая педагогика и история педагогіки. – Луганский национальный университет имени Тараса Шевченко. – Луганск, 2009. В диссертации исследуется процесс и результаты реформирования системы высшего образования Великобритании конца ХХ – начала ХХІ века. В ходе исследования осуществлен комплексный анализ историко- педагогических, теоретико-методологических и конкретно-исторических проблем реформирования системы высшего образования Великобритании в указанный период. Путем вовлечения архивных материалов, официальных документов, периодических изданий, монографий в диссертации обобщены основные тенденции и особенности, предпосылки и факторы реформирования высшего образования, проанализированы основные этапы развития, определены правовые условия, изучено состояние исследования проблемы реформирования высшего образования Великобритании в конце ХХ – начале XXI ст. Thesis for the Candidate of science degree in Pedagogics (speciality 13.00.01. – General Pedagogics and the History of Pedagogics). – The Taras Shevchenko National University of Lugansk. 2009. In thesis process and results of reforming systems higher education in Great Britain at the end of XX-th the beginning XXI-th centuries are studied. During the research a complex analysis has been provided including historical and educational, theoretical and methodological problems of reforming higher education in Great Britain in current period. With the help of involving archives, official documents, periodical editions, monographs the main tendencies and peculiarities, preconditions and factors were summarized, main stages of development were analyzed, law conditionals were described, stadied state research of the problem reforming higher education in Great Britain at the end of XX – beginning of the XXI century are studied. University education abroad and partly in Great Britain hasn’t been studied enough. There are not many monographs and articles, few theses were passed. Although period at the end of XX – beginning of the XXI century wasn’t coveraged in educational science. This research has not only historical and educational importance, but also allows to compare and probably to correct the process of reforms of higher education in our country. Great Britain is pioneer in providing remote education as a new kind of study (Open University of the United Kingdom). This kind of study became possible thanks to development of new informational technologies and system of mass communications connected with Internet. Among the advantages of this kind of study it must be mentioned its democratic character (everyone, who has access to Internet, can get education), own uniqueness of student (everyone build his own educational trajectory, which emanates from own interests, strivings, abilities etc); absence of formal borders in study (it means everyone has an opportunity to move with own speed determined from his own abilities to perceive new information). Among the disadvantages almost absence of direct communication between teacher and student is called. Main purposes of educational reform were: organization more flexible system of planning educational courses;- revision context and amount of educational programs;creation the system with free choice of various methods, ways, kinds of study, which answers on students’ demands in the best way. Labour policy in educational area was a part of government strategy in providing social conditions, when citizens are responsible for their welfare by themselves. Entrance system to British universities is well-considered and moderate. This is determined by its democratic character (opportunity of choice from several variants), about convenient conditions for students (absence of entrance exams in most higher educational establishments), competition between the universities for the future students, striving for selection during interview and (sometimes) on exams. At the same time country doesn’t have system of marks, which would allow to provide objective test of knowledge. Every educational establishment has own system of demands for students, which determines by many factors. Receiving the results of research mean that its main points, results and conclusions may be used for the next comparative research practice and theory of development and reform system of higher education in Ukraine and foreign countries. Materials of study may be used as by teachers and by students on faculties of Roman-Germanic philology during the courses of ‘Countrystudy’ and ‘Comparative educational science’, and for preparing handouts for students of teacher-training universities.