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0цим займатися. Практика сввдчить, що значна час-тина благодшних внесшв надходить в!д людей, рь вень доход!в яких середнш або навиъ нижче серед-нього. Насамперед, це стосуеться студенпв. Напри-клад, у 2007 рощ в банках Нью-Йорка спещально для студенпв з'явилися платтжт квитанцп на суму 1 долар. Поряд з логотипом - шформащя про неко-мерцшш оргашзаци штату, яш шукають кошти для фшансування конкретних проекпв. Серед них : вь дкриття дитячих хостсш, допомога одиноким молодим матерям тощо. Ще одна щкава акщя тд на-звою «Дитяча година», спрямована на тдтримку дь тей вулищ, дггей !з неблагополучний амей. Взяти участь в кампанп м1г кожен, хто передав свш заро-бггок за годину робочого часу у М1жнародний мо-лод1жний фонд. Ця акщя знайшла широку шдтри-мку не ильки в США, але й багатьох шших кра!нах.
Волонтерський рух в США часто представлений у вигляд1 р1зних клуб1в сощально! спрямовано-сп, як1 захищають права студенпв. Це особливо стосуеться таких категорш студенпв, як студенти з обмеженими можливостями, студенти, яш при!хали на навчання з шших кра!н та ш.
Стд тдкреслити, що волонтерсьш оргашзаци сощально! спрямованосп як форма надання допо-моги 1 впливу на сощал!защю молод! е ушкальним сощально-педагопчним феноменом професшно! школи США.
Федеральна статистика США св!дчить, що во-лонтерська д!яльшсть в систем! професшно! освгга зд!йснюеться в рамках 700 програм на загальнона-цюнальному ! м!сцевому р!внях. Б!льше половини студенпв працюють у проектах, спрямованих на допомогу груп! ризику : хворим, бездомним, дням з дев!антною повед!нкою.
Надзвичайно поширеною формою учасп у во-лонтерському рус! серед американських студент!в е д!яльн!сть у м!жнародних молод!жних акц!ях у всьому св!т! у склад! !нтернац!ональних студентсь-ких груп. Зауважимо, що под!бш групи працюють ! в Укра!ш. Зокрема, неодноразово американськ! сту-денти-волонтери разом !з студентами Ужгородсь-кого нацюнального ун!верситету працювали в Зака-рпатт! з д!тьми-сиротами.
Сл!д вщзначити, що вищ! навчальн! заклади США здшснюють п!дготовку студент!в до волон-
терсько! д!яльност!. Наприклад, передбачено ств-працю навчальних заклад!в з громадськими органь зац!ями, до д!яльносп яких залучають студент!в. На баз! навчальних заклад!в орган!зують волонтерськ! центри та реал!зують студентськ! волонтерськ! про-грами, як! спрямован! на виршення соц!альних проблем конкретно! сп!льноти, проблеми забезпе-чення зайнятост! молод! та ш. У державному ушве-рситеп Болла (Штат 1нд!ана, США) д!е ц!кава про-грама «Мистецтво лщерства» (The Excellence in Leadership), спрямована на формування у студент!в умшь громадського л!дера, як! передбачають роз-виток впевненост! в соб!, сощально! активност!, спрямованост! особистост! на реал!зац!ю волонтер-сько! д!яльност! у ВНЗ i п!сля зак!нчення ушверси-тету. В ун!верситет! П!вн!чного М!чигану д!е про-грама «Оргашзащя студентських лщер!в» (The Student Leader Fellowship Program at Northern Michigan University), мета яко! полягае у вихованн! компетентних студенпв з! сформованими етич-ними уявленнями, ор!ентованими на допомогу ст-льнот!. Програма передбачае вивчення проблем : «Турбота про член!в свое! групи», «Мистецтво ст-лкування»та in
Американський досв!д залучення студентсько! молод! до волонтерсько! д!яльност! заслуговуе уваги i впровадження в навчально-виховну д!яль-н!сть заклад!в вищо! осв!ти Украши.
Список лiтератури
1. Положения про волонтерську д!яльн!сть у сфер! надання сощальних послуг / Каб!нет М1тстр1в Укра!ни // Оф!ц!йний в!сник Украши. -2003. - № 51. - С. 144.
2. Закон Украши про волонтерську д!яльшсть // Вщомосп Верховно! Ради Украши. - 2011. - № 42. - С. 435.
3. Лях Т.Л. Сощально-педагопчна д!яльшсть студентських волонтерських груп: автореф. дис. канд. пед. наук: 13.00.05 / Л.Т.Лях. - Луганськ, 2009. - 20 с.
4. Филантропические фонды и спонсорские организации США. [Справочник]. - М.: Ин-т США и Канады РАИ, 1997. - 230 с.
5. Eberly D.J. National Youth Service in the 20th and 21st centuries / D.J. Eberly. - New-York : Routledge, 2005. - 356 p.
IMPLEMENTATION OF THE BOLOGNA PROCESS STANDARDS IN UKRAINE
Matvienko O.,
Doctor of Pedagogical Sciences, professor, Corresponding Member of National Academy of Pedagogical Sciences of Ukraine, vice-rector for scientific work of Kyiv National Linguistic University (Ukraine, Kyiv)
Lashchykhina V., PhD in Pedagogical Sciences, associate professor Taras Shevchenko National University of Kyiv (Ukraine, Kyiv)
Yanishevska Z.
PhD in Pedagogical Sciences, associate professor Kyiv National Linguistic University (Ukraine, Kyiv)
Abstract
The article investigates the strategic objectives and targets of the Bologna process in Ukraine, implementation of the standards and principles of the Bologna Process in Ukrainian higher education, conceptual basis for modernization and development of higher education in Ukraine.
The article focuses on the key priorities of Ukrainian government for action in last years are set out for implementation the Bologna Process in Ukrainian higher education.
Strategies formation of the European dimension of higher education nowadays are considered in this research. The article focuses on the work of European organizations regarding European integration processes in higher education. The article deals with the strategic goals of the European educational programme Tempus and its influence on development of Ukrainian higher education in the global dimension. The article investigates the principles of modern European education and conceptual basis for development of higher education in the European dimension.
Keywords: European dimension, European Higher Education Area, Bologna Process, European Union, Ukrainian Higher Education, implementation, integration, mobility, European Credit Transfer System, Tempus, programme, universities, Law, Ukraine, system, modernization, development.
Introduction. Currently, in the context of formation of the European dimension when significant political, social, cultural, scientific and technological transformations of a civilizational scope are taking place, a lot of spheres of society's life, including system of education which plays a leading role as a social institution: promotes scientific, educational, technological progress, disseminates scientific, educational knowledge among population, contributes to the socialization of new generations, forms the elite and leaders of the state, etc.
It should be noted that Ukraine views its development within the context of integration into the European dimension, orienting itself to the fundamental European goals (scientific and technological progress, freedom, security and justice without internal borders, peace, equal access to quality education of any level etc.) and values (tolerance, justice, solidarity and nondiscrimination prevail, human rights, etc.). These values and the well-being of citizens of the European Union are an integral part of our European way of life. Actually, Ukraine is striving to be a full-fledged participant to the process of European integration.
A number of scientific investigations are devoted to integration of higher education into the European space, to the Bologna process, particularly the works of Abbas N., Dakowska D., Delors J., Lepesant G., Michel A., Tost M., Wulfson B., Nichkalo N., Nikolaeva S., Zgurovsky M. and others.
Regarding the international and European dimension of Higher Education and the Bologna process, the objective of our research is related with implementation of the Bologna process standards to the Ukrainian higher education.
Materials and Methods. As every post-socialist country, Ukraine has been faced also various challenges as a consequence of the political transformation in terms of economic restructuring, joining the global economy in order to the country would be attractive for foreign investors. However, for this there was a need for a supportive social, economical and political climate and security. Accordingly, those who were in charge of education as one of the sub-systems of the society, and one of the most important driving forces also had a huge responsibility. They had to create an educational system which transmits practical and theoretical knowledge, which is acknowledged and can be
used in Western Europe and globally. Therefore, in this investigation our target is to outline and analyse the steps, processes and measures which preceded and influenced the implementation of the Bologna model in Ukraine.
Actually, all international students want their obtained university graduate degrees to be recognized in Europe and in other countries. International acceptance of diplomas is one of the main aims of the Bologna process, in which Ukraine actively participates.
The Bologna process had its background, the idea to create the unique education area in Europe appeared in 1986. The oldest in Europe Bologna University, in an Italian city of Bologna, proposed to all European universities to adopt the Great University Charter (Magna Charta Universitatum). In 1988 this document was signed by the rectors of 80 universities. The start of The European Higher Education Area (EHEA) began from this moment. The process is developing by signing the European Lisbon Convention (1997) on the recognition of qualifications for the European Higher Education area. In Paris in 1998, four education ministers Claude Allegre (France), Jürgen Rüttgers (Germany), Luigi Berlinguer (Italy) and Baroness Blackstone (UK) participating in the celebration of the 800th anniversary of the University of Paris, shared the view that the segmentation of the European higher education sector in Europe was outdated and signed the Sorbonne declaration (Sorbonne Joint Declaration, 1998), committing themselves to "harmonising the architecture of the European Higher Education system". The decision to engage in a voluntary process to create the European Higher Education Area was formalized one year later in Bologna. On 19th June, 1999, there was a conference in Bologna (Italy), on which 29 Ministers of education of European countries adopted "Bologna Declaration" (Bologna Declaration, 1999). The creation of a unique European Higher Education Area is called the Bologna Process. The process was opened to other countries in the European Cultural Convention of the Council of Europe, and governmental meetings have been held in Prague (2001), Berlin (2003), Bergen (2005), London (2007) and Leuven (2009) [2; 3; 7; 13].
Integration process in science and education has two components: the formation of the Commonwealth of leading European universities under the auspices of the document, called the Great University Charter
(Magna Charta Universitatum), and the integration of national systems of education and science with common European space requirements, criteria and standards [13].
The main goal of this process is the consolidation efforts of scientific and educational community and governments of Europe to significantly improve the competitiveness of the European system of science and higher education in a global dimension [13].
Ukraine joined the Bologna Process in 2005 at a conference in Bergen. Norway, and signed the Bergen
Declaration. Thus, it has committed itself to define the trends and approaches of the reform of higher education system. Ukraine adjusted itself to Western European trends, and as one of its most important steps is to adopt the structural model and accept the Bologna Declaration and basic principles declared at the follow-up conferences [11].
Signatories of the Bologna Accord, members of the European Higher Education Area, are:
European Higher Education Area
• In 1999: Austria, Belgium (Flemish and French Communities separately), Bulgaria, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Switzerland, United Kingdom.
• In 2001: Croatia, Cyprus, Liechtenstein, Turkey, European Commission
• In 2003: Albania, Andorra, Bosnia and Herzegovina, Vatican City, Russia, Serbia, Macedonia
• In 2005: Armenia, Azerbaijan, Georgia, Moldova, Ukraine
• In 2007: Montenegro
• In 2010: Kazakhstan
• In 2015: Belarus [3].
Today, 47 states have joined the Bologna process
[7].
All member states of the EU are participating in the process, with the European Commission also a signatory. Monaco and San Marino are the only members of the Council of Europe which did not adopt the process [3].
It should be noted that the main problem of strategies formation of the European dimension of higher education nowadays focuses on the work of European organizations regarding European integration processes in education: European Commission, Council of Europe, UNESCO European Centre for Higher Education, European University Association, European Students' Union, European Association for Quality Assurance in Higher Education, Education International, BUSINESSEUROPE and others [7].
The driving force of the Bologna process are Ministerial Conferences that are held once in two years, sometimes every year. The Conferences are prepared by Bologna Follow-up Group, with support of Bologna working groups and task forces. Ministerial Conference took place in March 2010 in Budapest-Vienna and it was an Anniversary Conference, celebrating a decade of the Bologna Process. With this occasion, there took
place the official launching of the European Higher Education Area, which meant that, in terms of a common European framework for Higher Education (HE), the objective set in the Bologna Declaration was accomplished. However, the existence of the European Higher Education Area in itself did not mean an achievement of all the objectives agreed upon by the ministers involved in the Bologna Process. Therefore, we can now say that the Bologna Process and the European Higher Education Area have entered a new phase, namely the consolidation and operationalisation one, especially in light of the very different reactions to the Bologna Process implementation across Europe. Also, starting with the Budapest-Vienna Ministerial Conference, the EHEA has been expanded to 47 countries, the most recently admitted being Kazakhstan and Belarus [7]. The main messege of the Bucharest Ministerial Conference, which took place on 26 - 27 April 2012 and was attended by 47 European ministers responsible for higher education, states that Higher education reform can help to get Europe back on track and generate sustainable growth and jobs. The Ministers agreed to focus on three main goals in the face of the economic crisis: to provide quality higher education to more students, to better equip students with employable skills, and to increase students' mobility. The 47 countries adopted a new European strategy to enlarge mobility with a specific target that at least 20 percent of those graduating in Europe in 2020 should have been on a study or training period abroad. Besides the Ministerial Conferences, there are also Bologna Policy Fora organized, which were so far coupled with the EHEA Ministerial Conferences [7].
At its inception, the Bologna Process was meant to stregthen the competitiveness and attractiveness of the European higher education and to encourage students' mobility and employability through the introduction of a system based on undergraduate and postgraduate studies with easily readable programmes and degrees. Quality assurance has played a considerable role from the outset, too.
However, the various ministerial meetings since 1999 have expanded this agenda and have given greater precision to the tools that have been developed. The undergraduate/postgraduate degree structure has been modified into a three-cycle system, which now includes the concept of qualifications frameworks, with an emphasis on learning outcomes. The concept of social dimension of higher education has been introduced and recognition of qualifications is now clearly perceived as central to the European higher education policies. Therefore the evolution of the main objectives of the Bologna Process can be seen hereby [7].
The important reforms foreseen by the Bologna process:
- transfer to a three-cycle higher education system (bachelor, master, PhD);
- lifelong learning, including recognition of previous formal and informal learning, flexible learn-ingpaths that allow to combine work and education, easing access to higher education for people of all ages;
- equal opportunities in access to higher education and fostering social cohesion through education;
- increasing employability;
- development, introduction and recognition of joint degree programmes and joint diplomas that areis-sued by partner universities and are recognized by each of the partners involved in the delivery of a joint programme;
- mobility within and outside Europe;
- recognition of learning and degrees obtained in other countries and on other continents;
- quality assurance [1; 7].
Bologna Declaration identifies six main targets of creating a unique European Higher Education Area:
1) introduction of a clear and standardized system of educational degrees. This is necessary for improvement of the competitiveness and demand for European higher education and for making easier employment of graduates of European universities;
2) dividing of higher education receiving into two stages. Education system Bachelor - Master for a long time used in the UK and the USA was accepted as a basis;
3) introduction of a unified system of studying hours' consideration using special units - credits. European Credit Transfer and Accumulation System (ECTS) was taken as the basis. This credit system is necessary first of all for evaluation of the preparation level of a student who wants to transfer to the other university;
4) ensuring the mobility of students and teachers by the creation for them of opportunities to continue their education (work) in another European university without any problems;
5) ensuring high standards of European higher education by making it independent from national governments;
6) enhancing the demand on European higher education through inter-university cooperation, students' mobility and compatible programmes of studying, research and training [2].
Taking into account that Ukraine joined the Bologna Process in 2005 at Bergen Conference and signed
the Bergen Declaration, thus, it has committed itself to define the trends and approaches of the reform of higher education system. Ukraine adjusted itself to Western European trends, and as one of its most important steps is to adopt the structural model and accept the Bologna Declaration and basic principles declared at the follow-up conferences.
The Bologna Declaration in 1999 set out a vision for 2010 of an internationally competitive and attractive European Higher Education Area (EHEA). Higher education institutions have possibility to accomplish the diverse missions in knowledge sphere; and students can find the best educational trajectory. As the important objective of the Bologna Process since 1999, the EHEA is more comparable, compatible and coherent systems of higher education in Europe. At 19992010, all efforts of the Bologna Process members were targeted to create the EHEA, that became reality in Budapest-Vienna Declaration of March, 2010. According to the Bologna Process documents the next decade (2010-2020) will be aimed at consolidate the European Higher Education Area. Ukraine became the Bologna Process participating country in 2005 [11].
The countries of Central and Eastern Europe, which have experienced a far-reaching reform process since 1989, have been particularly affected by new standards of public sector modernization promoted by European and international organisations (IOs). The criteria of EU accession have reinforced these trends. This contribution examines the domestic reinterpreta-tions of international and European recommendations with a particular focus on the Ukrainian Higher Education (HE) system. Global processes such as university rankings, affect domestic HE policies and governance [4, p. 588-604].
Commenting on the implementation the Bologna Process in Ukrainian higher education Rector of NTUU "KPI", Academician M. Zgurovsky stated: "Considering the irreversibility of the Bologna process, we must realize that for our higher education system, it is very difficult. For us it's more difficult than for any other country that has such deep tradition in the field of basic natural and engineering education, to join many European decisions, leveling our researches in this area. Therefore, we must accept new challenges not only by enduring foundation for our experience of other countries, but by offering the European community its completion, achievement, offers our vision of problems. So we must achieve a harmonious blend of European innovation and best national traditions" [24]. The mobility of Ukrainian students, teachers and researchers within the European Higher Education Area and the labor market. The attractiveness of universities for students is a large comprehensive loss component, which includes the prospect for a career that allows university, quality and cost of training, cost of living, availability of public services, the availability of scholarship programs, respect for European and world values, lack of ethnic and religious conflicts, compliance with European educational standards and so on. Employment -this is the principle underlying the rights of young people on global education. Bologna Declaration affirmed that the possibility of employment it is a major issue for
higher education institutions in Europe; is a strategic goal that has no alternative. Employment is an indicator of the success of the Bologna process in general. It is so important that the debate on the appropriate course of study in any level of the participants concluded that the study, using the principle of "learning through life" should, until you find a job. Thus, the higher floor of An Education European space can occupy states that are fully promote student self-expression that mainly provides golden triad - mobility, attractiveness, employment [24].
There are the following key priorities for action in last years are set out for implementation the Bologna Process in Ukrainian higher education:
- to establish conditions that will improve the student-centered learning, innovative teaching methods, supportive and inspiring working and learning environment, while there is continuing to involve students and staff in governance structures at all levels;
- to allow EQAR-registered ( the European Quality Assurance Register for Higher Education) quality assurance agencies to perform their activities across the European Higher Education Area at complying with national requirements;
- to work to increase employability, lifelong learning, problem-solving and entrepreneurial skills through improved cooperation with employers, especially in the development of curricula;
- to ensure qualifications frameworks ECTS and Diploma Supplement implementation is based on learning outcomes; to invite countries that cannot finalize the implementation of national qualifications frameworks compatible with QF-EHEA by the end of 2012 to redouble the efforts and submit a revised roadmap for this task;
- to implement and to put into action the recommendations of "Mobility for better learning" strategy and work towards full portability of national grants and loans across the European Higher Education Area;
- to review the national legislation to be fully complied with the Lisbon Recognition Convention and promote the use of the EAR-manual to advance recognition practices;
- to encourage knowledge-based alliances in the European Higher Education Area, focusing on research and technology [11; 24].
Over the last years, Ukraine has passed a complicated and responsible way to join the European Higher Education Area (EHEA). Much has been done. Something was successful, something needs to be improved and implemented. According to the Yerevan Communiqué (May 2015) by 2020 Ukraine should focus on the following key issues: enhancing the quality and relevance of learning and teaching; fostering the employa-bility of graduates; making the system more inclusive; implementing agreed structural reforms. We think, special attention should be paid to the following - to harmonize the relevant national documents with the revised Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG); the European Approach for Quality Assurance of Joint Programmes and the revised ECTS Users' Guide, as an official EHEA document [11].
Within implementation of the Bologna standards in Ukraine for the recognition of Ukrainian diplomas of higher education in Europe and for ensuring the students' mobility the Ministry of Education and Science of Ukraine in 2009 introduced European Credit Transfer System (ECTS) and its key documents, including the Diploma Attachment of the European standards in the universities of Ukraine. This attachment is issued to all students who successfully graduate from higher educational institutions of all forms of ownership. The attachment is valid only together with the university Diploma and is made in 2 languages - Ukrainian and English. This document has a structure the same as developed by the European Commission, Council of Europe and UNESCO. It is needed for international recognition of student's degree for further studying or working in Europe. Students' rights to continue the next degree and descriptions of professional rights or professional status of the person who gained qualifications are written at the attachment [2].
According to ECTS the grades indicate the learner's performance. Grades A to E are assigned among students as PASS grade; A grade is received by top 10% of students; B grade - by the next 25%; C grade - by the next 30%; D grade - by the next 25%; E grade - by the next 10%. Students receive Diploma with honors when over 75% of grades are A, no grades E, only A grades for state examinations [2].
Participation of Ukraine at the Bologna process is a huge advantage for all students who graduate from its universities. This is their chance to make their future, to get higher education in Ukraine with the possibility to continue studying, practicing or working in the European Union, the USA and other countries [1; 2; 15; 19].
On the 1st of July, 2014 the Parliament of Ukraine by a majority of 276 votes adopted a new Law of Ukraine "On Higher Education". The law establishes main legal, organizational and financial basis for functioning of the system of higher education; creates conditions for strengthening cooperation of state bodies and the business with higher educational establishments on the principles of autonomy of higher educational establishments; and meeting the needs of the society, labour market and the state in qualified experts, etc. [8].
The new Law includes provisions for many reforms that will bring Ukrainian universities into compliance with the Bologna Agreement, will recognize foreign degrees, decentralize administration and simplify the bureaucracy, allow more control to universities and expand student self-governance, and will promote transparency.
The law sets principles and means of realization of state policy on higher education, higher education levels and degrees, higher education administrative agencies and their authority, standards of education, licensing procedures for higher education establishments, and accreditation procedures for specialties. According to the law, accreditation levels of higher education establishments will be eliminated, academic and first scientific degree - the Doctor of Philosophy will be implemented, and National Agency on Higher Education
Quality and independent agencies for assessment and ensuring higher education quality will be created [21].
The new Law of Ukraine "On Higher Education" has put an end to a long and arduous work on the development and coordination of this important for all state educational and scientific areas document that will respond to public inquiries regarding the modernization of the national higher education system and bring its regulations into line with modern requirements.
The aim of this legal act is a legal foundation for sustainable socio-economic, high-tech innovation and development through quality training of competitive human resources and strengthening relations between society, higher education and science. It defines legal, organizational, financial principles of higher education system, creating conditions for greater cooperation of government agencies and businesses with universities on the principles of university autonomy, combination of education with science and industry in order to meet the needs of society and state labor market for skilled professionals. An important principle in the development of the law was a harmonious combination of innovations with existing rules specific to our country [21].
In order to introduce the draft Law to a broad sphere of professional public sectors of Ukraine and to prevent possible conflicts around it, all of its provisions were adopted on the basis of discussion and team members consensus.
The Work on the draft law consisted of the working group of representatives of scientific and educational community from many Ukrainian universities (including medical, military, legal, etc.), NAS of Ukraine, National Academy of Pedagogical Sciences of Ukraine, National Academy of Sciences of Ukraine, Institute of Legislation of Verkhovna Rada of Ukraine, Association of private educational institutions of Ukraine, Confederation of private universities of Ukraine, Council of rectors of Kiev region, NGO "GRONU", Alliance USETI, Confederation of Employers of Ukraine, National Tempus Office of Ukraine, Kyiv City union of Education and Science, student union association of Kyiv, Independent student trade union "Pryama Diya", Ukrainian Association of student government, Foundation of Regional initiatives, Public initiative "Studentsky Zahyst", Civil Movement "Vidsych" and others [12].
The Law of Ukraine "On Higher Education" adopted in 2014 is based on three projects that had been discussed since 2008. It was only after a pro-European government came to power in February 2014 that a window of opportunity opened for this ambitious reform led by the Minister of Education and Science Serhiy Kvit, and his colleagues (Kvit was replaced, in April 2016, by Lilia Grinevich, from the same proEuro-pean majority). Since, Ukraine joined the Bologna Process in 2005, this is the first comprehensive attempt to align the domestic Higher Education on the European Higher Education Area's functioning mechanisms. The last comprehensive Law on Higher Education dates back to 2002. In 2011, a National Qualifications Framework was approved by the Council of Ministers of Ukraine. The Law adopted in 2014 announced priority
treatment for 'National higher education institutions' (art. 29) and 'Research Universities' (art. 30), which are entitled to extra budgetary support. In tune with the objective of quality and relevance of higher education included in the EU's Higher Education modernisation agenda, the Ukrainian government has planned to reduce the number of higher education institutions (HEI). For this aim, hundreds of technical schools and colleges were supposed to be re-labelled as vocational education institutions (a reform that former governments had already unsuccessfully tried to carry out). This met with widespread opposition from technical HEI. The idea of reducing the number of universities through 'mergers, consolidation, clustering and specialisation' reflects the priorities of the European Commission, formulated in the Education and Training 2020 strategy. In Ukraine, internationalisation appears as an important criterion to claim the status of 'Research university', as the latter considers the HEI's 'level of integration in the global education and research space', the 'place in the national, industry and/or international rankings' as well as the 'number of publications by indexes of recognized international scientometric databases and international peer reviewed journals' [21, p. 35].
Nevertheless the implementation of these provisions remains unclear, not only because few Ukrainian scientists are active in international publication channels but also due to the dire budgetary situation in the Ukrainian state. As the available funds are prioritised for the conflict that is tearing the Eastern territories apart, the educational sector is struggling to maintain its level of funding. As far as the Bologna Process is concerned, the Ukrainian 2014 Higher Education Law refers to the European Higher Education Area with provisions on the ECTS, learning outcomes, a National Quality Assurance Agency for Higher Education, "alignment of the National Qualifications Framework with the Qualifications Framework of the European Higher Education Area" (art. 74) [21, p. 35].
Currently, several structural problems hinder the implementation of these processes. The problem of corruption persists even though the government intends to address it by setting up more transparent mechanisms of student and staff recruitment. On the domestic level, the principle of an independent quality assurance agency is new. However this agency could not launch its activities by the time of the legal deadline because elected members did not meet the required anti-corruption standards. This shows that the pro-European orientation of the central government is not a sufficient prerequisite for the successful implementation of the designed reforms as more path-dependent institutional coalitions may postpone or block the new measures. The entry into force of the EU-Ukraine Association Agreement and Ukraine's inclusion in the Horizon 2020 research and innovation funding programme open new perspectives for cooperation [4, p. 588-604].
Consequently, the European Commission has developed its own higher education strategy, building upon the Lisbon process but bringing elements of the Bologna Process. The European Commission supports most of the Bologna Action lines, through initiatives from the European Credit Transfer and Accumulation
System (ECTS) label (promoting transparency of qualifications) to the lifelong learning programme (LLP): TEMPUS, PHARE, Erasmus Mundus, etc. (fostering the attractiveness of European higher education on a global scale) [4, p. 588-604].
Europeanization and internationalization, especially in cases where their government's attitude towards the the European Union (EU) was influenced by internal political struggles. EU programmes already played an overarching structuring role during the first phase of restoration of university autonomy in the early 1990s.
Development of national system of higher education in the global dimension depends on the strategic objectives of the educational programmes, especially the European lifelong learning programmes (LLP). The lifelong learning programme (LLP) is the successor to the Socrates, Leonardo da Vinci, Erasmus, Comenius, Iris, PHARE, Lingua, Komett and ICT / Open & Distance Learning. It supports learning opportunities from childhood to old age in every single life situation [1, p. 334-335; 18; 22, p. 29-35].
The implementation of the first European educational (lifelong learning) programme Tempus influences on enlargement opportunities and development of higher education in the countries of the European region.
The EU programme TEMPUS (Trans-European Mobility Programme for University Studies) financed by PHARE funds helped in developing links and expanding knowledge transfers between universities from Eastern and Western Europe.
Tempus launched substantial changes in the Higher Education Area as it helped restructure existing institutions, launched new curricula and study programmes, and promoted cooperation with industry. In addition to providing structural support, Tempus encouraged socialisation and the dissemination of expert knowledge. It facilitated the emergence and consolidation of groups of Higher Education experts who fostered reforms within their home universities and later contributed to the domestic dissemination of the Bologna Process. The Tempus initiatives have enhanced transnational links between Eastern and Western scientists and academic managers. In Ukraine, the Tempus IV focused on the implementation of Bologna principles such as the three cycle system and curricula reforms connected to the labour market as well [4, p. 588604].
This programme encourages higher education institutions in the EU Member States and Partner Countries to engage in structured cooperation through the establishment of "consortia". The "consortia" implement Joint European Projects (JEPs) with a clear set of objectives. Such projects may receive financial aid for two or three years. Tempus also provides Individual Mobility Grants (IMGs) to individuals working in Higher Education sector to help them work on certain specified activities in other countries [20].
Tempus is the European Union's programme which supports the modernization of higher education in the Partner Countries of Eastern Europe, Central
Asia, the Western Balkans and the Mediterranean region, mainly through university cooperation projects [14].
Tempus was established in 1990, shortly after the fall of the Berlin wall, to help the countries of Central and Eastern Europe to become modern and prosperous democracies. In the mid-1990s after the Soviet Union ceased to exist, the Tempus Programme was extended to the New Independent States and the countries of the former Yugoslavia [14].
In 2000, the Programme celebrated its tenth anniversary.
Since that time, the programme has been extended further to the 10 Partner Countries in the MEDA region. In addition, 10 of the former Tempus Partner countries, partly due to the success of their reform efforts, have now acceded to become members of the EU themselves.
The following time-line gives a brief overview of the Tempus programme throughout its 20 years.
- 1 July 1990 - the trans-European mobility scheme for university studies (in the future referred to as Tempus) was adopted by the Council, 'within a perspective of five years, for an initial pilot period of three years.' This first period of the Tempus programme was launched to respond to the modernization needs of the higher education sector in Central and Eastern European countries, following the fall of the Berlin Wall in 1989.
- 29 April 1993 - the second period of the Trans-European Cooperation Scheme for Higher Education, Tempus II, was adopted by the European Council for a phase of 4 years as of 1 July 1994 [20].
Partner Country included during 1993 was Ukraine.
40% of Ukrainian universities participate in EU Tempus programme within 20 years [9; 20].
- 1 July 1994 - Tempus II started.
- In 1996 - Tempus II was extended in 1996 so that activities could continue until 2000.
- 29 April 1999 - the Council adopted the third period of the Trans-European cooperation scheme for higher education (Tempus III) for the phase from 20002006.
- 1 July 2000 - Tempus III was initiated.
- 5 December 2000 - the Cards Regulation of 5 December 2000 amends the Tempus III Decision to include the participation of Croatia and the Federal Republic of Yugoslavia and sets out the framework for Community assistance to the Western Balkans.
- 27 June 2002 - on the basis of its proven strengths, the geographic scope of the Tempus Programme was formally enlarged by the Council to include the Mediterranean region. In addition, the duration of the Programme was extended until 31 December 2006 to bring it into line with other Community programmes in the sphere of education and training.
- 31 December 2006 - Tempus III comes to an
end.
- January 2008: launching of Tempus IV (20072013). Tempus IV was initiated to cover the 2007 -2013 period and results from a positive impact study which recognised that Tempus was an important and
significant instrument for supporting higher education reforms in the Partner Countries.
- April 2009 - Management of the programme is transferred from the European Commission's Directorate-General for Education and Culture to the Executive Agency for Education, Culture and Audiovisual (EACEA) in Brussels [16].
As of 1 January 2014 - Tempus-like activities, namely capacity building activities, have become part of a new cooperation programme called Erasmus+. These activities involve existing Tempus countries, in addition to countries from Latin America, Asia and Africa, the Caribbean and the Pacific [20].
Tempus promotes institutional cooperation that involves the European Union and Partner Countries and focuses on the reform and modernisation of higher education systems in the Partner Countries of Eastern Europe, Central Asia, the Western Balkans and the Mediterranean region.
It also aims to promote voluntary convergence of the higher education systems in the Partner Countries with EU developments in the sphere of higher education. With regards to the Western Balkans, Tempus contributes to preparing the candidate and potential candidate countries for a participation in the integrated Life Long Learning Programme and in the Bologna Process [17; 23].
Tempus promotes cooperation between institutions, and it also encourages a people-to-people approach. This programme provides support to consortia of institutions composed mainly of universities or university associations. Non-academic partners can also be part of a consortium [17; 23].
The Tempus programme is implemented in coordination with the Erasmus Mundus programme which provides scholarships to third country students allowing them to participate in top-level Master courses and Doctorate programmes outside the EU [17; 23].
The European Commission considers higher education as an important priority for its cooperation activities with the neighbouring countries and the countries within its wider locality. The Tempus programme, which is the longest-standing EU programme in this sector and which has a strong focus on cooperation between higher education institutions, has entered a new period from 2007 to 2013. Since its inception in 1990, university cooperation under the Tempus programme has contributed successfully to institution building in higher education in the Partner Countries and to sustainable university partnerships, as well as to increasing mutual understanding between the academic worlds of the European Union and the Partner Countries [17].
However in the Partner Countries, higher education institutions are currently facing substantial challenges linked to:
- increasing global competition, leading to a considerable shift in the distribution of the economic power at world level;
- challenges of societies in transition (social cohesion, human rights, etc.).
- considerable demographic changes (number of people potentially having
access to higher education, age structure, migration flows);
- changes in science and technology but particularly, the growing importance of organisational and societal innovation rather than purely technological innovation.
Nevertheless higher education institutions are key players in the successful transition to a knowledge-based economy and society and they provide the training for a new generation of leaders. They are important for the development of human resources. Higher education institutions are also considerable factors in growth and competitiveness, and play a decisive role in the reform agenda of EU Member States and the Tempus Partner Countries [17].
The main objective of Tempus is to contribute to the creation of an area of cooperation in the field of higher education between the European Union and the Tempus Partner Countries.
The strategic and specific objectives of Tempus are as follows:
- to promote the reform and modernisation of higher education in the Partner Countries;
- to improve the quality and relevance of higher education to the world of work and society in the Partner Countries;
- to enhance the capacity of higher education institutions in the Partner Countries and the EU, in particular their ability to cooperate internationally and to continually modernise;
- to maintain them in opening up to the world of work and the society at large in order to:
• improve inter-disciplinary thinking and working within and between faculties and universitiesarity and trans-disciplinarity between university faculties;
• increase the employability of university graduates;
• overcome inter-country fragmentation in the area of higher education and inter-institutional fragmentation in the countries themselves;
• make the European Higher Education Area more visible and attractive to the world;
- to foster the reciprocal development of human resources;
- to enhance mutual understanding between the peoples and cultures of the EU and the Partner Countries [17].
Priority themes under Tempus are defined around the main components of the EU's higher education modernisation agenda and are therefore structured in the following three building blocks:
• Curricular Reform Modernisation of curricula in academic disciplines identified as priorities by the Partner Countries, using the European Credit Transfer System (ECTS), the three cycle system and the recognition of degrees.
• Governance Reform:
- equal and transparent access to higher education;
- university management and services for students;
- introduction of quality assurance;
- institutional and financial autonomy and accountability;
- development of international relations.
• Higher Education and Society:
- knowledge triangle education-research-innovation;
- training of non-university teachers;
- training courses for public services (ministries, regional/local authorities);
- development of lifelong learning in society at large;
- qualifications frameworks;
- development of partnerships with enterprises
[17].
National and regional priorities are defined based on these themes [17].
The Education, Audiovisual and Culture Executive Agency (EACEA) is responsible for the management of Tempus IV (2007 - 2013), under the supervision of EuropeAid (DEVCO) and Directorate-General for Enlargement (DG ELARG of the European Commission). The Tempus Programme 2007-2013 is composed of 3 different actions, all managed by the Executive Agency [17].
The programme is funded on an annual basis by the following financial instruments:
• Instrument for Pre-accession Assistance -IPA (for proposals involving Tempus Partner Countries in the Western Balkans). The IPA is the European Union's financial instrument for the pre-accession process. Assistance is provided on the basis of the European Partnerships of the potential candidate countries and the Accession Partnerships of the candidate countries, namely the Western Balkans and Turkey. The IPA is an instrument that provides assistance which is linked to the progress made by the beneficiary countries and their needs.
• European Neighbourhood and Partnership Instrument - ENPI (for proposals involving Tempus Partner Countries in the Southern and Eastern EU neighbouring area). The ENPI organizes financial support for the European Neighbourhood Policy and ENP countries plus Russia. The principal objective of the ENP is the mutual interest of the EU and its neighbours in promoting reform (the Bologna Process), the rule of law, stable democracies and prosperity - prosperity, security and stability - throughout the neighbourhood of the enlarged European Union. The ENPI is a "policy driven" instrument that operates in the framework of the existing bilateral agreements between the European Union and the neighbouring countries.
• Development Cooperation Instrument (for proposals involving Tempus Partner Countries in Central Asia). Under this instrument, the European Union finances measures aimed at supporting geographic cooperation with the developing countries included in the list of aid recipients of the Development Assistance Committee of the Organisation for Economic Cooperation and Development (OECD/DAC). Its purpose is to improve development cooperation whose objectives are poverty reduction, sustainable economic and social development and the smooth and gradual integration of
developing countries into the world economy [6; 17; 18].
Ukraine joined the Tempus programme on April 29, 1993 at the second stage. At that time, the Tempus programme was aimed at improving the management of educational institutions, updating or developing new curricula and improving the skills of teachers, especially in such disciplines as economics, foreign languages, social sciences, European studio and law [5].
At the third stage of the Tempus programme (2000-2006), a transition to new priorities and a new subject area took place. Participation of Ukraine in the Tempus III programme coincided with joining the Bologna Process and joining the European Higher Education Area, which respectively marked the targeting of projects. In addition to economics and business management, agriculture, information and communication technologies and ecology were included in the priority directions [5].
Since 2000, other partners (other than universities): companies, non-governmental organizations, government bodies joined Tempus projects. Therefore, the Tempus project partners in Ukraine are the Secretariat of the Cabinet of Ministers of Ukraine, the Ministry of Education and Science, the environmental protection, agrarian policy, oblast state administrations and city councils, unions of industrialists, agrarian enterprises, ports, listening councils of universities and research institutes [5].
The programme helps in the acquisition of new modern equipment for universities - computers and special laboratory equipment, scientific researches, etc. Priorities and directions of the implementation of the Tempus fourth phase in Ukraine relate, first of all, to the development of the Bologna Process [5].
The priorities of the first, second, third and fourth contests were broadly aimed at: modernizing the initial plans, taking into account the introduction of a three-tier structure, in line with the European Credit Transfer and Accumulation System (ECTS) and the recognition of diplomas; development of disciplines: pedagogy, engineering and technology, law, education, materials science, social sciences, natural sciences, agriculture, environment, tourism and services, urban and regional planning; university administration and student services; introduction of quality assurance mechanisms; institutional and financial autonomy; equal and transparent access to higher education; development of international relations, as well as higher education and society: development of partnership of higher education with business, equal access to higher education, trainings for government officials, knowledge triangle: education - innovation - research, qualification framework [5].
As a result of implementation of Tempus projects, new training courses and programmes that meet the modern needs of the labor market have been developed in Ukraine. Teachers from universities confirm that cooperation with European colleagues provided an opportunity to acquire new knowledge, introduce new methods of teaching and evaluation, which ultimately increased the competition at the universities - participants of the Tempus programme.
Projects, in particular, relate to:
• quality assurance, including improvement of licensing, accreditation and certification procedures; the introduction of a European system for the accumulation and transfer of cedits (European Credit Transfer System - ECTS), the appropriate training of experts and teachers;
• transition to a three-cycle higher education system, including the development of the necessary regulatory framework, the preparation and implementation of courses and programmes of the third cycle;
• enhancement of management and governance systems in higher educational institutions, including student self-government, optimization of the processes of management of a higher educational institution, enlargement of the circle of persons involved in the processes of making administrative decisions [5].
Results. The Tempus programme contributes to the internationalization of universities, the creation of a long-term partnership between Ukrainian and European higher education institutions, which does not stop after the completion of projects, the launch of new research projects or exchange projects. In many cases, the Tempus programme has helped to establish and develop a dialogue between higher education institutions and the Ministry of Education and Science of Ukraine, its regional units, between the scientific and pedagogical staff and the administration of the institution, between employers, teachers and students.
Participation in the projects helped the university's leadership and the scientific and pedagogical staff to identify and increase, foster and enhance strategic directions for modernization, such as improving libraries, using multimedia, attracting additional financial resources and strengthening industry relationship, especially in such areas as food quality control. Courses and programmes were revised to meet the needs of the pedagogical sphere, and so on. Cooperation between the academic and non-academic staff of the universities participating in the internships has had a positive impact on management procedures and teaching methods. Furthermore, as a result of the internship, new courses, programmes, new teaching methods and more practical training were developed. Students noted that assignments to teaching methods and concepts, and familiarity with the culture of European universities promoted communicative skills, intercultural dialogue and the development of a more independent approach to learning, and their teachers became open and innovative. Consequently, the Tempus programme contributes to the preparation of a new generation [5].
Ukrainian universities, where the reform of the curriculum and the educational process is successfully implemented in accordance with the provisions of the Bologna process, connect their progress with participation in Tempus programme projects. Within the framework of the Tempus I, II, III Programme, from 1994 to 2006, around 300 projects with a total budget of around 50 million euro were funded in Ukraine, including joint projects, structural measures and individual mobility grants [5].
Taking into account the results of the first, second and third competitions of the Tempus IV programme
involving partners from Ukraine, 29 projects (12 in the first, 12 in the second, 5 in the third competition) are implemented, with a total budget of about 25 million euros, of which: 26 - joint projects - Joint Projects (of which 5 are national projects), 3 projects for structural measures - Structural Measures. Tempus IV projects are aimed at development and implementation of training programmes on social work, space technology, intellectual property, environmental management in accordance with the provisions of the Bologna Process, creation of educational centers for modern technologies, pedagogical network, wide range of modernization of higher education, in particular, development of education in the sphere of tourism, enhancement and improvement of education in social partnership, land management, ecology, university and business cooperation, quality assurance of university management [5].
Conclusion. The strategic objective of the Bologna process is the European Higher Education Area, competitive and attractive for European citizens as well as students and youth from all over the world. The European Higher Education Area is rooted in international cooperation; it is expected to remove all obstacles and ensure a broad access to high-quality higher education built on the principles of democratic governance, university independence, their academic and research autonomy; to foster and facilitate mobility of students, academic and pedagogical staff of the universities; to prepare young people to be active citizens; to lay the foundation for their personal development and professional growth.
The process of European unification, its spread to the East and the Baltic countries is accompanied by the formation of a joint educational and scientific space and develop uniform criteria and standards in this area across the entire continent. The basic principles of the Bologna process and higher education in Ukraine compliance with its requirements due to the prospect of integration into the European education and research area.
Development of national system of higher education in the global dimension depends on the strategic targets of the educational programmes, especially the European lifelong learning programmes (LLP). The implementation of the first and the longest-standing European Union's programme Tempus in the sector of cooperation between higher education institutions influences on enlargement opportunities and development of higher education in the countries of the European region. Tempus promotes and supports institutional cooperation that involves the European Union and the Partner Countries and focuses on the reform and modernization of higher education systems in the EU's surrounding area. University cooperation under the Tempus programme successfully contributes to university partnerships, as well as to enhancing mutual understanding between the academic worlds of the European Union, the Partner Countries and Ukraine. In addition to promoting cooperation between institutions, Tempus also assists a people-to-people approach.
Taking into account the principles, main objectives of the Bologna process, the important reforms foreseen by the Bologna process, we have defined key
priorities for implementation the Bologna Process in Ukrainian higher education. The Bologna process is a process of recognizing a different educational system in Europe. If Ukraine's future lies with Europe, we cannot continue to argue that the Bologna Process has for us only educational and informative value.
The participation of Ukrainian higher education in Bologna transformations should focus only on its development and acquisition of new qualitative features, not on the loss of the best traditions of national standards, reduces its quality. Focusing on the Bologna Process does not result in excessive adjustment of national education systems. On the contrary, its condition must deeply understand, comparing with European criteria and standards, and identify opportunities for improvement in the new stage. This evolution of the education system should not be separated from other areas of society. It has developed in a harmonious relationship with society as a whole.
The modernization of higher education in Ukraine (Law "On Higher Education" and a number of regulations of the Ministry of Education) has some common features with the Bologna process (input stage of the education system), but in most areas it does not match. This is due to the fact that the original concepts of this modernization were not focused on the integration of the national education system in the European space. They have more "internal" in nature and largely confined to "attach" the higher education system to the new domestic realities. At present the concept of reform, should radically revise and create a coherent programme of rapprochement with the European Education and Research Area.
According to the results of the analysis of implementation the Bologna Process standarts in Ukraine we determined what Ukrainian Government has already done and what should be changed in Ukrainian higher education system, and initiate appropriate reforms.
The Government of Ukraine should take a conscious political decision, which would be based on the needs of these reforms and would be the basis for strong foreign policy, oriented to integration of the national higher education system in the European dimension.
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