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1 Sb'u BFUG Working Group on the Social Dimension and Lifelong Learning 2012-2015, Report,

http://www.ehea.info/pid34436/social-dimension.html:

2 Sb'u Marginson S., The Worldwide Trend to High Participation Higher Education: Dynamics of Social Stratification in Inclusive Systems. Higher Education, 72, 2016, tg 413-434:

3 Sb'u Salmi J., Social Dimension Within a Quality Oriented Higher Education System. // Curaj A., Deca L., Pricopie R. (eds) European Higher Education Area: The Impact of Past and Future Policies. Springer, Cham, 2018, t2 141-154:

4 Sb'u Towards the European Higher Education Area. Communiqué of the Meeting of European Ministers in Charge of Higher Education in Prague on May 19th 2001, tg 3, available

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at: http://www.ehea. info/media. ehea.info/file/2001_Prague/44/2/2001_Prague_Communique_English _553442.pdf:

5 Sb'u Zgaga P., The Social Dimension in the European Higher Education Area. In Baranovic, B. (ed.), 2015. Koji srednjeskolci namjeravaju studirati? Pristup visokom obrazovanju i odabir studija [Which High School Students Plan to Study? Access to Higher Education and the Selection of Studies], (Biblioteka Znanost i drustvo, 37). 2015, tg 211-233 (t2 217):

6 riLULulinr\libp|n bi[pnuiwl|wti iifinL[ajnili (ESU, bwful||itinLif ESIB):

7 Sb'u Klemencic M., How ESIB- the National Union of Students Got into the Bologna Process. In Ivosevic V., Pall A. and M. Vukasovic. ESU turns 30! Fighting for Student Rights Since 1982. Brussels: European Students' Union, 2012, tg 17-28 (tg 26-27),

http://scholar.harvard.edu/files/manja_klemencic/files/2012 klemencic_how esib_got into_bologna_p rocess.pdf?m=1444558454:

8 ESIB. Student Goteborg Declaration The Student Goteborg Convention, 22nd to the 25th of March 2001, p.1, 25 March 2001, http://www.aic.lv/ace/ace_disk/Bologna/maindoc /STUD_GOETEB.pdf:

9 Sb'u Zgaga P., b2iliu& iu2[u., t2 211-233 (t2 217):

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10 Sb'u Kooij Y., European Higher Education Policy and the Social Dimension: A Comparative Study of the Bologna Process. Palgrave Macmillan, 2015, tg 58:

" Towards the European Higher Education Area: Responding to Challenges in a Globalised World. London Communiqué, 18 May, 2007, tg 5, http://www.ehea.info/Upload/document /ministerial_declarations/2007_London_Communique_ English_588697.pdf:

12 Sb'u Equality in a Knowledge-based Society - How to Widen Opportunities? (Best Practices in National Action Plans), General Report of the Official Bologna Process Seminar, 10-11 November 2008, Budapest, Hungary, preprared by Katalin Tausz and Katalin Gyöngyösi, tg 12, http://www.aic.lv/ace/ace_disk/2007_09/sem07_09/Budap_socdim/General_report.pdf:

13 Sb'u Zgaga P., The Social Dimension in the European Higher Education Area. In Baranovic, B. (ed.) Koji srednjeskolci namjeravaju studirati? Pristup visokom obrazovanju i odabir studija [Which

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High School Students Plan to Study? Access to Higher Education and the Selection of Studies]. (Biblioteka Znanost i drustvo, 37). Zagreb, 2015, tg 211-233 (tg 217):

14 Sb'u Hackl E., The Intrusion and Expansion of Community Policies in Higher Education. Higher Education Management, 2001,13 (3), tg 99-117 (tg 115):

15 Salmi J., Social Dimension Within a Quality Oriented Higher Education System. In: Curaj A., Deca L., Pricopie R. (eds) European Higher Education Area: The Impact of Past and Future Policies. Springer, Cham, 2018, tg 141-154:

16 Zgaga P., b2i]w& W2]u., tg 211-233 (tg 220):

17 Sb'u Eurostat, Eurostudent. The Bologna Process in Higher Education in Europe: Key indicators on the social dimension and mobility. Eurostat - eurostudent.eu. tg 3, 2009, https://www.eurostudent.eu/download_files/documents/KS-78-09-653-EN.pdf:

18 liUTi, 4iutiiur|.w, lli]uLnpw|Jiw, ówu|nb]iw, Lnp 2b[iutiri.]iw:

19 Sb'u Gwosc C., Vogtle E.M., Hauschildt K., Social and Economic Conditions of Student Life in Europe: Eurostudent VI, 2016-2018 | Synopsis of Indicators. German Centre for Higher Education, 2008, available at: https://www.eurostudent.eu/download_files/documents/EUROSTUDENT _VI_ Synopsis_of_lndicators.pdf

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20 Sb'u European Commission /EACEA/ Eurydice. Focus on Higher Education in Europe 2010: The Impact of the Bologna Process. Brussels: Eurydice, 2010, tg 27, http://www.aic.lv/bolona/2010 /minsterial/FOCUS_HE_2010_EN.pdf:

European Commission /EACEA/ Eurydice. Modernisation of Higher Education in Europe 2011: Funding and the Social Dimension. Brussels: Eurydice. 2011, tg 60, http://www.finhed.org /media/files/12-131EN.pdf:

21 Sb'u tinLjti mbryn, tg 61:

22 Sb'u Ballas D., Lupton R., Kavroudakis D., Hennig B., Yiagopoulou V., Dale R., Dorling D.,

Mind the gap: Education inequality across EU regions. An independent report authored for the European Commission by the NESSE network of experts; www.nesse.fr., 2012, tg 13-14:

23 Sb'u European Commission /EACEA/. Eurydice. Modernisation of Higher Education in Europe: Access, Retention and Employability 2014. Eurydice Report. Luxembourg: Publications Office of the European Union, 2014, tg 9, https://eurydice.org.pl/wp-content/uploads/2015/01 /165EN.pdf:

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24 Roble J., Poverty Fact Sheet: Financial Barriers to College Completion. Institute for Research on Poverty, University of Wisconsin-Madison, 2017,

https://www.irp.wisc.edu/publications /factsheets/pdfs/FactSheetl2-CollegeBarriers.pdf.

25 Poverty and Shared Prosperity 2018: Piecing Together the Poverty Puzzle. International Bank for Reconstruction and Development/The World Bank, 2018, p. 38, https://openknowledge. worldbank.org/bitstream/handle/10986/30418/9781464813306.pdf.

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34 Sb'u OECD, How Much Do Tertiary Students Pay and What Public Support Do They Receive? Education Indicators in Focus, No. 41, OECD Publishing, Paris, 2016, tg 1-2, https://doi.org/10.1787/5jlz9zk830hf-en:

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Oqinuiqnpôi[ui6 qpuiliuitirupjruti

https://www.armstat.am/file/article/soc_vich_2017_ 6.pdf:

4. <wpni.pjni.lijwb H., « pruhbpfn UnL[npnr[bbp[l Lull u LU l| Lull U. un-

g|llu|LUl|LUtj LUgLUlignLpjLUll hlitllufutlr|.[nptlbp[l l[bp[nLÔnLpjriLll u LUHLU-2LUpl|nLpjnLllllbp, «ÎLulipLUjflll l|lurllul[LUpnLlî» q.flinwl| Lull hujlirj-bu, 'Tlb-mLul|Luli l|LunLUL[LupdLub wpr|.jniliLUL|bLnnLpjLuli wll|LuhnL|dLuli h|idliLU-|xiljr|.|nptjbpQ <lujluulnluîjnllî, 27-28 Jwpin, 2014, j|l2pnlhlul|lulj qji~ inwdnr|ni||i tijrupbp[i dnr|ni|wônL, dwu 2 (hwinni.l| pnqujpljniJ), 5-piq h., bp., 2014:

5. Ballas D., Lupton R., Kavroudakis D., Hennig B., Yiagopoulou V., Dale R., Dorling D. Mind the Gap: Education Inequality Across EU Regions. An Independent Report Authored for the European Commission by the NESSE Network of Experts; www.nesse.fr., 2012.

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7. "Equality in a Knowledge-based Society - How to Widen Opportunities?" (Best Practices in National Action Plans), General Report of the Official Bologna Process Seminar, 10-11 November 2008, Budapest, Hungary, preprared by Katalin Tausz and Katalin Gyongyosi. http://www.aic.lv/ace /ace_disk/2007_09/sem07_09/Budap_socdim/General_report.pdf.

8. ESIB (2001a), Student Goteborg Declaration (25 March 2001). The Student Goteborg Convention, 22nd to the 25th of March 2001. http://www.aic.lv/ace/ace_disk/Bologna/maindoc/STUD_GOETEB.pdf.

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11. European Commission /EACEA/ Eurydice (2011). Modernisation of Higher Education in Europe 2011: Funding and the Social Dimension. Brussels: Eurydice, http://www.finhed.org/media/files/12-131EN.pdf.

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Eurydice Report. Luxembourg: Publications Office of the European Union, 2014.

https://eurydice.org.pl/wp-content/uploads/2015/01 /165EN.pdf.

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14. Gwosc C., Vogtle E.M., Hauschildt K. (2008). Social and Economic Conditions of Student Life in Europe: Eurostudent VI, 2016-2018 | Synopsis of Indicators. German Centre for Higher Education, https://www.eurostudent.eu/download_files/documents/EUROSTUDENT_ VI_Synopsis_of_lndicators.pdf.

15. Hackl E., The Intrusion and Expansion of Community Policies in Higher Education. Higher Education Management, 13 (3), 2001. http://scholar.harvard.edu/files/manja_klemencic/files/2012_klemencic_h ow_esib_got_into_bologna_process.pdf?m=1444558454.

16. Klemencic M., How ESIB- the National Union of Students Got into the Bologna Process. In Ivosevic, V., Pall, A. and M. Vukasovic (2012). ESU Turns 30! Fighting for Student Rights Since 1982. Brussels: European Students' Union, 2012. http://scholar.harvard.edu/files/manja_klemencic /files/2012_klemencic_how_esib_got_into_bologna_process.pdf?m=1444 558454.

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26. https://www.armstat.am/file/article/poverty_2018_a_2.pdf

27. https://www.armstat.am/file/article/poverty_2018_a_4.pdf

28. https://www.armstat.am/file/article/soc_vich_2017_6.pdf

29. https://www.armstat.am/fi le/article/soc_12_11 -12. pdf

30. http://www.ehea.info/pid34436/social-dimension.html

31. http://www.aic.lv/ace/ace_disk/2007_09/sem07_09/Budap_socdim/Gene ral_report. pdf

32. http://www.aic.lv/ace/ace_disk/Bologna/maindoc/STUD_GOETEB.pdf

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КАРИНЕ АРУТЮНЯН

Ректор ЕГУЯСН им. В.Брюсова, кандидат физико-математических наук

Социальная направленность системы высшего образования в Республике Армения,- В настоящей статье, с точки зрения социальной справедливости и равенства, анализируется одна из декларированных целей Болонского процесса - социальная направленность высшего образования, ее сущность и значение.

В статье подробно рассмотрены проблемы социального характера в системе высшего образования Армении. Были изучены качественно-количественные аспекты связи проблемы бедности с ограничениями доступа к высшему образованию, а также рассмотрены реальные возможности получения высшего образования для разных социальных групп населения.

Автором был произведен сравнительный анализ государственной политики финансирования высшего образования Армении с политикой других стран и регионов мира, на основе международных показателей: охвата высшим образованием, платного и бесплатного обучения, финансирования и т.д.

Были изучены также финансовые и другие важные факторы, которые негативно влияют на доступ к высшему образованию, создавая неравные условия для уязвимых групп населения и приводя их к весьма ограниченному вовлечению в высшем образовании. Рассмотренные факторы: (а) ограниченная сумма средств, выделяемых на высшее образование из государственного бюджета, (б) плата за обучение, которая выше среднемесячного дохода семей, живущих за чертой бедности; (б) ограниченные возможности для получения государственных пособий, стипендий и других форм поддержки студентов. Произведен сравнительный анализ данных за последние пять лет. В рамках статьи обсуждаются также проблемы, связанные с поддержкой студентов из уязвимых групп населения.

Ключевые слова: высшее образование, социальная направленность, охват, бедность, плата за обучение, финансирование.

]Е1_: 123, 124

KARINE HARUTYUNYAN

Rector of

PhD in Physical and Mathematical Sciences

Social Dimension of the Higher Education System in the Republic of Armenia.- The paper analyzes one of the goals of Bologna Process: the essence and importance of the social dimension of higher education in terms of social justice and equality.

Particularly, the research presents the results of the case study on the social dimension policies in Armenia and suggests measures for improving them. It studies the problem of strong correlation between access to higher education and poverty from the qualitative and quantitative points of view. The real opportunities for participation and completion of higher education for different social groups of the population are analyzed.

A comparative analysis of the government policy in the field of higher education financing in Armenia with the policies in different regions and countries is conducted. The analysis is conducted based on the internationally accepted higher education indicators on enrollment, funding, tuition fees, etc. The study also examines financial and other key factors negatively impacting on the access to and participation in higher education creating inequity towards specific groups of population and resulting in their limited representation. The revealed factors are: (i) the extremely limited state funding allocated to the higher education institutions; (ii) tuition fees, which, on average, are higher than monthly income of families living below the official poverty line; (iii) insufficient number of state scholarships, stipends and limited opportunities and forms of student support in Armenia. The findings are based on the comparative analysis of data for the last five years.

Finally, the study examines the issues concerning support to students from the vulnerable groups of the population.

Key words: higher education, social dimension, enrollment, poverty, tuition fees, financing.

JEL: I23, 124

СОЦИАЛЬНАЯ НАПРАВЛЕННОСТЬ СИСТЕМЫ ВЫСШЕГО ОБРАЗОВАНИЯ РЕСПУБЛИКЕ АРМЕНИЯ. Текст научной статьи по специальности «Науки об образовании»

Аннотация научной статьи по наукам об образовании, автор научной работы — Арутюнян Карине

Похожие темы научных работ по наукам об образовании , автор научной работы — Арутюнян Карине

SOCIAL DIMENSION OF THE HIGHER EDUCATION SYSTEM IN THE REPUBLIC OF ARMENIA.

Текст научной работы на тему «СОЦИАЛЬНАЯ НАПРАВЛЕННОСТЬ СИСТЕМЫ ВЫСШЕГО ОБРАЗОВАНИЯ РЕСПУБЛИКЕ АРМЕНИЯ.»