Inculcation of Core Competences and Providing the Scientific Character of University Education as Conditions of Increasing Competitiveness of German Universities in the Global Education Market
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Автор торкається проблеми формування ключових компетенцій студентів закладів вищої освіти ФРН як однієї з основних цілей набуття вищої освіти на сучасному етапі здійснення Болонської реформи. Ця проблема є, за твердженням автора статті, надзвичайно актуальною в освітньому просторі Німеччини. Це знаходить своє відображення не тільки в навчальних програмах німецьких університетів, але й у численних дослідженнях, які проводяться на базі цих вищих навчальних закладів і у спеціалізованих дослідницьких центрах. Автор указує на те, що дослідження з цієї тематики обумовлені розмитістю поняття «ключові компетенції», яке інтерпретується по-різному в залежності від базової теорії і сфери свого застосування. Окрім того, наразі відсутній повний і єдиний перелік т. зв. ключових компетенцій. Однак, незважаючи на очевидну необхідність їх формування й розвитку у студентів, академічний характер вищої освіти вимагає в першу чергу прищеплення студентам наукової компетенції і збереження науковості університетської освіти як його базової характеристики. Саме між прищепленням студентам ключових компетенцій і набуттям ними наукової за своєю суттю освіти існує суперечливість, яку необхідно подолати.
The process of training in German universities is increasingly characterized by the actual needs of the labour market. Training of young specialists is reduced to the acquisition of knowledge, skills and abilities, useful for the achievement by young professionals of success in the labour market. The presence of graduate's competence, which received the name "employability", does not guarantee the receipt of prestigious work. Employers require young professionals to have a wide scientific horizon, practical work experience and presence of necessary personal qualities. These qualities are based on competences based on special scientific knowledge. Their absence is the result of inferior education received by young specialists; semi-education, which is disastrous not only for the career of a specialist, but also for society itself. The implementation of the program provisions of the Bologna reform led to the formation of professional universities in Germany, which train specialists in the specialties in demand on the global market of educational services. European universities have successfully implemented the first stage of reforms, creating a single European educational space by introducing unified European standards of education. However, the expected qualitative breakthrough in the sphere of European higher education did not occur. German universities, being in conditions of chronic underfunding, are able to produce a sufficiently high-quality, but not unique educational product, while the global market for educational services needs precisely unique products, incl. scientific. To produce such products, the system of higher education and the university science of Germany need their own time rhythm, stability and sufficient level of funding. The rate for the formation of elite education institutions should not be regarded as universal means of solving the accumulated problems, but, nevertheless, it is an essential step towards creation of scientific clusters. At the very least, the emergence of such scientific clusters can lead to a change in the infrastructure of certain German regions, to solve the accumulated economic and social problems, and to remove the financial burden exerted by the state on financing state of higher education institutions by attracting the funds of corporations interested in the production of knowledge and technology.
The process of training in German universities is increasingly characterized by the actual needs of the labour market. Training of young specialists is reduced to the acquisition of knowledge, skills and abilities, useful for the achievement by young professionals of success in the labour market. The presence of graduate's competence, which received the name "employability", does not guarantee the receipt of prestigious work. Employers require young professionals to have a wide scientific horizon, practical work experience and presence of necessary personal qualities. These qualities are based on competences based on special scientific knowledge. Their absence is the result of inferior education received by young specialists; semi-education, which is disastrous not only for the career of a specialist, but also for society itself. The implementation of the program provisions of the Bologna reform led to the formation of professional universities in Germany, which train specialists in the specialties in demand on the global market of educational services. European universities have successfully implemented the first stage of reforms, creating a single European educational space by introducing unified European standards of education. However, the expected qualitative breakthrough in the sphere of European higher education did not occur. German universities, being in conditions of chronic underfunding, are able to produce a sufficiently high-quality, but not unique educational product, while the global market for educational services needs precisely unique products, incl. scientific. To produce such products, the system of higher education and the university science of Germany need their own time rhythm, stability and sufficient level of funding. The rate for the formation of elite education institutions should not be regarded as universal means of solving the accumulated problems, but, nevertheless, it is an essential step towards creation of scientific clusters. At the very least, the emergence of such scientific clusters can lead to a change in the infrastructure of certain German regions, to solve the accumulated economic and social problems, and to remove the financial burden exerted by the state on financing state of higher education institutions by attracting the funds of corporations interested in the production of knowledge and technology.
Опис
Ключові слова
освітній процес, принцип предметності і науковості освіти, освітні послуги, унікальний освітній продукт, ключові кваліфікації, професійна підготовка студентів, одержання знань, навичок і умінь, науковий світогляд, educational process, principle of objectivity and scientific education, educational services, unique educational product, core competences, professional training of students, acquisition of knowledge, skills and abilities, scientific horizon
Бібліографічний опис
Cherkashyn, S. Inculcation of Core Competences and Providing the Scientific Character of University Education as Conditions of Increasing Competitiveness of German Universities in the Global Education Market (1950-1974 рр.) [Текст] / S. Cherkashyn // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2018. – № 7 (81). – С. 50–59.