Trends in Higher Education in EU Countries and non-EU Countries: Comparative Analysis

Abstract

The article presents the comparative analysis findings related to the current trends in higher education in the ten European Higher Education Area countries. The focus of this study is to identify Ukraine's transformations and developments in higher education through the lens of similarities and differences in the higher education in the ten countries. Although all these countries belong to the European higher education area (EHEA), the five countries including Austria (AT), the Czech Republic (CZ), Germany (DE), Slovakia (SK), Sweden (SE) are the European Union members while Armenia (AM), Azerbaijan (AZ), Georgia (GE), Moldova (MD), and Ukraine (UA) have a 'non-EU country' status. Being a member of the Bologna process since 2005, Ukraine was the only country with legislation in higher education that was not adjusted to current requirements and realities of the deep transformation process in Europe, until 2014. The findings provide insight for how the countries approach Bologna reforms, what aspects they prioritize, what challenges they are facing. Existing reports and studies tackling the issue of trends in higher education are consulted and thoroughly analyzed through the indicators including the number of the students in the ten European Higher Education Area countries, enrollment trends in tertiary education, tertiary education public expenditure in a year as a GDP proportion, academic staff, age groups and gender division, quality assurance, European Credit Transfer and Accumulation System, and student mobility.

Peculiarities Of Student Distance Learning In Emergency Situation Condition

“…Means of information and communication technologies in educational environment have been investigated (Bykov V., Lapinskyi V., Shyshkina M., Spirin О., Rudenko V., Demianenko V. et al, 2010), formation of multimedia competence of students (Myroshnychenko V., 2015); specific types of student research activities Kademia M. (Kademia, Kozyar, & Rak, 2011). The paradigm of vocational training in higher education has been deepened (Pichkur, Oliiar, Rozman, Petrenko, et al, 2020), trends of higher education have been considered (Bondar, Telychko, Tovkanets, Shcherban, & Kobal, 2020).…”

Formation of the Primary School Teachers’ Information Competency in Postgraduate Education

“…The methodology presented by the authors is universal because it efficiently affects the increase of scientifictheoretical and cultural levels, and the improvement of the pedagogical skills of a teacher of the European educational system. It is confirmed by the ideas of some researchers (Aguilar et al, 2019;Bondar et al, 2020) who, studying trends in education in the EU, indicate that a successful combination of the traditional forms and methods of teaching (lectures, practical classes, consultations, the exchange of experience, workshops, etc.) in combination with non-traditional (information and communication technologies, the analysis of pedagogical situations, business games, project method, debates, presentations, distance learning, etc.)…”

“…Therefore, the information competence formation of primary school teachers in order to prepare primary school students for further study and life in modern society more productively is an urgent pedagogical task. In addition, some researchers emphasize the importance and necessity to study and implement the best practices of foreign countries in terms of education (Bondar et al, 2020;Yereskova, 2020). Thus, some key parameters are identified to ensure the competitiveness of any country: a high level of the national education systems development; the availability of high-quality educational and research infrastructure; the development of strategic partnership; mobility development, etc.…”

“…The world experience shows that those countries, especially the United States, Japan, France, Germany, Spain, Poland, which had made the training of their education workers the number one task, achieved the greatest success in defense, economic, social and political, legal, and cultural spheres (Bondar et al, 2020;Fejdl et al, 2015;Ovcharuk, 2020;Tymchuk et al, 2019;Sanchez Rodriguez et al, 2018;Colognesi et al, 2020).…”

“…According to scientists (Aguilar et al, 2019;Bondar et al, 2020;Cantu, & Martinez, 2006;Kuzminskyi et al, 2019), postgraduate pedagogical education is a leading link that ensures the viability and efficiency of the education system, its priority is recognized in all developed countries. The purpose of postgraduate pedagogical education is to provide pedagogical and managerial staff capable of effective professional activity in a situation of instability, uncertainty and constant changes by creating conditions for their continuous personal and professional development and improving (innovative transformations) all the elements of postgraduate pedagogical education and the education sector in general.…”