Трансформаційні процеси у вищій школі США

Abstract

Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.04 – теорія і методика професійної освіти. – Тернопільський національний педагогічний університет імені Володимира Гнатюка, МОН України. – Тернопіль, 2015. Дисертація присвячена дослідженню особливостей трансформаційних процесів, які відбуваються у вищій школі США впродовж останніх десятиліть і стосуються нових видів фінансової допомоги (гранти додаткових можливостей для студентів із малозабезпечених сімей, збільшення суми грантів Пелла, реформа студентських позик та ін.), підготовки абітурієнтів до вступу у вищі навчальні заклади, вдосконалення дистанційної освіти, питань навчання етнічних меншин, тендерної рівності, академічної мобільності студентів, наближення вищої школи до ринку праці, зміцнення її зв’язку з промисловістю, розширення доступності освіти, вдосконалення кредитно-модульної системи та елективної системи формування навчальних програм. Здійснено типологію інституційних перетворень у вищій школі США та існуючих моделей управління перетвореннями. Обгрунтовано основні напрями творчого використання досвіду США в освітньому просторі України. Ключові слова: професійна підготовка, вища школа США, трансформаційні процеси, елективна система навчальних програм, кредитно-модульна система навчання.

Thesis for the degree of candidate of pedagogical sciences, specialty 13.00.04 - Theory and Methods of Professional Education. - Ternopil National Pedagogical University by V.Hnatiuk, Ministry of Education of Ukraine. - Ternopil, 2015. This research focuses on peculiarities of transformation processes taking place in higher education of the United States in recent decades. It was established that the current American system of higher education is characterized by the high level of decentralization unlike higher education in Ukraine. The US Federal Government has no right to establish a national education system, define policies and curriculum for schools and universities. The decisions on these matters are taken at the state or district government. The role of the federal government in education is reduced to general management. The development of a national policy on higher education provides the US Department of Education. It integrates the development plans of higher education and economic growth. The universities are guided by the states Departments of Education. Higher education institutions vary in the US accreditation status (accredited and non-accredited), ownership (public and private), education level (two-year and four- year) and others. Accredited and non-accredited schools differ much by their roles in the education system. They can be both public and private, four-year and two-year. In the US higher education system there are three main types of institutions: universities, colleges and specialized institutions. Universities are the core of the US high school and represent American system of higher education at the international education market. The US research universities take special place in higher education system and perform three basic functions: exercise training professionals conducting research and implementing the results in practice. The period from the second half of the XX - XXI century is considered particularly significant in the development of the US education, because at this time education undergoes substantial transformation processes and becomes a priority direction of national policy. To improve the system of higher education there were adopted a number of laws and government programs concerning new types of financial aid (grants of additional opportunities for students from low-income families, increasing the amount of Pell grants, student loan reforms, etc...) prepare students for admission to university, distance education, education for ethnic minorities, academic mobility of students. The attention was increased to the issue of the state approximation of high school to the labor market, strengthening its relationship with industry. At the end of the nineteenth century American universities have started to introduce elective system of curricula. Since then it has repeatedly been subject of transformation and has been elective- determined system which is called managed and controlled optional system. This system allows students to choose subjects for study. Elective curriculum system identifies certain characteristics of the educational process based on a credit system. Its essence is to assess the time spent by students on the study course. 'This estimation is based on a modular concept of a studied discipline, which involves the distribution of learning content on the structural elements (modules). In the thesis the typology of institutional reforms in the US higher education (the conversion of 1st and 2nd order, evolutionary and revolutionary, adaptive and generative, active and reactive transformations) and singled out the existing institutional management model transformations (traditional administrative model, complicity model, cluster model, the model of management as an open system). The main directions of the creative use of the US experience in the educational environment of Ukraine (changes in the structure and management system of higher education, integration of education, science and industry; introduction of variable training; a modern system of career counseling of students, improving credit-modular system and academic mobility of students, improving the quality of teaching) have been singled out. Key words: professional training, the US high school, transformation processes, elective system of curriculum, credit-module system of education.