Trends and challenges

Ukraine joined the Bologna Process in 2005. Key developments since then include: approval of an action plan on QA in higher education; amendments to the law on HE, according to the Bologna principles and recommendations; inclusion of Ukraine as governmental member of the European Quality Assurance Register; further developed National Qualification Framework (NQF).

Significant progress has been achieved in three strategic areas of the Bologna Process: implementation of a two-cycle system; implementation of quality assurance in the field of higher education; recognition of diplomas and previous periods of study.

The strategic objectives set by the Ministry of Education and Science of Ukraine for the HE sector includes:

-development of a contemporary strategy for HE development, focusing on quality assurance and its integration with European and global HE areas;

-development of a sound legal-regulatory basis for the HE sector and HE institutions;

-monitoring and ensuring law enforcementby Ukrainian HE institutions;

-improvement of access to HE and vocational training for the disabled, to assist their adaptation and increase their employability;

-alignment of HE legislation with the requirements of the Bologna Process, specifically by implementing the National Qualifications Framework;

-promotion of university autonomy, students’ self-governance and public involvement with university governance;

-implementation of programmes to promote talented youth, their academic development and career planning;

-development of a legal-regulatory basis and implementation of measures to increase the employability of university graduates.

Along the path of modernisation, internationalisation and integration with the European Higher Education Area (EHEA), the upcoming challenges for Ukraine’s HE include:

-completion of a three-cycle system;

-alignment of university curricula with the Bologna structure;

-curricula reform with a view to employers’ needs;

-establishment of programmes for foreign students and further internationalisation of Ukraine’s HE;

-implementation of a National Qualification Framework for Lifelong Learning;

-development of comprehensive guidelines for the implementation of ECTS and of the

Diploma Supplement of the EU/CoE/UNESCO format;

-further development of the mechanism for equal access to HE;

-introduction of an HEI ranking system;

-increasing the outward and inward mobility of students and academic and administrative staff of HEIs;

-development and introduction of new educational standards (curricula reform) with a view to improving the quality of the content of education and in order to facilitate employability of graduates;

-development of academic and financial autonomy of HEIs;

-promotion of the development of Ukrainian and global cultural values, orientation towards the ideals of democratic ideas.

1. Read the article by Jakub Parusinski and say:

a) What are the main afflictions of education in Ukraine from the point of view of the author? What reforms are urgent in the field of higher education?

c) Comment on the number of higher educational institutions in Ukraine and correlation between the number and quality of training.

d) How can you account for the low rating of Ukrainian universities? If you were to compile the ranking of Ukrainian universities what universities could lead in this rating? Give the good ground of your choice.

e) Do you share the author’s point of view that Ukrainian universities are still behind the iron curtain?

f) How can you explain the gap between the training of the students and the needs of the business prospective employers?

g) What are the inconsistencies of the Bologna Process implementation in higher education in Ukraine?

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