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Abstract

Содержание

Introduction

The development of joint programs is becoming one of the main directions of development of the international cooperation between the partner universities around the world. International experts in the field of higher education are convinced that no other form of interaction between universities makes no such significant results in the development of cooperation with foreign partners as a joint program. So, Professor Philip Albach, responding to a question about the role and importance of international associations of universities, said that double degree programs are more significant than the association, on a range of pragmatic tasks, leading to the internationalization of universities, and to increase occupational mobility of young professionals.

Joint programs contributes to the solution of a number of strategic objectives of the educational institution:

1. Relevance of the topic

Ukraine has not experienced the introduction of double degree programs, compared to the EU, Russia and other CIS countries. Therefore, in our country, the question remains expand the scope of cooperation with foreign universities parterres, in particular in the development and implementation of double degree programs. However, one must address a number of issues related to the development of joint programs.

2. The purpose and objectives of the research, the expected results

The aim of the study is to identify the main challenges and problems that arise in the development and implementation of double degrees, and suggest possible solutions.

Основные задачи исследования:

3. Overview of Research and Development

Martinenko EV in his work The creation and maintenance of double degree programs [1] provide the concept and definition of double degree programs (joint degree). The basic legal documents in their creation and maintenance. Analyzed different models of double degree programs, proposals developed, information support, marketing, and monitoring and evaluation of double degree programs (joint degrees).

Problems of development of double degree programs are described in the book Artamonov Yu D. et al Joint educational programs of high schools: state, problems and prospects[2].

In the book, The Bologna Process and its Implications for Russia, ed. Pursiainen K. and S. Medvedev [3] describes the new capabilities of Russian universities, which they received after the accession of Russia to the Bologna Declaration, and in particular the ability to create joint training programs with European institutions.

In the Practical Guide to the creation and maintenance of joint educational programs [4]is a system for creating and implementing joint education programs are the basic legal documents, sample documents are institutional level for the successful implementation of joint educational programs at the university.

4. Joint educational programs and their joint state

4.1 The concept of the double of the diploma / joint degrees

The practice of creating universities of cooperative education programs has more than a decade and a half. From a simple exchange of students for short (from one month to three) during the universities increasingly are moving en masse to the implementation of joint educational programs. And if before the start of the new millennium, the creation of such programs have been initiated institutions themselves, now – this is the direction in education policy, under which government programs are created and allocated funds. It is worth noting that even in the United States over the last decade we have seen a radical change of position with respect to educational cooperation. The policy of relying on their own strength in the leading universities (Harvard, Stanford and other universities, the Massachusetts Institute of Technology) is changed to the idea of diversification of education, which is possible through inclusive education student for at least six months in another leading institution on a reciprocal basis . This – not an admission of weakness universities, the fact is that the current pace of development of production and the increased pace of implementation of innovative development, as well as their diversity clearly require the education system, first of all, a much higher rate of inclusion of new ideas and technology in education, Second, diversification (diversity) of the educational process. Innovative production, the need for "inclusion" of innovation (different, we note in different countries) and the need to diversify the training and is an objective basis for the creation of joint educational programs [5].

Appreciating the potential importance of cooperation between higher education institutions, in particular with regard to joint training plans, schemes of academic mobility, integrated programs of study, seeing it as a powerful tool to ensure the attractiveness of European education and its competitiveness, the authors of the Bologna Declaration proclaimed the importance of the European dimension of this cooperation. The documents on the results of the meeting of European Ministers of Education in 2001 in Prague, this task is specified in the form of a call to the development of inter-university programs leading to joint degrees (diplomas) [6].

In Ukraine, with students from 137 countries of the world, and their number is constantly growing. The number of foreign students in Ukrainian universities in 2010/2011gg. is shown in Figure 1.

The number of foreign students in Ukrainian universities in 2010/2011

Figure 1. - The number of foreign students in Ukrainian universities in 2010/2011

Interesting and the evolution of the concept of joint educational programs. More recently, the term is used for almost any kind of international academic cooperation of universities. The presence of the student and/or teacher exchanges between related departments, small vzaimozaimstvovanie in the curriculum given in waters refer to this type of cooperation through joint educational programs. Today, under the joint education programs understand the jointly developed by two (or more) of partner institutions and leading to a diploma education programs are automatically recognized by all partners. An important element of joint educational programs is academic mobility, but it is mandatory only for certain types of joint programs [5].

The criteria for classification as a joint educational program may include the following:

In this case, only realizing the goals and objectives created a joint program actually evaluating the available resources and needs, with organizational skills and possessing the necessary legal framework, you can begin the process of forming a joint educational program [4].

4.2 Models of double degree programs

Practiced three basic models of this type of academic training:

Each of these models has its own strengths and weaknesses. At first glance, the most flexibility in terms of the mobility of students and faculty sharing provides the first model. However, in this case, the mobility loses its meaning because of the identity of the program. A sense of attractiveness and double degree programs consists in the fact that each partner would be able to contribute their experience or resources that are not in a partner university.

Joint programs are based on the synergy of the unique experience of each side, allow the development of programs aimed at developing the students in each of the partner universities of any particular group of competencies that complement each other. In this case too narrow specialization of each partner also counterproductive, because it hinders the cooperation of teachers.

Currently, most programs follow the second model - such programs account for about 60% of the joint programs. Only ten percent of the programs has an identical structure in each of the partner universities, and about thirty percent is based on the third model, which is most often realized in joint programs with countries outside the EU, in which students are taught the second round at the final stage (5 or 6 years) [3].

In this regard, all models dual degree (joint degree) require the highest level of trust between the partners, the strictest control over the development and implementation of the curriculum, as well as a continuous and dynamic operational cooperation. Moreover, most students spend part of the time is not greater rigor in their home university and the host, which leads to a completely different requirements for such students.

A comparative analysis of models of double degree programs (joint degrees) for individual countries was conducted by specialists of the program SOTSRATES on behalf of the European Commission and with its financial support.

It was, above all, the assignment of the real; joint degree on behalf of both of them (in the case of bilateral agreements) or all of the participants (in the formation of a consortium), as well as double, separate documents (certificates) or the double degree. As a result, it was noted:

  1. To date, the joint degree in the full sense of the term (with the issuance of a single document), registered in the UK and Italy. The same practice is introduced in the Flemish part of Belgium.
  2. Assigning two separate certificates (double degree) is widely distributed, especially in the bilateral interstate or inter-university cooperation, though the double degree there and multilateral cooperation. Examples of such cooperation are in Bulgaria, Estonia, Ireland, Lithuania and Switzerland. Double degrees may also be issued in Italy (at the levels of undergraduate and graduate), Latvia, the Netherlands, Norway and the UK. In Hungary, the preference for two separate documents on education. Two degrees are awarded in cases where programs are created as part of a broader partnership, usually in the form of a consortium. For example, a consortium of CIDD (A consortium of international joint degrees), which brings together university business schools, joint degree programs are developed by all its members, but students learn in only two of them, where they get double the document (two degrees). The same practice exists in the consortium TIME (Top Industrial Managers for Europe). Issuance of more than two joint degree certificates on behalf of all the partners - a far more rare practice, although in some countries it is available.
  3. Typically, a certificate is issued on awarding university degree in which the student is registered. In most cases, the law of the participating countries do not regulate questions of attribution of joint and / or double degrees.

When a joint degree is awarded on behalf of one of the university, there are different methods to justify the fact that it is the result of the joint program. For example:

For example, in French-speaking Belgium and Holland this practice has long existed between their universities. There is reason to believe that such a procedure is distributed far more broadly than the results of the official surveys.

However, some countries do not allow the introduction of any additional text in the approved document (diploma or certificate). It must be said that the development of a more or less acceptable to many European universities structural models of double degree programs (joint degrees) was, and still remains one of the most difficult problems, which still awaits solution.

With respect to structural models of joint European Masters programs revealed that the general model of joint European Master's degree does not exist. In each case, the model applied by the network, reflecting the timing of the curriculum, rather than formal adherence to the structural requirements. The fundamental concept of the model – is the development of a satisfactory academic and cultural experience gained by students in all European educational space. However, a common problem for all these projects – is to overcome the differences between the academic systems and traditions in order to create a coherent and related educational programs, and at the same time – the ability to perform additional administrative issues that this program puts the participants.

Yet, despite the variability of structural models have been agreed some general parameters that apply to the joint European Master's degree, as follows:

Although it was not adopted any formal decisions on language policy, all the partners recognized the need to study the local languages in the framework of all the joint master's programs [8].

Motivation and goals. Motivation and objectives of double degree programs (joint degrees) are diverse. European authorities and national governments are considering dual degree programs as a means of strengthening European citizenship and increased demand for manufactured professionals. National and regional governments can encourage them as a means and a tool to attract skilled workers to regional development. For universities double degree program (joint degrees) are a means of improving the efficiency of their own development programs and obtain foreign / international accreditation, a qualification that can not offer the national education system, improve the competitiveness of "their" university, or provide additional income (by, for example, franchising their programs and degrees) [7].

Joint programs are found in a variety of subject areas, however, they were most prevalent in the economy, business education, law, management, and engineering education. Distribution of double degree programs by area of specialization is shown in Figure 1.

Distribution of double degree programs by area of specialization

Figure 1 - Distribution of double degree programs by area of specialization

Widely represented such programs in the areas of knowledge related to the science of society and language.

To a greater degree of joint programs presented at the master's and doctoral levels, and to a lesser extent - at the level of bachelor. Most of the programs grew out of the bilateral cooperation between universities, although there are examples of multilateral programs. Distribution of double degree programs by level of education is shown in Figure 2.

Distribution of double degree programs by level of education.

Figure 2 - Distribution of double degree programs by level of education.

5. The creation and implementation of joint educational programs

The creation of joint programs in European universities through increased support from the international education community has accelerated in recent years and, according to some experts, is moved from the periphery of campus life at its center. However, their work is accompanied by a variety of problems, often resulting from lack of comparability requirements of the various European educational institutions. Among the most important are the following:

A critical issue for the dissemination of joint or double degrees is the need to broaden the base of their funding. Such programs are more costly in comparison with the usual (this is due, primarily, and international mobility management). Common practice for these higher costs are borne by the members of the network, or even students. The first method can reduce the interest of universities in such programs. The second method results in a worsening of inequality students which such programs are available in varying degrees.

Change the situation could have the following solutions:

The successful spread of joint degree programs in Europe today depends, first of all, to address the issue of their national and international recognition.

Design of joint programs is usually the result of joint actions of universities and enshrined in inter-university agreements. These agreements regulate not only the issues related to the organization of the educational process (including an element of international mobility as needed), but also questions the award of joint degrees. The award of joint degrees in Europe today is governed mainly inter-university agreements, not legislative instruments of a higher level. This is due to the lack of national legislation recognizing double, and in some cases – and joint diplomas.

Recognition of student learning outcomes in a partner university is usually automatically, based on inter-university agreements. The procedure for the assignment of joint degrees more difficult – it can not be limited only interuniversity agreements, and requires a special state laws (currently lacking in most countries), providing the public and the international recognition of joint and double degrees [10].

Due to legal difficulties in the recognition of joint degrees in the practice of co-operation have become more clearly differentiate themselves questions of joint programs and awarding of diplomas upon completion of these programs. In practice, the university in this regard, along with the award of a joint degree, when on behalf of the participating countries issued a diploma, a widespread and the award of two degrees. When one of them is recognized by all the national level, the other - in fact sometimes only a certificate signed by all participants of university partnerships, and therefore has no legal recognition. To avoid these problems requires changes in national legislation, as recommended by the educational authorities of the European Community and the EU [11].

An extensive discussion of call quality procedures in joint programs. In the Berlin Communiqué in 2003 formulated the principle that in the joint programs, shared by multiple universities, responsible for internal procedures for quality assurance and control remains with the university awarding the degree. In practice, this is the role of the program committee, consisting of representatives of the partner universities and are based in the activity of mutually agreed quality requirements. The existence of such committees is a common practice for the effective management of joint programs.

As noted in the findings of the project by the European University Association on lessons learned from joint programs that, although the program of joint or dual degrees are still relatively few in number, even in Europe, they, as a prototype of the future play an important key role of pioneers, are a step forward in relation to the current state of the Bologna reforms.

General trends in the creation and development of joint educational programs and to open the way to higher education in Russia, although in a rather more modest scale and specific ways. Modern Russian joint programs with universities overseas partners are not still part of the long-term national education policy. They are created on the initiative of individual universities as a result of the establishment of direct contacts with their foreign partners.

One of the main challenges for the analysis of such programs lack a systematic and sufficient information about them in the central organs of education, and sometimes on the websites of the universities themselves.

Another problem is the definition and classification of such programs. At a time when even the European cooperative programs have quite a short story, in contrast to the cooperation between the curriculum and academic mobility and the characteristics of such programs are blurred and are in the process of development in Russia is quite often under the joint program refers to any international cooperation between universities .

To illustrate this one may refer to the results of two studies. One of them was carried out by the Institute of Sociology and covered 50 universities, the other was implemented within the framework of the project Formation of the European Higher Education Area. Problems for Russian higher education and included 25 schools. In both cases, most of the universities surveyed confirmed the presence of joint programs with foreign universities, which on closer inspection were often exchange programs and cooperation in other, less complex than the joint program forms [12].

References

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