The European dimension of the development of innovative activities in the field of higher education

Abstract

In the presented study, based on the analysis of scientific and pedagogical literature, the main key positions characterized by the introduction of the European dimension in higher education are defined: the European orientation of education, which provides for the exit of curricula beyond national borders and reflects the concept of the unity of diversity; European knowledge, which includes the study of the history and current situation of Europe, its culture, the educational systems of European countries, the main directions of the development of education in Europe; European multiculturalism, associated with awareness of the multicultural nature of the European community, fostering respect for other peoples, ensuring equal opportunities for all students regardless of their ethnic or religious affiliation; European linguistic competences, which involves mastering at least two European languages while studying, improving qualifications outside one's country and communicating in these languages with colleagues abroad; European professionalism, which is acquired during the training process and gives the opportunity to work in any European country; European humanity, which means recognition and respect for such values as human rights, democracy and freedom; European quality assessment, which is one of the tools for achieving openness, credibility, transparency of achieved successes and compatibility of European systems of higher education personnel training. The main problems related to the practical implementation of the Bologna recommendations in Ukraine have been identified. It has been found that the reform of higher education includes not only a functional aspect, but also a substantive one (the content of personnel training). Barriers that prevent the introduction of the Bologna process into the national system of higher education are considered: substantive, which means the impossibility of adequately matching the content and level of programs; normative (legislative), which allows for the legitimate implementation of the necessary measures; resource-based, which implies a lack of financial resources and competent personnel for full-fledged work within the framework of modernization; informative, which reduces the awareness of potential integration participants about the possibilities and prospects of connecting to the Bologna process; language, which deprives educational institutions, teachers, students of the chance to participate in pan-European or bilateral programs, or reduces their effectiveness. It was determined that the Ukrainian system of personnel training has every chance not only to be organically integrated into the integration process, but also to contribute to the improvement of education in Europe.