This paper attempts to address current and emergent issues on the internationalization of higher education which arise from major transformation in both Poland and China. Reflecting on the increased university student population and growing demand for overseas study, joint education programs approved for Chinese universities in partnership with foreign universities need to face global pressures and local realities, with a focus on the internationalization of curriculum for program affordability and mutual mobility. Transformative model of joint education program is identified for consideration of chances and challenges, based on the current practice of Hubei University in collaboration with an Australian university.
Analysis of existing educational paradigms shows that in the Ukrainian pedagogical science and practice there is an urgent need to change the priorities of modern philosophy of education, i.e. a new, men-centrist, type of outlook. Working on a new theory and practice of free developing education, domestic scholars are intended to clarify the conditions under which the externally determined educational process can be transformed into internally caused. Awareness of powerful multifunctional potential of art in terms of the transformational changes that are taking place in Ukraine, led to rethinking the conceptual basis of national education and laid the foundation for the establishment and development of art-pedagogy as a new phenomenon in the Ukrainian pedagogical science and practice.
The past 30-strong years has seen remarkable achievements that both Poland and China have made in Doctoral Education along different paths though. Drawing on policy research and extensive data, this paper sets out to examine the transformations of doctor education across the two countries within these intervening years. It is found that the changes in Poland were mainly influenced by the political transitions, its integration with European education system, and particularly the Bologna Process while China’s educational reform was amenable to the national economic policy and the government behavior. As regards the prospect of doctoral education, the two countries have both common grounds and differences. Poland and China will have more diversified structure in doctoral education, pay closer attention to STEM discipline’s developments as well as external and intermediary assessment in quality control. Also, the managements of doctoral programs in two countries will be characterized by further decentralization of government and internationalization of education. In the next few years, however, the scale of China’s doctoral education will remain at the current level or even expand modestly, whereas that of Poland’s doctoral education is likely to shrink due to the population decline.
At the end of the twentieth century the Kyrgyz Republic got the opportunity to create a higher education system, as well as the way was paved for the creation of a common educational space in the Commonwealth of Independent States (CIS), which resulted in adopting CIS-wide a number of documents that form the legal basis for a common educational space. Analysis of reforms in education system of Kyrgyzstan allows concluding that in general, the state educational policy of sovereign Kyrgyzstan was entirely aimed at solving strategic problems of the education sector, and thus at improving the socio-economic well-being of the country. Lack of continuity and the proper funding of the adopted state programs have negative impact on the effectiveness of educational reform. Therefore, a number of measures ought to be taken in order to improve the efficiency of the education system reform.
The aim of the article is to present the perception of upbringing to patriotism in contemporary Polish education and to make the reader sensitive to the importance of the topic of love for the homeland in today’s world. The analysis of the research problem begins with presenting the key terms, such as ‘patriotism’ and ‘upbringing to patriotism’. Next, the article presents selected issues from school curriculums and their analysis paying special attention to developing the attitude of love for one’s homeland. The following part of the article analyses selected elements of the National Curriculum, which is the basis for patriotic education. The aim of the article is also to prompt scientific reflection and to inspire others to create programs for teaching to patriotism.
The aim of the paper is to present changes undergone by the Polish education system after the accession to the European Union. In the article the changes are collated together with the main and distinctive trends which had existed in Europe before the accession and the ones that were introduced subsequently. The article shows that the tendency to unify the member states’ education systems is non-existent in the European Union. It also points out that the importance attached to education by the EU member states has not been as considerable as the importance given to economy. The paper is divided into two main parts. The main objective of the first part is to describe the decision-making process in the member states (as far as the common education policy is concerned) and its result, which was the report stating that education was considered to be a peculiar area of social politics and as such required separate arrangements and decisions. Therefore, there are neither specific procedures nor integration requirements for the associated and associating countries. However, as far as Poland is concerned, during the accession process the country was obliged to meet the expected standards, in particular the standards in the reform of the education structure and curriculum. The second part of the paper comprises the analysis of Polish activity in the following fields:
–– lowering the age of the compulsory education commencement,
–– reforming the structure of the education system and curriculum,
–– practising teaching profession.
The article further elaborates at length on the significant factor in the process of democratization of education, which is parents’ involvement in the functioning of a school.
As informative and cognitive paradigm of modern higher education in Ukraine does not perform its constructive social mission, it must give up the place to the socio-cultural paradigm, which implies harmony of the components of national and cultural experiences: science, religion, art and culture. Humanitarization of pedagogical education should provide us with the creation of conditions for self-realization and self-determination of a future teacher in the space of contemporary culture on the background of disclosure of each student’s creative potential, the formation of not narrow, but global (noospheric) thinking. Thus, an important feature of humanitarization of the pedagogical education is the integrativity as a formation of an integral (holistic) view about the outside world and man’s place in it, as well as determination of the education direction on the priority of the creative identity, based on common values.
In the National strategy for persistent socio-economic development of the Republic of Belarus for the period up to 2020 the strategic goal in the field of culture is to ensure continuity in the development of the Belarusian culture. In today’s reality ethno-cultural education involves focus on ethnic culture with a reliance on cultural traditions and native language, the latter being the main carrier of spiritual culture and the means of manifesting national self-consciousness. Today as never before the younger generation is in dire need of social guidelines, based on national values in line with the universal directionality. Ethno-cultural traditions inter alia awaken genetic memory in pupils, provide intergenerational continuity, greatly increase the effectiveness of the educational process.