1 Ternopil Ivan Puluj National Technical University (UKRAINE)
2 Lublin University of Technology (POLAND)
3 University of Zilina (SLOVAKIA)
About this paper:
Appears in: INTED2018 Proceedings
Publication year: 2018
Pages: 4055-4060
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0789
Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain
The processes of globalization covered all spheres of activity, including education. The European Union is not only a new political system. It is a new form of communication at the level of economy, finance, information space and education as well. An active change in production relations has created a need for unifying approaches to ensure the quality of higher education. Elimination of state borders and the possibility of free movement of labor resources are the reason for the formation of common principles of education, which should be understandable for students, offices from universities and employers.
In 1999, the European Society began the process of modernizing the system of higher education. Education ministers from 29 countries signed a document entitled "Bologna Declaration" on behalf of their governments. The Bologna process and formation of ECTS (European Credit Transfer and Accumulation System) mark the transition from a strictly controlled state system of training of specialists with higher education to providing higher education institutions of autonomy that will ensure the permanent adaptation of higher education and research to the new needs of society and economy.
At this time, several issues related to the content of the ECTS information package and the organization of academic mobility for students are relevant. We can make a decision to solve these problems after analyzing the actual situation that occurs when implementing the recommendation for the implementation of the principles of ECTS in the Universities. Some universities have a positive experience in addressing such issues. This experience is appropriate to be analyzed and recommended for implementation by other universities. The main points for discussion are as follows: a description of the knowledge and skills of student training for each module of the discipline, creating an information base for the names of academic disciplines in English etc. The question is important about the student's psychological adaptation to studying in another university and involving the student in the preparation of a set of documents on academic mobility.
The purpose of our research is to determine the level of the ability to independently prepare a program for academic mobility of students. This procedure is important at the selection stage of the university and the academic program. We have analyzed the ECTS information packages more than of eighty universities from Western and Eastern Europe. All information resources from the sites of these universities have been analyzed. The program of academic mobility was forming on the basis of the declared requirements of the package of documents ECTS.
The results of our research provide an opportunity to identify organizational problems for the implementation of academic mobility of students. The problem of conducting the analysis of the curriculum is the most significant among others. This situation has created conditions for proposition of the implementation typical content of information packages from various fields of knowledge. Most ECTS information packages are prepared in national languages, which complicates the process of preparing such an academic program. Of all the options we analyzed, only one [16] had the opportunity to prepare an academic mobility program on their own. Such a model of the ECTS information package can be used as a prototype for the creation of ECTS information packages from other universities.
Educational space, ECTS, information package ECTS, academic mobility.