USING THE EXPERIENCE OF GREAT BRITAIN IN THE PROCESS OF REFORMING HIGHER PROFESSIONAL AND PEDAGOGICAL EDUCATION IN UKRAINE

Abstract

The article analyzes the experience of Great Britain in the field of higher professional and pedagogical education. The need for changes in the structure of domestic higher education in general and the content of professional and pedagogical higher education in particular is substantiated. It is found that the task of reforming higher professional and pedagogical education is to improve professional educational programs and make changes to curricula.

The purpose of the article is to review and analyze the use of Great Britain’s experience in the process of reforming domestic higher professional and pedagogical education.

It is defined that Great Britain’s experience in the field of higher professional and pedagogical education proves the need to radically rebuild and modernize the system of higher professional and pedagogical education in Ukraine, instead of improving a couple of its priority areas. Domestic higher education needs changes in the structure of higher education in general and the content of professional and pedagogical higher education in particular. It is necessary to change teaching methods in institutions of higher education and to improve the financing of higher education. An important element of the reform of higher professional and pedagogical education in Ukraine should be an increase in the workload of both mandatory and optional educational components (disciplines) of vocational training due to a decrease in the number of hours allocated to general educational optional components (disciplines). A way of attracting attention to the high academic performance of those obtaining higher professional and pedagogical education can be interest in their salary, scholarships and monetary grants that can be received by those who successfully study with the highest academic achievements. The main task of reforming higher professional and pedagogical education is to improve professional educational programs, make changes to curricula, and ensure sufficient independent cognitive activity of higher education students.

A set of strategic measures for the reform of higher professional and pedagogical education is outlined. It includes better financing of higher education institutions and providing all educational institutions with modern technical equipment at a sufficient level; redesigning educational professional programs in accordance with the requirements of the educational market; introducing new effective technologies into the educational process; increasing the interest of students in education; carrying out actual retraining of professional teaching staff; and significantly reducing the educational load of teachers of higher education institutions).