Higher education models in West European countries and Russia within the Bologna process

There are a lot of opposite opinions of the necessity and nature of Russia's participation in the Bologna process, especially in connection with the growing dynamism of the process itself and cooperation between the European Union and Russia. However, despite of many Russian scientists' skepticism, the introduction of the main principles of the Bologna Declaration ended by 2012. The Bologna process does not mean a new phase of domestic higher education reforms in most European countries, but only the continuation of joining the already existing systems of education in accordance with the general political and economic conditions within the formation of a United Europe. For example, in the UK the structure of higher education adequately met the requirements of the Bologna Declaration. In France, a new reform largely belonged to the universities conducting short-term training. However, such countries as Germany and Poland preferred the model of a gradual transition, there was a traditional one-level and a new two-level system of education. In Italy, Norway, and the Netherlands the Bologna process led to the rapid changes in legislation in order to adapt the higher education system. In contrast to European countries, Russia had a different way of modernization of education, in particular, abolishing the legally stipulated percentage of expenditure on education, announcing about financial support of some universities from the Federal budget. The comparative analysis of the Russian and European systems of higher education shows the most significant differences between these systems of education: - total period of training; - number of disciplines studied in the semester; - choice of the educational trajectory by a student ( students choose up to 50 % of the disciplines); - financial support. Thus, the introduction of the main principles of the Bologna Declaration today still remains a problem for many universities, not only from the point of view of implementation, but also organization. It affects all aspects of university activities, from teaching and planning to legal acts.

Keywords

Authors

References