Academic mobility provision: achievements and new challenges for the European higher education space

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authors: Valentyna Bobrytska, Yevhen Sulim

Urgency of the research. The rapid globalization of the educational services market has stimulated the reforms of national education systems in many countries. For Ukraine, the most important factor in reforming higher education has been the launch of the Bologna Process, whose priority is academic mobility.

Target setting. The Bologna reforms were aimed at resolving the urgent tasks of training the mobile workforce, expanding its employment prospects, and forming a sense of socio-cultural partnership in the modern academic and student community.

Actual scientific researches and issues analysis. The study of information sources found that V. Andrushchenko, O. Bilyk, O. Blinova, O. Gusak N. Kovalisko, O. Lisak, D. Sviridenko, P. Sorokin, V. Trindyuk and others significantly contributed to the scientific investigation of the problem of academic mobility in the theoretical and applied settings of philosophy, economics, public administration, sociology, psychology and pedagogy.

The research objective. The purpose of this research is to analyse whether extending the academic mobility of teachers and students as a key principle for the formation of the European Higher Education Area (EHEA) is still relevant from the perspective of the Bologna reforms.

The statement of basic material. An analysis of the Bologna  Process documents and the legal framework to ensure academic mobility to academic staff and students in Ukraine shows that understanding of the need for further implementation of the below listed: the European Credit Transfer and Accumulation System (ECTS) has been achieved at the level of European and national higher education systems; national qualifications frameworks to be compatible with the EHEA Qualifications Framework (2005); the transcript of academic record as well as European and national higher education quality assurance systems. Significant achievements now include: expanding the international academic and student community; appearance of new perspectives of human resources development; improving career chances of graduates; adaptation of educational programs that are not offered by national higher education institutions; harmonization of national and international education quality assurance processes; practical success in creating an open, attractive and competitive EHEA. According to the Paris Communiqué (2018), the priorities in 2018-2020 for evaluating the quality of cooperation in the EHEA, in particular for ensuring academic mobility, are to implement: 1) a three-tier system compatible with the EHEA qualifications framework and the first and second ECTS cycles; 2) adherence to the Lisbon Convention on the Recognition of Qualifications; 3) ensuring the quality of education in accordance with the standards and guidelines of the EHEA.

Conclusion. The prospects for academic mobility at the EHEA provide ample opportunity for the adaptation of fundamental European values in Ukraine, including freedom of movement, equal access to education at any level, and free employment. In the educational higher education policy of Ukraine, a wellbalanced strategy and tactics of expanding the academic mobility of teachers and students should play a special role, which will facilitate further integration of the educational space of Ukraine into the EHEA.

Keywords: academic mobility, Bologna process, Bologna reforms, European Higher Education Area.

 

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