Academic journal article Review of European Studies

Realisation of Parameters of Bologna Process at Teaching of Philologists in the Republic of Kazakhstan

Academic journal article Review of European Studies

Realisation of Parameters of Bologna Process at Teaching of Philologists in the Republic of Kazakhstan

Article excerpt

Abstract

Modern education is a fundamental basis of human life which acts as integral, resumptive value of spiritual culture. Together with political and legal culture, education forms aesthetic and moral personality feature in indissociability with society's life. The problem of teaching of philological disciplines students in the course of realisation of Bologna process parameters is considered in this article. The conceptual approach to development of education system in Kazakhstan is defined by the strategy of its re-organization during the reformation of the whole education system. In the course of research, the authors have represented the main points of implementation of Bologna process in higher education system and its influence on teaching of philologists. Typical curricula of philological disciplines have been analysed, the Working curricula of the leading state and private universities with philological disciplines have been compared. Strengths and weaknesses of this process have been revealed. The practical recommendations for improvement of realisation of Bologna process parameters at teaching of philologists in the Republic of Kazakhstan have been proposed. The purpose of functioning of education social institute in a society is formation of intellectual and moral potential of the nation. Efficiency of the education social institute functioning should be studied using complex approach which takes in account the variety of heterogeneous subjects of education and the system of their interconnections and management. The authors have come to conclusion that the state should develop system of measures in order to save accumulated experience of philologists teaching organisation, the state should find the balance between theory and practice when teaching the student, as well as to invent a system for improvement of professional skill throughout the whole period of working activity, to create centers and national registers of philologists specification.

Keywords: Bologna process, teaching of philologists-students, literary studies, historical grammar, comparative lexicology, lexicography

1. Introduction

Unification of the higher school in the European countries was about to happen long ago, in the middle of XX century, because of the fact it became non competitive in comparison with American education. Attempts for improvement of the European education according to uniform standards were begun in 1957 by signing of the Roman agreement which contained essentially new problems: bringing national legislations in the education sphere in accordance with the all-European standards, greater access to higher education, increase of academic mobility of students and demand for them on a labour market, creation of long-term teaching systems.

Eventually these ideas were developed in resolution of conferences of Education Ministers of the European countries (1971, 1976), in the Maastricht contract (1992). Further various programs were implemented under the aegis of EU and the Council of Europe.

The history of Bologna process can be divided in three stages:

background: from the Great Charter of Universities (1988) to the Bologna declaration; beginning: the Bologna declaration (1999); development: after the Bologna declaration (Baidenko, 2004).

Ideas of creation of the European university community and the uniform European environment of higher education came from the Bologna University which is the oldest Italian and European university. In 1986 while preparing for the 900th anniversary the university management has proposed all universities of Europe to accept the Great Charter of Universities-Magna Charta Universitarum. This idea was picked up enthusiastically, and the chancellor of 80 high schools signed this document proclaiming uniform and timeless values of university education, as well as necessity of close connection between them, during anniversary celebrations in 1988 (Baidenko, 2002). …

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