Теорія і практика професійної підготовки магістрів міжнародних відносин в системі університетської освіти Великої Британії

Abstract

У дисертації здійснено цілісний системний аналіз проблеми професійної підготовки магістрів міжнародних відносин в системі університетської освіти Великої Британії; обґрунтовано теоретико-методологічні засади професійної підготовки магістрів міжнародних відносин; проаналізовано світовий досвід професійної підготовки магістрів міжнародних відносин на прикладі США, Австралії і Німеччини; простежено ґенезу розвитку університетської освіти у Великій Британії та визначено п’ять періодів її розвитку; схарактеризовано сучасну систему професійної підготовки магістрів міжнародних відносин у Великій Британії; розкрито структурно-змістові, організаційні та дидактичні особливості професійної підготовки магістрів міжнародних відносин; здійснено порівняльно-педагогічний аналіз професійної підготовки магістрів міжнародних відносин у Великій Британії та Україні; обґрунтовано можливості використання інноваційних ідей британського досвіду професійної підготовки магістрів міжнародних відносин в Україні; розроблено навчально-методичний комплекс для підготовки магістрів міжнародних відносин у ВНЗ України.В диссертации осуществлен целостный системный анализ проблемы профессиональной подготовки магистров международных отношений в системе университетского образования Великобритании; обоснованы теоретико-методологические основы профессиональной подготовки магистров международных отношений; проанализирован мировой опыт профессиональной подготовки магистров международных отношений на примере США, Австралии и Германии; сделан краткий исторический анализ развития университетского образования в Великобритании и определены пять периодов его развития; охарактеризована современная система профессиональной подготовки магистров международных отношений в Великобритании; раскрыты структурно-содержательные, организационные и дидактические особенности профессиональной подготовки магистров международных отношений в британском опыте; осуществлен сравнительно-педагогический анализ профессиональной подготовки магистров международных отношений в Великобритании и Украине; обоснованы возможности использования инновационных идей британского опыта профессиональной подготовки магистров международных отношений в Украине; разработан учебно-методический комплекс для подготовки магистров международных отношений в вузах Украины.The thesis deals with a complete systematic analysis of professional training of masters in international relations in the system of university education of Great Britain. The bibliographic analyses of this topic showed that since late XX century the psychological and pedagogical investigations of theoretic and practical aspects of the professional training including masters in international relations were started in Ukraine. The conducted analyses of the literature references, documental and other sources gave grounds to state that the problem of masters in international relations in Great Britain was not the subject of systematic investigations and special analyses. The following approaches served as methodological basis to prove the concept of the professional training of masters in international relations: general scientific (systematic, synergetic, integrative, structural-functional, paradigmatic, historic-civilizational) and special (person-oriented – anthropological, person-oriented, activity-praxeological, axiological, cultural and profession-oriented – competence, acmeologial, interdisciplinary, profession-graphic). The basic principle of the professional training of masters in international relations is research-oriented paradigm. The proved approaches are established in the formulation of aims, concretization of contents, forms, didactic principles, methods and technologies of the professional training of masters in international relations, the formation of their professional competencies. The author reveals that the quality of the professional training of masters in international relations in Great Britain is influenced by modern tendencies in international relations development, global educational policy, eurointegration processes, and strategic priorities of international organizations activity that defined the basic vectors of its improvement. An important source for defining strategic priorities of solving the problems of the professional training of masters in international relations is studying and analyses of theoretical and practical experience of world’s leading countries the USA, Australia and Germany. The genesis of the development of university education in Great Britain has been analyzed and five periods have been pointed out during which conceptual ideas of university education were created, legislative base was formed, the principles of higher education development were proved, content and organizational forms of higher education were improved, the autonomy of universities has been developing, the reformation of higher education on all levels has been administered. The principle tendencies of the development of university education in Great Britain on modern stage have been define as follows: internationalization and integration of higher education; the accordance with European and world standards; democratization and standardization; autonomy of university education administration; academic mobility of students; ensuring the guarantee of high quality of university education; the creation of scientific-technological parks in university environment; strengthening the role of interuniversity international unions, centers, councils; diversification of funding sources. It has been revealed that modern system of the professional training of masters in international relations in Great Britain is an open, self-sufficient, flexible, multifunctional, multiple-discipline, adaptive structure that encompasses interdependent and interactive system-creating components which provide its dynamic and progressive development. The provision of quality and effective professional training of experts in the system of university education in Great Britain becomes possible through organic interrelation between all system levels: legislative, administrative, institutional, organizational, structural, social, economic, pedagogical, personal. The principle priorities of the system development of professional training of masters in international relations at British universities have been elaborated: the development and realization of masters training contents on the basis of scientific knowledge and technologies transfer to education practice; the creation of innovational masters programs; the development of the system of double-standard diplomas in cooperation with foreign partners; the implementation of new educational technologies to increase the efficiency of masters training and provide the quality of training; the organization of scientific probation abroad; foreign policy support. The peculiarities of the organization of the professional training of masters in international relations in Great Britain include: the education of interdisciplinary basis; flexibility, mobility, professional orientation of curriculum and programs; the implementation of competence-oriented model of education; the integration of educational courses; wide implementation of module principle of education; individualization and differentiation of education; rational combination of theoretical and practical component of education; the use of innovative and interactive technologies of education; computerization of educational processes. The comparative-pedagogical analysis of the professional training of masters in international relations at the universities of Great Britain and Ukraine has been conducted, common and divergent approaches have been revealed. The perspective tendencies of the development the professional training of masters in international relations in Ukraine have been defined: namely state support, the renovation of legislation-normative base, the realization of quality monitoring, taking into account branch component while developing educational programs, the provision of scientific-methodological support, the establishment of interdisciplinary and innovational approaches to the realization of educational programs with consideration of world standards; the development of innovational didactic complexes; the support of progressive development. The possibility of using the innovational ideas of British experience in the professional training of masters in international relations in Ukraine has been proved. The educational-methodological complex of international relations masters training in higher educational establishments of Ukraine has been elaborated