O PAPEL DAS PARTES INTERESSADAS NA GARANTIA DA QUALIDADE DO ENSINO SUPERIOR NA UCRÂNIA

COOPERAÇÃO E PARCERIA

Autores

  • Galyna Cherusheva PhD in Pedagogy, Associate Professor, Head of Career Guidance Department, Department of Philosophy, Law, and Social Sciences and Humanities, National Academy of Statistics, Accounting and Auditing, National Academy of Statistics, Accounting and Auditing, Ukraine, Kyiv, Ukraine https://orcid.org/0000-0001-9652-0913
  • Olena Karpenko Doctor of Pedagogical Sciences, Professor, Professor of the Department of Social Pedagogy and Social Work, Faculty of Psychology, Social Work and Special Education, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine https://orcid.org/0000-0002-6715-2899
  • Lesya Verbovska PhD in Economics, Associate Professor, Department of Management and Administration, Ivano-Frankivsk National Technical University of Oil and Gas, Ivano-Frankivsk, Ukraine https://orcid.org/0000-0002-2509-1194
  • Mykola Kolomiiets PhD in Pedagogy, Associate Professor, Department of Technological Education, Faculty of Technology and Design Mykhailo Dragomanov State University of Ukraine Kyiv, Ukraine https://orcid.org/0000-0003-0960-345X
  • Nataliia Savastru Assistant Professor, Assistant Director for Scientific and Methodical Work, Department of Theoretical Disciplines, Serge Lifar Kyiv Municipal Academy of Dance, Kyiv, Ukraine https://orcid.org/0000-0002-0845-3763

DOI:

https://doi.org/10.18316/rcd.v16i44.12256

Palavras-chave:

padrões académicos, reformas educativas, envolvimento da comunidade, cooperação institucional, gestão da qualidade

Resumo

O objetivo do artigo proposto é analisar o papel dos intervenientes na garantia da qualidade da educação, o que implica também o estudo dos sistemas existentes para o estabelecimento de cooperação e parcerias com vista a uma aprendizagem mais eficaz. A concretização deste objetivo envolveu a utilização de um método de inquérito científico realizado a 56 intervenientes num dia, o que permitiu estabelecer avaliações independentes e imparciais. Os resultados mostram que a maioria dos inquiridos é ambivalente ou otimista em relação à instituição das partes interessadas. Os principais tipos de parcerias são estágios e práticas, programas de práticas conjuntas, projectos de investigação conjuntos, apoio a cursos de formação, participação em palestras e seminários e participação em feiras de carreiras. Ao mesmo tempo, o estudo identifica as principais dificuldades que afectam a implementação desta cooperação: falta de comunicação eficaz, diferentes prioridades das instituições de ensino superior e das partes interessadas, restrições financeiras, currículos desactualizados e falta de qualificações dos professores, bem como obstáculos legislativos específicos. As conclusões sugerem medidas para melhorar a situação: uma revisão qualificada dos currículos, formação avançada dos professores, desenvolvimento de competências práticas adequadas, criação de conselhos consultivos qualificados com representantes das empresas para desenvolver currículos e cursos, introdução de um acompanhamento único e melhoria das infra-estruturas educativas.

Biografia do Autor

Galyna Cherusheva, PhD in Pedagogy, Associate Professor, Head of Career Guidance Department, Department of Philosophy, Law, and Social Sciences and Humanities, National Academy of Statistics, Accounting and Auditing, National Academy of Statistics, Accounting and Auditing, Ukraine, Kyiv, Ukraine

PhD in Pedagogy, Associate Professor, Head of Career Guidance Department, Department of Philosophy, Law, and Social Sciences and Humanities, National Academy of Statistics, Accounting and Auditing, National Academy of Statistics, Accounting and Auditing, Ukraine, Kyiv, Ukraine

Olena Karpenko, Doctor of Pedagogical Sciences, Professor, Professor of the Department of Social Pedagogy and Social Work, Faculty of Psychology, Social Work and Special Education, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine

Doctor of Pedagogical Sciences, Professor, Professor of the Department of Social Pedagogy and Social Work, Faculty of Psychology, Social Work and Special Education, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine

Lesya Verbovska, PhD in Economics, Associate Professor, Department of Management and Administration, Ivano-Frankivsk National Technical University of Oil and Gas, Ivano-Frankivsk, Ukraine

PhD in Economics, Associate Professor, Department of Management and Administration, Ivano-Frankivsk National Technical University of Oil and Gas, Ivano-Frankivsk, Ukraine

Mykola Kolomiiets, PhD in Pedagogy, Associate Professor, Department of Technological Education, Faculty of Technology and Design Mykhailo Dragomanov State University of Ukraine Kyiv, Ukraine

PhD in Pedagogy, Associate Professor, Department of Technological Education, Faculty of Technology and Design Mykhailo Dragomanov State University of Ukraine Kyiv, Ukraine

Nataliia Savastru, Assistant Professor, Assistant Director for Scientific and Methodical Work, Department of Theoretical Disciplines, Serge Lifar Kyiv Municipal Academy of Dance, Kyiv, Ukraine

Assistant Professor, Assistant Director for Scientific and Methodical Work, Department of Theoretical Disciplines, Serge Lifar Kyiv Municipal Academy of Dance, Kyiv, Ukraine

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Publicado

2024-12-18

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v. 16 n. 44 (2024)

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Artigos

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Copyright (c) 2024 Galyna Cherusheva, Olena Karpenko, Lesya Verbovska, Mykola Kolomiiets, Nataliia Savastru

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