Historical and pedagogical analysis of transformation of components of higher education system in Ukraine according to standards of bologna process

The article provides historical and pedagogical analysis of ways to implement Bologna process in higher education system of Ukraine. It was found out that according to the requirements of Bologna system the basic regulatory document determining organization of educational process in definite areas of training, majors and educational and qualification levels is curriculum containing mandatory and optional parts. Mandatory part of curriculum consists of the subjects established by industry standards of education. The arrangement of learning mandatory subjects of the curriculum is indispensable and cannot be changed. Optional part of curriculum consists of two segments: subjects chosen by the university (the choice of higher educational establishment) and subjects chosen by a student out of proposed list (the choice of a student). It is stated that the list of optional subjects is determined by universities according to the concept of specialists' training at university in order to satisfy educational and qualification needs, effective utilization of potential and traditions of higher educational establishment, demands and needs of labor market. The main objective and tasks of a subject, content and requirements to knowledge and skills of students are defined by curriculum and education program of a subject. It is highlighted that although Bologna process is policy and targeted cooperation of European pedagogical universities, institutes, schools, centers, but educational scientific community of higher educational establishments clearly understands that it is not enough just to transfer one of the components of Bologna system (namely development of curriculum and education program of subjects, introduction training modules according to the number of credits, assessment of academic achievements of students with use of credit-module system of education arrangement) into the content of education because of absence of clear recommendations, experience and physiological readiness of students and teachers for that.