The article presents the comparative analysis findings related to the current trends in higher education in the ten European Higher Education Area countries. The focus of this study is to identify Ukraine's transformations and developments in higher education through the lens of similarities and differences in the higher education in the ten countries. Although all these countries belong to the European higher education area (EHEA), the five countries including Austria (AT), the Czech Republic (CZ), Germany (DE), Slovakia (SK), Sweden (SE) are the European Union members while Armenia (AM), Azerbaijan (AZ), Georgia (GE), Moldova (MD), and Ukraine (UA) have a 'non-EU country' status. Being a member of the Bologna process since 2005, Ukraine was the only country with legislation in higher education that was not adjusted to current requirements and realities of the deep transformation process in Europe, until 2014. The findings provide insight for how the countries approach Bologna reforms, what aspects they prioritize, what challenges they are facing. Existing reports and studies tackling the issue of trends in higher education are consulted and thoroughly analyzed through the indicators including the number of the students in the ten European Higher Education Area countries, enrollment trends in tertiary education, tertiary education public expenditure in a year as a GDP proportion, academic staff, age groups and gender division, quality assurance, European Credit Transfer and Accumulation System, and student mobility.
The article discusses the legislature in Ukraine that shaped the 'inclusion' trend to provide the disabled children and youth with equal access to education. The article focuses on secondary education system that helps understand the educational setting. It gives an overview of the terms referring to the special needs children. Areas of particular concern include the inclusion of the disabled youth in higher education that is currently lacking the concept. It examines the reasons that hinder 'inclusion' and measures to be taken to improve the situation.
The relevance of the research problem tackling the inclusive education evolution in the United States is explained by the fact that it the USA has been a leader in developing a rights-based model of inclusive education. The research is conditioned by the current stage of national education that undergoes modernization, the steady course of Ukraine to create an inclusive school, and government’s request to implement its initiatives. The purpose of this article is to present a reconsidered historical analysis of the inclusive education in the USA that represents an expansion of earlier research conducted by the author. Methods applied include historical and comparative research. The author’s periodization that describes the phases in the inclusive education development in the USA is presented. This is based on the chronologically arranged U.S. federal legislation related to ensuring equal rights and opportunities. It is stated that some court decisions and federal legislation that incorporated court decisions clearly marked the phases in inclusive education development. These legislative milestones beginning each phase include the U.S. Supreme Court decision Brown v. Board of Education of Topeka (1954), the Education for All Handicapped Children Act (1975), the Education of the Handicapped Students Act Amendments (1986), No Child Left Behind Act (2001), and Every Student Succeeds Act (2015). Consequently, there are five phases in the inclusive education development and each phase reflects the general trend in the U.S. inclusive education. The initial phase is referred to as the active social movement for the right to education (1954–1974). In the second phase, children with disabilities were integrated into regular schools through mainstreaming (1975–1985). Then comes the so-called Regular Education Initiative phase or full inclusion (1986–2000), followed by the accountable inclusive education phase (2001–2014). Finally, the phase of the high-quality inclusive education started in 2015 and continues today.
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