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author: Tetiana Skyrda


Urgency of the research. The current stage of higher education development in many countries of the world is marked by a number of trends, among which the expansion of academic mobility is one of the significant ones. Ukraine’s involvement in the Bologna Process has significantly influenced the development of national and international academic mobility.

Target setting. The Internalization Education Cooperation Strategy in the National Aviation University 2018-2020 states that the academic mobility of students and staff members will facilitate integration into the European and global education space. In view of this, our scientific interest is to observe the formation of academic mobility of students in the National aviation university (NAU), in particular bachelors in international relations, in the context of Bologna reforms.

Actual scientific researches and issues analysis. The impact of the Bologna process on the development of higher education in Ukraine, the deployment of academic mobility of students and tutors, particularly in the frame of the Bologna process was investigated by V. Andrushchenko, V. Bobrytska, L. Grebnev, M. Zgurovsky, O. Kozievska, A. Kolot and others.

The research objective. The purpose of the study is to substantiate the impact of the Bologna reforms on the formation of academic mobility of bachelors in international relations in the view of specifics of their professional training.

The statement of basic materials. Among the peculiarities of the professional training of future bachelors in international relations in NAU are the following: a focus on a high level of fundamental and practical training; formation of general and specific competences of a future specialist in the field of international economic, legal and information activity; providing upto-date knowledge of the basic principles and norms of international business and law; providing deep knowledge of the theory and practice of international relations, acquiring the skills to successful advancement into the world markets with the competitive national products, analysis of market conditions, formation of foreign language competence. Analysis of the documents of the Bologna process, including the Bologna Joint Declaration (Italy, 1999), the Copenhagen Declaration ( Denmark, 2001), the Bergen Communiqué ( Norway, 2005), the London Communiqué ( United Kingdom, 2007), the Leuven Communiqué ( Belgium, 2009), Budapest The Vienna Declaration (Hungary-Austria, 2010), the materials of the Bucharest Conference and the Third Bologna Forum (Romania, 2012), the Paris Communiqué (France, 2018), indicate that mobility is one of its important goals and tools. The documents of the Bologna Process, as well as the legislative and legal support of Ukraine, create the basis for the formation of academic mobility of NAU students, including bachelors in international relations.

Conclusions. Ukraine is focused on meeting the goals of expanding academic mobility of students and tutors. Formation of academic mobility of NAU bachelors in international relations is based on national legislation and implemented in the context of Bologna reforms.

Keywords: academic mobility, Bachelor in International Relations, Bologna Process, Bologna Reforms

 

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