Tendenciji rozvytku klasyčnych universytetiv nimeččyny

The dissertation is devoted to the development of German classical universities. Foreign and Ukrainian research works have been thoroughly analyzed. The definitions like “classical universities of Germany”, “university education of Germany”, have been researched in our paper. The main periods of development of German classical universities have been defined and characterized. The criteria for these periods are historical, socio-political, and socio-economical factors that affected the processes of development. The main periods are: first period (1945-1949) – the period of rebuilding and reconstruction the university system; second period (1949-1990) – reformation of the universities educational system in FRG (Federal Republic of Germany) and in GDR (German Democratic Republic); third period (1990-2015) – development of education in the reunificated Germany. According to these periods the classification of the classical German universities was made. The tendencies of the development are classified according to their unity (general) and to their difference (specific) of the processes. ? erspective German experience of the implementation into the educational space of Ukraine is singled out. In our paper, the peculiarities of development in German universities (1945-2015) are presented and characterized. The main tendencies of development in the Federal Republic of Germany are: the renovation in the post-war era; the rising number of students; internationalization; following the principles of Wilhelm von Humboldt’s educational model; ascending academic mobility among students and university staff; integration into the European higher education space due to the Bologna process; implementation of new degrees: Bachelor and Master; participation in the prestige international educational competitions, such as Excellence Initiative. In our research, main tendencies of development in the German Democratic Republic are characterized. Those are the centralized educational administration; strong ideology of higher education; renaming the universities; reestablishing faculties into the sections within university structure; concentration on professional education; intensive cooperation with colleagues and universities from the Soviet Union. Our paper focused on the development of classical universities in the reunificated Germany (1990-2015). The main vectors of modernization due to the Bologna processes were outlined and characterized in the paper. The empirical part of our research included interviews with leading professors from the University of Cologne, Heidelberg Universities and the University of Trier. The main questions dealt with the educational policy of the university and the federal state. Among other important questions was the professor’s approach towards the implementation of the Bologna process. The students from two Ukrainian universities were also interviewed. We asked students to define classical universities in Germany, to name some of the well-known classical universities and to express their own opinion about the implementation of the Bologna process. Most of the respondents named more advantages than disadvantages of the Bologna process in their written answers. The approach of the professors towards the Bologna process was more complex as they outlined both advantages and disadvantages of this educational reform.