Законодавче, навчально-методичне та матеріально-технічне забезпечення української освітньої
системи потребує суттєвого вдосконалення, тому вивчення та творче використання зарубіжного досвіду є
актуальним завданням педагогічних досліджень. У різних країнах, звичайно, існують певні відмінності в
підходах до змісту й організації мистецької, педагогічної та професійно-художньої підготовки в закладах
різного рівня. Прискіпливий огляд і узагальнення підходів до розвитку та вдосконалення художньо-педагогічної
освіти дають змогу виділити оригінальні риси національних систем і спільні світові тенденції. Розглянемо
провідні тенденції розвитку вищої професійно-художньої освіти у Польщі, які важливі з огляду завдань
модернізації сучасної освіти України.
Legislative, teaching, methodological and logistical support of the Ukrainian educational system requires
the significant improvement, therefore the study and creative use of foreign experience is an actual task of pedagogical
research. In different countries, of course, there are some differences in approaches to the content and organization
of artistic, pedagogical and professional-artistic training in institutions of different levels. A sophisticated review
and synthesis of approaches to the development and improvement of artistic and pedagogical education make it
possible to distinguish the original features of national systems and common world trends.
The work of both domestic and foreign researchers in the educational field of Great Britain, France, the USA,
Japan and other countries with advanced educational systems shows, first of all, the priority of a person-oriented
approach to learning, where the main role is given to the creativity of the student based on the ideas of free
education of the person.
As the system analysis of foreign pedagogical education shows, the modern universities should provide
conditions for the functioning of a variegated, multilevel system of education, the main advantage of which is that it
is oriented to the prompt satisfaction of the needs of the educational system and the personal orientation of the
students themselves. Western universities are mainly large educational and production complexes that combine
educational and research institutes, colleges, faculties, departments, industry centers, problem laboratories, design
and technology bureaus, which enable them to organize the flexible learning process, necessary for a broad
interrelated and interdependent interdisciplinary training of a modern professional educator. There are a number
of targeted projects on the basis of which they provide the opportunity to receive the specialists’ diploma immediately
after the completion of institutions of higher education or after a certain period of time, and even after many years. In England, these programs are called “licensed” and “articulated” teachers, in France – “Capee” and
“Egrygayshn”, in Italy – “Consortium”. Some scholars identify these programs in a separate level of pedagogical
education.
Let’s consider the leading trends in the development of higher professional education in Poland, which are
important in view of the modernization of tasks of modern education in Ukraine.
