=Paper=
{{Paper
|id=Vol-2387/20190385
|storemode=property
|title=Integration of IT Education in Ukraine into the European Educational Space
|pdfUrl=https://ceur-ws.org/Vol-2387/20190385.pdf
|volume=Vol-2387
|authors=Tetiana Kovaliuk,Nataliya Kobets
|dblpUrl=https://dblp.org/rec/conf/icteri/KovaliukK19
}}
==Integration of IT Education in Ukraine into the European Educational Space==
https://ceur-ws.org/Vol-2387/20190385.pdf
Integration of IT Education in Ukraine into the European
Educational Space
Tetiana Kovaliuk 1’[0000-0002-1383-1589]’ and Nataliya Kobets 2’[0000-0003-4266-9741]’
1National technical university of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, 37
Prospect Peremogy, Kyiv, Ukraine, 03056
tetyana.kovalyuk@gmail.com
2Borys Grinchenko Kyiv University, 18/2 Bulvarno-KudriavskaStr, Kyiv, Ukraine, 04053
nmkobets@gmail.com
Abstract. A systematic approach to determining the requirements of the IT
industry for the Master’s degree of Information Systems, a systematic analysis
of the European framework of ICT competencies and the MSIS2016
international standard competencies for the development of a competency
paradigm of IT education and methods for processing statistical information to
analysis the results of the employer’s survey were applied. The scientific
novelty is the methodology of development of an educational program for
Master’s in Information Systems based on systematization of the IT industry
requirements regarding competencies of graduates and statistical analysis of the
results of the employer’s survey. Approbation of the research results within the
framework of Erasmus+ MASTIS project of the European Union program
during pilot implementation of the educational program of Master in
Information Systems at six Ukrainian universities gave positive results.
Keywords: competence, competency, Information Systems, Information
Technologies, IT education, IT industry, educational program.
1 Introduction
Information Technology (IT) forms the basis of any developed economy. Information
and Communication Technologies are identified as a priority direction of economic
development for the period up to 2020 in accordance with the Law of Ukraine on
"Priority directions of science and technology development". IT is one of the most
dynamic and successful industries in Ukraine and is a major source of competitive
advantage for business entities in the digital economy era. Information systems (IS),
upon their implementation, are instrumental in improvement of the management
structure, facilitating prompt reacting to changing market conditions and development
of marketing strategies. Qualified professionals are the main IT resource. Their
insufficient quantity and quality are one of the main constraints on the development of
this sector of the economy.
The market demand for Information Systems and Technology specialists is
growing every day; their role in improvement of the efficiency of Ukrainian economy
is on the rise. IT industry requirements for information system specialists are
formulated in the form of competencies. These competencies are a set of requirements
regarding possession of a large range of modern information technology, skills of
modelling, programming and support of information systems, understanding the
subject area, the ability to analyze and optimize automated business processes and the
tasks of organizational management, methods and technologies of project
management and to undertake management decisions.
Educational paradigm, which is based on the principle of higher educational
institutions graduates’ competency formation of, that is the ability to meet the
industry requirements in the context of knowledge, skills, experience, personal
qualities, is defined as a competency paradigm.
Many IT companies have research and development centers whose task is to
achieve competitive advantages by developing innovative technologies and creating
new information services. IT graduates with a Master's degree should have the
appropriate skills to work at such centers. The current level of masters' training in
higher educational institutions, given the crisis state of science sector development in
Ukraine (0.41 percent of GDP planned for 2019 [1]) does not meet these
requirements. Current masters do not know how to formulate goals and objectives of
scientific research, identify critical errors, have no experience in conducting research
and developing research results, and do not have the ability of a researcher and an
architect [2]. Therefore, the implementation of the competency paradigm of education
in higher education institutions is an actual methodological problem of organizing the
educational process with the provision to provide high-quality training of specialists
for the IT industry in accordance with the requirements of the labor market.
Many scientific papers of native and foreign researchers are devoted to the analysis
of the status and improvement of the quality of the education for the Bachelor`s and
Master`s degrees in IT specialties. In particular, V. Andrushchenko, V. Viktorov [3],
S. Nikolaienko [4], O. Yesina [5], Y. Yakymenko [6], E. Hanushek, L. Wößmann [7],
C. Hordiichuk [8] suggest different views and methods of searching the ways to
improve the quality of the educational process. The common point for many authors
is the idea of the necessity to harmonize educational programs with the real needs of
the labor market [9], the interaction of higher education institutions, IT enterprises
and authorities, such as the triple helix model [10], the formation of a new model of a
project and entrepreneurial university [11], in particular for IT education.
Features of the competency paradigm are considered in the works of A. Andreev
[12], G. Ponomarenko [13], O. Ovcharuk [14], S. Lisova [15], N. Bibik [16], and
others. The authors consider the essence of the formation of key competencies, the
conditions for the implementation of the competency approach. Thus, the competency
paradigm involves the implementation of educational programs that allow the period
of adaptation of university graduates to the requirements of the industry and the time
graduates need to join employer’s production process to be as short as possible. The
university model, based on the triple helix principle, will turn it into a project and
entrepreneurial educational institution, in which the students’ designs, practical work,
and the educational process will be combined into one business process within the
university.
2 Discussion
2.1 Rationale for Changing the Educational Paradigm
Education reconstitutes and improves the intellectual, mental and economic potential
of the society. Reforming the education system to increase the quantity and improve
the quality of training technical specialties graduates, in particular in the field of IT, is
one of the first steps to stimulate the growth of the innovative component of the state
and to unlock Ukraine's intellectual potential. The system of IT education should play
a catalyst role in the development of the entire education system, just as information
technology plays a leading role in the development of science, technology, and
society as a whole.
The major problems of higher education, including IT education, are:
weak staffing of the educational process with qualified teachers and inadequate
remuneration for their labor;
obsolete material and technical base of departments that carry out training in IT
specialties;
unsatisfactory training of students and schoolchildren in the field of information
technology, physical and mathematical disciplines;
outdated curricula and discipline programs;
exodus of talented students and schoolchildren to foreign universities;
flight of qualified specialists to work at foreign IT companies;
low motivation of students because of the hard dictate of disciplines to be studied
that is imposed by the university administration and the lack of possibility to
implement personal educational learning trajectories.
The "Information Technologies of Ukraine" Association has determined that an
experienced teacher brings much more profit to IT companies if he is in his place –
that is, in a university – because he provides an average of 20-30 qualified young
professionals to leading IT companies [17]. For their part, IT companies are trying to
encourage teachers’ quality work by stimulating them for professional growth and
effective use of their own professional knowledge.
Ways to solve the problems above are:
to arrange the exchange of experience between qualified teachers and IT staff;
to modify work plans and programs considering the current needs of IT companies;
to bring experienced teachers back from IT companies to higher education
institutions while retaining the level of material incentives;
to improve the teachers' qualifications via distance courses, internships in IT
companies, etc.;
to provide additional training on modern information technologies for students and
pupils;
to attract post-graduate students and masters to teaching work;
to encourage university professors to work with students and schoolchildren.
Thus, harmonization of the requirements of the IT industry and IT education, the
implementation of a competency educational paradigm with the introduction of
personal educational learning trajectories in accordance with the desires, capabilities
and abilities of students is the basis for defining the strategy of IT education
development.
2.2 International Projects for Capacity Building in Higher Education of
Ukraine
Ukraine solves several tasks within the framework of the international projects of the
Erasmus + program of Capacity Building in Higher Education, funded by the
European Union (EU), in particular:
modernization, introduction of innovations and accessibility of Higher Education;
improving the quality of Higher Education and its relevance to the needs of the
world and national labor markets and society;
promotion of cooperation between the EU and partner countries;
development of a common educational space within the framework of EU
initiatives, interpersonal contacts and intercultural awareness and mutual
understanding.
One of such Erasmus+ projects that initiates the training of Masters in Information
Systems (IS) in Ukraine is the MASTIS project "Establishing Modern Master-Level
Studies in Information Systems" [18]. The content of the masters' training in this
project corresponds to modern European standards for Information Systems,
requirements of the Ukraine IT industry, international competences of the IS
specialists under the European e-Competence Framework (e-CF). The orientation of
masters' studies in Information Systems on European value propositions will ensure
student mobility in the context of the Erasmus+ program of the European Union.
Competence-based approach and assessment of learning outcomes in accordance
with the “Tuning Educational Structures in Europe” project, laid the foundation for
the development of an IS training program for MASTIS [19]. According to the
Tuning methodology, the learning outcomes are statements of what a learner is
expected to know, understand and/or be able to demonstrate after completion of
learning. Learning outcomes are formulated in terms of competencies. Competency is
a dynamic combination of knowledge, hard and soft skills, ways of thinking,
professional, ideological and civic qualities, moral and ethical values, which
determines a person's ability to successfully carry out professional and further
educational activities and is the result of learning at a certain level of higher education
[20]. The development of competencies is the goal of educational programs. The main
difference between learning outcomes and competencies is that the former is
formulated by teachers both at the curriculum level and for a separate discipline,
while the learners acquire the competencies [21].
The IT industry has specific requirements for the level of graduates’ competencies,
which take form of the list of competencies. By definition [22], competency is a
quality of the person, which manifests in the specific ability and readiness to
effectively perform a certain action in a particular subject area, which involves
specific knowledge, hard, soft skills, ways of thinking and a sense of responsibility
for their actions.
According to the notions above, the competency is an integrative embodiment of
the competences.
2.3 European e-Competence Framework and its Relation to the Professional
Standard of IS Specialist
Requirements to IT professions in the form of competences are defined in the
European e-Competence Framework (e-CF). The e-CF provides a reference to 40
competences regarding the Information and Communication Technology (ICT), using
a common language for competencies, skills, knowledge and proficiency levels that
can be understood across Europe. The e-CF is a component of the European Union’s
strategy for e-skills in the 21st century supported by the European Commission and
the Council of Ministers. The Framework supports key policy objectives of the
Digital Skills and Jobs Coalition and benefits the ever growing user community from
the EU and across the world.
The European e-Competence Framework has four dimensions. These dimensions
reflect different levels of business and human resource planning requirements in
addition to job / work proficiency guidelines and are specified as follows [23]:
1. Five e-Competence areas, derived from the ICT business processes PLAN,
BUILD, RUN, ENABLE and MANAGE.
2. A set of reference e-Competences for each area, with a generic description for each
competence. Forty competences identified in total provide the European generic
reference definitions of the e-CF 3.0.
3. Proficiency levels of each e-Competence provide European reference level
specifications on e-Competence levels from e-1 to e-5, which are related to the
EQF levels 3 to 8.
4. Samples of knowledge and skills relate to e-Competences in dimension 2. They are
provided to add value and context and are not intended to be exhaustive.
The e-CF Profession List contains 30 profiles (Fig.1).Among the 30 e-CF IT-profiles
seven professions can be highlighted that are included in the MASTIS project in terms
of defining the knowledge and skills required to carry out professional tasks by
Information System specialists. These are the following: [24]:
Business Analyst, who analyzes Information Systems for improving business
performance, identifies areas where information system changes are needed to
support business plans and monitors the impact in terms of change management,
contributes to the general functional requirements of the business organization in
the area of ICT solutions;
Business Information Manager, who proposes, plans, and manages functional and
technical evolutions of the Information System within the relevant business
domain, manages and implements updates to existing applications and maintenance
activities guided by the needs, costs, and plans agreed with internal users;
Enterprise Architect, who designs and maintains the Enterprise Architecture,
balances technological opportunities with business process requirements. Links the
business mission, strategy, and processes to the IT strategy;
Systems Analyst, who analyzes requirements and specifies software and systems,
ensures the technical design and contributes to implementation of new software
and/or enhancements;
Project Manager, who manages projects to achieve optimal performance
conforming to original specifications, defines, implements, and manages projects
from conception to final delivery, responsible for achieving optimal results;
conforming to standards for quality, safety; and sustainability and complying with
defined scope, performance, costs, and schedule;
System Architect, whose main tasks are to develop the IS and software
architectures;
Cyber Security Manager, who manages security policy of the Information System.
Fig. 1. List of ICT Profiles in accordance with the European e-Competence Framework.
Knowledge and skills are identified for each profession in accordance with e-CF. For
example, one of the competencies for the Business Analyst profile is defined as “IS
and Business Strategy Alignment” at the stage of the Planning. Knowledge and skills
that are associated with this competence and are recommended by e-CF are given in
Table 1.
Table 1. An example of knowledge and skills for competence “IS and Business Strategy
alignment” from e-CF
# Knowledge Skills
1 Business strategy concepts Analyse future developments in business
process and technology application
Understand the legal & regulatory
landscape in order to factor into business
requirements
2 Trends and implications of ICT Contribute to the development of the
internal or external developments business strategy
for typical organisations
3 The potential and opportunities of Review and analyse effects of
relevant business models implementations
4 The business aims and Determine requirements for processes
organisational objectives related to ICT services
identify and analyse long term user /
customer needs
5 The issues and implications of Analyse feasibility in terms of costs and
sourcing models benefits
6 The new emerging technologies Understand the impact of new technologies
(e.g. Distributed systems, on business (e.g. open / big data,
virtualisation, mobility, data sets) dematerialization opportunities and
strategies)
Understand the business benefits of new
technologies and how this can add value
and provide competitive advantage
7 Architectural frameworks Understand the enterprise architecture
8 Security Contribute to the development of ICT
strategy and policy, including ICT security
and quality
The improve cooperation of IT education with employers is one of the tasks of e-CF.
IT education needs to coordinate educational content with the requirements of the IT
industry, and therefore e-CF is a perfect tool to support such cooperation.
Professional Standards in IT industry contribute to coherence of graduates’
qualifications with employers’ requirements. Professional standards provide the
education sector with necessary data regarding graduates’ professional activity area,
objects of this activity, its kinds and tasks, necessary competencies for future
professionals. Professional IT standards can be applied to: the development of
educational standards based on professional standards; the development of
educational programs with regard to IT industry requirements; education quality
evaluation in accordance with the employers’ requirements; prompt update of
educational standards based on changes in professional standards [25].
The compliance of the professional standard of the IS specialist with the e-CF is
presented in Table 2.
Table 2. Correspondence between functional areas of Information Systems Specialist
Professional Standard and e-CF descriptors for master in IS.
# Functional Area of ICT Competence ICT Competence according to
Professional Descriptor according the e-CF
Standard to the e-CF
1 The Pre-contractual А. Plan A3. Development of business plans
Work E. Manage E1. Development of forecasts
2 Management of А. Plan A2. Management of the service
Requirements level
4 Human Resources D. Enable D3. Organization of studies
D9. Staff training
5 Modelling of the А. Plan A1. Reconciliation of IS and
Customers’ business strategy
Business Processes
6 Communications D. Enable D10. Information and knowledge
Management E. Manage management
E4. Relationship Management
7 Procurement D. Enable D4. Ensuring of the procurement
Management process
8 Management of D. Enable D8. Contract Management
contractual relations
9 Development А. Plan A5. Designing architecture
Process В. Build A6. Applications’ development
B2. Systems’ integration
B3. Testing
10 Quality Assurance D. Enable D2. Development of IS Quality
E. Manage Assurance Strategy
E6. IS Quality Management
12 Deployment/ А. Plan A7. Introduction of technologies
Implementation of В. Build B1. Design and Development
IS B4. Solutions’ Deployment
13 Management of E. Manage E5. Improvement of processes
Changes E7. Management of Changes
14 Document В. Build B5. Development of the
Management documentation
15 Security D. Enable D1. Development of Information
Management E. Manage security strategy
E3. Risk Management
E8. Information security
management
The Erasmus+ MASTIS project “Establishing Modern Master-level Studies in
Information Systems” (No 561592-EPP-1-2015-1-FR-EPPKA2-CBHE-JP), the
requirements of parties involved and the Professional Standard of IS specialist
became the basis for the development of Master’s Degree Programs in the field of IS
in Ukraine.
2.4 Competency Model for Master’s Degree Programs in IS
The methodological basis for defining the contents of the Master's curriculum for the
MASTIS project was the Curricula Recommendations from the Association for
Computing Machinery (ACM) and the Association for Information Systems (AIS).
ACM along with leading professional and scientific computing societies has
endeavored to tailor curriculum recommendations to the rapidly changing landscape
of computer technology. AIS serves society through the advancement of knowledge
and the promotion of excellence in the practice and study of Information Systems.
The Curricula Recommendations are based on a hierarchy of competency areas,
competency categories, and sample competencies for IS. A set of competencies in the
areas of Information Systems form the competency model presented in the document
“MSIS 2016: Global Competency Model for Graduate Degree Programs in
Information Systems” (Fig.2). MSIS 2016, the European e-Competence Framework
and the Professional Standard of IS specialist formed the basis of the curricula for the
Master's program in IS.
Fig. 2. Competency Model for Master's program in IS [24].
The normative part of the Master's program in IS with the MASTIS project was
developed based on the survey of IT company managers in different regions of
Ukraine to determine the requirements of the IT industry for the content of masters
training. The competencies that IS masters have to gain during their training for
successful employment in the IT industry are identified as a result of this survey. The
key competencies defined by the MSIS2016 areas and summarized results of the
survey of employers regarding the specification of the requirements to the IS masters’
qualifications are given in Table 2. The evaluation is carried out on a 5-point scale.
Table 3. Key competencies and generalized survey results of employers in Ukraine.
Competency areas and categories Results of assessment of the
competency importance
1. Business Continuity and Information Assurance
Managing system recovery 3,33
Assuring safety throughout systems lifecycle 4,17
2. Systems Development and Deployment
Selecting between systems development approaches 4,33
Designing systems 5
3. Data, Information and Content Management
Selecting appropriate data management technologies
based on the needs of the domain 4,67
Creating a scalable infrastructure for large amounts of
data using parallel and distributed technologies 4,83
4. Ethics, Impacts and Sustainability
Maintaining an ethical culture 2,67
Maintaining compliance with legislation, regulations, and
standards 3
5. Enterprise Architecture
Participating in building and maintaining an EA 3
Communicating and deploying an EA 3,17
6. IS Strategy and Governance
Conducting IS strategic analysis 3,5
Engaging in IS strategic planning 3,67
7. Innovation, Organizational Change and Entrepreneurship
Innovating by exploiting an emerging method or
technology 4,5
Application of creative problem solving to technology-
related issues 4,17
8. IS Management and Operations
Managing IS/IT projects and programs 3
To apply widely used Project Management tools and
techniques 4
9. IT Infrastructure
Designing infrastructure solutions using external service
provider(s) (cloud computing) 4,17
Infrastructure risk management 4,5
System analysis of the employers’ requirements to Master in Information Systems,
the structure of competency areas and competency categories, model of the
educational program are shown in detail in [24] [26].
The analysis of the employer’s survey results (Table 3) was used to determine the
content of the educational curriculum for masters in IS in the form of a list of the
following academic disciplines [18]:
Innovations and Entrepreneurship;
Information System Strategy;
Data Bases and Data Warehousing;
Information System Development and Deployment;
Enterprise Architecture Management;
Information System Security;
Information Technology Infrastructure;
Management of Information System Projects.
The list of disciplines corresponds to the areas and competency categories defined in
MSIS 2016 and the list of IT professions according to e-CF. Methodological
complexes for each discipline have been developed. They are based on the European
format and include:
List of competencies;
List of Programme learning Outcomes;
Correlation matrix of Competencies and Programme learning Outcomes;
Correlation matrix of Programme Learning Outcomes and Courses;
Course Descriptors;
List of Course Learning Outcomes;
Correlation matrix of Programme Learning Outcomes and Course Learning
Outcomes;
Themes, Theoretical component, Practical component, Learning Objectives;
Recommended or required reading.
The content of each discipline is a unique experience of combining intelligence and
creative forces of teachers, scientists, practitioners and employers from Ukraine and
the European Union countries. As a result of the creative partnership teaching
programs for disciplines have been developed. They integrate the requirements of the
IT labor market, scientific research and practical results in the field of IS, modern
teaching methods, revitalization students' activity, and the students’ wishes for more
pragmatic courses.
The developed methodical complexes have been reviewed at the universities –
partners of the MASTIS project, at IT companies - associated project members, and at
universities of Ukraine. During the 2017-2018 academic year, a pilot test was
conducted for the academic disciplines of the project. Based on the results of pilot
reading of disciplines, directions for further work on improving the content of
disciplines, teaching methods, teaching materials, in particular, for distance learning
are determined.
3 Conclusions
The experience of developed countries shows that in the modern world, science and
education are becoming main structural factors of the modern economy. An important
task is the development of IT education as a driving factor for the entire educational
system.
One of the major challenges, which higher IT education faces, is the need to reduce
the gap between theoretical knowledge and practical skills and to make the
educational process flexible and adequate to ever-changing needs.
Thanks to the MASTIS project supported by the European Union's Erasmus+
program, Ukraine has received the European level-Master's degree program in
Information Systems, which is harmonized with the requirements of the IT industry in
Ukraine and the European requirements for IT professions.
The prospect of further research lies in finding ways and developing models for
effective adaptation of students of IT specialties to the business processes of IT
companies within the competency education paradigm.
References
1. Derzhbyudzhet-2019. Shcho ukhvalyla Verkhovna Rada?. http://ces.org.ua/wp-
content/uploads/2018/01/budget-2018_flash.pdf, last accessed 2019/02/18.
2. Syrota O. P. Kakaya mahystratura nuzhna YT-spetsyalystu? Available in:
http://dou.ua/forums/topic/10467/, last accessed 2019/01/25.
3. Andrushchenko V.P., Viktorov V.H. Yakistʹ osvity v dzerkali suchasnykh vymoh ta
ekspektatsiy.
http://enpuir.npu.edu.ua/bitstream/123456789/14332/1/Andruschenko_Victorov.pdf, last
accessed 2018/11/15.
4. Nikolayenko S.M. Yakistʹ vyshchoyi osvity Ukrayiny – pohlyad u maybutnye. Svit
finansiv. Vypusk 3 (8), zhovtenʹ (2006), pp. 7 – 22.
5. Yesina O. H. Kryteriyi otsinky yakosti pidhotovky suchasnykh fakhivtsiv.
http://dspace.oneu.edu.ua/jspui/bitstream/123456789/1401/1/Kryteriyi%20otsinky%20yak
osti%20pidhotovky%20suchasnykh%20fakhivtsiv.pdf, last accessed 2018/11/15
6. Yakymenko YU.I. Yakistʹ osvity – krok do yevropeysʹkoyi intehratsiyi. Mode of accessed
: http://kpi.ua/530-3, 2018/11/15
7. E. Hanushek, and L. Wößmann, The Role of Education Quality for Economic Growth,
World Bank Policy Research Working Paper, Vol. 4122, (2007)
8. Hordiychuk S.V. Vprovadzhennya vnutrishnʹoyi systemy zabezpechennya yakosti za
uchastyu studentiv. http://lib.iitta.gov.ua/707654/1/Gordiychuk_S.V.Vprovadzhennya
_vnutrishnoyi_sistemi_zabezpechennya_yakosti_za_uchastyu_studentiv.pdf, last accessed
2018/11/15
9. Hnatyuk S. L. Aktualʹni pytannya ta perspektyvy kadrovoho zabezpechennya IT-sfery v
Ukrayini. http://www.niss.gov.ua/articles/1519/, last accessed 2019/01/25.
10. Etzkowitz H. The Triple Helix: University-industry-government Innovation in Action.
Published by Routledge (2008).
11. Kovaliuk T. V., Kobets N. M. Modelʹ «potriynoyi spirali» yak faktor innovatsiynoho
rozvytku pidpryyemnytsʹkoho universytetu. Vseukrayinsʹka naukovo-praktychna
konferentsiya «Novi informatsiyni tekhnolohiyi upravlinnya biznesom». 21 lyutoho 2018.
Kyiv: Spilka avtomatyzatoriv biznesu,(2018). pp. 85-91.
12. Andreev A L. Kompetentnostnaya paradyhma v obrazovanyy: opyt fylosofsko-
metodolohycheskoho analyza. Pedahohyka. (2005). No 4. pp. 19-27.
13. Ponomarenko H. O. Kompetentnisna paradyhma osvity: realiyi ta perspektyvy rozvytku.
Postmetodyka. (2013)/ No 5, pp. 16-18.
14. Kompetentnisnyy pidkhid u suchasniy osviti: svitovyy dosvid ta ukrayinsʹki perspektyvy :
biblioteka z osvitnʹoyi polityky / pid. zah. red. O. V. Ovcharuk. Kyiv. "K.I.S." (2004).
15. Lisova S. V. Kompetentnisnyy pidkhid u vyshchiy osviti: zarubizhnyy dosvid. Profesiyna
pedahohichna osvita: kompetentnisnyy pidkhid : monohrafiya / za red. O. A. Dubasenyuk.
Zhytomyr: Vyd-vo ZHDU im. I. Franka, (2011)/ pp. 34–53.
16. Bibik N. M. Perevahy i ryzyky zaprovadzhennya kompetentnisnoho pidkhodu v shkilʹniy
osviti. Hirsʹka shkola Ukrayinsʹkykh Karpat. (2013). No 8-9. pp. 26-39.
17. Pershyy krok do pryynyattya industrialʹnykh standartiv IT-fakhivtsiv v Ukrayini.
http://impuls.vntu.edu.ua/index.php?option=com_content&view=article&id=4724%3A201
8-04-24-08-15-45&catid=4%3A2014-02-07-12-35-57&Itemid=2&lang=en, last accessed
2019/01/25.
18. Establishing Modern Master-level Studies in Information Systems. Mode of accessed :
https://mastis.pro/
19. J. Lokhoff. A Tuning Guide to Formulating Degree Programme Profiles. Bilbao,
Groningen and The Hague (2010).
20. Nakaz MON Ukrayiny vid 01.06.2016 No 600 «Pro zatverdzhennya ta vvedennya v diyu
Metodychnykh rekomendatsiy shchodo rozroblennya standartiv vyshchoyi osvity».
21. V.M. Zakharchenko, V.I. Luhovyy, YU.M. Rashkevych, ZH.V. Talanova. Rozroblennya
osvitnikh prohram. Metodychni rekomendatsiyi. Kyiv. DP «NVTS «Priorytety». (2014).
22. Mytrofanova K. A. Ponyatyya kompetentsyy y kompetentnosty v vysshem medytsynskom
obrazovanyy Rossyy. Nauchnyy dyaloh.(2016). No 1 (49). pp. 285 – 297.
23. A common European framework for ICT Professionals in all industry sectors.
http://www.ecompetences.eu/, last accessed 2019/01/25
24. MSIS 2016: Global Competency Model for Graduate Degree Programs in Information
Systems. https://www.acm.org/binaries/content/assets/education/msis2016.pdf, last
accessed 2019/01/25.
25. T. Kovaliuk, O. Chaikovska. Educational programs and Professional Standards in the IT
field as factors of development of IT education. Modern information systems. (2018). Vol.
2, No. 2, pp.47 – 54.
26. H. Kravtsov, V. Kobets. Model of the Curriculum Revision System in Computer Science.
http://ceur-ws.org/Vol-2104/paper_253.pdf, last accessed 2019/04/30.