Abstract:
The article explores the specifics of training philology students at the present stage within the framework of the European Higher Education Area. The experience of the Faculty of Philology and History of the Ion Creangă State Pedagogical University of Chisinau is considered. The author identifies the positive aspects of higher education reform (implementation of student-centered learning and teaching; use of active and interactive forms of conducting classes, including discussions, business games, analysis of specific situations, trainings, project method; rethinking of current and final assessment forms, etc.). At the same time, the main challenges (difficulties) in ensuring quality in education and research were formulated (high teaching workload; limited opportunities for academic mobility among faculty and students specializing in Russian language and literature; simplification of educational programs due to a reduction in the number of subjects per semester, etc.). The article gives special attention to revealing the connection with graduates, after the completion of their studies, and with employers, in this case, school principals. Forms of cooperation are diverse: regular surveys of educational institution managers are conducted, round tables are held, they are invited as members of examination boards, they are provided with educational and programmatic documentation for expert evaluation, and joint events with students and pupils are held. The author concludes that only by uniting the efforts of all participants in the educational process can the challenges faced by the higher education institutions of the Republic of Moldova be addressed.
