Zhelanov D. The value component of the content of university education in Norway and Ukraine: a comparative analysis

These objective determinants reinforce the need to study the possibilities of using the achievements in the field of higher education of the leading countries of the world in the domestic educational space – in particular, of Norway as one of the most developed Scandinavian countries. The modern scientific interest in the Norwegian higher education system is predetermined by several reasons, namely: as the northernmost country in Europe, Norway is, in a sense, a special country. It is not a member of the European Union. However, it fully complies with the laws, standards and economic requirements of the EU, effectively interacting with it. The scientific novelty of the research is that the author of the thesis for the first time: has systematically studied the value component of the content of university pedagogical education in Norway and Ukraine in the synthesis of its determinants, development trends and theoretical foundations; has substantiated the expediency of implementing the Norwegian experience in the practice of domestic higher education; has determined the essence and structure of the value component of university education; has substantiated and developed its model which contains target, conceptual, semantic, procedural and resultative components; has analyzed the normative base of the Norwegian and domestic higher education which declares and regulates the value component of its content; has cleared out the specifics of the value component of the content of university education in Norway and Ukraine; has specified the essence of the concepts “values”, “content of education”, “university education”, “value component of the content of education” in the interdisciplinary dimension; approaches to the typology of values; logic and mechanisms of modeling pedagogical objects and processes; personality-oriented educational paradigm and scientific approaches (axiological, culturological, systemic), which form the conceptual basis of the study.