Instituto de Estudios Políticos y Derecho Público "Dr. Humberto J. La Roche"
de la Facultad de Ciencias Jurídicas y Políticas de la Universidad del Zulia
Maracaibo, Venezuela
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Vol. 41, Nº 77 (2023), 654-675
IEPDP-Facultad de Ciencias Jurídicas y Políticas - LUZ
Recibido el 15/01/23 Aceptado el 11/03/23
The system of political education
as an institute for the
professionalization of politics
DOI: https://doi.org/10.46398/cuestpol.4177.43
Oleg Tkach *
Oleg Batrymenko **
Dmytro Tovmash ***
Iryna Liashenko ****
Olena Khylko *****
Maksym Khylko ******
Abstract
The institutions of political professionalization are: political
parties, political education system, political media, institute
of representation of group interests, among others. Political
education is a powerful tool for the democratization of society
and, more specically, for the professionalization of the political class
and political activity in general. This article oers a contribution to the
strengthening of the social relevance of political science. It considers
the social signicance of political science as a matter of (non-)academic
professional training and civic education of its graduates. Civic (political)
education is teaching people how to live under the conditions of the modern
state, how to comply with its laws, but at the same time not to allow the
authorities to violate their rights. By reviewing scientic literature the
article aimed to identify contradictions in the socio-cultural approach in
* Doctor of Political Sciences, Professor, Professor of the Department of Political Science, Taras
Shevchenko National University of Kyiv, Kyiv, Ukraine, ORCID ID: https://orcid.org/0000-0003-
3131-1533
** Doctor of Political Sciences, Professor, Professor of the Department of Political Science, Taras
Shevchenko National University of Kyiv, Kyiv, Ukraine, ORCID ID: https://orcid.org/0000-0003-
0211-248X
*** Candidate of Sciences in Philosophy, Associate Professor, Associate Professor Department of
Philosophy of the Humanities, Taras Schevchenko National University of Kyiv, Kyiv, Ukraine, ORCID
ID: https://orcid.org/0000-0002-4576-0703
**** Candidate of Philosophical Sciences, Associate Professor, Head of the Preparatory Department for
Ukrainian citizens, Taras Shevchenko National University of Kyiv, Kyiv, Ukraine, ORCID ID: https://
orcid.org/0000-0003-3912-2075
***** PhD in Political Science, Researcher, Institute of European Studies and International Relations,
Faculty of Social and Economic Sciences, Comenius University, Bratislava, Slovakia, ORCID: https://
orcid.org/0000-0003-0859-0060
****** PhD in Philosophy, Associate Professor, Institute of European Studies and International Relations,
Faculty of Social and Economic Sciences, Comenius University, Bratislava, Slovakia, ORCID: https://
orcid.org/0000-0001-6365-339X
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the training of a specialist, as this has not been systematically studied in the
training of a specialist in political science. It is concluded that it is in the
educational system where the training of specialists takes place, since the
eective recruitment of the political elite is a prerequisite for an eective
and strong political system.
Keywords: political professionalization; political сience; civic education;
democratization; recruitment channel.
El sistema de educación política como instituto de
profesionalización de la política
Resumen
Las instituciones de profesionalización política son: partidos, sistema de
educación política, medios políticos, instituto de representación de intereses
grupales, entre otras. La educación política es una poderosa herramienta
para la democratización de la sociedad y, mas especicamente, para la
profesionalización de la clase política y de la actividad política en general.
Este artículo ofrece un aporte para el fortalecimiento de la relevancia
social de la ciencia política. Se considera el signicado social de la ciencia
política como una cuestión de formación profesional (no) académica y
de educación cívica de sus egresados. La educación cívica (política) está
enseñando a las personas cómo vivir bajo las condiciones del Estado
moderno, cómo cumplir con sus leyes, pero al mismo tiempo no permitir
que las autoridades violen sus derechos. Mediante la revision de literaratura
cientica el artículo tuvo como objetivo identicar contradicciones en el
enfoque sociocultural en la formación de un especialista, ya que esto no
ha sido estudiado sistemáticamente en la formación de un especialista en
ciencia política. Se concluye que es en el sistema educativo donde se da
la formación de especialistas, ya que el reclutamiento efectivo de la élite
política es un requisito previo para un sistema político efectivo y fuerte.
Palabras clave: profesionalización política; сiencia рolítica; educación
civica; democratización; canal de reclutamiento.
Introduction
Within the framework of the professionalization of political science, a
specic complex of contradictions is resolved, for example, the degree of
correspondence between a person and a profession, this correspondence
656
Oleg Tkach, Oleg Batrymenko, Dmytro Tovmash, Iryna Liashenko, Olena Khylko y Maksym Khylko
The system of political education as an institute for the professionalization of politics
between concepts, such as readiness for work, is a condition for
professional mastery, achieving high eciency of activity. Two groups
of criteria (objective, subjective) are used to assess the level. Subjective
ones characterize the eectiveness of activities, that is, quality, reliability,
timeliness, productivity.
The development of professional skills and abilities depends on the
general level of intelligence, mental abilities, and special abilities. The
concept is used in scientic concepts of economics and sociology. The
professionalization of political science is a less researched issue. It is
partially presented in the works of Ukrainian researchers (Рolitical eld of
Ukraine in a situation of social crisis, 2020; Political process in independent
Ukraine, 2022).
The problem of the professionalization of political science can be
important for the formation of the concept of the history of political science,
considering it as a criterion for the periodization of political science.
The professionalization of science can be called the process of formal
institutionalization of science through the formalization of its content.
We understand the professionalization of political science as a stage
in the development of political knowledge that took place in parallel with
the professionalization of sociology and economics. The content consisted
of the formation of external and internal formalization. The external is
dened in professional education, the emergence of specialized scientic
periodicals, the creation of associative scientic organizations (Association
of Political Sciences).
The internal, meaningful side is manifested in the activation of the
structuring of science, the formation of a unied system of special scientic
concepts, in applied research using formalized (mathematical) methods,
and through the formation of a structure, a conceptual apparatus with the
consolidation of categories (distinguishing the concepts of ”government”,
“state”,” policy”, formation of own research methodology, according
to which logical operations with objects are replaced by operations with
symbols.
There is a need to note the areas of applied demand for knowledge in the
eld of political education.
1. Methods and materials
An analysis of the methodological foundations of contemporary
political research would be incomplete without an exploration of the role
of rationalist assumptions in the discipline. The construction of theoretical
explanations must then be subject to the test of conrmation: The state of
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Vol. 41 Nº 77 (2023): 654-675
political knowledge is paradoxical: existing as specialized and systemic in
content, it is not always the property of those who need it.
Even its importance is underestimated not only by ordinary citizens. Does
this mean that political science and its subject develop in parallel planes
without crossing? Is professional political knowledge really necessary for
practicing politicians, given the fact that a reliable relationship between a
successful political career and the availability of political science education
has not been empirically established? What are the modern approaches to
understanding political professionalization?
The scientic literature on the topic can be divided into ve four blocks:
works devoted to the consideration of the mechanisms of recruitment of the
political elite, based on the classic works of elitology by V. Pareto, G. Mosca
and R. Michels; studies related to the recruitment of the political elite, in
particular, are devoted to the recruitment of ministers, for example, Mills
C.R., Oborne P. analyzed in detail the formal legal mechanism for entering
the political elite through election or appointment to high public oce
(Mills, 2007; Oborne, 2008 ); literature that studies the education system
as a channel for recruiting the political elite, determining the conguration
of the political elite (W. Homann-Lange, J. Higley, M. Barton, J. Daloz),
sources representing the study of the issues of professionalization of certain
groups of the political elite H. Best M. Cotta, L. Versicelli (Best, 2007; Cotta
and Versicelli, 2002); a study of the political elite by Ukrainian political
scientists (Bereza, 2012; Shulga, 2006; Golovaty, 2008; Kochubey, 2010;
Kornievsky, 2014; Rudych, 2008; Political Science in Ukraine, 2016;
Rudenko, 2018; Batrymenko, 2018).
2. Results
The concept of „professionalization” includes changes that accumulate
in social practice as a result of the development of human activity, its
acquisition of a professional character. These are changes that are inherent
in a person and are formed in society as a result of the conjugation of a
person and professional work. For this, the following concepts are used:
„human potential”, ”human factor”, ”human-centered university”,
”universal values”, ”mechanism of human identication” based on a new
educational paradigm (human-oriented, in demand by society, subject-
personality-oriented ).
Citizenship appears as a basic category of civic education and is dened
as a quality feature of a citizen, accordingly, the concept of ”citizen” denotes
the formal status of a person, which implies the acquisition of a certain
set of rights and responsibilities. Citizenship indicates whether a person
complies with his duties, whether he uses the rights granted and to what
extent.
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Oleg Tkach, Oleg Batrymenko, Dmytro Tovmash, Iryna Liashenko, Olena Khylko y Maksym Khylko
The system of political education as an institute for the professionalization of politics
The concepts of “citizen” and “citizenship” are closely related to
citizenship, another basic category that forms the basis of civic education
concepts. According to V. Tsvikh, ”citizenship is a quality feature of a
citizen”. ”Citizen” is the formal status of a person, which provides for
granting him a certain set of rights and obligations, and ”citizenship” is
a qualitative sign of a person that indicates whether he complies with his
duties, whether he uses the rights granted and to what extent volumes:
“Civil competence is understood as a set of qualifying prerequisites both for
exercising rights and for fullling duties that are determined by the status
of “citizen” (civic education, citizenship education education for democratic
citizenship, education for democracy)” (Tsvih, 2002: 104).
Results of good training practice senior management personnel are
given: a system of stages, recruitment mechanisms, balancing, quality
education, plurality ways, forms, sources recruiting frames. By the terms
eciency models training managerial top-level personnel are with the
system, concept, quality education, meritocratically installations, criteria
and promotion. For example, such features have practices educational
trajectories British politicians. Most of them received education in Oxford
or Cambridge for the Humanities character ohm by four m specialty pits:
political scientists, jurisprudence, history, economics (narrow quantities).
For countries in transition, it is important to take into account the lesson
that for creation quality managerial apparatus and attracting competent
personnel to the political elite is necessary so that at least 10 % from
Total funding systems higher education went on the socio-humanitarian
direction. By experience Great Britain and France representatives this
directions are most numerous group political elit. It explained prole
political and managerial, legislative activity of faculties.
A conceptual pattern of recruiting the political elite has been formed.
Mathematical methods are used in the analysis of the turnover and
generations of the political elite in Great Britain and France on the basis
of a uniform circulation of the elite. So statistics help to determine that
in Great Britain, unlike France, there is not a single cabinet, consisting
entirely of members of the previous one.
Thus, it is important for countries in the transitional period with dierent
institutional designs to form mechanisms for eective interaction between
the education system and the political system. By applying a theoretical
model of interaction between the two systems, the education system
becomes a channel for recruiting the political elite based on qualitative
criteria: the quality and accessibility of education, education costs, the level
of competition among universities, and the eectiveness of the employment
policy of graduates.
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It is also important to use quantitative indicators in the analysis.
Distinguishing the professional academic, non-academic, and civic aspects
of political science curricula will help develop assessment tools. The main
strength of a political science degree lies in its dual functionality as a
professional and civic education. Students highly value the civic dimension
of the political science program. This was conrmed by the monitoring of
graduates at the University of Innsbruck, which was carried out by IHS in
the period from 2011 to 2013 (Gatt, 2021).
In many European countries, the methodology of tracking graduates
in higher education (HE) and vocational education (VET) is a practice.
For example, there are Destinations of Leavers from HE (DLHE)
tracking programs in the UK, Graduate Tracking in Switzerland or KOAB
postgraduate studies in Germany. In order to analyze the quality of higher
education outcomes for comparison between countries, the European
Commission has created the Eurograduate Expert Group, ECTS (European
Credit Transfer and Accumulation System), EHEA (European Higher
Education Area), ENQA (European Association for Quality Assurance in
Higher Education).
Professionalization factor is the promotion of education. Exchanges of
students, young scientists, and attraction of foreign students are used as
promotion tools. One of the priority areas of work may be to increase the
number of scientic publications. At the same time, it seems relevant to
establish cooperation with international publications that are indexed in
Scopus, Web of Science, which will allow establishing a scientic dialogue.
These proposals may be relevant, taking into account the public demand
for the formation of competent managers, the solution of contradictions
in the management of professionalization, the regulation of relations,
which are caused by qualitative changes in the eld of professional work,
are elements of the content of personnel policy, personnel management in
Ukraine.
Ukraine uses a socio-cultural approach. The result is the eectiveness of
the professional training model in the form of increasing the level of socio-
cultural competence of students. For this, an evaluation system of criteria
and indicators was applied. Competence criteria are: commitment of the
specialist’s personality to humanistic values that promote dialogue, mutual
enrichment of cultures, assertion of integrity, unity of the world; ability
to preserve the best traditions, create signicant innovations, overcome
negative social stereotypes, indicators of specialist competence.
A factor in the professional training of a competent university graduate
in the context of sociocultural transformations is the renewal of the
sociocultural aspect of the content of education. The sociocultural element
of the content of education is a complex of knowledge, skills, values that
660
Oleg Tkach, Oleg Batrymenko, Dmytro Tovmash, Iryna Liashenko, Olena Khylko y Maksym Khylko
The system of political education as an institute for the professionalization of politics
form the sociocultural characteristics of a competent specialist who is in
demand in the context of multicultural development. The sociocultural
approach in vocational education has demonstrated the specicity of not
only personality-oriented, but also person-oriented.
The discourse of vocational training is conceptualized in the context of
modernization theory. The factors are „political tradition” and „innovation”
in their dynamics: from understanding tradition and innovation. They are
considered as systems that resist understanding them as mutually enriching
systems through overcoming the conict of values of transitional transits,
the role of the mechanism of sociocultural identication.
The Center European Commission Eurograduate is a survey of recent
graduates in European countries with the aim of laying the foundation
for a pan-European survey graduates, in denition impact of experience
European graduates under time stay as students on theirs professional life
and theirs life as European citizens; with purpose receiving knowledge to
what extent graduates are satised his own by learning how they supported
yourself or drove they by border and what were engaged in after release,
with purpose comparison dierent systems higher education in Europe
(Eurograduate, 2022).
Graduate pathway research is important for higher education leaders
to evaluate and improve their programs and teaching methods. This
information also helps prospective students make better choices about
their studies and career plans. Decision makers will also be better informed
when making nancial and legislative decisions. At the European level,
these data will allow tracking progress towards the European Educational
Area and identify areas that require additional investment and resources.
The purpose of the study is to determine the reasons for the formation
of the model and highlighting the mechanisms of functioning of education
systems as channels of government recruitment. The object is the interaction
of the education system and the recruitment system of the highest echelon of
executive power. The subject of the study is the functioning of the education
system as a channel for recruiting the political elite.
The methodological basis of the approach to the analysis of political
professionalization can be the concept of professionalization developed
within the sociology of science: “Professionalization determines the
rules, rights and algorithms of access, contributes to the combination of
individuals into a group of individuals and the isolation of a group from the
larger society” (Griths, 2010: 734).
The result of professionalization was the formation of a political class
– a group of people who work professionally in the eld of politics. The
signicant internal functional and social dierentiation of the political
class determines the diversity of the composition and the specicity of the
professionalization of the categories included in the political class.
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This is a complex entity that includes the highest echelon of executive,
legislative and judicial power; inuential businessmen involved in politics;
the few representatives of the aristocracy in modern society; high-level
experts; inuential representatives of the media sphere. The core of the
political class is the political elite – a community of people who make
strategic decisions.
Professionalization is a social phenomenon caused by the emergence
and development of professional types of human activity; professional
development of a person; social level – qualitative and quantitative changes
in the professional life of society; the development and complication of
the system of social institutions that regulate the process of a person’s
development of a professional role and provide each member of society
with the opportunity to acquire a profession corresponding to his abilities
and work in the chosen type of activity; personal level of P. – qualitative
changes in a person’s activity, related to the content and nature of his work,
his acquisition of professional traits.
Professionalism of managerial activity is a set of general theoretical,
psychological, special management knowledge, abilities, and skills that
a manager must possess for eective implementation; the willingness
and ability of the subject of management to apply a set of general, special
managerial and psychological knowledge, skills, and abilities necessary for
eective management of subordinate civil servants; integral characteristics
of individual, personal and subject-activity properties as a whole entity,
which enable personnel to solve the tasks set before them at the maximum
level of success.
Groups of the political class, which work professionally in the eld
of politics, but do not make strategic decisions, are presented in the
form of ”satellites”, which are located in the surrounding orbit: middle-
level management bureaucracy – central, regional and local; political
experts; political consultants; political technologists; party functionaries;
professional lobbyists; higher echelon of pressure groups; political
journalists. The dominance of the category is determined by the political
conguration of the state (form of government, political system, political
regime), historical traditions of political development.
Researchers distinguish levels of professionalization: individual (due
to the opportunity, attractiveness of a political career); political oce
(determined by resources – salary, personnel, privileges); political institutes
(due to the high specic weight of professional personnel, dierentiated
internal structure and internal order and a signicant budget, which
signicantly exceeds those that usually exist in amateur associations).
In turn, the institutional context includes the following components that
signicantly aect the composition and features of the functioning of the
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Oleg Tkach, Oleg Batrymenko, Dmytro Tovmash, Iryna Liashenko, Olena Khylko y Maksym Khylko
The system of political education as an institute for the professionalization of politics
political class: the structure of the state, the role of the national parliament,
the internal structure of the parliament, the electoral system, parties and
interest groups, and the features of nancing the political sphere.
These specialists are equally in demand in the structures of large
corporate business, which cannot function eectively without analytical
support, without PR services and GR support, without political marketing
and political management, without an assessment of political risks. The
apparatus and assets of political parties is another eld of application of the
skills of political comparativism.
These are employment addresses. This list includes think-tanks of various
proles, political advisory and electoral agencies, PR and GR-structures,
mass media, the sphere of political and classic advertising – it will become
clear that employment is not a problem for political comparativists. The
functional and social dierentiation of the political class determines the
specicity of the professionalization of the political sphere.
Its object (politics and management) dates back several millennia.
However, even today, not only ordinary citizens, but high-ranking leaders
often do not have specialized training for qualied political participation.
Professional politicians need political knowledge constantly, ”part-
time politicians” and ”opportunity politicians” indirectly: they evaluate the
activities of politicians, the political courses introduced by them, express
their preferences and support and thereby legitimize politics, which implies
the need for an educated judgment about policy. The ability to political
competence is of particular importance during election campaigns, when
citizens make decisions in favor of a candidate (Best, 2007).
The situation has changed under the conditions of modernization. First,
among the lords, and then among the contenders for the role of authority,
people began to appear who lived ”for” and ”at the expense of” independent
leadership. By this, they diered from the lords, for whom independent
leadership remained only a part of their status occupations, and from
ordinary subjects, involved in politics only forced by circumstances.
Researchers characterize the evolution of the process of
professionalization and modern approaches to understanding this process.
Politics presupposes internal functional specialization and hierarchy.
Formed as a sphere of spontaneous competition for access to vital resources,
privileged statuses, with the development of socio-political institutions,
functional dierentiation, it transformed into a complex organized industry.
A component of the political process was the right to legitimate violence,
dened by the state, which assumed the removal of coercive instruments of
political competitors of the state, their concentration on the surface of the
state pyramid. This process was observed in many countries. The peculiarity
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of the Western version of this process was that expropriation was preceded
by the existence of prototypes of the modern political class in the form of
people who were in the service of various centers of power.
The formation of the political class is connected with the process of
formation of political institutions. The priority among them is the state,
the core of the political class (proto-political elite) was the rulers who had
state (or proto-state) power thanks to physical violence (war), hereditary
privileges, and nancial status.
The need for power in the ruling apparatus determined the fact that
the rst type of political class became the administrative apparatus. His
task was to implement the decisions made by the higher authorities in the
eld of domestic and foreign policy. Since power traditionally includes
formal and informal institutions, in the early stages of political history a
group of advisers and assistants took part. The importance of the political
environment was determined by the fact that the success of the leader
depended entirely on the functioning of the subordinate apparatus.
The result of the struggle of various socio-political subjects (the
conguration of which was diverse in dierent regions of the world) was the
internal diversication of state institutions and the formation of branches
of state power (separation of legislative and judicial). Within the framework
of legislative and judicial institutes, new categories of management actors
(deputies of parliaments, judicial corps, apparatuses of parliaments and
courts) have formed; there were auxiliary categories of persons involved
in the activity (journalists). The majority of parliamentarians belonged to
the category of those who lived ”for politics”, since the work of deputies was
either not centrally nanced, or the nancial support was insucient.
The internal diversication of the branches of power and public activity
in relations with state bodies became the source of the formation of groups
that realized the social need for interaction, communication of the state and
non-state proto-political and political entities – personalist, clientelistic
groups, aristocratic interest and pressure groups, journalists, technical
assistants; at more mature stages of social and political development –
social and political movements and political parties.
A step in the evolution of the political sphere in Europe was the acceptance
of the restrictive rights of monarchies by constitutions, the establishment
of public policy as not identical to the administrative management of the
sphere, the formation of public-political institutions - parliaments, public
and political movements, political parties, non-state mass media, and other
non-state actors. The dierentiation of political actors, their departure from
administrative management was accompanied by the professionalization of
the political sphere.
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The system of political education as an institute for the professionalization of politics
After the emergence of the constitutional state, political journalists, party
ocials, trade union leaders, and lobbyists became types of professional
or semi-professional politicians. The professionalization of politics was
accompanied by an increase in the quality of the management bureaucracy.
During the formation of the modern state, a rational bureaucracy was
formed.
The expansion of surage at the end of the 19th and the beginning
of the 20th centuries and the development of the institution of elections
contributed to the impetus for the creation of new groups that professionally
supported election campaigns. The groups oered services to politicians for
nancial compensation in order to obtain favorable positions.
Professionalization of the political sphere was accompanied by functional
dierentiation, diversication of types of workers. Thus, a typical gure for
the US political class is a ”political entrepreneur”, while in Germany the
backbone of the political class was disciplined ocials, party functionaries.
Researchers identify modern approaches to understanding political
professionalization. Knowledge of the political class is informative: it can
characterize the type of political regime. Although the boundaries of the
political class itself are blurred. The common features of the political class
and the political elite are localization in the eld of politics; the criterion of
distinction is functions in the decision-making process: the political elite
is the direct subject of decision-making, the task of the political class is to
support this process.
The existence of prerequisites is necessary for the functioning of the
political sphere in a professional format. Y. Borchert (Borchert, 2003)
assumed that the structural prerequisites of political professionalization
are: reliable sources of income (parliamentary salary, position in the party
apparatus, lobbying activities) (Curasi, 2001).
A prerequisite is real chances to have permanent work in the eld of
politics. Minimization of the risk of the end of the career – with the help
of either reliable re-election, or obtaining another attractive position in
the political sphere, or a combination of both career support mechanisms
(positions in the parliament, executive power, party apparatus, interest
groups at local, regional, national and supranational levels).
A prerequisite is the existence of hierarchies of political positions and
the possibility of career advancement – either within the institution (party,
parliamentary committee), or due to inter-institutional vertical mobility
(including positions in the executive power, parliament, party apparatus,
interest groups, at the local, regional, national and supranational levels).
In addition to the need for theoretical argumentation and systematization
of data, mathematical and statistical methods of analyzing the state, political
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CUESTIONES POLÍTICAS
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processes, and political behavior of citizens for the purpose of prediction
also became the focus of attention.
Political scientists often evaluate the relevance of their discipline from
an academic point of view, which is supplemented by the contribution of
scientists to the production of knowledge in society. They rarely appreciate
the impact of their work on their students and the opportunities their
graduates gain from studying political science. At the same time, there is
sometimes a lack of empirical evidence that these innovative approaches
lead to improved learning outcomes. In other words, do programs facilitate
student learning?
An example can be the accumulated experience of the impact of a
degree in political science on the career and individual learning outcomes
of Austrian graduates. Researchers have shown how graduates benet
from a political science education, what they consider the strengths and
weaknesses of the political science program. The researchers analyzed
whether the study of political science contributes to the professional and
political agency of graduates.
To investigate social signicance combined quantitative and qualitative
methods (Senn and Eder, 2018). First, we looked at the career paths of
Austrian graduates, using data from Graduate Monitoring for the careers
that graduates chose after completing their degree. Second, the researchers
presented the results of a pilot study conducted among recent graduates of
the University of Innsbruck to illustrate the social relevance of specialization
in political science education.
Increasing knowledge about students‘ likely career paths and learning
outcomes will help improve or adjust curricula and contribute to a better
understanding of the theories, methods, and professional tools political
science graduates will use in their future careers. And the emphasis on the
social dimension will help to improve assessment tools. The study found
that, from the students‘ point of view, both academic and non-academic
skills are important for their future careers. In addition, the main strength
of the political science degree lies in its dual functionality: professional and
civic education. Students highly value the civic dimension of the political
science program.
In line with the dierentiation between the academic and social
relevance of political science, researchers examine the concept through
the lens of teaching and learning in higher education. In the academic
literature, the relevance of teaching and learning is mainly discussed in two
directions: the rst focuses on scientists as teachers and discusses the status
of teaching in academic circles (Goldsmith and Goldsmith, 2010; Ishiyama,
2010; Trepanier, 2017).
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Oleg Tkach, Oleg Batrymenko, Dmytro Tovmash, Iryna Liashenko, Olena Khylko y Maksym Khylko
The system of political education as an institute for the professionalization of politics
The researchers propose this orientation as a matter of academic
relevance. Another line of research focuses on student learning outcomes,
which political science researchers dene primarily as employment issues
and, to a lesser extent, as civic education (Abrandt Dahlgren, 2006;
Dominguez et al., 2017; Lowenthal, 2012; Lightfoot, 2015; Nussbaum,
2010; Nyström et al., 2008).
Here social signicance is in the rst place. The academic and social
signicance of teaching and learning in higher education is closely related to
the issue of professional agency. Research in social relevance mainly focuses
on the professional education of students, emphasis on learning outcomes
such as the development of skills and knowledge, and the preparation of
political science graduates for the academic labor market. At the same time,
however, little is known about career preparation within political science
curricula (Collins et al., 2012).
A professional education in political science prepares students for
work in academia and beyond because only a small percentage choose an
academic career after graduation (Lowenthal, 2012), academic and non-
academic work may not require the same skills (Nyström et al., 2008).
Graduates of the Faculty of Political Science work in various areas of
non-academic work, which complicates the issue of professional training
and calls into question the professional relevance of a diploma in political
science. In other words, learning should be responsive to the situation.
Curricula should consider learning outcomes suitable for both academic
and non-academic careers.
T. Collins, G. Gibbs, and J. Shift surveyed departments across the United
States to examine how they prepare students for their future careers. They
found that: “Рolitical science departments and departments are not doing
enough to address the issue of preparing their students for careers” (Collins
et al., 2012: 89).
They particularly point to the lack of evaluation tools to determine the
eectiveness of dierent career preparation strategies.
In Austria, previous studies of political science programs include a
descriptive analysis of the student population on enrollment and mobility,
and a report on a graduate survey on labor market entry requirements (König,
2016). In addition, data on the career paths of political science graduates
are rare and have not been used for extensive analysis. Research focuses not
only on professional signicance, but also on civic signicance (Senn and
Eder, 2018). In addition to the discourse on employability, studies show
that a degree in political science increases students‘ political awareness and
strengthens their ability to participate politically (Dominguez et al., 2017;
Nussbaum, 2010).
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In other words, a political science degree is to some extent a form of
adult civic education and promotes the political agency of its students
as a learning outcome. Therefore, researchers attach importance to civic
relevance in design and research. A degree can spark an interest in politics
and shape an identity as an active citizen (Stuckey et al., 2013).
As a result, civic relevance can be as important as professional relevance
to individuals.
3. Discussion
Platform interesting not only for those who looking for work, but and
for employers Advertisement on portals are published free, moreover
as for large companies and startups. The only limitation is the fee for the
internship: the portal does not publish those vacancies and internships for
which the student will have to pay, as well as unpaid internships, except
for those lasting less than 2 weeks, volunteer programs and charitable
organizations. This speaks to the value the university sees in its students.
University are held career activities, which available only for students,
graduates and scientic employees Oxford. Others participants they can
visit their only by invitation.
Cambridge university carries out big work with employment graduates
Separate center career provides employment consultations, conducts 14
large career measures in year, many programs trainings with career growth
and employment, presentations employers On special section website you
can nd base data with more than 4 thousand vacancies, examples design
resume, according to the board interview and employment, career audio
podcasts from 25 spheres Annually university prepares and sends out on
everyone their own colleges a career directory that provides easy access
to employment opportunities in dierent sectors, as well as existing ones
programs.
After entering the National School of Administration French students
become interns. They are covered by the duties of civil servants, and their
maintenance is paid by the state. They undertake to work for state service
during 10 the following years. National school administration prepares
state employees by directions: аdvisor to the Administrative Court and
Administrative Court of Appeals, Advisor to the Regional Chamber of
Accounts, Advisor on Foreign Aairs.
Studying at the Regional Management Institutes involves a six-month
period of study at the institute and a six-month period of service, after
which the rank of civil servant is assigned. A specic position and position
is selected based on the student’s academic rating. The rst position oered
668
Oleg Tkach, Oleg Batrymenko, Dmytro Tovmash, Iryna Liashenko, Olena Khylko y Maksym Khylko
The system of political education as an institute for the professionalization of politics
to students can be: in the central oce of various ministries; in regional
branches of executive authorities; in state educational institutions of various
levels. Higher normal schools Higher normal schools, as well as Regional
Institutes of Management, combine student education with public service.
In France, the process of employment for public service is carried out
in higher schools of public service and higher normal schools and has a
unique character: students combine studies and public service in various
organizational forms. Students become civil service interns immediately
after enrollment (with accrual of work experience), they have a contract to
work for the state for the next 10 years and a salary is paid.
Sociocultural aspects of world politics and international relations are
conceptualized in context professional training of an international specialist
(Nye, 2002).
Signicant changes in the theory and practice of international relations,
which emerged at the beginning of the 21st century, are associated with
the turning aside of man, with the growth of interest in socio-cultural and
socio-humanitarian aspects of politics and international relations (Kehm,
2010). They state essential being late entering theories of international
relations and related elds, including political science, in post-classical era
in which objects scientic study include a subject who learns by acquiring a
value-worldview character (Kehm, 2007).
Researchers emphasize necessity cooperation linguistic and cultural
studies and philosophy cultures that provides comprehensive study
processes intercultural communications, as important direction preparation
professionals internationals. Socioculturally competent university
graduate is able to: quickly to adapt to socio-economic, socio-political and
socio-cultural conditions, developing and implementing your subjective
potential; interact with representatives dierent cultures, successfully
deciding contradiction between nationally distinctive and global universal;
to build eective communication, harmoniously combining traditional
and innovative values, conrming priority their universal, humanistic
signicance (Nerad and Heggelund, 2011).
As an educational subject, civic education appeared in Ukraine. The
development of the rst concept was based on the National Program of
patriotic education of the population, the formation of a healthy lifestyle, the
development of spirituality and the strengthening of the moral foundations
of society.
Further development of concepts and approaches in civic education
took place thanks to the rst large projects on civic education, which were
co-nanced by international donors, such as: Democratic Education,
Ukrainian-Canadian project of Queen’s University, Ontario; Ukrainian
network of civic education – UCEN, founded by IREX; ”Education for
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Democracy in Ukraine” as part of the Transatlantic Program of Support for
Civil Society in Ukraine. It was these projects that became the basis for the
creation of the ”Civic Education” course, as well as non-formal education
and adult education programs.
Estonians have knowledge and skills that advance life in Estonia and
enable them to fulll themselves in their personal and professional lives,
as well as in society. By the way, in Estonia, programming is taught from
elementary school. And the civics course has lessons in business and digital
education. Estonia has formulated the Education Strategy 2035.
In Sweden, education is focused on mastering disciplines that will
help a person grow up condent and happy. Of course, foreign languages,
mathematics, science, and the latest technologies are studied here. And
they must also teach the ability to learn throughout life, develop initiative
and entrepreneurship, and nurture patriotism.
In Poland, education had a centralized character. By 1996, schools were
transferred to local self-government, the structure was revised and changed.
Here civic education developed along with the changes that took place in
political, economic and social life. And the training course was developed in
1995 for primary school, training 1500 civic education teachers for 5 years.
Then, a little later, they developed a program for high school.
Norway introduced three priority interdisciplinary themes: democracy
and citizenship, sustainable development, health and life skills. The Ministry
of Education recommends including these topics in subjects where they
are natural. And he emphasizes that teaching should be done through play
and research, because this is the best way to learn the material. Children
have been talking about personal space and cyber security since elementary
school.
Great importance is attached to critical thinking and children are taught
this. In one of the Norwegian schools, for example, the project ”The boss
in your own life” was created, where schoolchildren considered such topics
as personal nances, mathematics, economics, consumer rights (Nerad,
2010). The Americans themselves say that the instability of political
processes in the country is a consequence of insucient attention to civic
education (Nerad and Evans, 2014).
In Great Britain, a National Citizenship Education Program has been
created. The main emphasis during training is on the formation of an active
citizen and participatory democracy. And the main goal is to give students
knowledge about their rights and freedoms.
Conceptual dierentiation between the (academic and non-academic)
professional dimension and the civic dimension of political science
curricula will help develop stronger assessment tools. The main strength of
670
Oleg Tkach, Oleg Batrymenko, Dmytro Tovmash, Iryna Liashenko, Olena Khylko y Maksym Khylko
The system of political education as an institute for the professionalization of politics
a political science degree lies in its dual functionality as a professional and
civic education, indeed, studies have found that students highly value the
civic dimension of a political science program.
Conclusions
So, it is justied that the political development of society requires
a scientically based solution to the problems of personnel provision
and professional opportunities. The analysis of their solution indicates
unfavorable trends in the processes that negatively aect the dynamics
of political development. Institutions of political professionalization
are: parties, system of political education, political media, institute of
representation of group interests. Political education is a powerful tool for
the democratization of society, it is an institute for the professionalization
of the political class and politics.
It has been conrmed that as a result there is a devaluation of
professionalism, disdain for professional experience, an outow of highly
qualied specialists from the country, the political system is waking up to
unique scientic schools, and lost benets are increasing. It was determined
that the eective recruitment of the political elite is a prerequisite for
building an eective social order. Recruitment channels must meet the
requirements of political times and public demand. Ukrainian society is
interested in the formation of a competent political and managerial elite.
The social signicance of political science as a matter of (non)academic
career training and civic education of its graduates is considered. Civic
(political) education is teaching people how to live under the conditions
of the modern state, how to abide by its laws, but at the same time not
to allow the authorities to violate their rights. Professionalization as the
process of becoming a professional, the process of developing important
professionally important qualities of the individual. This is the choice of a
profession by a person taking into account his own capabilities and abilities.
It was determined that it is in the education system that the formation
of specialists takes place, since the eective recruitment of the political elite
is a prerequisite for an eective political system. Recruitment eorts must
meet the requirements of political times and public demand through the
education system: internships that open promising positions; assistance of
educational institutions regarding employment; creation of communities of
talented students and teachers.
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