The first steps in reforming education after the declaration of independence, provided by the State National Program «Education» («Ukraine of the XXI century»), revealed the first contradictions, the overcoming of which required a new philosophy and methodology reform activities. Their contours for a ten-year period of state-building processes, defined by the Decree of the President of Ukraine «On urgent measures to ensure functioning and development of education in Ukraine » (2005) turned out

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... o be quite contradictory. On the one hand, the ideas of integration of our state into the European one were actively implemented educational space. On the other hand, the reform processes that began to slow down began in the first half of the first decade of the new century. How could such contradictory tendencies be combined and what did it eventually lead to in the context of the qualitative growth of Ukrainian education? The research is devoted to this problem, set out in this article. Education researchers emphasize the timeliness and the need to modernize education, brought to life by the Bologna Process, which opens the possibility of building an innovative model of higher education that would be able not only to adequately respond to the challenges of the time, but also to work for the future, while expressing the need for a harmonious mix of European innovation traditions. After joining the Bologna Declaration, Ukrainian educators not only became acquainted with the concepts developed within the framework of the Bologna Process, which are aimed at improving the quality of education, but also witnessed and participated in real reforms. Although there are some difficulties and contradictions, among which the uncertainty of the prospects and principles of relations between Ukraine and the EU plays an important role. Prospects for further research are in the field of building fruitful cooperation between educators of Ukraine and the EU in the so-called post-Bologna process.