Continuing Professional Education Theory and Practice

Published by Borys Grinchenko Kyiv University
Print ISSN: 1609-8595
The article deals with the issues of preparation and retraining of teachers, as well as the problems of their financial and legal status, which became the subject of consideration of the pedagogical congresses of 1911– 1914. The study identifies ways to address these issues that were proposed by participants in educational congresses. There is a gradual democratization of education, a revision of the requirements for vocational training and retraining of teachers, their status, national and religious characteristics, and political preferences. The preconditions of scientific approach to pedagogy and necessity of university pedagogical education are considered. The study of the pedagogical congresses of 1911–1914 allows to argue that during this period, educators were deeply concerned about the problems of teaching: the issues of teacher training and retraining, their financial and legal status, as well as during this period, there were first attempts to democratize education and attitudes toward teachers: the issue of the abolition of restrictions on national and religious grounds was discussed, conditions for the admission and dismissal of teachers were prescribed, commissions were created that objectively examine each case and listen to the explanations of the teacher, who was accused of something. One of the characteristics of that period was the transition to a scientific approach to pedagogy and the justification of the need for university teaching education. It should be noted that many of the issues that were considered during the congresses of the mentioned period remain relevant even in the 21st century. Among the prospects for further research, we can mention the consideration of these issues in the dynamics during the next pedagogical congresses and the implementation of decisions taken at these congresses and their influence on the development of education in our country.
The problem of the unity of the rational and the sensorial, of the cognitive and affective processes in the human psyche has deep roots in prehistoric times, when the civilization originated in the form of the primitive society. That period is considered to be the basis, on which the historically original form of cognizance of the world was formed, i. e. the mythological and pagan worldview of the primitive people. In various forms of collective creativity, the syncretism of their thinking manifested itself that, in turn, testified to the undivided nature of their attitude to the surrounding world in its unity of intellectual, sensorial and volitional manifestations. With the advent of the naively spontaneous philosophical outlook characteristic of the philosophy of nature, the notion of «logos» appeared in the sense of the general law of being, the very foundation of the Universe and the human existence. Ancient Greek thinkers began the centuries-old Occidental tradition of exalting the reason over sensations. In medieval times, philosophical thinking depended on religion and, therefore, in the initial period of its development, the so-called patristic, the leading principle was the recognition of the primacy of faith over reason. At the same time, opposing views were also expressed about the identity of the above notions and their harmonious coexistence. During the era of the Renaissance, the role of the reason and logic was also exalted in contrast to the sensoria. The philosophy of the modern era led to the emergence of the two opposing schools of philosophical knowledge, i. e. empiricism and rationalism, whose representatives, respectively, showed the primacy of either sensory experience or reason in the process of cognition. In that period, the «logic of the heart» emerged that purported to be above both the sensoria and the reason. The heart was seen as a kind of an instrument of the faith endowed with the logic of its own. That period’s sensualist school of philosophy recognized sensations, sensual experience as the only source of knowledge. During the Enlightenment, the power of the human mind was asserting itself as the supreme ideal of the era, although some philosophical views did continue to espouse the «idea of the heart». In the self-same period, a tendency was observed to combine the advantages of rationalism and empiricism, the belief in the cognitive abilities of both the human mind and the human sensorial experience. In the German classical philosophy, with its dominant tendency towards the absolutization of the reason, there was also a parallel development of the tendencies towards the recognition of the priority of human sensations and the harmonization of the reason and sensoria. The whole set of epistemological problems of the modern philosophy is characterized by pluralism, the desire to synthesize the most fruitful ideas, theories, concepts, also including the idea of combining the opposite sides of the cognitive process, i. e. the rational and the sensorial.
The article reveals the role of research competence in the career growth of academic staff, outlines the functions of research competence in the context of national science entry into the European Research Area. The research competence of an academic is considered in terms of the condition and result of academic’s professional activity. On the basis of literary sources analysis and taking into account the mission of the universities’ scientific activity, the concept of an academic’s research competence as a personal quality, being developed on the basis of a combination of knowledge, skills, values, has been formulated. Cognitive, research and value components have been distinguished in the structure of an academic’s research competence. The cognitive component is: knowledge of research methodology, types and methods and means of research, as well as knowledge of the research area. The activity component is the ability to analyze and evaluate scientific materials, to use knowledge that collectively constitutes the cognitive component, in one’s own research activities and in the education of higher education students through research; the ability to conduct a scientific experiment, to process and present scientific results. The value component is characterized by an awareness of the personal importance of scientific activity, its role in professional activity; ethical relationships shown in research with other researchers, academic integrity and tolerance. The author has expressed the opinion that it is inappropriate to consider motivation for research activity as a separate component of research competence. The argument is that motivation is an incentive to act, not an awareness of something specific, so it should be considered in the structure of readiness for activity. The characteristics of each component of an academic’s research competence have been presented.
The article deals with the role of the scientific libraries in ensuring principles of academic integrity as a component of higher education quality. The basic principles of academic integrity (honesty, trust, fairness, respect, responsibility) have been analyzed. The importance of these principles in the academic environment has been substantiated. The participation of the scientific libraries in raising awareness of plagiarism, correct citing using APA and MLA has been covered. Librarians’ possibility to do much more in ensuring academic integrity has been found out. The role of the scientific libraries as data quality hubs has been highlighted and their functions as centers where much of the institution’s research and publishing come together. The role of a librarian in promotion of academic integrity practices has been stated in the article. The importance of understanding internal and external factors that cause academic dishonesty has been stressed. The experience of Ukrainian scientific libraries in ensuring the principles of academic integrity has been studied. The role of the Ukrainian Library Association in realization of principles of academic integrity has been stated. starting in 2016, the Ukrainian Library Association has created the project «The Culture of Academic Virtue, the Role of Libraries» which is supported by the US Embassy in Ukraine. Representatives of various scientific libraries that are directly interested and involved in observing academic integrity in their institutions can take part in this project. The acquisition of competencies in the observance of academic integrity has been recognized as a long process of training and improvement. The beginning of the Movement for Academic Integrity in Ukraine has been highlighted. The role and experience of libraries in ensuring the principles of academic integrity with be the subject of further research.
The article is devoted to the study of the effectiveness of Academic staff development programme to promote the development of research competence. Mixed method (qualitative and quantitative) was used to explore the problem: the analysis of scholarly literature searching for the term «research competence» as well as modelling structural components of research competence. Research competence is seen in our article as an integrated personal and professional quality of a higher education teacher, which reflects the motivation for scientific research, the level of teaching research methodology, the personal qualities of a researcher, such as innovative thinking, the capacity for creativity and innovation. We have identified the following key components of the Research competence of a higher education teacher: motivational and valuable, cognitive, procedural and active, information, communicative, personal and creative, reflexive; components of research competence form a holistic unity of the results of academic staff professional and personal development. The article presents the experience and results of the implementation of the research module of Academic staff development programme at the Borys Grinchenko Kyiv University. The results showed that participation in the Research modules had influenced much to develop some components (the motivational and valuable, communicative, the personal and creative) of research competence in Academic staff. While learning Research modules university teachers can assess the current level of their research knowledge and skills and take responsibility for their continued professional development.
The article outlines the main directions of research of domestic and foreign scholars regarding the problem of cloud technologies in higher education. The technical characteristics, psychological, pedagogical and didactic conditions for using the MoodleCloud learning platform for the professional development of medical university academic staff are determined. Findings from this study include information about the international quality standards of e-learning and online courses for the professional development of educators (UNIQUE і ECB CHECK; the Quality Matters Continuing & Professional ED Rubric Standards, the USA etc.). The article describes the experience of Donetsk National Medical University concerning implementation of MoodleCloud learning platform in the professional development of academic staff. The emphasis is on the main components of E-learning content «Pedagogy of a higher medical school», which are characterised in the article: simple learning resources, interactive e-lessons, electronic simulations and job aids. The possibilities of cloud hosting for the professional development of teachers of higher medical educational institutions are analyzed on the example of the program «Pedagogy of a higher medical school» developed on the Moodle learning platform. The quality of an e-learning course is enhanced by: learner-centred content, granularity, engaging content, interactivity, personalization. The audit parameters (quality criteria) of the academic staff development program on the Moodle learning platform are presented: information about organization of program; target audience orientation; quality of content; program course design; media Design; technology and evaluation & review). From the material presented in this paper, the following theme may require further attention: examining international quality frameworks and standards in E-Learning Systems.
The problem of evaluating the university faculty research performance in the European Higher Education Area and in the European Research Area is enlightened in the paper. It is emphasized that under the transition to open science and open access and increasing digitalization, that has emerged in the higher education system due to the global COVID-19 pandemic, the problem of academic staff research performance evaluation and their career attractiveness needs to be reconsidered. The article analyses the key principles of evaluating researchers and their professional development; they are enlightened in the basic regulations of the European Commission, European University Association and European Research Area, and in the Hong Kong Principles as a part of the Open Science and Open Access Initiative. The issue of using almetrics in evaluating research outputs is actualized; it provides the «visibility» of the researcher not only for the scientific or educational community, but also for society as a whole. This expands the scope of usual indicators of research performance and provides a comprehensive and more objective measurement of researchers’ excellence. The structure of research performance evaluation is given; it should be based on an integrated approach, taking into account the peer-review, quantitative and qualitative measurements, and include all the components of university staff research activity, i.e. the scientific creativity potential and its research outputs, research supervision, young scientists’ mentoring, national and international cooperation, performing administrative duties, research dissemination, and mobility.
The issues of academic integrity and the trends in its development in the European context and in Ukraine have been analyzed in the article. The general and specific trends in the development of academic integrity of future specialists in Europe and in France in particular have been highlighted. The definitional analysis of the categories «academic integrity» and «transparency» has been carried out and the components of academic integrity have been considered. The academic integrity as a component of the quality of education and its provision at the legislative level in the European countries has been analysed. Academic integrity has been considered as certain moral and ethical principles that all members of a civilized educational and scientific community must clearly observe during teaching, learning and scientific activities. The issue of academic integrity has been pointed out as basic and relevant for modern higher education, science, culture and art in the period of global changes in society. The peculiarities of academic integrity development of future specialists have been characterized. Universal features of the development of academic integrity, such as multidimensionality, transparency, objectivity, motivation and the content of improvement, have been highlighted. The concept of academic dishonesty and its manifestation have been analysed. The concepts of plagiarism and its signs, as well as its interpretation in the European context, have been examined. The experience of the European countries in the development of academic integrity and working methods for increasing the level of academic writing to strengthen one’s own argumentation of the facts researched by the scientist, as well as to improve the quality of researchers’ scientific publications by observing the requirements for the scientific articles structure. The article deals with the importance of the introduction of educational on-line trainings on the correct justification and presentation of the author’s scientific achievements, the citation of the scientific works provisions and the dissemination of this practice among the educational community, partnerships between universities and business entities. The concept of a healthy academic culture and its expression has been disclosed. The experience of France in the development and maintenance of academic integrity has been considered.
The article considers issues related to the need to modernize the current system of assessment of academic achievements of primary and secondary school students, due to their transition to study according to the new state educational standards. The results of the research of teachers’ and students’ views on the current assessment system, on its role in the individual approach to the student’s personality in the learning process are presented. The obtained results testify to the participants’ understanding of the shortcomings of the current assessment system and the need to develop such an approach to the assessment of educational achievements, which would eliminate the existing contradictions. The problems of the current assessment system highlighted in the article can be solved by implementing modern world practice of introduction of so-called formative assessment in the domestic educational environment, which will track individual progress of students in the learning process for timely correction, active involvement of students in the assessment process. It draws attention to the students’ understanding that the objectivity of assessment, self-assessment of educational activities, dialogic feedback should become tools of modern education. The results of the survey of students show a difference in views on assessment depending on their age. Based on the comparison of the results of the survey of participants in the educational process, the similarity of their views on the problems of the current assessment system is shown. This article is a continuation of the scientific search for ways to improve the system of monitoring and evaluation of student achievement in general secondary education.
This article is devoted to the analysis of the role of academic staff in the effective governance of the universities in France. Models of governance of the universities of France are analyzed. It is found that in France there is a dual (asymmetric) model of governance. It has been established that in an «asymmetric» dual structure, one of the governing bodies can be considered as the main decision-making body and the other body has more limited powers. The article analyzes the system of governance and the role of academic staff in such institutions of higher education as the University of Paris-Dofin, the Louis-Bachelier Institute, the Curie Institute, the University of Sorbonne. It is revealed that in general, the main governing bodies of the university are three central authorities: the Board of Directors, the Scientific Council and the Academic and Student Life Council. It has been established that all the governing bodies of universities in France include academic staff with a total of 8 to 13 people, depending on the Council to which they belong. It is analyzed that the main functions of academic staff are decision-making at the level of the governing bodies of the University, participation in discussions on financial, strategic issues, decision-making on student associations, student life, research questions, and teaching. It has been found that the activity of academic staff in the effective governance of the universities in France is advisory. It is noted that academic staff can be involved as an external expert in the decision-making process in other universities.
The article summarizes the achievements of Ukrainian scientists and practitioners who have studied the processes of licensing and accreditation of a higher education institution as processes that characterize the potential and effectiveness of the institution’s activities; it is shown that the accreditation procedure is the main procedure in the field of higher education, which, together with the procedure for licensing the educational activity of a higher education institution, forms the basis of the mechanism of regulation of the activity of the institution and quality assurance system of higher education in Ukraine. It is emphasized that the purpose of accreditation is to evaluate the educational program in terms of its compliance with the educational standard, as well as the ability of the educational institution to ensure the achievement of the educational results stipulated in the educational program of the educational program. The stages of development of the licensing and accreditation process during the independence of Ukraine (N. Saphonova) are analyzed; it is concluded that the practice of licensing and accreditation of higher education institutions has developed in Ukraine. Foreign experience of accreditation of higher education institutions is analyzed and a comparison of this procedure in the USA and Ukraine is made. The contents of the methodological recommendations for accreditation of higher education programs in Ukraine, developed by the members of the QUAERE project consortium as a result of the study of accreditation practice in the European Union countries, are revealed. The conclusion was made about the importance of effective management of the processes of licensing and accreditation of a higher education institution, and the importance of state control in the sphere of licensing and accreditation activities was emphasized. The necessity to change the orientation of accreditation procedures from control to monitoring and consulting was proved.
Levels of parameters of examinees' motivation Note: IM -intrinsic motivation; EPM -eternal positive motivation; ENM -eternal negative motivation.
The article is devoted to the actual problem of professional preparation of future masters of elementary education for innovative activity. The author points out that the realities of the modern world, the transformation processes in the education system, the social procurement of the labor market encourage the revision of certain established views on the goals and objectives of higher education in general and the professional training of future masters of elementary education in particular. In this regard, there is a need to organize a system that would provide a purposeful process of forming the masters’ professional readiness for innovation activity. The study of this process allowed us to identify the main components of masters’ professional readiness for a specific activity, such as cognitive, motivational, reflexive, praxeological. In the context of the of the study, the motivational component determines the formation of motives for innovation as a pledge of self-realization and self-development of undergraduates; interest in innovation as an important source of professional needs, personal growth, a strong interest in creativity and more. In the article the level of the personality-motivational criterion is: conscious attitude of future masters of elementary education to innovative activity; formation of motives for professional self-improvement and self-development; stable orientation on humanistic values in pedagogical innovative activity; formation of professionally significant personality traits; the need for innovation; formation of creative potential; professional mobility. In the article the level of formation of personality-motivational criterion (motivational component) of professional readiness of future masters of elementary education for innovative activity at the indicative stage of the experiment is analyzed.
In the article attention is focused on one of the most important problems of formation of future specialist from entrepreneurship, trade and exchange activity – presence of the formed mental and ethical values. It is marked that trade and exchange activity require a presence in the personnel of such personality qualities as: discipline, politeness, responsibility, communicational skills, tactfulness, tolerance, being collected, exactness. They are formed in the process of theoretical-practical training of future specialist and directly because of atmosphere at the job. The aim of the article is to determine the essence and ways of forming of mental and ethical qualities in future specialists from entrepreneurship, trade and exchange activity. Maintenance of the key concept «mental and ethical values» is found out and the formulation is given. It is a presence of the formed common to all mankind values and norms of moral behaviour, which is predefined by modern European direction of integration in different spheres (educational, economic, humanitarian and others like that). Separate scientific investigation services are analysed. Researchers point out the importance of formation of mental and ethical values in future professional activity. In the process of research it is found out about content of curricula and working programs from professional disciplines, complex plans of educational work, directions of activity of a group; methodology of scientific research of the problem. Experimental work required determination of scientific methodologies of research. Author is distinguishing two methodologies: diagnostics of the ways person thinks (B. Bass), questionnaire methodology «Scale of emotional review» (A. Megrabyana and N. Epstein). Results certify that systematic work is needed in the process of preparation of future specialist in establishments of higher education. The separate ways of forming of mental and ethical values are found out in students: folk pedagogics, out-of-classroom (extracurricular) work, participation in business-tournaments. We see the prospects of further researches in certain methods of extracurricular work that will influence formation of personality.
The authors of the article offer their understanding of the actual meanings of interactive lectures as the important component of the cloud-oriented learning environment of the medical university. We use different research methods for data collection: analysis and generalization of scientific sources to substantiate the theoretical research platform; modeling and research teaching method to determine the components of a lecture and clarify the conditions for conducting interactive lectures; sociometric analysis of the effectiveness of interaction within a small group to assess learning outcomes in different lecture formats. Two lecture formats (with elements of interactive media and interactive) while teaching of clinical disciplines in Donetsk National Medical University is described. The organizational and didactic conditions for conducting interactive lectures on clinical disciplines have been determined and characterized. The organizational conditions include educational resources and active elements of the Moodle educational platform: flexible & functional design of an interactive lecture; cognitive and motivational criteria of the effectiveness of an interactive lecture. It is concluded, that didactic principles of teaching (scientificity, the continuity of obtaining scientific knowledge and the formation of clinical experience, students’ activity and cognitive creative independence, interactivity) ensure the effectiveness of interactive lectures. It has been proven that inquiry-based learning and evidence-based medicine principles enhance the conversion of passive presentation of educational material into communication practices aimed at the development of clinical thinking in students. The authors came to the conclusion that tutoring provides the creation of an individual educational trajectory, contributes to the formation of social skills and professional reflection in the future neurologist.
The article is devoted to the survey results of academic staff of the Borys Grinchenko University of Kyiv on identifying topical subjects for qualification training as part of the didactic, research, leadership modules and the module on ICT. The list of topics for training courses was formed in accordance with certain current trends of higher education institutions academic staff continuing professional development, as well as taking into account the European experience of organizing advanced training courses for lecturers at universities. The survey showed that the lecturers’ choice for continuing professional development is fully consistent with pan-European tendencies. The largest number of choices received trainings related to innovative teaching methods, as an improvement of teaching skills and an innovation establishment in teaching are a priority in the European higher education area. The respondents’ great interest was caused by trainings on internationalization in education, which is an important aspect of both European and Ukrainian educational policy. The research showed that lecturers were less interested in training on general and social competencies, motivation and leadership qualities. As part of the module on ICT, academic staff chose trainings, dedicated to teaching improvement with innovations in ICT, that is, didactic issues of introducing the new technological tools into an educational process. The results of the survey can become a basis for a modernization of universities academic staff qualification improvement program in order to acquire new and / or improve previously acquired competencies within professional activity. The perspectives of the further researches will be a justification of competency profiles within the lecturers training program modules.
The article reveals the essence and peculiarities of the personnel reserve formation in the institution of higher education. The functionality of the personnel reserve of the modern higher school is analyzed from two viewpoints: the viewpoint of an institution of higher education (functions are information, personnel planning, resource saving, anti-crisis, regulatory) and the viewpoint of a reservist (career-orientation, motivational, developmental functions). The personnel reserve management is represented by several approaches: classical (training is tied to the competence of a particular position); the personnel reserve management in the context of the concept of talent management (development on the grounds of needs and deficits in the competence of succession pool members); synthetic (the personnel reserve is a self-organized community and a training program). The best thing is to use adaptive control technology in order to regulate relationships between members of the personnel reserve, and assist them in the implementation of professional self-development and self-improvement. Adaptive control is founded on the acme-synergic principles, as it provides favorable conditions for selforganization, self-knowledge, self-understanding, self-determination, self-prediction and self-design, self-actualization and self-realization of a person as a subject of professional activity. Main lines of work of the acme-synergic service are informational-analytical (general department); organizational-designing (prognostic department); acmeologicaltechnological (technological department); psychological (department of acme-synergic support); research (analytical department).
During the last decades in the modern society becomes more popular the idea of lifelong education which means the possibility of adults to join the educational environments for further professional development. In the current article we disclose the essence of the lifelong education in common and in the field of artistic education. In addition, we specify the adulthood age-peculiarities according to the educational expectations and define the role of educator (teacher, tutor) in the context of musical studies for adults. The contemporary educational system is characterized by the openness and availability. It is represented through the threefold structure which includes formal, non-formal and informal education. These types of lifelong education provide the opportunity to practice music for all who want to achieve their skills and get new knowledge. Among the adult audience the most popular forms of musical lifelong education are both formal and non-formal. Some adults begin to practice music for their work and some people choose music as a hobby. But all of these students have the same goals – to realize their self-development ambitions and improve themselves. According to these goals students could choose the place where to get the music education: at musical colleges, universities, academies, musical schools, studious or courses, at the private lessons with a teacher or with online coacher etc. In consequence of musical studies, the student can develop his/her music and performing competence. It provides formation of students’ skills, knowledge and experience of musical activities. They learn how to do the everyday routines and prepare the interpretation of music pieces, how to organize and follow the self-guided work. In addition, during the musical classes students develop their aesthetic tastes and artistic tolerance, learning how to think about the artistic ideas in music pieces and how to build the interpretation plan according to composer’s view. Following the basic frameworks of andragogy (the science about adults’ education) the author highlights that music studies cannot be limited by the age of students. Contrary, the educational process obtains the new characteristics and qualities depend on who is a student – an adult or a child. But the author notices that teacher (tutor, educator) is a very important figure in the educational chain both with children and adults.
The article discusses causes and prerequisites for the problem of ensuring the interaction of higher education and adult education institutions with labor market at the level of European Union educational policy. It defines the educational policy of the European Union, as well as the place of higher education and adult education as a part of the state educational policy. The EU’s experience on the interaction of higher education with the labor market and the developed recommendations based on it can become an effective tool for balancing the interaction of higher education and adult education with the domestic labor market in Ukraine.
The article deals with methodological basis of adult education development in the USA and Canada. Philosophical directions that influenced adult education development in the USA and Canada are systematized. Essence of liberalism is discovered. According to liberalism a person is a source of society development, that is why his rights and freedom should be supported, equal access to education should be provided to all citizens despite their social status and level of income. Key principals of liberal education are development of personality, upbringing of citizens who can make positive social changes. Taking into account this fact, informal adult education should be continuous and oriented at development of intellectual abilities of a person, be accessible to all strata of society and its content should coincide with necessities of people. Key features of progressivism are pointed out. Historical roots of progressivism are connected with progressive political movement in society and education. It was formed due to conception of society and education interaction, empiric theory of education, democratization of education. According to progressivism the main assignment of adult education is fulfillment of educational needs of personality. Modern way of progressive education development is its transformation in conception of social reconstruction, civil education and education for survival, which unite ideas that are lent from pedagogical, philosophical, anthropological, psychological and sociological theories. According to conception of social constructivism informal adult education may become the mechanism that enables certain reconstructions of society. The main aim of conception for survival is training for survival in conditions of war and conflicts. Ways of its fulfillment in informal adult education are establishment of certain educational programs concerning suicide, alcoholism, drug addiction and inclusion of adults in life of society. Conception of civil education or education in community is oriented at positive social changes and solution of society problems, formation of civil democratic society. Interconnection between progressivism and social constructivism is viewed. According to philosophy of constructivism a person is unique according to his vision, for this reason he constructs his unique understanding of environment. In this way a person is viewed in informal adult education, when conditions for fulfillment of needs are created, solutions of problems are found; ways of creative thinking are established. Teacher is not a transmitter of ready knowledge; he is a consultant, moderator, and facilitator. Comparative analysis of behaviorism and humanistic direction is conducted. Characteristic features of radicalism are investigated. Key features of a person who self-actualizes are adequate perception of reality which should be perceived calmly, understanding of oneself, other people and environment, understanding of problems, independence of others, constant desire for self-evaluation, search for interpersonal relations, respect, ethic qualities, sense of humor, creative character, desire for self-actualization, open to new experience. Key assignment of teachers is to find and open potential of a person. It was found out that progressivism, behaviorism and social constructivism are key philosophical directions that influence adult education development in the USA and Canada. According to behaviorism personality is a complex of reactions to outer impulses. For this reason, the aim of adult education is modification of adults’ behavior taking into account changes in personality.
Servant leadership has been one of the most preferred styles of leadership in education due to its underlying principles. This exploratory study aimed to examine the university teachers’ use of servant leadership principles by students’ reported experiences. It utilized a mixed-method approach. A questionnaire was sent to 111 college students after conducting a pilot, passing the reliability test, and applying sample size formula. The semi-structured interviews were also taken from 11 participants who were sophomore and junior students in the English Department, Faculty of Letters and Humanities. The data was analyzed through color-coding, thematic and statistical analyses. This study narrowed its scope by only focusing on the principles of listening, persuasion, commitment to the growth of others, and community building. It tested the correlation between these principles and examined the relationships between the reported use, gender, and schooling years. The results revealed that the practiced servant leadership principles were pretty at a high level except for the commitment to others’ growth principles (M= 3.6). It also found that gender was not a robust predisposing factor, whereas years of schooling influenced the students’ reported experiences about their teachers’ use of servant leadership in the classroom. The principles also proved to be correlated after conducting the Pearson correlation test. The study concluded with suggestions and further implications that could improve the quality of instruction in the classrooms and educational institutions. It is highly suggested to establish leadership centers in both public and private higher education institutions to provide various leadership trainings for students, teachers and staff to enhance the quality of education.
The article deals with the phenomenon of aggression as a social phenomenon that has both social and biological (psychological) conditions. Based on the analysis of scientific sources the author has classified the types of aggression, emphasizing that the typology depends on the division criterion. The research results are based on the most commonly used classification of aggression into physical, verbal (psychological) and self-aggression. Particular attention is paid to the socio-cultural determinants of aggression and violence among young people, including the models of aggression that young people observe in a close surrounding (family, educational environment) and in a remote surrounding (media, Internet, television programs). It has been stressed that the circumstances aggravating the manifestations of aggression are the use of alcohol, drugs, computer addiction. The article emphasizes that the likelihood of manifestation of aggressive forms of behaviour depends on the frequency of aggression in the environment, on manifestations of aggression by authority figures (for example, educators), on the observation of the benefits of aggression (for example, in the form of an advantage gained), as well as on the frequency of opportunities for aggressive behaviour. The article emphasizes that not only victims of aggression, but also aggressors need help. In order to counteract aggression as part of a young person’s social life, it is not enough to identify the problem – it is important to eliminate the causes of aggression. Restricting, preventing and countering this phenomenon require an effective network of social services, as well as the activation of local communities. On the example of the programs for preventing and eliminating aggression in the Republic of Poland the author proves that assistance aimed at stopping aggression should be taken not only for a young person’s personal well-being but also through the social and psychological consequences of this phenomenon.
This article defines the criteria for the formation of the pedagogical competence of scientific and pedagogical workers in physical education (motivational-value, cognitive-processual, developmental, educational, health-saving, communicative), their structure, content and measurement methods are disclosed. The determination of the components of the pedagogical competence of scientific and pedagogical workers of physical education makes it possible to significantly expand the range of pedagogical knowledge, skills and abilities of scientific and pedagogical workers of physical education, as well as to carry out their diagnostics as a kind of reference point for the content of the methodological work of the model of the educational process, which will help to adjust the process of development of pedagogical competence scientific and pedagogical workers of physical education in the methodological work of an agricultural university. Physical education in an agrarian institution of higher education is aimed at solving the following specific tasks: formation of high moral, strong-willed and physical qualities of the learners of higher education, readiness for highly productive work; students’ health protection and promotion, promotion the all-round development of the body, maintaining high performance throughout the study period; comprehensive physical training; vocational-applied physical training of higher education learners, taking into account the features of future employment; gaining the necessary knowledge of the fundamentals of theory, methodology, and organization of physical education and sports training, preparation for work as public instructors, coaches and judges; improving the athletic skills of higher education athletes; nurturing awareness of the need to regularly exercise in physical culture and sports
This article defines the criteria for the formation of the pedagogical competence of scientific and pedagogical workers in physical education (motivational-value, cognitive-processual, developmental, educational, health-saving, communicative), their structure, content and measurement methods are disclosed. The determination of the components of the pedagogical competence of scientific and pedagogical workers of physical education makes it possible to significantly expand the range of pedagogical knowledge, skills and abilities of scientific and pedagogical workers of physical education, as well as to carry out their diagnostics as a kind of reference point for the content of the methodological work of the model of the educational process, which will help to adjust the process of development of pedagogical competence scientific and pedagogical workers of physical education in the methodological work of an agricultural university. The interrelation of components of pedagogical competence of physical education teachers of agrarian university with normative requirements to the organization of educational process on physical education and mass sports in institutions of higher education is established, (motor activity, individual work and practical classes) as well as with the tasks of agrarian education (maintaining the health of students, ensuring the health of the population through professional activities, solving environmental problems). For self-improvement of scientific and pedagogical workers of physical education the selection and modification of methods was carried out. To assess the development of pedagogical competence in the system of methodical work of the university, a system of tests was developed to determine the formation of each component.
The authors of the article analyze the results of a survey of school principals conducted in December 2020 in Kyiv. The Law of Ukraine «On Education» provides for granting educational institutions the right to expand the scope of autonomy, namely – academic, organizational, personnel and financial autonomy. This process, among other things, depends on the level of readiness of the principals for self-government at school, the desire and ability to use the opportunities provided by the legislation of Ukraine. The purpose of the article is to publish the results of a study to determine the current state of the attitude of the head of the capital's school to the implementation of the declared autonomy of the school and the factors that prevent it. Realization of the set purpose provides the following: definition of the relation of the head of school to introduction of the autonomy of educational institutions declared by the legislation; determining the readiness of the head of the school in the near future to begin implementing the autonomy of the educational institution; identification of conditions, the satisfaction of which will be able to accelerate the introduction of autonomy of educational institutions. Participants in the survey «Autonomy of educational institutions and its impact on the quality of education management in the capital», conducted by the analytical center of Borys Grinchenko Kyiv University «OsvitAnalityka», were 472 principals of secondary schools and specialists of Kyiv education departments and the capital Department of Education and Science. This article presents an analytical review of the results of the survey of the heads of educational institutions in Kyiv, a statistical portrait of the school principals and the conclusions of the authors. Heads of schools in Kyiv support the ideas, possibilities of autonomy and introduce the autonomy of the educational institution with different speed, sequence of stages and a combination of components. The main conditions for the implementation of the autonomy of educational institutions, laid down by domestic legislation, leaders consider the following: development of an algorithm of actions for introduction of autonomy; training of school administration as educational managers; ensuring the appropriate level of current funding; deprivation of redundant functions of educational institutions; providing advisory assistance and developing a mechanism to encourage managers, etc.
The roles of an effective electronics engineering lecturer Source: Adapted from Fry, Ketterindge & Marshall (2015)
The article discusses the current state of professional training of engineers, in particular, electronics engineers in Ukrainian higher education institutions (HEIs) and explores best practices from US HEIs. The research outlines the features of professional training of electronics engineers and recent changes in Ukrainian HEIs. Such challenges for Ukrainian HEIs as lack of collaboration between higher education and science with industry, R&D cost reduction for HEIs, and downsizing the research and academic staff, the disparity between the available quality of human capital training and the demanded are addressed. The study attempts to identify successful practices of US HEIs professional training of engineers in order to suggest potential improvements in education, research, and innovation for training electronics engineers in Ukraine
The article analyzes the main approaches to forming students’ readiness for intercultural communication in the tourism sphere, including: individual approach to students; problematic and creative nature of foreign language tasks; use of modern innovative learning technologies; dialogue of the learning process; modeling of professional communicative situations. The concept of «student’s readiness for intercultural communication» is considered as an integrative professional characteristic of the individual, which determines the level of professionalism of the future specialist in his or her foreign language communicative competence and includes needs, motives, psychological qualities, subject and intellectual knowledge, skills and skills to perform professional tasks. It is concluded that foreign language is an important tool for intercultural communication and at the same time a special mechanism of effective cooperation, since it influences the process of formation of professional qualifications and competencies of future specialists in tourism industry, which ensures their competitiveness in the labor market and guarantees employment in the specialty.
The article analyzes the national context of higher education reforms in Southern Europe, based on broad source analysis. The author has found out that the countries of Southern Europe (Spain, Italy, Portugal, and Greece) are distinguished by the national peculiarities of institutional transformations in the field of higher education, demonstrate the experience of successful implementation of the EHEA educational policy, taking into account the national priorities and historical traditions of higher education. A qualitative approach was applied when judging the level of involvement in quality assurance (QA) agencies in Eastern Europe. To implement the national Laws on Higher Education, harmonized with «Standards and Guidelines for Quality Assurance in the EHEA», agencies & HEIs in Spain, Italy, Portugal and Greece emphasize quality assurance procedures focused on learning, teaching, and research output. The article highlights organizational, content and procedural activities of higher education QA agencies. The competencies of national agencies have been characterized in the article. Study findings identified the trends in the implementation of the European concept of QA in higher education: the institutionalization of national systems, articulation of consistency with EU documents, national legislation; the scientific and educational collaboration in different fields of activity; internationalization and visualization of the agencies’ activities in the international educational space. It is concluded that general trends determine the directions of dynamic organizational and procedural changes in national higher education systems. Particular attention in the article is paid to the internal QA systems in HEIs under the guidance and with methodological support national agencies provided. The general and specific procedures of external and internal quality assurance in the countries of Southern Europe have been described. From the material presented in this paper, the following theme may require further attention: examining quality frameworks and quality assurance standards in Eastern Europe.
The article deals with modern approaches to teaching foreign languages at French universities, existing problems and modern challenges due to historical, social and cultural factors. The modern language and foreign language approaches to a foreign language teaching have been distinguished. The study about a foreign language teaching and learning has been defined as a young discipline in the article. It has been stressed that learning models which viewed language acquisition as the formation of habits and suggested teaching methods emphasizing memorization and drills, have given way to cognitive approaches focusing on information processing and have led to methods based on comprehension and communication. The article emphasizes that France is traditionally viewed as a monolingual country, and here the system of bilingual education is available only for some regional languages: Breton, Corsican, Occitan, Catalan, Basque and German. It has been stated that learning a foreign language in a context of an institution takes place with structural constraints such as a limited contact time and a lack of socialization in the language via an existing community that speaks the chosen language. It is said that the idea of the «native speaker» as a model of proficiency still dominates language education and language mistakes are often stigmatized instead of being regarded as a natural and considerable part of building communicative skills. The modern language and foreign language approaches to second or foreign language teaching have been distinguished. The paradoxes of a foreign language study at French universities have been stressed; three different problems for foreign languages learning and teaching at university level in France have been analyzed. The factors which influence second language acquisition have been considered: the quantity of incoming information, or language exposure which students receive; the type of their interaction; the quality of feedback they get. The lack of hours for foreign language learning at French universities has been stated. The use of instructional and communication technology (ICT) in combination with face-to-face instruction have been suggested as a practical solution in the modern conditions of France’s higher education.
The article is devoted to the issue of formation of emotional intelligence by future teachers of music art in the process of professional training and analysis of its modern state in the context of strategic tasks of modernization of higher pedagogical education and prospects for its further improvement. The purpose, tasks and diagnostic methods of the ascertainment experiment with the participation of first-year (bachelor), second (master), full-time and part-time students, professors and music teachers were shown. It is noted that the analysis of normative documents of higher educational institutions of Ukraine, which carry out training of specialists with major in «Music Arts», testified the lack of special educational disciplines aimed at forming the emotional intelligence of a future teacher. At the same time, such disciplines are envisaged in the curricula for training specialists of socio-economic professions. Specially designed blocks of questionnaire allowed to examine the opinion of the respondents regarding the awareness of the concept of «emotional intelligence», understanding of its essence, characteristic features, their presence in the interviewed and expediency of its formation as an integral, individual-personal and professionally significant quality of a modern teacher. The results of the study in figures show that the majority of respondents are unfamiliar with the concept of «emotional intelligence», although most respondents gave a positive answer to the question of the appropriateness of mastering the components of this complex psychic education. As a result of the ascertainment experiment, it was concluded that the current professional training of future teachers of music art does not fully meet the requirements of building a new Ukrainian school. It needs the development of the concept of formation of emotional intelligence of future teachers of music art, substantiation of its theoretical and methodological foundations, development and implementation of innovative approaches in the content and organization of their professional and professional training.
Professional training in the context of reforming the education sector acquires new aspects and forms of implementation of educational programs, taking into account the personality-oriented trajectory of individual professional growth of each subject of the educational process. The solution of the problem is relevant nowadays: what is important in the process of personal and professional development – personalization or personification of the educational process? The article highlights the features of personalization and personification of professional training, reveals and clarifies their essence, provides an analysis of scientific publications on this issue; the need to introduce a personalized approach, which is an important means of achieving this goal. Theoretical bases of personalization and personification of professional training, features of the organization of educational activity covering cognitive, informational, scientific-innovative, social, administrative spheres are characterized. It is proved that important conditions for personalization of the educational process in higher education institutions are the cultural impulse in the idea of democratization and construction of society and man, the tradition of socio-humanitarian thought, individualization of education and so on.
The article deals with the conceptual fundamentals of modeling the educational environment of a higher education institution. The article examines the possibilities of designing the educational environment in universities; offers an educational environment-oriented model. The university’s educational environment is defined as a multi-faceted structure that purposefully and spontaneously influences the professional and personal development of the future specialist, ensuring his / her readiness for professional activity and / or continuation of training, successful self-realization in the process of life activity. The educational environment is a set of material factors of the educational process and interpersonal relationships that establish the subjects of education in pedagogical interaction. Points of view of Ukrainian as well as foreign researchers who have been studying the peculiarities of the educational environment in higher education are compared. The article also confirms that the problem of the deliberate break in the activity of differently orientated educational institutions can be overcome by means of educational environment modeling, which combines school, pre-university and university education with a single target setting. Importance of teachers being ready for modeling the educational environment, which results in its quality and efficiency, is also revealed in the article. Prospects for further research are to investigate the impact of the higher education institution’s educational environment on the personal and professional development of each participant in the educational process.
The article highlights the actual problem of the dependence of the psychological component of the professional competence of future specialists on the use of an educational project in the educational process. The purpose of the article is to study the features of the influence of the use of an educational project in the educational activities of a higher educational institution on the psychological component of the professional competence of future specialists. The content and structure of the psychological component of the professional competence of future specialists have been determined, which is considered as a complex of characteristics of future specialists, contains psychological knowledge, skills, motivational, emotional processes, personal properties that help to carry out professional activities, self-improvement, and consists of motivational, emotional, activity, personal, cognitive components. The experience of the formation of the psychological component of the professional competence of future specialists with the help of an educational project introduced into the educational process of the Institute of Philology of Borys Grinchenko Kyiv University is characterized. Among the research tools were used: diagnostic methods for studying the components, indicators of the psychological component of the professional competence of future specialists, the experimental method, the comparison method, and correlation analysis. The relevance of the topic is confirmed by the results of a survey of future specialists who underwent diagnostics on the problems of studying the level of the psychological component of professional competence for use in the educational process of an educational project and after. The experiment involved 227 future specialists in the specialty «035 Philology». Through experimental activities, the features of the application of the educational project in the educational process of the institution have been determined. It was revealed that the level of the psychological component of professional competence before the implementation of the educational project was lower than the level of the studied phenomenon after the application of the project in the educational process. The results of the analysis showed that the process of creating and implementing an educational project by future specialists affects the formation of the psychological component of students’ professional competence.
The necessity of development of skills of safety activity of students of machine-building specialties in the process of professional training in institutions of higher education of technical direction are considered in the article. The urgency of the problem of formation of skills of safety activity future specialists in mechanical engineering in the process of professional training in institutions of higher education of technical direction is determined by the peculiarities of future professional activity. The key concepts of research are analyzed, in particular such as «safety activity», «safety competence», «culture of safety» and actual ways of developing labour-protection competence in the process of training specialists in machinebuilding specialties. Based on a solid analysis of scientific publications on the research problem, we outlined the conditions for the formation of skills of labour protection activities of future specialists in mechanical engineering in institutions of higher education. We relate to them clarification of the content of the concept of «labour protection competence» taking into account the peculiarities of the professional activity of specialists in the machine-building industry, determination of the components of safety competence of specialists of the machine-building industry and its interconnections in the structure of professional competence, determination of peculiarities and tasks of formation of safety competence of specialists in the machinebuilding industry in the system of professional training, ensuring motivation for the development of safety competence of future specialists in the machine-building industry as a necessary condition for professional adaptation and further professional growth, determination of the peculiarities of skills development in safety activities in the process of theoretical and practical training, industrial practice and graduation design, as well as the selection of appropriate pedagogical means for the educational process. Prospects for further research, we see in the development of methodological conditions and ways of developing the safety competence of future specialists in mechanical engineering at all stages of professional training in higher education institutions.
The article analyses the impact of globalization and technological development of society on research, education, organization and technology of the educational process. Pedagogical priorities of digitalization of education such as combining the efforts of scientists and practical specialists for a comprehensive analysis and interdisciplinary solution of modern problems of digital educational space and pedagogical principles of education digitalization have been identified. The article formulates the conceptual provisions of digital pedagogy and specification of the content of basic pedagogical concepts of digital education, development of digital didactics, revision of forms, methods, means and technologies of teaching, students’ training and development in the digital space. The features and directions of education of children and youth in the digital space have been identified; new forms and methods of organizing the educational impact on children and youth in the digital environment have been revealed; the risks of digitalization of education and ways to overcome them have been outlined. The article shows that the mission of modern education is to provide society and every citizen with a proper transition to the digital age, focusing on other tools and different living environment and to prepare not only young but also middle-aged and older people for new types and kinds of work. An example of solving problems of digitalization of education, which requires joint efforts of scientists and practical specialists, is the creation and work of the Advisory Board on Digital Education and Pedagogy at the Department of General Pedagogy and Philosophy of Education of the NAES of Ukraine. Its functions are to examine current issues of digitalization of education in relation to interdisciplinarity: philosophical, theoretical and methodological, practical aspects of digital education and pedagogy; to сonduct in-depth research of the benefits and threats of digitalization of educational and scientific activities and to make analytical conclusions and recommendations for the management of education.
Professional burnout of teachers is a very common and urgent problem for nowadays society. The problems connected with the mental health, manifestations of the emotional burnout syndrome directly affect the health not only of the teachers themselves but also have great impact on their students. The work of the teacher does not possess set timing which leads to an increase in the time expenditures on the various structural elements of the work. The lack of the ability or skill to relax, find hobby increases the risk of the representatives of the teaching profession to gain the disease called professional burnout. It is clear that prevention steps are easier to be performed than to overcome the gained illness. These several approaches how to organize the life of the ordinary teacher out of his work are offered in the article. It is important that the problem of the mental state of the teacher was valued not only by him but at the same time by his managing authority. It will play crucial role in the process of work, promote professional longevity. Healthcare is not to be underestimated at any stage. Therefore, there is a need to develop at the state level the program for the preservation of professional health of the teacher.
The article deals with the current state of development of higher education in the French Republic. The higher educa-tion quality in France in the light of the European tendencies has been highlighted; the French model for assessing the quality of higher education has been analysed. The concept of higher education quality has been stated; the structure of France’s higher education has been provided. The effectiveness, innovation and productivity which are expected from higher education in Europe today, have been emphasized. The significance of the continuing assessment in the French education system has been stressed. The historical background for the development of the French model for assessing the quality of higher education has been considered. The bodies participating in evaluating higher education in France have been analysed, and their roles and tasks have been stated. The possibility of the use of the positive French experience in higher education quality evaluation in Ukraine has been stated.
Types of rating scales
Assessment model of student achievement Developed by the authors
The article considers modern approaches to assessment at schools based on the analysis of various assessment scales (range from three to one hundred points). The pedagogical regularities influencing the choice of assessment scales are determined, in particular: 1) increase of quantitative parameters of the assessment scale; 2) the use of a tribal rating scale for one-element answers; 3) the use of indirect evaluation with a significant amount of evaluation scale; 4) application of mathematical methods of transition from qualitative parameters to quantitative indicators of estimation; 5) taking into account the level of structure of the subject and the relationship between learning and development of subjects of study. Finally, we propose three secondary school testing and evaluation systems models that provide mathematical, humanities and general education. To identify the causal effects from different assessment scales, we conduct an educational experiment and a large-scale online survey in Ukrainian schools from 2019-2021. As a result of experimental research, we allocate the essential elements of testing and estimation activity: educational parameters, the structure of components of knowledge of a subject, criteria, a scale of estimations, an interval scale of transition to assessments, forms of final and local testing. The findings suggest that the developed approaches to assessing high school students’ educational achievements are more effective than traditional ones. They encourage schoolchildren motivation to learn, in particular, in performing independent (especially homework) tasks. The obtained data confirm the need to use new approaches to assessing student achievement.
Today in a rapidly changing competitive environment each university faces the need to constantly transform the knowledge and information management system, to respond quickly, to predict and to apply new forms of change management that determine managerial innovations and their efficiency. Conceptual approaches and practical experience of the knowledge and information management system formation and functioning at a modern university have been studied in the article. The purpose of the article is to highlight the theoretical foundations of the knowledge management system formation and to compare the experience in organizing the process of knowledge and information management at leading foreign higher educational institutions. Based on the analysis of the models and the practical implementation of knowledge and information management, the author's vision of important components in the knowledge management system at modern educational institutions has been suggested. Taking into account the active use of the latest information and communication technologies in higher education systems of the majority of the world’s countries, the importance of their application in the educational activities of participants in the educational process and in managerial activities of the administrative staff at universities has been stressed. This will optimize knowledge and information management at universities and will contribute to improving higher education quality, creating a competitive advantage in the market of educational services. The practical importance of knowledge and information management at university lies in the fact that the transfer of accumulated knowledge is aimed at the formation of competitive specialists, and in the fact that generation of new knowledge multiplies intellectual capital, provides competitive advantages and increases the competitiveness of the economy and society of any country.
The article presents the quality assurance of higher education in France and reveals the system structure peculiar features. The authors characterize the activity of national agencies for external and internal quality assessment. We show that the formation of French quality assurance in higher education has lasted for three decades. The periodization of the quality assurance shaping in higher education is determined based on reforming the principal national agency for quality. The article illustrates the national legislative documents that regulate external and internal French quality assurance. We believe that a specific feature of the French system of quality assurance in higher education is its subordination to agencies (ENQA and EQAR) at the EU level. The article reveals that the French system of quality assurance in higher education is regulated by legal documents («Standards and recommendations for quality assurance in the EHEA»(ESG)) at the European level; a number of national laws, including the Law on Finance (2001), the Law on Freedom and Responsibility of Universities (2007), the Law on Higher Education and Research (2013); national recommendations and handbooks that form the norms and procedures for assessing the quality of universities. Higher education quality assurance is provided through external assessment and internal self-assessment by universities at the national level. The specificity of the French external quality assessment system’s structure lies in the variety of external agencies and their powers. The High Council for Evaluation in Research and Higher Education (Hcéres) is an independent body. The others external agencies are the Inspectorate General for Public Administration of Education and Training (IGAENR), the Commission of Chartered Engineers (CTI), the Commission for the Evaluation of Management Training and Diplomas (CEFDG) and the Advisory National Commission of University Institutes of Technology (CCN-IUT). National external assessment agencies have a sectoral focus and work in a specific segment, relying on internal quality control procedures. Internal self-assessment is mandatory for all French universities that issue state-recognized diplomas.
Implementation of an effective system of quality assurance is an integral element of higher education management. A deep understanding of the essence of the system approach to ensuring the quality of higher education requires the study of the best world practices. The article is aimed to analyze implementation strategies of quality assurance policy within Israeli system of higher education. The case of Israel illustrates implementation of a system for assessing and assuring quality standards in higher education that is recognized as one of the highest national priorities. Quality assurance at Israeli higher education institutions is regulated by The Quality Assessment and Assurance Division. Nevertheless, Israeli Council for Higher Education promotes culture of establishing internal mechanisms to assure academic quality. The case study of quality assurance strategies in Israeli higher education institutions was focused on the analysis of key activities managed by teaching and learning centers. These centers are dedicated to professional development of faculty members to promote learning outcome of study programs through innovative teaching methodologies. Missions and functions of the centers are based on common international standards. The spectrum of activities includes: professional development of teaching stuff (workshops for newly recruited both senior and junior stuff, and individual teaching consultations to senior stuff); technological and pedagogical support for curricula and course design (from lecture-based to fully online-courses support); implementation and integration of new technologies: particularly by scouting, absorbing and effectively implementing digital technologies; and conducting students’ teaching satisfaction surveys. Results obtained can promote further understanding of some of the key issues relevant to the implementation of an effective internal quality assurance system within Ukrainian institutions of higher education.
The article discusses the main approaches to quality assurance in higher education in Finland. The relevance of studying the experience for Ukraine is determined. Quality assurance in higher education is governed by the legal framework of the country. External evaluation is carried out by the Finnish Education Evaluation Center (FINEEC). The objectives of the FINEEC are: evaluation of education, teaching, teachers and activities of higher education institutions; development of educational evaluation; evaluation of the results of training in basic education, higher secondary education and training, basic education in the arts. Finnish higher education institutions are primarily responsible for the quality of education. Self-esteem is accomplished through a digital platform. Program accreditation aims to increase international recognition. The author notes that Higher Education Institutions are actively involved in external evaluations. The quality assurance mechanism of education is constantly being improved. The results of the external evaluation are used as a benchmark for internal evaluation. Higher education institutions select a national or international team to audit. Particular attention is paid to the accreditation of programs. The analysis of the quality assurance system of higher education gives grounds to claim that it is an effective organization, which provides the necessary resources (academic and administrative staff, students, scientific and administrative leaders, financial, material, information, scientific, educational resources, etc.); effective activity of relevant bodies that ensure the quality of higher education of the country; designation of audit teams; identifying audit objectives; undergoing appropriate procedure; defining clear evaluation criteria that demonstrate the effectiveness and quality of the evaluation. The outlined approaches and methods of quality assurance of education serve as an example of imitation for quality assurance of higher education of Ukraine and a guideline for its development.
The article highlights the issue of ensuring the quality of higher education through the prism of the use of interdisciplinary links on the example of the study of historical disciplines and foreign languages. The analysis of the legal framework, as well as the scientific literature made it possible to identify effective ways to ensure the quality of higher education. One of them is the application of the principles of interdisciplinary relations. The implementation of the interdisciplinary approach is considered as a promising method for the professional training of students of the Faculty of History with the use of knowledge of a foreign language. It is proposed to create integrated programs, teaching professional disciplines in English. It is recommended to offer students English literature In the context of the interdisciplinary approach, the integration of professional components using the skills of linguistic literacy is considered. The concept of interdisciplinary research is based on the premise that concepts and facts are not studied in isolation from each other. Implementation of the disciplinary approach is considered as a promising method for professional training of students for the application of knowledge in other disciplines. The European vector of higher education development is determined by the high level of requirements for the specialist, which necessitates the search for effective ways to ensure the quality of higher education. One of the directions of updating the learning process is the integration of educational material from different disciplines, namely: historical disciplines and foreign language. To apply the principle of interdisciplinary links, it is important to use the CLIL approach in foreign language classes. The teaching of professional disciplines in English is relevant today in domestic universities, as it is an important factor in increasing prestige, internationalization and improving the quality of professional training. When creating integrated programs to enhance the independent cognitive activity of students of the Faculty of History, it is important to recommend students to English-language literature. The use of interdisciplinary connections allows students of the Faculty of History to discover their creative potential and develop as a person.
An important aspect of the methodology of scientific research, that involves the study of foreign experience, its comparison and contrast, is the problem – how and in what forms it is possible to use / implement the learned experience. The expediency of applying to the experience of different countries, in our research – the Swedish experience in ensuring the quality of higher education – is beyond doubt. In the present circumstances, no developed country can afford to isolate itself from the international community. This fully applies to education. Investigating the problem of the quality of higher education, the analysis of normative documents regulating various areas of quality assessment category; foreign experience of this problem makes it possible to state that the quality of education is an urgent problem in many countries. Separate directions of the implementation of the experience of organizing the quality assurance system in Sweden in the practice of the work of domestic institutions of higher education are proposed in the article. The quality of education, as a pedagogical category, reflects the level of preparedness of educational institutions to provide educational services to different categories of the population. The author clearly describes the areas of creative application of the Swedish experience in quality assurance of higher education in in Ukraine, in particular: voluntary and motivational interest of each educational institution in conducting an independent expert assessment of quality; involvement of students in the evaluating the quality of higher education as an integral part of the higher education quality network; establishment of independent agencies evaluating the quality of higher education; the introduction of a single university test in institutions of higher education in Ukraine; the availability of necessary practical work experience (especially for students who study part-time or distance learning); the obligatory introduction of university rankings in the system of external quality evaluation. It is noted, that the indicated directions of implementation the Swedish experience are possible under the condition of implementation a number of tasks, which are formulated by the author in the article.
he article deals with the problem of professional training of specialists majoring in Pedagogics at Ivan Franko National University of Lviv, Ukraine, for working with children with special educational needs under conditions of inclusive education, which is useful not only for children with special educational needs, but also for their peers and parents, since such interaction contributes to the development of empathy, tolerance, an objective assessment of one’s own capabilities, the formation of a realistic mind-set. Describes the innovative experience of introducing students of the Faculty of Pedagogical Education to study the course «Fundamentals of Media Literacy», which will allow them to critically analyze media messages, consciously perceive and analyze information, separate reality from its virtual simulation, comprehend power relations, myths and types of control they cultivate. The reasons for such actions, as well as to understand the structural elements that affect the information, etc. The emphasis is placed on the need to improve the educational process at the university in order to train competent staff ready to work with children with SEN. A comparative analysis of course units is presented, according to the curricula in different majors: «Pre-school Education», «Primary education», «Social Pedagogy» and «Social Work». A series of practical media products, namely the use of YouTube video resource, is proposed to form tolerant attitude of students majoring in pedagogies towards children with special educational needs. A number of cartoons from the YouTube video resource have been selected, which can be used in various forms of work with parents and students to get acquainted with the peculiarities of this category of children and reduce distrust. There is a video selection of cartoons, links to sources for viewing by children and fathers in order to develop a tolerant attitude towards children with special educational needs and their problems. The work will promote inclusion in the educational environment, help free children with special educational needs from social isolation, form their healthy interaction with «normal» children, and develop a positive, patient, loyal attitude on the part of others.
The article presents the author`s structure of genre literacy of future teachers of world literature that is a synthesis of interrelated components (informational, axiological, intercultural, and communicative-pragmatic). The importance of fiction researching in the content and form unity is emphasized as it contributes to an adequate interpretation of alien cultural work of fiction. The expediency of introducing axiological component into the structure of genre literacy future teachers of world literature is substantiated. The content of the axiological block of the structure of genre literacy of future world literature teachers is analyzed on the basis of literary studies, works on teaching methodology of Ukrainian and World literature, studies in philosophy, aesthetics, cultural studies and other social and humanities sciences. Especial attention is drawn on the issue of universal and national value dominants. The axiological component of the structure of genre literacy of world literature future teachers is aimed at awareness of the nature of fundamental values, conception of alien values, taking into account the heritage of the native culture, awareness of differences in the system of value orientations, awareness of national originality. Particular attention is paid to the concept of the phenomenon of values of the F. Kluckhohn and F. Strodtbeck. Students-philologists’ perception of these American scholars’ values orientation theory will help them to determine the nature of values, type and characteristics of culture. The article focuses on the problem of cultural shock. It is shown that the concept of dialogue of cultures helps to solve the outlined problem, and helps to understand the way of thinking of another people, let them build a strategy of intercultural dialogue. It has been proved that the perception of alien cultural values by the student-philologist is a creative process that involves an emotional adjustment to the reception of different cultural reality. It is emphasized that the axiological component of the structure of genre literacy of future teachers of world literature synthesizes the professional and personal growth of the studentphilologist.
The article highlights the peculiarities of the formation of the axiological space of the individual in the process of learning the Ukrainian language. Scientific works on the coverage of the outlined problem in them are analyzed. It has been proven that recently a lot of attention has been focused on the study of values in the historical context. The preconditions for the formation of value orientations, which are laid down in preschool age, are determined, but the formation itself takes place in adolescence, when interest in morals, ethics, worldview grows, and the students’ interests switch from specific to general. It is emphasized that the structure of value orientations contains three components: cognitive (awareness of the essence of the phenomenon, its qualities and properties), emotional (experience of the value of the phenomenon), motivational and behavioral (willingness to act in accordance with perceived value in the situation of choice). It was found that the decisive role in the formation of students’ values in Ukrainian language lessons belongs to the didactic and methodological resource, ie the selection of texts and sentences of appropriate content and methodologically appropriate system of tasks for them, as well as topics for creative work and discussion. Emphasis is placed on the structural and functional technology of formation of moral and value orientations in the lessons of the Ukrainian language, which contains stages: information-cognitive, activity-practical, generalizing-discussion. Examples of multilevel exercises and tasks that will contribute to the formation of the axiological space of the student's personality are given.
The article is devoted to a comprehensive analysis of the curriculum of professional training of bachelors in circular economics at the Silesian Polytechnic of the Republic of Poland. It is shown that such training, which was first introduced in Poland in 2018, has a practice-oriented nature and is aimed at systematic training of bachelors to implement the tasks of the circular economy. The structure of the curriculum, the number of hours devoted to the study of individual subjects and modules of choice, the sequence of study of subjects, types of practical training, project activities of students, forms of study and their ratio are analyzed. The «step» structure of the curriculum complexity of subjects, their professional orientation and study in separate semesters; a significant amount of hours devoted to learning English, the availability of internships with the implementation of the production project. Analysis of curricula for specialists in circular economics at the bachelor's level shows that the professional training of bachelors is practice-oriented using modern learning technologies, in particular the implementation of both training projects and projects in specific industries (production projects). It is concluded that the study of the experience of the Republic of Poland, in particular the analysis of curricula for the training of specialists in circular economics, allows us to use the experience of our neighbors to create, if not a holistic system of training such specialists then at least separate training courses for the implementation of the ideas of a green economy in Ukraine.
The article analyzes the experience of training of experts in the field of education in the Baltic countries (Lithuania, Latvia and Estonia). It identified the following common features of professional training of experts in the field of education: focus on quality assurance; implementation of vocational training as part of Continuing Education; seminars and conferences as the basic forms of training; lack of training of experts in the field of education in universities; election of candidates for experts in the field of education from experienced teachers with the experience and good practice; compliance with official Code of Ethics of professional experts in the field of education; International cooperation in quality assurance. Specific trends in training of experts in the field of education are observed in Lithuaniaand Estonia. We can enroll the following special trends in training of experts in the field of education in the Baltic countries as: • mandatory briefing – introductory workshop, where candidates for experts in the field of education are informed about the current progress of cases, the parties' positions, previously unknown details, get answers to key questions (experience of Lithuania); • for development of necessary knowledge and skills in carrying out the expertise, candidates who fit the role of expertsin the field of education, the agency offers annual training (experience of Estonia).
The paper reviews recent approaches to the evaluation of education quality. The critical view of education quality in Ukraine today and its phenomenal success in the age of baroque is represented. Considerations for characteristic features of the education philosophy are founded on the analysis of Ukrainian and foreign authors’ works. The conclusions concerning the reasons of the complications with the correct approach to evaluation of education quality on one hand and disadvantages of highly specialized education and its consequences on the other, outline the main issues of the article. The phenomenon of education quality of baroque age was reviewed from the position of the European educative system of Septem Artes Liberales. The Kyiv Mohyla Academy in XVII–XVII centuries was chosen as the most specifically Ukrainian historical example. The article indicated the importance of the formation of kinship of ideological foundations in the environment of educated aristocracy and the problems of both assessment of education quality and the degree of conformity of education to different social requirements. The comparison of cooperation of nowadays and baroque epoch erectors (as the architect and the customer) confirms big gap in their worldviews. Baroque’s education, its phenomenon, or rather the phenomenon of its quality, and calling things in terms of the industrial age – efficiency and effectiveness, is the topic with enormous practical potential in terms not only and perhaps not so much of the historical point of view, when the purpose of the researcher is to study the past in search of «white spots», but also in terms of searching for the ways of preparing the successful «golden age» educators. The model suggested is suitable for realisation in modern Ukrainian education process.
The article deals with the problem of corrective diagnostics functioning in institutions of higher education, analyzes the basic concepts of pedagogical diagnostics development, its main functions; the essence and peculiarities of diagnostic activity of the university teacher are revealed. We define the corrective function of pedagogical diagnostics as didactic correction of the educational process of the university; as a psychological and pedagogical correction of the teacher’s activity and mobility in the process of self-development and self-realization. The components of the corrective function are: psychological (correction of student behaviour); correction of student’ knowledge in the process of obtaining education as a result of the didactic decision of the teacher based on the application of diagnostic procedures; correction of knowledge of future professionals due to diagnostic procedures. The author pays special attention to the components of the diagnostic correction function, the peculiarities of its implementation in the educational process of the university, its influence on the professional formation of the personality, the individualization of the educational environment. Specific examples of correction diagnostics at Kyiv International University are presented in order to monitor students’ academic achievement; the difficulties and the algorithm of their overcoming are analyzed; peculiarities of conducting diagnostic testing and questionnaire of students of multidisciplinary university are revealed, prospects of further researches are determined. Prospects for further research are the development and testing of individual diagnostic correction techniques.
Top-cited authors
Oksana Bulvinska
  • Borys Grinchenko Kyiv University
Olena Protsenko
  • Academia Ignatianum w Krakowie
Sysoieva Sysoieva
  • National Academy of Education Sciences of Ukraine
Alla Petrivna Durdas
  • Kyiv National University of Trade and Economics
Lesya Chervona
  • National Academy of Sciences of Ukraine