Abstract The article analyzes the essential characteristics of the concept of pedagogical animation in the context of Ukrainian and Polish educational practices, specifies the peculiarities of pedagogical animation, studies the vectors of developing the phenomenon under study and compares relevant approaches to its implementation in the systems of the Ukrainian and Polish teacher education. The conducted analysis on the interpretation of the concept of pedagogical animation concludes that the Ukrainian education system unilaterally uses the functionality of this phenomenon. Pedagogical animation is mainly a part of the problems of socio-pedagogical, socio-cultural, cultural and leisure nature and issues of physical education organization. The underestimated importance of the phenomenon under study in the context of the educational process can significantly affect the implementation of the analyzed programme for updating the system of general secondary education. The use of pedagogical animation as a method of interaction between teachers and students based on child-centeredness and partner pedagogy contribute to implementing the main components of the Concept of the New Ukrainian School. The range of using pedagogical animation in educational practices of Polish teachers is more expanded. Along with the traditional socio-cultural and activity-based one, pedagogical animation is an integral part of the educational process. High social standards in the country urge pedagogical science and practice to implement a variety of training programmes, which incorporate animation skills as components of professional competencies. The variability of special pedagogies in Polish educational practices highlights the issue of pedagogical animation development both at theoretical and methodological levels. The results of the comparative analysis show that the use of pedagogical animation in Ukrainian and Polish educational practices contributes to developing pedagogical interaction at various stages of education, namely from preschool education to adult education. The development of pedagogical animation and its justification as a didactic structure will help to bring this phenomenon to a new level of educational significance and promote it as advanced pedagogical experience.
{"title":"Pedagogical Animation: Educational Practices of Ukraine and Poland","authors":"Viktor I. Mozgovyi","doi":"10.2478/rpp-2019-0012","DOIUrl":"https://doi.org/10.2478/rpp-2019-0012","url":null,"abstract":"Abstract The article analyzes the essential characteristics of the concept of pedagogical animation in the context of Ukrainian and Polish educational practices, specifies the peculiarities of pedagogical animation, studies the vectors of developing the phenomenon under study and compares relevant approaches to its implementation in the systems of the Ukrainian and Polish teacher education. The conducted analysis on the interpretation of the concept of pedagogical animation concludes that the Ukrainian education system unilaterally uses the functionality of this phenomenon. Pedagogical animation is mainly a part of the problems of socio-pedagogical, socio-cultural, cultural and leisure nature and issues of physical education organization. The underestimated importance of the phenomenon under study in the context of the educational process can significantly affect the implementation of the analyzed programme for updating the system of general secondary education. The use of pedagogical animation as a method of interaction between teachers and students based on child-centeredness and partner pedagogy contribute to implementing the main components of the Concept of the New Ukrainian School. The range of using pedagogical animation in educational practices of Polish teachers is more expanded. Along with the traditional socio-cultural and activity-based one, pedagogical animation is an integral part of the educational process. High social standards in the country urge pedagogical science and practice to implement a variety of training programmes, which incorporate animation skills as components of professional competencies. The variability of special pedagogies in Polish educational practices highlights the issue of pedagogical animation development both at theoretical and methodological levels. The results of the comparative analysis show that the use of pedagogical animation in Ukrainian and Polish educational practices contributes to developing pedagogical interaction at various stages of education, namely from preschool education to adult education. The development of pedagogical animation and its justification as a didactic structure will help to bring this phenomenon to a new level of educational significance and promote it as advanced pedagogical experience.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131433628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Khan, Aprajita Srivastava, Noman Ahmad, Shrish Bajpai
Abstract The present paper deals with the sphere of Power Engineering and it’s past developments, current status and future scope of Power Engineering education in India. The aim of this manuscript is to explore the prevalent status of Power Engineering education in India from the grassroot level to Industry level applications, data has been collected from India’s premier Institutes of National Importance for this purpose. Introduction to Power Engineering has been given with India-specific past developments and current obstacles faced by the nation’s Power Engineering community in order to achieve a hundred percent electrification rate through clean and efficient means. India ranks second on the list of countries with the most population and seventh on the list of countries with the most land area, it is imperative that India becomes independent in terms of energy production, energy transmission and most importantly energy management. Electric power transmission-loss remains a major roadblock in the delivery of sufficient electric power to India’s citizens and the Power Engineers of India have to contribute to the best of their abilities in order to solve the problem of electric power transmission-loss in the worlds second most populated and seventh largest country. Challenges faced by Power Engineering aspirants and students who are pursuing undergraduate and postgraduate courses in Power Engineering have been analysed for every level of technical education available for students in India. Requirements for a Power Engineering Undergraduate aspirant currently in twelfth grade or currently pursuing a Diploma degree and requirements for a Power Engineering Post-Graduate currently in graduation have been explained separately using data from their syllabus which is verified by the All India Council for Technical Education (AICTE), a regulatory body formulated by the Government of India to guide, promote and scrutinize technical education syllabus’ in all institutes and organizations of India concerned with science and technology. Since a large portion of India’s population resides in rural areas and indulges in agrarian based employment practises, the importance of the Deendayal Upadhyaya Gram Jyoti Yojana (DUGJY) which is an initiative specifically formulated by the Government of India for electrification of India’s villages and rural areas has been explained, India is the second most populated country in the world and predominantly most of this population lives in villages, many of which are located in remote areas and thus it becomes nearly impossible to supply continuous electricity to these areas. As mentioned earlier a major part of India’s economy depends on agrarian products and by-products, thus it is imperative that Power Engineers of India contribute in the development of these areas through continuous supply of clean electrical power which helps in keeping the rural environments of India’s villages clean and green. Government of India’s
{"title":"Power Engineering Education in India: Past, Present and Future Scenario","authors":"F. Khan, Aprajita Srivastava, Noman Ahmad, Shrish Bajpai","doi":"10.2478/rpp-2019-0017","DOIUrl":"https://doi.org/10.2478/rpp-2019-0017","url":null,"abstract":"Abstract The present paper deals with the sphere of Power Engineering and it’s past developments, current status and future scope of Power Engineering education in India. The aim of this manuscript is to explore the prevalent status of Power Engineering education in India from the grassroot level to Industry level applications, data has been collected from India’s premier Institutes of National Importance for this purpose. Introduction to Power Engineering has been given with India-specific past developments and current obstacles faced by the nation’s Power Engineering community in order to achieve a hundred percent electrification rate through clean and efficient means. India ranks second on the list of countries with the most population and seventh on the list of countries with the most land area, it is imperative that India becomes independent in terms of energy production, energy transmission and most importantly energy management. Electric power transmission-loss remains a major roadblock in the delivery of sufficient electric power to India’s citizens and the Power Engineers of India have to contribute to the best of their abilities in order to solve the problem of electric power transmission-loss in the worlds second most populated and seventh largest country. Challenges faced by Power Engineering aspirants and students who are pursuing undergraduate and postgraduate courses in Power Engineering have been analysed for every level of technical education available for students in India. Requirements for a Power Engineering Undergraduate aspirant currently in twelfth grade or currently pursuing a Diploma degree and requirements for a Power Engineering Post-Graduate currently in graduation have been explained separately using data from their syllabus which is verified by the All India Council for Technical Education (AICTE), a regulatory body formulated by the Government of India to guide, promote and scrutinize technical education syllabus’ in all institutes and organizations of India concerned with science and technology. Since a large portion of India’s population resides in rural areas and indulges in agrarian based employment practises, the importance of the Deendayal Upadhyaya Gram Jyoti Yojana (DUGJY) which is an initiative specifically formulated by the Government of India for electrification of India’s villages and rural areas has been explained, India is the second most populated country in the world and predominantly most of this population lives in villages, many of which are located in remote areas and thus it becomes nearly impossible to supply continuous electricity to these areas. As mentioned earlier a major part of India’s economy depends on agrarian products and by-products, thus it is imperative that Power Engineers of India contribute in the development of these areas through continuous supply of clean electrical power which helps in keeping the rural environments of India’s villages clean and green. Government of India’s ","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"498 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127232102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article analyzes experience of professional training of future specialists in physical culture and sports in higher educational establishments of Norway and Sweden. Research papers dealing with practice of realization of professional training of specialists in physical culture and sports abroad have been analyzed. Topicality of the research of professional training of future sports coaches in Scandinavian higher educational establishments has been proven. The fact that Scandinavian countries actively promote sports, advantages of physical culture, healthy lifestyle, health improving motor activity, and quality training of staff have been taken into account. The aim of the article is to define basics of the system of professional training of future specialists in physical culture and sport, namely sports coaches, in leading higher educational establishments of Norway and Sweden. The objectives of the research lie in the analysis of present-day state of physical-culture and sports education in Norway and Sweden; qualification trends and organizational peculiarities of professional training of specialists in the sphere of physical culture and sports in higher educational establishments of the aforementioned countries. Curricula of training program bachelors and masters of sports profile in Norway and Sweden have been characterized in the article. Peculiarities of educational programs of professional training of sports coaches in leading physical education and sport higher educational establishments of these countries have been defined. Curricula programs of Norwegian University for Sport and Swedish School of Sport and Health Sciences have been presented. It has been revealed that the systems of higher sport education in Norway and Sweden are characterized with educational trajectory of specialists training being expressed in succession of stages of education that a student has to complete in order to acquire knowledge, skills, competences, and has a tendency to profile specialization. Analysis of differences and application of leading experience of professional training of future coaches in Norway and Sweden will have positive impact on the improvement of national system of higher sports education and will promote improvement of efficiency of future specialists’ education in the sphere of physical culture and sport/
{"title":"Analysis of Experience in Professional Training of Future Specialists in Physical Culture and Sport in Higher Eductional Establishments of Norway and Sweden","authors":"I. Kvasnytsya","doi":"10.2478/rpp-2019-0020","DOIUrl":"https://doi.org/10.2478/rpp-2019-0020","url":null,"abstract":"Abstract The article analyzes experience of professional training of future specialists in physical culture and sports in higher educational establishments of Norway and Sweden. Research papers dealing with practice of realization of professional training of specialists in physical culture and sports abroad have been analyzed. Topicality of the research of professional training of future sports coaches in Scandinavian higher educational establishments has been proven. The fact that Scandinavian countries actively promote sports, advantages of physical culture, healthy lifestyle, health improving motor activity, and quality training of staff have been taken into account. The aim of the article is to define basics of the system of professional training of future specialists in physical culture and sport, namely sports coaches, in leading higher educational establishments of Norway and Sweden. The objectives of the research lie in the analysis of present-day state of physical-culture and sports education in Norway and Sweden; qualification trends and organizational peculiarities of professional training of specialists in the sphere of physical culture and sports in higher educational establishments of the aforementioned countries. Curricula of training program bachelors and masters of sports profile in Norway and Sweden have been characterized in the article. Peculiarities of educational programs of professional training of sports coaches in leading physical education and sport higher educational establishments of these countries have been defined. Curricula programs of Norwegian University for Sport and Swedish School of Sport and Health Sciences have been presented. It has been revealed that the systems of higher sport education in Norway and Sweden are characterized with educational trajectory of specialists training being expressed in succession of stages of education that a student has to complete in order to acquire knowledge, skills, competences, and has a tendency to profile specialization. Analysis of differences and application of leading experience of professional training of future coaches in Norway and Sweden will have positive impact on the improvement of national system of higher sports education and will promote improvement of efficiency of future specialists’ education in the sphere of physical culture and sport/","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127171277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article analyzes the goals, objectives and content of professional training for international communication specialists in the UK universities. It is found that professional training of international communication specialists aims to prepare a competent and competitive expert under the rapidly changing requirements of British society and the international labour market. They are expected to have the relevant basic professional knowledge, practical abilities and skills (leadership and managerial skills, high-level political and information culture, active social position, high responsibility, willingness and capacity for self-study). It is indicated that British degree programmes mainly seek to train specialists based on interdisciplinary and competency-based principles, focusing on learning outcomes. Upon the successful completion of the degree programme, the graduate must possess not only theoretical knowledge but also special and general abilities and skills, which are necessary for effective functioning in various contexts of public life. It is specified that in the context of competency-based approach, the UK higher education aims to develop future specialists’ ability to independently acquire new knowledge throughout life, identify and realize their own intellectual and creative potential, strive for self-determination, social integration and self-development, which creates relevant conditions for acquiring high-level professional competency in general and nurture professional culture in particular. It is concluded that British degree programmes in international communication consist of compulsory and optional modules. Each university is entitled to choose the number and content of compulsory and optional modules in accordance with the directions of scientific research of the department and scientific interests of students and lecturers.
{"title":"Goals, Objectives and Content of Professional Training for International Communication Specialists in The UK","authors":"O. Moshenets","doi":"10.2478/rpp-2019-0011","DOIUrl":"https://doi.org/10.2478/rpp-2019-0011","url":null,"abstract":"Abstract The article analyzes the goals, objectives and content of professional training for international communication specialists in the UK universities. It is found that professional training of international communication specialists aims to prepare a competent and competitive expert under the rapidly changing requirements of British society and the international labour market. They are expected to have the relevant basic professional knowledge, practical abilities and skills (leadership and managerial skills, high-level political and information culture, active social position, high responsibility, willingness and capacity for self-study). It is indicated that British degree programmes mainly seek to train specialists based on interdisciplinary and competency-based principles, focusing on learning outcomes. Upon the successful completion of the degree programme, the graduate must possess not only theoretical knowledge but also special and general abilities and skills, which are necessary for effective functioning in various contexts of public life. It is specified that in the context of competency-based approach, the UK higher education aims to develop future specialists’ ability to independently acquire new knowledge throughout life, identify and realize their own intellectual and creative potential, strive for self-determination, social integration and self-development, which creates relevant conditions for acquiring high-level professional competency in general and nurture professional culture in particular. It is concluded that British degree programmes in international communication consist of compulsory and optional modules. Each university is entitled to choose the number and content of compulsory and optional modules in accordance with the directions of scientific research of the department and scientific interests of students and lecturers.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122716848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article reveals the results of the content analysis of Estonian legislative and normative documents, which define the state educational policy regarding the development of both professional and digital competences of school teachers at the current stage of the education reforming of the country. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the main features of Estonian legislative framework for professional development of public school teachers, especially in the field of digital competence formation. Teachers’ professional development has been studied by foreign and Ukrainian scientists: L. Chance, A. Hollingsworth, N. Klokar, N. Mukan, V. Oliynyk, D. Ross, E. Villegas-Reimers etc. The paper, in particular, focuses on the provisions of the National Strategy for Continuing Education 2014–2020, the Professional Standards of the Teacher; The Law on Basic Schools and Secondary Schools, the State Program of Competent and Motivated Teachers and School Principals, which regulate goals, content and expected result of the development of the teacher’s digital competence and its importance for the development of education and the state. The analytical references and results of the research of the Organization for Economic Development and Cooperation, dedicated to Estonian education, have been summarized. The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis), and applied (observations, questioning and interviewing) methods. The analysis has been carried out through the prism of expediency of borrowing the Estonian positive experience for the educational system of Ukraine, in particular, in the field of public school teachers professional development. The research results have been presented.
{"title":"Teachers’ Digital Competence Development: Estonian State Policy in the Field","authors":"N. Mukan, M. Noskova, I. Zinchuk","doi":"10.2478/rpp-2019-0003","DOIUrl":"https://doi.org/10.2478/rpp-2019-0003","url":null,"abstract":"Abstract The article reveals the results of the content analysis of Estonian legislative and normative documents, which define the state educational policy regarding the development of both professional and digital competences of school teachers at the current stage of the education reforming of the country. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the main features of Estonian legislative framework for professional development of public school teachers, especially in the field of digital competence formation. Teachers’ professional development has been studied by foreign and Ukrainian scientists: L. Chance, A. Hollingsworth, N. Klokar, N. Mukan, V. Oliynyk, D. Ross, E. Villegas-Reimers etc. The paper, in particular, focuses on the provisions of the National Strategy for Continuing Education 2014–2020, the Professional Standards of the Teacher; The Law on Basic Schools and Secondary Schools, the State Program of Competent and Motivated Teachers and School Principals, which regulate goals, content and expected result of the development of the teacher’s digital competence and its importance for the development of education and the state. The analytical references and results of the research of the Organization for Economic Development and Cooperation, dedicated to Estonian education, have been summarized. The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis), and applied (observations, questioning and interviewing) methods. The analysis has been carried out through the prism of expediency of borrowing the Estonian positive experience for the educational system of Ukraine, in particular, in the field of public school teachers professional development. The research results have been presented.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132967331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article proves that the influence of integration processes of the growth of the role of globalization requires the necessity of using and adapting international educational standards and criteria of assessing the quality in the field of national education. It is noted that contemporary European practice involves the development of culture of quality through the introduction of quality management. The emphasis is placed on the fact that in the conditions of the transformation of the socio-political system, the formation of a civil society and market relations in the process of entering our country into a single educational European space, the search for ways to ensure the quality of higher education and the creation of mechanisms for its management are updated. It is investigated that the complexity of creating quality management mechanisms is not only to coordinate the development of the concept at all levels of state government, but also to coordinate the views of various government institutions. It is emphasized that adaptation is considered as a two-way interdependent process of adapting education (institutions that teach) to the student’s personality, as well as his active inclusion in the design of an adaptive informational-and-educational environment and the development of individual educational routes. It has been found out that the main tools for determining the quality are internal and external evaluation. It is emphasized that the mechanism of quality management, in addition to assessing the provision of educational services, i.e. the process of teaching itself, focuses on the effectiveness of the functioning of higher education, i.e. the assessment of a specialist’s professional training. The necessity of participation of stakeholders (employers) in the system of management of quality of higher pedagogical education is emphasized.
{"title":"Adapting Mechanisms for Managing Quality of Pedagogical Education in Ukraine to International Educational Standards: Comparative Analysis","authors":"Tymofiy Desyatov","doi":"10.2478/rpp-2019-0001","DOIUrl":"https://doi.org/10.2478/rpp-2019-0001","url":null,"abstract":"Abstract The article proves that the influence of integration processes of the growth of the role of globalization requires the necessity of using and adapting international educational standards and criteria of assessing the quality in the field of national education. It is noted that contemporary European practice involves the development of culture of quality through the introduction of quality management. The emphasis is placed on the fact that in the conditions of the transformation of the socio-political system, the formation of a civil society and market relations in the process of entering our country into a single educational European space, the search for ways to ensure the quality of higher education and the creation of mechanisms for its management are updated. It is investigated that the complexity of creating quality management mechanisms is not only to coordinate the development of the concept at all levels of state government, but also to coordinate the views of various government institutions. It is emphasized that adaptation is considered as a two-way interdependent process of adapting education (institutions that teach) to the student’s personality, as well as his active inclusion in the design of an adaptive informational-and-educational environment and the development of individual educational routes. It has been found out that the main tools for determining the quality are internal and external evaluation. It is emphasized that the mechanism of quality management, in addition to assessing the provision of educational services, i.e. the process of teaching itself, focuses on the effectiveness of the functioning of higher education, i.e. the assessment of a specialist’s professional training. The necessity of participation of stakeholders (employers) in the system of management of quality of higher pedagogical education is emphasized.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128195902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article analyzes the concept “continuing education” determining its priorities and specifics as compared to other forms of learning. It is established that the subject of continuing vocational training is an adult who has acquired a certain life and professional experience. It is identified that the need for lifelong learning arises from the fact that to some extent an adult has knowledge and skills not sufficient to carry out their professional or other tasks. Self-motivation for new knowledge appears when facing complex problems, and when past experience does not allow solving them successfully. The specifics of lifelong education are connected with the psychological characteristics of an adult, namely: self-awareness of oneself as an independent personality with a critical view on any control attempts even if it not expressed verbally; the accumulation of a considerable life, social and professional experience that shapes the outlook, and in this respect creates a background for the evaluation of any incoming information; motivation for learning lies in a pragmatic approach – an adult seeks to solve their life problems with the help of learning (career, communication, leisure, etc). In contrast with a student or a pupil, an adult tries to apply the acquired knowledge as soon as possible or to obtain satisfaction from the learning process itself; their perception is invariably accompanied by an emotional evaluation of information when the brain attempts to “block” any information provoking negative emotions (even if it is just hunger, an uncomfortable sitting or stuffiness). Austria is pursuing the policy on continuing education, including several ministries and the Ministry of Education and Women’s Affairs. However, this kind of education is not free from shortcomings: for some adults, it is a way of organizing leisure: spending time usefully, having a rest from work, or the lack of learning goal awareness.
{"title":"Continuing Education as a Factor of Personality Socialization (in the Context of Austria’s Experience)","authors":"Marianna Marusynets","doi":"10.2478/rpp-2019-0007","DOIUrl":"https://doi.org/10.2478/rpp-2019-0007","url":null,"abstract":"Abstract The article analyzes the concept “continuing education” determining its priorities and specifics as compared to other forms of learning. It is established that the subject of continuing vocational training is an adult who has acquired a certain life and professional experience. It is identified that the need for lifelong learning arises from the fact that to some extent an adult has knowledge and skills not sufficient to carry out their professional or other tasks. Self-motivation for new knowledge appears when facing complex problems, and when past experience does not allow solving them successfully. The specifics of lifelong education are connected with the psychological characteristics of an adult, namely: self-awareness of oneself as an independent personality with a critical view on any control attempts even if it not expressed verbally; the accumulation of a considerable life, social and professional experience that shapes the outlook, and in this respect creates a background for the evaluation of any incoming information; motivation for learning lies in a pragmatic approach – an adult seeks to solve their life problems with the help of learning (career, communication, leisure, etc). In contrast with a student or a pupil, an adult tries to apply the acquired knowledge as soon as possible or to obtain satisfaction from the learning process itself; their perception is invariably accompanied by an emotional evaluation of information when the brain attempts to “block” any information provoking negative emotions (even if it is just hunger, an uncomfortable sitting or stuffiness). Austria is pursuing the policy on continuing education, including several ministries and the Ministry of Education and Women’s Affairs. However, this kind of education is not free from shortcomings: for some adults, it is a way of organizing leisure: spending time usefully, having a rest from work, or the lack of learning goal awareness.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115348619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article presents the results of the study on the professional and pedagogical aspect of developing open education in higher education institutions in the UK. It is established that as a result of society informatization, the new requirements for training of future specialists arise. Solving requirements means to create an improved open (computer-based) environment with advanced computer facilities of educational institutions, laboratories, libraries; updating methodological support, pedagogical technologies and the content of distance and e-learning based on the use of ICT; introducing new forms and methods of organizing the education process; introducing open educational systems; using the method of forming information and communication competences in scientific and pedagogical workers, methods for evaluating the quality of open electronic systems and free access to open educational resources; as well as to study the condition, trends and monitoring of open education development. The principles of constructing professional training in British universities are presented, namely, the consolidation of educational courses into blocks (general, special and professional and pedagogical), the use of innovative technologies (distance, credit, modular, personalized, mutual, tutoring, massive open educational courses (MOOC)) and innovative forms of education such as eco-education, media education, peace-education (education in the spirit of peace) and intercultural education. It is proved that the main advantages of open education are accessibility, flexibility, parallelism, modularity, efficiency, internationalization and co-ordination, which make it possible for everyone to receive education. The use of elements of open education provides not only access to digital content, but also helps to improve the system of education management and monitor its quality.
{"title":"Professional and Pedagogical Aspect of Developing Open Education in the Field of Future Specialists’ Training at British Universites","authors":"O. Hubina","doi":"10.2478/rpp-2019-0006","DOIUrl":"https://doi.org/10.2478/rpp-2019-0006","url":null,"abstract":"Abstract The article presents the results of the study on the professional and pedagogical aspect of developing open education in higher education institutions in the UK. It is established that as a result of society informatization, the new requirements for training of future specialists arise. Solving requirements means to create an improved open (computer-based) environment with advanced computer facilities of educational institutions, laboratories, libraries; updating methodological support, pedagogical technologies and the content of distance and e-learning based on the use of ICT; introducing new forms and methods of organizing the education process; introducing open educational systems; using the method of forming information and communication competences in scientific and pedagogical workers, methods for evaluating the quality of open electronic systems and free access to open educational resources; as well as to study the condition, trends and monitoring of open education development. The principles of constructing professional training in British universities are presented, namely, the consolidation of educational courses into blocks (general, special and professional and pedagogical), the use of innovative technologies (distance, credit, modular, personalized, mutual, tutoring, massive open educational courses (MOOC)) and innovative forms of education such as eco-education, media education, peace-education (education in the spirit of peace) and intercultural education. It is proved that the main advantages of open education are accessibility, flexibility, parallelism, modularity, efficiency, internationalization and co-ordination, which make it possible for everyone to receive education. The use of elements of open education provides not only access to digital content, but also helps to improve the system of education management and monitor its quality.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133572175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article deals with the financial support of higher education development in Ukraine and the UK. It presents the expenditure of the consolidated budget on education between 2007 and 2017 in Ukraine and the expenditure on education services per student in the UK. It highlights the funding of research in higher education in Ukraine. It describes the personnel potential of higher education institutions in Ukraine. It specifies the existing problems in the research sector of higher education in Ukraine. It indicates that research activities of the UK universities are at a high level since about one-third of research done by the UK universities is regarded as leading in the context of the world’s research community. The article also considers the salaries of teachers and lecturers in different regions of the UK. Based on theoretical analysis of scientific and pedagogical sources one can conclude that teacher salary in the UK is quite high and differentiated. In addition, they employ other ways to differentiate teacher salary there. Indeed, teachers receive praise for their own professional growth and practice through a dialogue with their leader. It is found that the UK universities receive financial support from the funds administered by the Higher Education Funding Council for England (HEFCE) (except for colleges of further education). The expenditure on higher education per student in the UK is significantly higher than that in Ukraine. Due to the fact that salary differentiation stimulates teacher work, this important indicator must be implemented in Ukraine.
{"title":"Financial Support of Higher Education Development in Ukraine and the UK","authors":"T. Zorochkina","doi":"10.2478/rpp-2019-0005","DOIUrl":"https://doi.org/10.2478/rpp-2019-0005","url":null,"abstract":"Abstract The article deals with the financial support of higher education development in Ukraine and the UK. It presents the expenditure of the consolidated budget on education between 2007 and 2017 in Ukraine and the expenditure on education services per student in the UK. It highlights the funding of research in higher education in Ukraine. It describes the personnel potential of higher education institutions in Ukraine. It specifies the existing problems in the research sector of higher education in Ukraine. It indicates that research activities of the UK universities are at a high level since about one-third of research done by the UK universities is regarded as leading in the context of the world’s research community. The article also considers the salaries of teachers and lecturers in different regions of the UK. Based on theoretical analysis of scientific and pedagogical sources one can conclude that teacher salary in the UK is quite high and differentiated. In addition, they employ other ways to differentiate teacher salary there. Indeed, teachers receive praise for their own professional growth and practice through a dialogue with their leader. It is found that the UK universities receive financial support from the funds administered by the Higher Education Funding Council for England (HEFCE) (except for colleges of further education). The expenditure on higher education per student in the UK is significantly higher than that in Ukraine. Due to the fact that salary differentiation stimulates teacher work, this important indicator must be implemented in Ukraine.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133115441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article deals with the problem of conceptual aspects of professional training for English language teachers in the UK. It is found that many curricula of British universities are based on the technology and procedure of exclusively professional training of future specialists, whereas general scientific and additional intellectual training is incorporated into extracurricular activities as proved by the ratio of study time allocated to different courses. Humanities and social sciences courses provide students with fundamental knowledge and the ability to navigate in the ever-growing volume of scientific knowledge, possibility and knowledge of social interaction. General professional and specialist courses cultivate professional mastery of future specialists and the ability to express, if necessary, professional mobility. It is clarified that English is a broad subject, which comprises three complementary elements studied either separately or combined. They are the following: English Literature (interpretation and analysis of literary texts and study of the history and theory of literature), English Language (the study of spoken, written and multimodal communication, their historical development and their distinctive levels of analysis: phonology, grammar and lexis) and creative writing (the practice of writing, the study of the literary and cultural contexts of writing and the exploration of the relationships that writing generates between writer, publisher, text and audience). It is concluded that professional training of English language teachers in the UK is based on conceptual aspects of such principles as neobehaviourism, liberalism, progressivism, social reconstructivism, cognitivism and humanism.
{"title":"Conceptual Aspects of Professional Training for English Language Teachers: The UK Experience","authors":"I. Roskvas","doi":"10.2478/rpp-2019-0009","DOIUrl":"https://doi.org/10.2478/rpp-2019-0009","url":null,"abstract":"Abstract The article deals with the problem of conceptual aspects of professional training for English language teachers in the UK. It is found that many curricula of British universities are based on the technology and procedure of exclusively professional training of future specialists, whereas general scientific and additional intellectual training is incorporated into extracurricular activities as proved by the ratio of study time allocated to different courses. Humanities and social sciences courses provide students with fundamental knowledge and the ability to navigate in the ever-growing volume of scientific knowledge, possibility and knowledge of social interaction. General professional and specialist courses cultivate professional mastery of future specialists and the ability to express, if necessary, professional mobility. It is clarified that English is a broad subject, which comprises three complementary elements studied either separately or combined. They are the following: English Literature (interpretation and analysis of literary texts and study of the history and theory of literature), English Language (the study of spoken, written and multimodal communication, their historical development and their distinctive levels of analysis: phonology, grammar and lexis) and creative writing (the practice of writing, the study of the literary and cultural contexts of writing and the exploration of the relationships that writing generates between writer, publisher, text and audience). It is concluded that professional training of English language teachers in the UK is based on conceptual aspects of such principles as neobehaviourism, liberalism, progressivism, social reconstructivism, cognitivism and humanism.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131188918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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