Abstract The articles considers European standards for education quality assessment. The effectiveness of the network of national agencies, in particular ENQA, which includes 40 agencies from 20 countries is described. The European association for quality assurance in education comparing with Ukrainian is described. The ways of introduction of high-quality education in higher educational institutions (hereinafter the HEI) in order to increase the importance of getting education in our state are offered. The key responsibility of the National Agency for Higher Education Quality Assurance (hereinafter the NAHEQA) in Ukraine according to the internal and external evaluation of the quality of higher education institutions is justified. The Law of Ukraine “On Higher Education” and the Law “On Higher Education and Science in Poland” concerning the powers, composition and main tasks of the NAHEQA and the Polish Accreditation Commission (hereinafter the PAC) are analyzed in the comparative aspect. A great attention is paid to the composition of the National Agency for Higher Education Quality Assurance in Ukraine. The criteria for evaluating the programs, subdivisions, and fields of study in Polish higher educational institutions from the highest rating to “no evaluation from 01.11.2011” which are set on the web-portal are described. You should choose the course with the base of all the Polish higher educational institutions. It is estimated that the following indicators such as missions and strategies of the university development and educational standards; teachers qualifications and other people who train students; the interaction with the environment of the socio-economic situation in the learning process; the effectiveness of the internal system of education quality assurance; internationalization of the educational process; accreditation and certificates of institutions, national and international; the infrastructure which is used for implementing learning outcomes, etc during the evaluation of the programs of Polish higher educational institutions are taken into account. The authors of the article give recommendations on ensuring the quality of national higher education as essential for trust in it and European recognition.
{"title":"Quality of Higher Education in Ukraine and Poland: Comparative Aspects","authors":"O. Yuzyk, I. Mazaikina, H. Bilanych, M. Yuzyk","doi":"10.2478/rpp-2019-0008","DOIUrl":"https://doi.org/10.2478/rpp-2019-0008","url":null,"abstract":"Abstract The articles considers European standards for education quality assessment. The effectiveness of the network of national agencies, in particular ENQA, which includes 40 agencies from 20 countries is described. The European association for quality assurance in education comparing with Ukrainian is described. The ways of introduction of high-quality education in higher educational institutions (hereinafter the HEI) in order to increase the importance of getting education in our state are offered. The key responsibility of the National Agency for Higher Education Quality Assurance (hereinafter the NAHEQA) in Ukraine according to the internal and external evaluation of the quality of higher education institutions is justified. The Law of Ukraine “On Higher Education” and the Law “On Higher Education and Science in Poland” concerning the powers, composition and main tasks of the NAHEQA and the Polish Accreditation Commission (hereinafter the PAC) are analyzed in the comparative aspect. A great attention is paid to the composition of the National Agency for Higher Education Quality Assurance in Ukraine. The criteria for evaluating the programs, subdivisions, and fields of study in Polish higher educational institutions from the highest rating to “no evaluation from 01.11.2011” which are set on the web-portal are described. You should choose the course with the base of all the Polish higher educational institutions. It is estimated that the following indicators such as missions and strategies of the university development and educational standards; teachers qualifications and other people who train students; the interaction with the environment of the socio-economic situation in the learning process; the effectiveness of the internal system of education quality assurance; internationalization of the educational process; accreditation and certificates of institutions, national and international; the infrastructure which is used for implementing learning outcomes, etc during the evaluation of the programs of Polish higher educational institutions are taken into account. The authors of the article give recommendations on ensuring the quality of national higher education as essential for trust in it and European recognition.","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":"130683814","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 methodological approaches to constructing a didactic model of specialist courses in Ukraine and France. It is found that the main elements of higher education are knowledge, modes of activity (abilities, skills), creative search activities and emotional education. It is specified that knowledge is a system of determined acquired concepts, patterns of phenomena and objects of the objective world. It is clarified that the system of knowledge gained from specialist courses contains the following types of knowledge: scientific (scientific data on which a particular course is based); scientific and historical (the evolution of concepts, ideas and ways of their discovery); methodological (a set of knowledge about science methodology); philosophical, logical and interdisciplinary (the reflection of scientific connections in educational information); evaluative (the description of the individual’s relation to the world and his/her system of values). It is stated that the modes of activity are viewed as general scientific, professional and specialist abilities and skills and in terms of psychology – sensory, motor, sensory and motor, intellectual ones. Intellectual skills and abilities include note taking, working with reference literature, writing abstracts and reviews, preparing simple projects (maps, diagrams). It is noted that creative search activities imply a readiness to find solutions to new problems. They also involve applying knowledge and skills in non-standard conditions, considering a new problem under normal conditions, combining well-known modes of activity independently and applying a fundamentally new way of solving the problem. It is highlighted that emotional education is characterized by evaluative knowledge and norms of relation to the world. It is proved that the difference between academic courses and science lies in the fact that it includes only the main principles of one or another field of knowledge within a particular science available for students to acquire.
{"title":"Methodological Approaches to Constructing a Didactic Model of Specialist Courses: Comparative Aspect","authors":"N. Zhuravska","doi":"10.2478/rpp-2019-0002","DOIUrl":"https://doi.org/10.2478/rpp-2019-0002","url":null,"abstract":"Abstract The article analyzes methodological approaches to constructing a didactic model of specialist courses in Ukraine and France. It is found that the main elements of higher education are knowledge, modes of activity (abilities, skills), creative search activities and emotional education. It is specified that knowledge is a system of determined acquired concepts, patterns of phenomena and objects of the objective world. It is clarified that the system of knowledge gained from specialist courses contains the following types of knowledge: scientific (scientific data on which a particular course is based); scientific and historical (the evolution of concepts, ideas and ways of their discovery); methodological (a set of knowledge about science methodology); philosophical, logical and interdisciplinary (the reflection of scientific connections in educational information); evaluative (the description of the individual’s relation to the world and his/her system of values). It is stated that the modes of activity are viewed as general scientific, professional and specialist abilities and skills and in terms of psychology – sensory, motor, sensory and motor, intellectual ones. Intellectual skills and abilities include note taking, working with reference literature, writing abstracts and reviews, preparing simple projects (maps, diagrams). It is noted that creative search activities imply a readiness to find solutions to new problems. They also involve applying knowledge and skills in non-standard conditions, considering a new problem under normal conditions, combining well-known modes of activity independently and applying a fundamentally new way of solving the problem. It is highlighted that emotional education is characterized by evaluative knowledge and norms of relation to the world. It is proved that the difference between academic courses and science lies in the fact that it includes only the main principles of one or another field of knowledge within a particular science available for students to acquire.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"33 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":"126632825","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 stages of organizing the education process in social schools in France based on the example of Regional Institute of Social Work Aquitaine, Bordeaux. It is found that the Institute pays specific attention to the basic courses: professionalization and methodology; social and solidarity economy; professional approach to service; social connections and exclusion; legal approaches; project development and management; sociology of education; human development; psychopedagogy of animation project; family law; social protection and social security; research methodology; legal approach to information management for the EU countries; humour and pedagogy; oral communication and education; anthropology of education; education and philosophy, the views on the education process: family education; mental disability: history and current events; self-study and lifelong learning; psychology of education: theoretical principles, methods, educational and social practices. It is clarified that the main characteristic of social careers in France, regardless of specialization, is the ability to provide permissive and appropriate mediation between the individual, family and society, state and social structures; to act as a partner, linking the personality and society, children and adults, family and society. It is justified that there is no distinction between “social worker” and “social educator” in France. French specialists consider social work to be “personal support services for people”, which is based on certain sciences (law, psychology, sociology) and accumulated experience of practical sociopsychological, health-improving, rehabilitational and therapeutic support of the individual.
{"title":"Organizing the Education Process in France: The Experience of Regional Institute of Social Work Aquitaine, Bordeaux","authors":"S. Yashchuk","doi":"10.2478/rpp-2019-0010","DOIUrl":"https://doi.org/10.2478/rpp-2019-0010","url":null,"abstract":"Abstract The article analyzes the stages of organizing the education process in social schools in France based on the example of Regional Institute of Social Work Aquitaine, Bordeaux. It is found that the Institute pays specific attention to the basic courses: professionalization and methodology; social and solidarity economy; professional approach to service; social connections and exclusion; legal approaches; project development and management; sociology of education; human development; psychopedagogy of animation project; family law; social protection and social security; research methodology; legal approach to information management for the EU countries; humour and pedagogy; oral communication and education; anthropology of education; education and philosophy, the views on the education process: family education; mental disability: history and current events; self-study and lifelong learning; psychology of education: theoretical principles, methods, educational and social practices. It is clarified that the main characteristic of social careers in France, regardless of specialization, is the ability to provide permissive and appropriate mediation between the individual, family and society, state and social structures; to act as a partner, linking the personality and society, children and adults, family and society. It is justified that there is no distinction between “social worker” and “social educator” in France. French specialists consider social work to be “personal support services for people”, which is based on certain sciences (law, psychology, sociology) and accumulated experience of practical sociopsychological, health-improving, rehabilitational and therapeutic support of the individual.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"20 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":"133101688","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 It has been substantiated that Academic English must be an integral component of ESL students’ study at foreign languages departments to achieve success as professionals and be ready to realize themselves in a demanding world of today. We have defined the main problem on the way to it, namely the insufficient provision of the Academic English discipline in curricula of foreign language departments or its absence. The necessity to elaborate a syllabus for Academic English discipline being taught throughout all the course of study has been substantiated. Educational programs of Academic English in a number of foreign educational establishments of Great Britain, the USA, Canada and Australia have been analyzed and their defining features have been outlined. Strategies and conditions for effective teaching of Academic English have been characterized. It has been defined that in general, in spite of slight differences in the topics covered by different EAP programs, all of them are aimed at: developing strategies and vocabulary for reading and understanding academic texts; finding, understanding, describing and evaluating information for academic purposes; developing active listening and effective note-taking skills; building on language skills to describe problems and cause-and-effect; gathering a range of information, using the skills learned, to integrate it into a written report; engaging in peer-to-peer feedback before finalising one’s piece of academic work. Requirements for students’ achievements at the end of the course have been determined. As a basis for Academic English syllabus elaboration has been chosen a course by M. Hewings and C. Thaine (upper-intermediate and advanced levels). On its basis we have defined units to be covered by the course as well as skills to be developed. Recommendations as to better and more efficient teaching of the discipline have been outlined.
{"title":"Academic English as a Component of Curriculum For ESL Students (Foreign Experience)","authors":"O. Sadovets","doi":"10.2478/RPP-2019-0004","DOIUrl":"https://doi.org/10.2478/RPP-2019-0004","url":null,"abstract":"Abstract It has been substantiated that Academic English must be an integral component of ESL students’ study at foreign languages departments to achieve success as professionals and be ready to realize themselves in a demanding world of today. We have defined the main problem on the way to it, namely the insufficient provision of the Academic English discipline in curricula of foreign language departments or its absence. The necessity to elaborate a syllabus for Academic English discipline being taught throughout all the course of study has been substantiated. Educational programs of Academic English in a number of foreign educational establishments of Great Britain, the USA, Canada and Australia have been analyzed and their defining features have been outlined. Strategies and conditions for effective teaching of Academic English have been characterized. It has been defined that in general, in spite of slight differences in the topics covered by different EAP programs, all of them are aimed at: developing strategies and vocabulary for reading and understanding academic texts; finding, understanding, describing and evaluating information for academic purposes; developing active listening and effective note-taking skills; building on language skills to describe problems and cause-and-effect; gathering a range of information, using the skills learned, to integrate it into a written report; engaging in peer-to-peer feedback before finalising one’s piece of academic work. Requirements for students’ achievements at the end of the course have been determined. As a basis for Academic English syllabus elaboration has been chosen a course by M. Hewings and C. Thaine (upper-intermediate and advanced levels). On its basis we have defined units to be covered by the course as well as skills to be developed. Recommendations as to better and more efficient teaching of the discipline have been outlined.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"60 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":"117321544","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 Among different methods which evaluate students’ performance and learning results at Master programmes in International Arbitration / Alternative Dispute Resolution is an open book exam. It helps check student’s knowledge as well as application of cognitive / intellectual / thinking skills and practical / professional / subject skills. Here examinees are allowed to use educational materials during the exam but they succeed only in case of thorough preparation of both a teacher and students, namely: adaptation of students to an open book exam format; development of necessary guidelines; determination of the targets which should be achieved; establishment of objective marking criteria; tailoring principles for reference materials selection; application of effective data retrieval methods and so on. A teacher must be ready to combat some potential problems which can arise while organizing an open-book exam: complete reliance on the prepared materials; poor time management of students; unfair competition (falsification of the material); corruption; cheating. In spite of some disadvantages, there is a list of an open exam advantages, prerogatively, stimulation of student intellectual vigour and application of theory into practice. An open book exam places the focus on higher abilities such as analysis, synthesis, compilation, interpretation, etc., making a student think deeply and creatively. The most important condition for successful open book exam is to outline the materials permitted for utilization in the classroom and insure their availability to the students, guaranteeing equality to every participant. It is proved that there is an urgent necessity to apply an open book exam as an assessment method at Master degree programmes in International Arbitration and Alternative Dispute Resolution.
{"title":"Open Book Exam as Assessment Method at Master Degree Programmes in International Arbitration and Alternative Dispute Resolution: Foreign Experience","authors":"O. Nahorna","doi":"10.2478/RPP-2018-0050","DOIUrl":"https://doi.org/10.2478/RPP-2018-0050","url":null,"abstract":"Abstract Among different methods which evaluate students’ performance and learning results at Master programmes in International Arbitration / Alternative Dispute Resolution is an open book exam. It helps check student’s knowledge as well as application of cognitive / intellectual / thinking skills and practical / professional / subject skills. Here examinees are allowed to use educational materials during the exam but they succeed only in case of thorough preparation of both a teacher and students, namely: adaptation of students to an open book exam format; development of necessary guidelines; determination of the targets which should be achieved; establishment of objective marking criteria; tailoring principles for reference materials selection; application of effective data retrieval methods and so on. A teacher must be ready to combat some potential problems which can arise while organizing an open-book exam: complete reliance on the prepared materials; poor time management of students; unfair competition (falsification of the material); corruption; cheating. In spite of some disadvantages, there is a list of an open exam advantages, prerogatively, stimulation of student intellectual vigour and application of theory into practice. An open book exam places the focus on higher abilities such as analysis, synthesis, compilation, interpretation, etc., making a student think deeply and creatively. The most important condition for successful open book exam is to outline the materials permitted for utilization in the classroom and insure their availability to the students, guaranteeing equality to every participant. It is proved that there is an urgent necessity to apply an open book exam as an assessment method at Master degree programmes in International Arbitration and Alternative Dispute Resolution.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114519332","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 theoretical and historical analysis of Ukrainian and foreign scholars’ views on such concepts as “health”, “health preservation” and “health preserving competency”. It is specified that the problem of health is considered by medical specialists, philosophers, sociologists, psychologists, teachers and, thus, is covered in many sociological, philosophical, educational, sociological and medical studies. It is found that this problem became particularly topical in the second half of the 20th century. Based on the analysis of educational researches and practical experience of scholars from many countries, it is clarified that there is a growing interest in the issues related to health and health preservation. The requirements for fostering and strengthening health have significantly increased, too. However, there is no clear definition of this concept. This is caused, first of all, by lack of generally accepted understanding of health preservation. Secondly, theoretical and pedagogical principles and methodological and technological aspects of health preservation are insufficiently developed. Thirdly, there are no scientific and practical recommendations and methods of fostering health preservation. The meaning of this concept has gradually changed, since at different times, in different cultures, the definition of health and its derivatives differ substantially. Nowadays, life and health are defined as the highest human values. They indicate civilization, which characterizes a general level of socioeconomic development of society and serves as the main criterion of expediency and efficiency of all, without exception, fields of state policy. It is concluded that health preserving space, as a field of activity, is a specially organized system aimed at achieving the goal of professional activity through ensuring preservation and restoration of its participants’ health.
{"title":"Health, Health Preservation and Health-Preserving Competency in the Context of Ukrainian and Foreign Scholars’ Views","authors":"V. Ovcharuk","doi":"10.2478/rpp-2018-0057","DOIUrl":"https://doi.org/10.2478/rpp-2018-0057","url":null,"abstract":"Abstract The article deals with theoretical and historical analysis of Ukrainian and foreign scholars’ views on such concepts as “health”, “health preservation” and “health preserving competency”. It is specified that the problem of health is considered by medical specialists, philosophers, sociologists, psychologists, teachers and, thus, is covered in many sociological, philosophical, educational, sociological and medical studies. It is found that this problem became particularly topical in the second half of the 20th century. Based on the analysis of educational researches and practical experience of scholars from many countries, it is clarified that there is a growing interest in the issues related to health and health preservation. The requirements for fostering and strengthening health have significantly increased, too. However, there is no clear definition of this concept. This is caused, first of all, by lack of generally accepted understanding of health preservation. Secondly, theoretical and pedagogical principles and methodological and technological aspects of health preservation are insufficiently developed. Thirdly, there are no scientific and practical recommendations and methods of fostering health preservation. The meaning of this concept has gradually changed, since at different times, in different cultures, the definition of health and its derivatives differ substantially. Nowadays, life and health are defined as the highest human values. They indicate civilization, which characterizes a general level of socioeconomic development of society and serves as the main criterion of expediency and efficiency of all, without exception, fields of state policy. It is concluded that health preserving space, as a field of activity, is a specially organized system aimed at achieving the goal of professional activity through ensuring preservation and restoration of its participants’ health.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129629610","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 is devoted to the analysis of the peculiarities of organizing and conducting trainings in the system of professional training of personnel of the Federal Police of Germany (BPOL). The main focus is on the organization of training on the use of weapons, coercive means, situational training. It has been found out that during the exercises of firing proficiency not only the skills of marksmanship are worked out, but also various complex situational trainings are carried out, which reflect the situations of daily activities of the police and require them to take appropriate action (the correct contention resolution in terms of tactics of action and the lawfulness and decision making on the use or non-use of weapons). As a result of the use of general scientific methods for the analysis, synthesis and generalization of information of directive / documents, orders, scientific and didactic sources as well as studying and generalizing the pedagogical experience of organizing trainings for BPOL personnel, it was found that in the development of situational trainings and training on the use of weapons, coercive means and own security, the trainers of BPOL were guided by both traditional “linear” and “nonlinear” pedagogical principles for organization of training exercises. On the basis of the generalization of the research results, it has been established that the situations that are developed for such trainings are constantly updated and correspond to the realities of time. At the heart of all scenarios, there are nine standard police cases: police communication, personal identification, detention, search of persons, transportation of detainees, vehicle control, first medical aid, collection of materials for identification and its entry into the database, search of premises and belongings. While assessing the actions of a policeman in solving a situation, the trainers take into account: communication skills (both with the partner and with the “opponent”), tactics of action, compliance with the requirements of self-defence, the correct use of coercive means, the lawfulness of all measures taken, the provision of first medical care, achievement of a goal (solution of a situation).
{"title":"Police Training in the System of Professional Training for Federal Police Force in Germany","authors":"I. Isaieva","doi":"10.2478/rpp-2018-0054","DOIUrl":"https://doi.org/10.2478/rpp-2018-0054","url":null,"abstract":"Abstract The article is devoted to the analysis of the peculiarities of organizing and conducting trainings in the system of professional training of personnel of the Federal Police of Germany (BPOL). The main focus is on the organization of training on the use of weapons, coercive means, situational training. It has been found out that during the exercises of firing proficiency not only the skills of marksmanship are worked out, but also various complex situational trainings are carried out, which reflect the situations of daily activities of the police and require them to take appropriate action (the correct contention resolution in terms of tactics of action and the lawfulness and decision making on the use or non-use of weapons). As a result of the use of general scientific methods for the analysis, synthesis and generalization of information of directive / documents, orders, scientific and didactic sources as well as studying and generalizing the pedagogical experience of organizing trainings for BPOL personnel, it was found that in the development of situational trainings and training on the use of weapons, coercive means and own security, the trainers of BPOL were guided by both traditional “linear” and “nonlinear” pedagogical principles for organization of training exercises. On the basis of the generalization of the research results, it has been established that the situations that are developed for such trainings are constantly updated and correspond to the realities of time. At the heart of all scenarios, there are nine standard police cases: police communication, personal identification, detention, search of persons, transportation of detainees, vehicle control, first medical aid, collection of materials for identification and its entry into the database, search of premises and belongings. While assessing the actions of a policeman in solving a situation, the trainers take into account: communication skills (both with the partner and with the “opponent”), tactics of action, compliance with the requirements of self-defence, the correct use of coercive means, the lawfulness of all measures taken, the provision of first medical care, achievement of a goal (solution of a situation).","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124560387","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 professional training of international communication specialists in Coventry University. It is found that professional training of specialists in information communication in Coventry University takes into consideration today’s challenges imposed by globalization, internationalization and integration processes and is characterized by flexibility, transparency of learning goals, clear learning outcomes and orientation towards practical application of the acquired knowledge, abilities and skills. It is specified that the scope of academic modules allows future specialists to understand the need to grasp the essence of communication, digital communication, reflexive communication, communication history, ethical communication, strategic communication, peace journalism, etc. It is clarified that they are trained to deal with communication in critical situations and come up with most relevant solutions. Based on the accumulated data, the following steps are suggested to enhance the quality of professional training for specialists in international communication in Ukraine: to reconsider the scope of expertise in international communication and take into account the most important aspects of the field to adjust them locally, regionally and nationally, so that future Ukrainian specialists in international communication can participate in the debates on topical issues in the international arena; to update the content of professional training in international communication so that it can correspond to global and European challenges of integration, globalization and internationalizations processes; to establish partnership relations between Ukrainian and European higher education institutions so that Ukranian students can develop their learner autonomy and academic mobility; to equip classrooms with advanced technologies contributing to developing practical skills of international communication specialists; to involve future specialists in international communication in the organization of conferences, evens and seminars related to the field of expertise.
{"title":"Professional Training of International Communication Specialists: The Example of Coventry University","authors":"O. Moshenets","doi":"10.2478/rpp-2018-0058","DOIUrl":"https://doi.org/10.2478/rpp-2018-0058","url":null,"abstract":"Abstract The article deals with professional training of international communication specialists in Coventry University. It is found that professional training of specialists in information communication in Coventry University takes into consideration today’s challenges imposed by globalization, internationalization and integration processes and is characterized by flexibility, transparency of learning goals, clear learning outcomes and orientation towards practical application of the acquired knowledge, abilities and skills. It is specified that the scope of academic modules allows future specialists to understand the need to grasp the essence of communication, digital communication, reflexive communication, communication history, ethical communication, strategic communication, peace journalism, etc. It is clarified that they are trained to deal with communication in critical situations and come up with most relevant solutions. Based on the accumulated data, the following steps are suggested to enhance the quality of professional training for specialists in international communication in Ukraine: to reconsider the scope of expertise in international communication and take into account the most important aspects of the field to adjust them locally, regionally and nationally, so that future Ukrainian specialists in international communication can participate in the debates on topical issues in the international arena; to update the content of professional training in international communication so that it can correspond to global and European challenges of integration, globalization and internationalizations processes; to establish partnership relations between Ukrainian and European higher education institutions so that Ukranian students can develop their learner autonomy and academic mobility; to equip classrooms with advanced technologies contributing to developing practical skills of international communication specialists; to involve future specialists in international communication in the organization of conferences, evens and seminars related to the field of expertise.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125327124","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 organization of practical training for hospitality specialists in vocational schools in Turkey and presents the specificity of collaboration between vocational education institutions and tourism enterprises, which are based on the principles of responsibility, expediency of using available resources at the appropriate level, support of youth and society, expanding of opportunities for education, etc. It also outlines the main objectives of collaboration between vocational education institutions and tourism enterprises, which are aimed at integrating theory and practice, adjusting learning to real-life conditions, developing professional skills, expedient using opportunities and resources of industrial sectors, etc. In addition, it proves that vocational education and institutions and tourism enterprises have certain common and distinct views on the goals of industrial training for pupils. Based on the analysis of researches by Turkish scholars, the model of practical training for hospitality specialists in Turkey is characterized. The key problems in the organization of practical training for students at enterprises are specified. They include some differences between graduates’ expectations of career in tourism and real working conditions at tourism enterprises; lack of theoretical and practical knowledge required for effective professional performance; trainees’ dissatisfaction with inflexible working hours; discrepancy between types of activity and a chosen specialization; violations of social rights to meals and accommodation, etc. Some relevant recommendations for improving practical training of future hospitality specialists in Turkey and Ukraine are outlined.
{"title":"Professional Training of Hospitality Specialists in Turkish and Ukrainian Vocational Schools","authors":"Makhira H. Malysheva","doi":"10.2478/rpp-2018-0056","DOIUrl":"https://doi.org/10.2478/rpp-2018-0056","url":null,"abstract":"Abstract The article analyzes the organization of practical training for hospitality specialists in vocational schools in Turkey and presents the specificity of collaboration between vocational education institutions and tourism enterprises, which are based on the principles of responsibility, expediency of using available resources at the appropriate level, support of youth and society, expanding of opportunities for education, etc. It also outlines the main objectives of collaboration between vocational education institutions and tourism enterprises, which are aimed at integrating theory and practice, adjusting learning to real-life conditions, developing professional skills, expedient using opportunities and resources of industrial sectors, etc. In addition, it proves that vocational education and institutions and tourism enterprises have certain common and distinct views on the goals of industrial training for pupils. Based on the analysis of researches by Turkish scholars, the model of practical training for hospitality specialists in Turkey is characterized. The key problems in the organization of practical training for students at enterprises are specified. They include some differences between graduates’ expectations of career in tourism and real working conditions at tourism enterprises; lack of theoretical and practical knowledge required for effective professional performance; trainees’ dissatisfaction with inflexible working hours; discrepancy between types of activity and a chosen specialization; violations of social rights to meals and accommodation, etc. Some relevant recommendations for improving practical training of future hospitality specialists in Turkey and Ukraine are outlined.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134347961","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 trends in teacher education development with the aim to improve the system of education in Ukraine. The need to improve professional training of future teachers taking into account metacognitive learning strategies is emphasized. The main way of enhancing efficiency of professional knowledge acquisition is defined to be metacognitive processes. The study of psychopedagogical literature shows variety and diversity of scientific approaches to undestanding the essence of metacognitions. It is indicated that the implementation of metacognitive approach is impossible, unless the student possesses the knowledge of learning strategies. When the lecturer aims to develop them in the students, learning becomes more personality-oriented and the level of learner autonomy is increased and thinking is amplified. This, in turn, is one of the most important ways to develop self-study skills. Foreign educational science singles out three groups of learning strategies such as cognitive, socially affective and metacognitive (being the main element of educational actions). The methods of metacognitive learning in higher education institutions in France are analyzed. The metacognitive learning pattern of note-taking is defined as to be most practice-oriented. It consists of such stages as contextualization, decontextualization and recontextualization. The analysis of training programmes for future teachers proves that the implementation of metacognitive programmes into practice of higher teacher education in France is based on the following two processes: either their full assimilation with the already existing syllabi, or the expansion of syllabi with the specialized course of study in metacognitive learning. Therefore, these programmes urge lecturers to realize that under modern conditions it is necessary to switch to metalearning. Students are assisted in creating a list of competences and knowledge and are aware of the need to enhance them in the future. The analysis of metacognitive programmes for professional training of future teachers in France concludes that lecturers aim to develop future teachers’ ability to self-analyze and self-assess learning activities.
{"title":"Developing Metacognitive Strategies of Future Teachers in the French System of Higher Education","authors":"V. Pliushch","doi":"10.2478/rpp-2018-0048","DOIUrl":"https://doi.org/10.2478/rpp-2018-0048","url":null,"abstract":"Abstract The article analyzes the trends in teacher education development with the aim to improve the system of education in Ukraine. The need to improve professional training of future teachers taking into account metacognitive learning strategies is emphasized. The main way of enhancing efficiency of professional knowledge acquisition is defined to be metacognitive processes. The study of psychopedagogical literature shows variety and diversity of scientific approaches to undestanding the essence of metacognitions. It is indicated that the implementation of metacognitive approach is impossible, unless the student possesses the knowledge of learning strategies. When the lecturer aims to develop them in the students, learning becomes more personality-oriented and the level of learner autonomy is increased and thinking is amplified. This, in turn, is one of the most important ways to develop self-study skills. Foreign educational science singles out three groups of learning strategies such as cognitive, socially affective and metacognitive (being the main element of educational actions). The methods of metacognitive learning in higher education institutions in France are analyzed. The metacognitive learning pattern of note-taking is defined as to be most practice-oriented. It consists of such stages as contextualization, decontextualization and recontextualization. The analysis of training programmes for future teachers proves that the implementation of metacognitive programmes into practice of higher teacher education in France is based on the following two processes: either their full assimilation with the already existing syllabi, or the expansion of syllabi with the specialized course of study in metacognitive learning. Therefore, these programmes urge lecturers to realize that under modern conditions it is necessary to switch to metalearning. Students are assisted in creating a list of competences and knowledge and are aware of the need to enhance them in the future. The analysis of metacognitive programmes for professional training of future teachers in France concludes that lecturers aim to develop future teachers’ ability to self-analyze and self-assess learning activities.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121771671","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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