Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2019-1-108-116
Mykola Verbovyi
{"title":"INSTITUTIONAL FIELD OF RETURNING INTELLECTUAL CAPITAL TO UKRAINE: PROBLEMS OF METHODOLOGY","authors":"Mykola Verbovyi","doi":"10.32987/2617-8532-2019-1-108-116","DOIUrl":"https://doi.org/10.32987/2617-8532-2019-1-108-116","url":null,"abstract":"","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"317 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122111987","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}
Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2023-2-5-20
V. Popova, V. Popov
An urgent issue is to conduct systematic studies of the education role in the Ukrainian labor market formation and functioning. The study�s purpose is to identify the existing prerequisites and determine directions for the educational sector development as one of the Ukrainian labor market defining subjects. For this, several complex tasks of a comparative analysis of Ukraine�s official statistical data in peace (2021) and war (2022) years are being solved. The general methodological orientation is to identify relative proportions, taking into account the martial law impact on the labor market and the statistical information reliability. Macroeconomic indicators of the Ukraine labor market are studied by the methods of structural and diversified intersectional comparison and statistical analysis of stochastic dependencies under uncertain conditions. Theoretical generalizations of changes in macroeconomic indicators and the interpretation for the future are based on the results of the structural-dynamic analysis. Under martial law, there was a reduction in supply and demand by almost 2 times against the backdrop of a significant increase in market imbalance. According to the results of the statistical data processing, the direction and form of education activation as a catalyst for the recovery and development of the economy of Ukraine are proposed. The initial direction in the current Ukraine labor market is to use the education potential to eliminate the jobs lacking. Providing knowledge to the unemployed to fill existing vacancies remains the education prerogative. The form of implementation of these directions is the diversification of education on the basis of public-private partnerships. The public-private institutional field appropriate adjustment in the form of training and qualification complexes (primarily in the vocational education area) is a step toward the public-private partnerships introduction in other economic sectors. Further research should be focused on finding ways to activate education as the labor market subject of forming quantitative and qualitative parameters. For example, in relation to the required and available qualifications of the unemployed, working conditions, and the level of remuneration.
{"title":"EDUCATION AS A SUBJECT OF THE UKRAINIAN LABOR MARKET DURING MARTIAL LAW","authors":"V. Popova, V. Popov","doi":"10.32987/2617-8532-2023-2-5-20","DOIUrl":"https://doi.org/10.32987/2617-8532-2023-2-5-20","url":null,"abstract":"An urgent issue is to conduct systematic studies of the education role in the Ukrainian labor market formation and functioning. The study�s purpose is to identify the existing prerequisites and determine directions for the educational sector development as one of the Ukrainian labor market defining subjects. For this, several complex tasks of a comparative analysis of Ukraine�s official statistical data in peace (2021) and war (2022) years are being solved. The general methodological orientation is to identify relative proportions, taking into account the martial law impact on the labor market and the statistical information reliability. Macroeconomic indicators of the Ukraine labor market are studied by the methods of structural and diversified intersectional comparison and statistical analysis of stochastic dependencies under uncertain conditions. Theoretical generalizations of changes in macroeconomic indicators and the interpretation for the future are based on the results of the structural-dynamic analysis. Under martial law, there was a reduction in supply and demand by almost 2 times against the backdrop of a significant increase in market imbalance. According to the results of the statistical data processing, the direction and form of education activation as a catalyst for the recovery and development of the economy of Ukraine are proposed. The initial direction in the current Ukraine labor market is to use the education potential to eliminate the jobs lacking. Providing knowledge to the unemployed to fill existing vacancies remains the education prerogative. The form of implementation of these directions is the diversification of education on the basis of public-private partnerships. The public-private institutional field appropriate adjustment in the form of training and qualification complexes (primarily in the vocational education area) is a step toward the public-private partnerships introduction in other economic sectors. Further research should be focused on finding ways to activate education as the labor market subject of forming quantitative and qualitative parameters. For example, in relation to the required and available qualifications of the unemployed, working conditions, and the level of remuneration.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129040498","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}
Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2022-4-17-30
A. Lytvynchuk, Andrii Kyrianov, Julia Irynevich, I. Gaiduk
The purpose of the article is to study modern ways of improving information and analytical support for the management of inclusive education in crisis conditions, taking into account the experience of the EU. The list of components that compose the central software and technical complex of the automated system of inclusive resource centers (AS "IRC") was described. The types of modern threats to the information security of the AS "IRC", which influence the information processed and stored in this system, as well as technological information, were analyzed. Criteria for providing information protection from unauthorized access through crypto protection, monitoring of system logs of software and technical means, and analysis of violations in the functioning of the AS "IRC" were described. Implementation of organizational and technical measures on cyber protection, used for objects of critical information infrastructure, for AS "IRC" needs was proposed. The list of actions to ensure the availability and fault tolerance of components and information resources of the AS "IRC" was shown. It was concluded that for the storage of information in emergency modes of operation during the armed aggression of the russian federation, the means of uninterruptible power supply and backup (archiving) of information from databases using special software should be provided in the AS "IRC". Data monitoring and recovery should be managed and backup data must be stored in locations that do not allow them to be damaged in the event of the destruction of the AS "IRC" main components. The proposed local education registries, databases and copies of state registries should be moved to a safe place/environment in free territories. Educational personal data/software at risk of falling into enemy hands should be deleted in advance. It is necessary to ensure the application of the mechanism of preventive disconnection by technical administrators, owners, operators of national and local, public and private educational information systems and educational information resources for users in the occupied territories to "sensitive" information.
{"title":"INFORMATION AND ANALYTICAL SUPPORT FOR THE MANAGEMENT OF INCLUSIVE EDUCATION UNDER MARTIAL CONDITIONS AND TAKING INTO ACCOUNT THE EU EXPERIENCE","authors":"A. Lytvynchuk, Andrii Kyrianov, Julia Irynevich, I. Gaiduk","doi":"10.32987/2617-8532-2022-4-17-30","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-4-17-30","url":null,"abstract":"The purpose of the article is to study modern ways of improving information and analytical support for the management of inclusive education in crisis conditions, taking into account the experience of the EU. The list of components that compose the central software and technical complex of the automated system of inclusive resource centers (AS \"IRC\") was described. The types of modern threats to the information security of the AS \"IRC\", which influence the information processed and stored in this system, as well as technological information, were analyzed. Criteria for providing information protection from unauthorized access through crypto protection, monitoring of system logs of software and technical means, and analysis of violations in the functioning of the AS \"IRC\" were described. Implementation of organizational and technical measures on cyber protection, used for objects of critical information infrastructure, for AS \"IRC\" needs was proposed. The list of actions to ensure the availability and fault tolerance of components and information resources of the AS \"IRC\" was shown. It was concluded that for the storage of information in emergency modes of operation during the armed aggression of the russian federation, the means of uninterruptible power supply and backup (archiving) of information from databases using special software should be provided in the AS \"IRC\". Data monitoring and recovery should be managed and backup data must be stored in locations that do not allow them to be damaged in the event of the destruction of the AS \"IRC\" main components. The proposed local education registries, databases and copies of state registries should be moved to a safe place/environment in free territories. Educational personal data/software at risk of falling into enemy hands should be deleted in advance. It is necessary to ensure the application of the mechanism of preventive disconnection by technical administrators, owners, operators of national and local, public and private educational information systems and educational information resources for users in the occupied territories to \"sensitive\" information.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114068177","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}
Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2022-3-75-93
Liudmyla Chymbay, L. Popkova
The article presents the results of a comparative analysis of material and technical support of general secondary education institutions (GSEIs) of Ukraine in the period 2016/2017–2021/2022 academic years. The article analyses scientific publications of domestic scientists on the problems of modernization of school education on the basis of updating the technical arsenal of teaching aids, optimizing the implementation of existing state programs aimed at informatization, computerization and updating of the material and technical base of educational institutions. The authors also studied the foreign experience in the development of public education. The article outlines a list of regulatory and legislative acts on which the formation and development of the material and technical facilities of GSEIs are based. The information base of indicators of material and technical support was created using general scientific and special research methods on the basis of processed information of statistical summary tables (namely, № D-4 "Data on facilities of general secondary education institutions and the use of modern information technologies" (without special GSEIs) by institutions of the Ministry of Education and science of Ukraine, other ministries and agencies and private institutions and № 76-RVК "Summary report of general secondary education institutions") and operational information of the Ministry of Education and Science of Ukraine. In connection with the beginning of the Russian military aggression against Ukraine, changes have occurred in the organization of the educational process of general secondary education, in particular, the procedure for the formation of the contingent of students and teachers. At the same time, the condition of material and technical support components has changed as a result of the loss and damage to the education infrastructure. The article proposes to introduce additional indicators for assessing the state of the general secondary education system in wartime conditions. Key indicators of GSEIs facilities were analysed, including total and rented school space, leased space, number of classrooms and distribution of classrooms per student, and number of classrooms by region, terrain type (urban localities, rural areas) and types of institutions (primary schools, gymnasiums, lyceums) to identify the problems of material and technical support of GSEIs and further identify ways of their solution. The post-war condition of the material and technical base of general secondary education should be the subject of further study.
{"title":"ISSUES IN THE MATERIAL AND TECHNICAL RESOURCES OF THE GENERAL SECONDARY EDUCATION INSTITUTIONS DUE TO THE MARTIAL LAW IN UKRAINE","authors":"Liudmyla Chymbay, L. Popkova","doi":"10.32987/2617-8532-2022-3-75-93","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-3-75-93","url":null,"abstract":"The article presents the results of a comparative analysis of material and technical support of general secondary education institutions (GSEIs) of Ukraine in the period 2016/2017–2021/2022 academic years. The article analyses scientific publications of domestic scientists on the problems of modernization of school education on the basis of updating the technical arsenal of teaching aids, optimizing the implementation of existing state programs aimed at informatization, computerization and updating of the material and technical base of educational institutions. The authors also studied the foreign experience in the development of public education. The article outlines a list of regulatory and legislative acts on which the formation and development of the material and technical facilities of GSEIs are based. The information base of indicators of material and technical support was created using general scientific and special research methods on the basis of processed information of statistical summary tables (namely, № D-4 \"Data on facilities of general secondary education institutions and the use of modern information technologies\" (without special GSEIs) by institutions of the Ministry of Education and science of Ukraine, other ministries and agencies and private institutions and № 76-RVК \"Summary report of general secondary education institutions\") and operational information of the Ministry of Education and Science of Ukraine. In connection with the beginning of the Russian military aggression against Ukraine, changes have occurred in the organization of the educational process of general secondary education, in particular, the procedure for the formation of the contingent of students and teachers. At the same time, the condition of material and technical support components has changed as a result of the loss and damage to the education infrastructure. The article proposes to introduce additional indicators for assessing the state of the general secondary education system in wartime conditions. Key indicators of GSEIs facilities were analysed, including total and rented school space, leased space, number of classrooms and distribution of classrooms per student, and number of classrooms by region, terrain type (urban localities, rural areas) and types of institutions (primary schools, gymnasiums, lyceums) to identify the problems of material and technical support of GSEIs and further identify ways of their solution. The post-war condition of the material and technical base of general secondary education should be the subject of further study.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124150894","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}
Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2023-1-67-78
Valentyna Litynska
The relevance of planning the career development of employees of higher education institutions lies in the fact that human resources administration is becoming increasingly important in the management of personnel of educational institutions. This is a process of analyzing and developing the personal interests of employees, which means that much of the attention should be given to the career planning of employees and becomes one of the most important tasks of the human resources department. Career planning programs for employees are at the forefront, which in turn contributes to the professional development and enhancement of the working potential of the institution’s staff. The article is devoted to the study of the theoretical and methodological foundations of career planning for employees of higher education institutions. The aim of the study is to determine the methodological basis for career planning of employees of higher education institutions and to build a career planning model for them. In particular, the existing approaches to the disclosure of the essence of the concept of "career planning" are characterized and the author’s approach to the interpretation of this concept is proposed. The article also describes the existing methods of career planning for staff. The article pays the greatest attention to the author’s model of step-by-step career planning of higher education institutions employees, which consists of six consecutive stages. Also, the attention is focused on the fact that in order to determine the effectiveness of the formation and use of the labor potential of higher education institutions, it is necessary to assess the professional, business and personal qualities of employees. The prospect of further scientific research in this direction is the development of an effective model for assessing the professional, business and personal qualities of the higher education staff.
{"title":"CAREER PLANNING FOR EMPLOYEES OF HIGHER EDUCATION INSTITUTIONS","authors":"Valentyna Litynska","doi":"10.32987/2617-8532-2023-1-67-78","DOIUrl":"https://doi.org/10.32987/2617-8532-2023-1-67-78","url":null,"abstract":"The relevance of planning the career development of employees of higher education institutions lies in the fact that human resources administration is becoming increasingly important in the management of personnel of educational institutions. This is a process of analyzing and developing the personal interests of employees, which means that much of the attention should be given to the career planning of employees and becomes one of the most important tasks of the human resources department. Career planning programs for employees are at the forefront, which in turn contributes to the professional development and enhancement of the working potential of the institution’s staff. The article is devoted to the study of the theoretical and methodological foundations of career planning for employees of higher education institutions. The aim of the study is to determine the methodological basis for career planning of employees of higher education institutions and to build a career planning model for them. In particular, the existing approaches to the disclosure of the essence of the concept of \"career planning\" are characterized and the author’s approach to the interpretation of this concept is proposed. The article also describes the existing methods of career planning for staff. The article pays the greatest attention to the author’s model of step-by-step career planning of higher education institutions employees, which consists of six consecutive stages. Also, the attention is focused on the fact that in order to determine the effectiveness of the formation and use of the labor potential of higher education institutions, it is necessary to assess the professional, business and personal qualities of employees. The prospect of further scientific research in this direction is the development of an effective model for assessing the professional, business and personal qualities of the higher education staff.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134120468","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}
Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2022-3-57-74
V. Gapon, Mariia Sharaievska, Tеtiana Derepa
The introduction of profile education (specialized training) in secondary schools ensures differentiated preparation of students at this level of education in accordance with their educational needs, inclinations and abilities, which are determined by orientation to future professional choices. The article is aimed at analyzing trends in the implementation of students' profile education and determining its impact on the results of obtaining high-quality comprehensive general secondary education in Ukraine. Statistical information of reporting forms № 76-RVК "Summary report of general secondary education institutions", № 83-RVК "Report on the number and structure of teaching staff in the general secondary education institutions", summary table № D-5 "Data on educational profiles in general secondary education institutions (without special general secondary education institutions)" and the open database of the Ukrainian Center for the Evaluation of Education Quality were used as the initial data for the study. The article analyzes the pre-war state (2014/2015–2021/2022) of the network of general secondary education institutions (GSEIs), the contingent of students, including those with profile training, and the number of teachers and pensioners teaching subjects. Dynamics and tendencies of development of profile education in Ukraine have been studied and analyzed, and the importance of the influence of a number of factors on the results of the external independent assessment in 2021 has been substantiated (in particular, completion of general secondary education in specialized educational institutions). The best scores in all subjects were obtained by graduates of physical-mathematical, mathematical, chemical-technological, agrochemical, economic and foreign philology. Students who received education in institutions of environmental, technological, sports, military-sports, universal profiles and Ukrainian philology received lower scores in each of the subjects compared to average scores in Ukraine. The main challenges for further reform of the secondary schools in the post-war period include the possibility of reorienting individual schools to provide teaching staff; upgrading teachers' qualifications, taking into account the needs and aspirations of students in the field of education, the suitability of material and technical base of GSEIs for the organization of profile education, etc. And the first steps in the field of educational statistics should be the collection and thorough analysis of data on the existing surviving educational network of each region, and the costs of its restoration and maintenance.
{"title":"PROFILE EDUCATION AS A DRIVER OF HIGH-QUALITY COMPLETE GENERAL SECONDARY EDUCATION","authors":"V. Gapon, Mariia Sharaievska, Tеtiana Derepa","doi":"10.32987/2617-8532-2022-3-57-74","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-3-57-74","url":null,"abstract":"The introduction of profile education (specialized training) in secondary schools ensures differentiated preparation of students at this level of education in accordance with their educational needs, inclinations and abilities, which are determined by orientation to future professional choices. The article is aimed at analyzing trends in the implementation of students' profile education and determining its impact on the results of obtaining high-quality comprehensive general secondary education in Ukraine. Statistical information of reporting forms № 76-RVК \"Summary report of general secondary education institutions\", № 83-RVК \"Report on the number and structure of teaching staff in the general secondary education institutions\", summary table № D-5 \"Data on educational profiles in general secondary education institutions (without special general secondary education institutions)\" and the open database of the Ukrainian Center for the Evaluation of Education Quality were used as the initial data for the study. The article analyzes the pre-war state (2014/2015–2021/2022) of the network of general secondary education institutions (GSEIs), the contingent of students, including those with profile training, and the number of teachers and pensioners teaching subjects. Dynamics and tendencies of development of profile education in Ukraine have been studied and analyzed, and the importance of the influence of a number of factors on the results of the external independent assessment in 2021 has been substantiated (in particular, completion of general secondary education in specialized educational institutions). The best scores in all subjects were obtained by graduates of physical-mathematical, mathematical, chemical-technological, agrochemical, economic and foreign philology. Students who received education in institutions of environmental, technological, sports, military-sports, universal profiles and Ukrainian philology received lower scores in each of the subjects compared to average scores in Ukraine. The main challenges for further reform of the secondary schools in the post-war period include the possibility of reorienting individual schools to provide teaching staff; upgrading teachers' qualifications, taking into account the needs and aspirations of students in the field of education, the suitability of material and technical base of GSEIs for the organization of profile education, etc. And the first steps in the field of educational statistics should be the collection and thorough analysis of data on the existing surviving educational network of each region, and the costs of its restoration and maintenance.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133654697","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}
Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2021-2-33-43
A. Samko
The main topic of the article is the issue of developing the digital competence of teachers in postgraduate education. It is noted that the development of the digital competence of the teacher is one of the key issues of education, which are related to the challenges of the current information society and the rapid technical and technological processes. The aim of the research is to single out the main problems of the development of digital competence of pedagogical workers in postgraduate pedagogical education. The main research method is a theoretical analysis of the framework and regulatory documents on standards and requirements for digital competence of teachers in the European Union and Ukraine; the best practices of the specialists of the conditions of formation of digital competence of teachers. The importance of digital competence is emphasized, which allows the teacher to participate in the information environment, to use the latest advances in technology in their professional activities. The definition of digital competence of a pedagogical worker is given. The conditions of formation of digital competence of teachers in the system of postgraduate pedagogical education are considered, such as the digitalization of education, the availability of legal documents on standards and requirements for digital competence of teachers, the need to create and implement criteria for the development of digital competence, the readiness of postgraduate education to ensure the formation of digital competence of teachers. Emphasis is placed on the challenges that hinder the effective use of digital technologies by teachers in the educational process. It is concluded that the formation of digital competence contributes to the comprehensive development of teachers, their self-improvement, the desire to learn throughout life, the ability to apply the acquired knowledge, which improves the quality of education. Changing the legal framework for standards of digital competencies, acquaintance with the achievements of the European community will help identify new approaches to building individual areas of development of digital competence of teachers.
{"title":"DIGITAL COMPETENCE OF PEDAGOGICAL STAFF IN THE SYSTEM OF POSTGRADUATE PEDAGOGICAL EDUCATION","authors":"A. Samko","doi":"10.32987/2617-8532-2021-2-33-43","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-2-33-43","url":null,"abstract":"The main topic of the article is the issue of developing the digital competence of teachers in postgraduate education. It is noted that the development of the digital competence of the teacher is one of the key issues of education, which are related to the challenges of the current information society and the rapid technical and technological processes. The aim of the research is to single out the main problems of the development of digital competence of pedagogical workers in postgraduate pedagogical education. The main research method is a theoretical analysis of the framework and regulatory documents on standards and requirements for digital competence of teachers in the European Union and Ukraine; the best practices of the specialists of the conditions of formation of digital competence of teachers. The importance of digital competence is emphasized, which allows the teacher to participate in the information environment, to use the latest advances in technology in their professional activities. The definition of digital competence of a pedagogical worker is given. The conditions of formation of digital competence of teachers in the system of postgraduate pedagogical education are considered, such as the digitalization of education, the availability of legal documents on standards and requirements for digital competence of teachers, the need to create and implement criteria for the development of digital competence, the readiness of postgraduate education to ensure the formation of digital competence of teachers. Emphasis is placed on the challenges that hinder the effective use of digital technologies by teachers in the educational process. It is concluded that the formation of digital competence contributes to the comprehensive development of teachers, their self-improvement, the desire to learn throughout life, the ability to apply the acquired knowledge, which improves the quality of education. Changing the legal framework for standards of digital competencies, acquaintance with the achievements of the European community will help identify new approaches to building individual areas of development of digital competence of teachers.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115752364","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}
Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2021-2-70-81
O. Yehorova
The purpose of the article is to determine the features of video lecturing and pinpoint opportunities to improve presenting of theoretical material online. The relevance of the study is caused by the lack of experience of the majority of Ukrainian lecturers in teaching by video conferences before 2020. Insufficient covering of this issue emphasizes the urgency of the publication. To achieve our goal, the following tasks were set: to consider the main differences between online lecturing and in-class lectures and other ways of distance teaching; to generalize the main problems of students and teachers arising during online lectures; to propose the ways to solve those problems and describe the possibilities of using the advantages of online lectures. To achieve the set goal, the following methods were used in the paper: abstract, logical and comparative analysis, survey, expert evaluation, monographic, analysis and synthesis, dialectic, tabular and graphic. To study the students’ opinions concerning online lectures in March-April 2021, the anonymous survey of full-time students studying at the Faculty of Accounting and Finance of Poltava State Agrarian University was conducted. 69.7% of respondents consider this format either better or not worse than in-class lessons. The main students’ problems that appeared during online lectures were the technical ones: (the absence or low quality of Internet and hardware) and the lack of face-to-face communication. It is proposed for the educational establishment to choose the single software product for video lecturing; to make records of video lectures with their further promulgation on the platform determined by the university; for the lecturing professor to create a friendly atmosphere; to introduce the obligatory revision of the students’ notes; to ensure the opportunity for students to ask questions to the lecturer; to promote active use of interactive lecture to ensure activate participation of the students (in particular, the lectures with previously planned errors, binary lectures, and lectures-conferences).
{"title":"FEATURES OF ONLINE LECTURES","authors":"O. Yehorova","doi":"10.32987/2617-8532-2021-2-70-81","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-2-70-81","url":null,"abstract":"The purpose of the article is to determine the features of video lecturing and pinpoint opportunities to improve presenting of theoretical material online. The relevance of the study is caused by the lack of experience of the majority of Ukrainian lecturers in teaching by video conferences before 2020. Insufficient covering of this issue emphasizes the urgency of the publication. To achieve our goal, the following tasks were set: to consider the main differences between online lecturing and in-class lectures and other ways of distance teaching; to generalize the main problems of students and teachers arising during online lectures; to propose the ways to solve those problems and describe the possibilities of using the advantages of online lectures. To achieve the set goal, the following methods were used in the paper: abstract, logical and comparative analysis, survey, expert evaluation, monographic, analysis and synthesis, dialectic, tabular and graphic. To study the students’ opinions concerning online lectures in March-April 2021, the anonymous survey of full-time students studying at the Faculty of Accounting and Finance of Poltava State Agrarian University was conducted. 69.7% of respondents consider this format either better or not worse than in-class lessons. The main students’ problems that appeared during online lectures were the technical ones: (the absence or low quality of Internet and hardware) and the lack of face-to-face communication. It is proposed for the educational establishment to choose the single software product for video lecturing; to make records of video lectures with their further promulgation on the platform determined by the university; for the lecturing professor to create a friendly atmosphere; to introduce the obligatory revision of the students’ notes; to ensure the opportunity for students to ask questions to the lecturer; to promote active use of interactive lecture to ensure activate participation of the students (in particular, the lectures with previously planned errors, binary lectures, and lectures-conferences).","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124606350","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}
Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2021-3-113-122
Anna Ziętek, N. Pron
The article attempts to discuss the problems of training and retraining of VET (vocational education and training) teachers in Poland in the process of implementing important educational reforms. The authors stress the special role of VET in society as compared to other levels of education, which main task is to provide a quality education that meets the needs of the modern labor market. The study used research methods, techniques and tools such as document verification, interview techniques and VET monitoring. The problems described in the article offer solutions that improve the work of teachers as well as the content of vocational disciplines. The results of the monitoring study involving first-level industrial and vocational schools in the Lubusz Voivodeship show the importance of teachers’ cooperation with the local labor market in order to improve the curricula according to employers' expectations. The training and retraining of teachers have been found to be an important factor in preparing students for professional tasks. In view of this, the authors proposed a model for the relationship between the educational system and the local labor market. At the same time, it is recommended that individual professional development plans be drawn up for teachers of vocational disciplines. The article presents measures that are the starting point for finding further solutions to support teachers by creating individual professional development plans that enhance professional activity according to the long-term local development programs. There is thus a need to improve the quality of teaching in VET institutions in accordance with the needs of employers and within existing educational programs.
{"title":"IMPROVING THE PROFESSIONAL SKILLS AND QUALIFICATIONS OF TEACHERS IN VET AS AN IMPORTANT PART OF THE IMPLEMENTATION OF EDUCATIONAL REFORM IN POLAND","authors":"Anna Ziętek, N. Pron","doi":"10.32987/2617-8532-2021-3-113-122","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-3-113-122","url":null,"abstract":"The article attempts to discuss the problems of training and retraining of VET (vocational education and training) teachers in Poland in the process of implementing important educational reforms. The authors stress the special role of VET in society as compared to other levels of education, which main task is to provide a quality education that meets the needs of the modern labor market. The study used research methods, techniques and tools such as document verification, interview techniques and VET monitoring. The problems described in the article offer solutions that improve the work of teachers as well as the content of vocational disciplines. The results of the monitoring study involving first-level industrial and vocational schools in the Lubusz Voivodeship show the importance of teachers’ cooperation with the local labor market in order to improve the curricula according to employers' expectations. The training and retraining of teachers have been found to be an important factor in preparing students for professional tasks. In view of this, the authors proposed a model for the relationship between the educational system and the local labor market. At the same time, it is recommended that individual professional development plans be drawn up for teachers of vocational disciplines. The article presents measures that are the starting point for finding further solutions to support teachers by creating individual professional development plans that enhance professional activity according to the long-term local development programs. There is thus a need to improve the quality of teaching in VET institutions in accordance with the needs of employers and within existing educational programs.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129483199","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}
Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2022-5-51-65
V. Kovtunets, S. Melnyk
The article presents a study of quality assurance problems of the National Qualifications System of Ukraine by reforming the domestic standardization system in the context of its integration into the European Qualifications System. In view of this, three components of the quality system were identified, namely, quality of standardization, quality of assessment and quality of documentation. The study is also focused on issues of legal regulation of the quality of professional and educational standards. In particular, differences in the legal regulation of educational standards of vocational pre-higher and higher education were identified. A certain legal uncertainty in the use of the terms "learning outcomes" and "competencies" and the inconsistency of the use of these terms with the EU Council Recommendations of 2017 and international and national standards were revealed. Along with this, a number of shortcomings were found. Particularly, there is an unresolved problem of assigning professional qualifications to the levels of the National Qualifications Framework (NQF). The need for independent review (expertise) of projects of professional standards was emphasized. The issue of assessment standards was considered. For instance, the lack of such standards poses a threat to the quality of professional qualifications, especially qualifications of levels 2-4 of the NQF of Ukraine, since educational institutions have the right to assign such qualifications, in addition to qualification centers. Examples of corporate assessment standards, in particular, by the American Psychological Association, were considered. It is noted, that the formation of motivation of young people and employees to obtain modern and competitive skills оn the labor market is not enough. The outdated approach to personnel training by providers of educational services also needs to be reviewed. It is shown that the National Qualifications System of Ukraine requires quality assurance tools and the use of terms harmonized with EU legislation and practice.
{"title":"APPROACHES TO QUALITY ASSURANCE IN THE NATIONAL QUALIFICATIONS FRAMEWORK OF UKRAINE: STANDARDIZATION ISSUES","authors":"V. Kovtunets, S. Melnyk","doi":"10.32987/2617-8532-2022-5-51-65","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-5-51-65","url":null,"abstract":"The article presents a study of quality assurance problems of the National Qualifications System of Ukraine by reforming the domestic standardization system in the context of its integration into the European Qualifications System. In view of this, three components of the quality system were identified, namely, quality of standardization, quality of assessment and quality of documentation. The study is also focused on issues of legal regulation of the quality of professional and educational standards. In particular, differences in the legal regulation of educational standards of vocational pre-higher and higher education were identified. A certain legal uncertainty in the use of the terms \"learning outcomes\" and \"competencies\" and the inconsistency of the use of these terms with the EU Council Recommendations of 2017 and international and national standards were revealed. Along with this, a number of shortcomings were found. Particularly, there is an unresolved problem of assigning professional qualifications to the levels of the National Qualifications Framework (NQF). The need for independent review (expertise) of projects of professional standards was emphasized. The issue of assessment standards was considered. For instance, the lack of such standards poses a threat to the quality of professional qualifications, especially qualifications of levels 2-4 of the NQF of Ukraine, since educational institutions have the right to assign such qualifications, in addition to qualification centers. Examples of corporate assessment standards, in particular, by the American Psychological Association, were considered. It is noted, that the formation of motivation of young people and employees to obtain modern and competitive skills оn the labor market is not enough. The outdated approach to personnel training by providers of educational services also needs to be reviewed. It is shown that the National Qualifications System of Ukraine requires quality assurance tools and the use of terms harmonized with EU legislation and practice.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128547096","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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