Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2022-2-23-34
L. Yurchyshena
The issue of identification and systematization of factors to ensure the financial stability of universities is due to the transformations and a new paradigm of the higher education institutions' activities. Covid-19 crisis, reduction of budget funding, a decrease of the students’ enrollment, change of the forms of the learning process, requests of potential applicants for educational services, lack of income by universities in a pandemic, ability to adapt and maintain educational and scientific activities during uncertainty are tools to ensure the financial stability of universities. The aim of the article is to study the impact factors and to determine the classification features of the financial stability of the university by systematizing and explaining them. The research was carried out using a dialectical method to substantiate discussion approaches to determining the factors of financial stability of the higher education institutions; a method of analysis to identify and determine the influence of factors in accordance with the classification features; synthesis method for combining certain features and factors influencing financial stability into a holistic classification. The main scientific result of the study is a holistic classification of factors to ensure the financial stability of universities according to certain features. Preliminary research in this direction and views of the scientific community are the scientific basis for identifying the factors of financial stability of the higher education institutions. The classification contains the distribution of factors based on the following: depending on the duration – current and strategic; regarding the nature of the impact – external and internal; by the degree of impact on the financial result – incomes and expenses; concerning the components of the economic model – factors of direct and indirect influence, distributed in relation to the value proposition – key resources, key activities, key partners, stakeholders, channels of supply and promotion, financial model. Significant influence on the financial stability of the university is exerted by behavioral or indirect factors, in particular: image, reputation; stimulating (marketing); institutional; managerial. Systematization of factors according to the proposed classification is a tool for making managerial decisions to ensure the current and strategic financial stability of the university.
{"title":"FACTORS OF ENSURING FINANCIAL STABILITY OF UNIVERSITIES DURING THE PANDEMIC AND MILITARY AGGRESSION OF THE RUSSIAN FEDERATION","authors":"L. Yurchyshena","doi":"10.32987/2617-8532-2022-2-23-34","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-2-23-34","url":null,"abstract":"The issue of identification and systematization of factors to ensure the financial stability of universities is due to the transformations and a new paradigm of the higher education institutions' activities. Covid-19 crisis, reduction of budget funding, a decrease of the students’ enrollment, change of the forms of the learning process, requests of potential applicants for educational services, lack of income by universities in a pandemic, ability to adapt and maintain educational and scientific activities during uncertainty are tools to ensure the financial stability of universities. The aim of the article is to study the impact factors and to determine the classification features of the financial stability of the university by systematizing and explaining them. The research was carried out using a dialectical method to substantiate discussion approaches to determining the factors of financial stability of the higher education institutions; a method of analysis to identify and determine the influence of factors in accordance with the classification features; synthesis method for combining certain features and factors influencing financial stability into a holistic classification. The main scientific result of the study is a holistic classification of factors to ensure the financial stability of universities according to certain features. Preliminary research in this direction and views of the scientific community are the scientific basis for identifying the factors of financial stability of the higher education institutions. The classification contains the distribution of factors based on the following: depending on the duration – current and strategic; regarding the nature of the impact – external and internal; by the degree of impact on the financial result – incomes and expenses; concerning the components of the economic model – factors of direct and indirect influence, distributed in relation to the value proposition – key resources, key activities, key partners, stakeholders, channels of supply and promotion, financial model. Significant influence on the financial stability of the university is exerted by behavioral or indirect factors, in particular: image, reputation; stimulating (marketing); institutional; managerial. Systematization of factors according to the proposed classification is a tool for making managerial decisions to ensure the current and strategic financial stability of the university.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"46 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":"127572989","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: 10.32987/2617-8532-2022-5-92-105
О. Dubasenyuk, О. Voznyuk
The article deals with the actual problem of professional training of the prospective primary school teachers to work with intellectually gifted pupils. It has been shown that giftedness is determined by both innate gifts and social conditions and, of course, needs support and help on a part of a trained teacher. The level of readiness of prospective primary school teachers to work with intellectually gifted pupils in modern conditions has been investigated. For this purpose, a scientific study was conducted in 2021-2022 studying years in which the students of the 1st and 2nd courses of the Institute of Pedagogy of Zhytomyr Ivan Franko State University participated. The conducted research allows formulating certain methodical recommendations for the professional training of prospective teachers to work with intellectually gifted pupils. These recommendations outline the following imperatives: 1) there is a need to introduce a special training course into the educational process; 2) it is relevant to include in psychological and pedagogical disciplines the issues that characterize the peculiarities of working with gifted pupils; 3) the need to develop students' motivation for self-development and self-improvement is very important; 4) it is expedient to include psychological trainings, project tasks, methods of innovative computer training in the studying disciplines; 5) the prospective teachers should be motivated to study modern psychological and pedagogical literature in this field, since working with gifted pupils requires special training both in higher education and in further independent professional activity. The promising aspects of the research include research in the indicated direction using the synergistic concept «talent is the sum of talents and abilities». This approach corresponds to the synergistic principle of superadditivity («the whole is greater than its parts») when any system reveals certain systemic properties that are not inherent in the properties of its components. Under such conditions, the problem of human development in the context of «heredity VS environment» can be resolved.
{"title":"STUDY OF THE READINESS OF THE PROSPECTIVE PRIMARY SCHOOL TEACHERS TO WORK WITH INTELLECTUALLY GIFTED PUPILS","authors":"О. Dubasenyuk, О. Voznyuk","doi":"10.32987/2617-8532-2022-5-92-105","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-5-92-105","url":null,"abstract":"The article deals with the actual problem of professional training of the prospective primary school teachers to work with intellectually gifted pupils. It has been shown that giftedness is determined by both innate gifts and social conditions and, of course, needs support and help on a part of a trained teacher. The level of readiness of prospective primary school teachers to work with intellectually gifted pupils in modern conditions has been investigated. For this purpose, a scientific study was conducted in 2021-2022 studying years in which the students of the 1st and 2nd courses of the Institute of Pedagogy of Zhytomyr Ivan Franko State University participated. The conducted research allows formulating certain methodical recommendations for the professional training of prospective teachers to work with intellectually gifted pupils. These recommendations outline the following imperatives: 1) there is a need to introduce a special training course into the educational process; 2) it is relevant to include in psychological and pedagogical disciplines the issues that characterize the peculiarities of working with gifted pupils; 3) the need to develop students' motivation for self-development and self-improvement is very important; 4) it is expedient to include psychological trainings, project tasks, methods of innovative computer training in the studying disciplines; 5) the prospective teachers should be motivated to study modern psychological and pedagogical literature in this field, since working with gifted pupils requires special training both in higher education and in further independent professional activity. The promising aspects of the research include research in the indicated direction using the synergistic concept «talent is the sum of talents and abilities». This approach corresponds to the synergistic principle of superadditivity («the whole is greater than its parts») when any system reveals certain systemic properties that are not inherent in the properties of its components. Under such conditions, the problem of human development in the context of «heredity VS environment» can be resolved.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"455 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":"123043919","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: 10.32987/2617-8532-2021-3-42-57
S. Melnyk
For the first time in domestic practice, the author of the article created methodical approaches to determining the professional suitability of graduates of educational institutions in the absence of a network of centers for independent professional expertise certification. They are aimed at reducing tensions during the employment of graduates of educational institutions, especially higher education institutions, and helping employers and employees of HR departments to assess the professional suitability of applicants for vacancies as objectively as possible. The methodical approach involves determining (based on a 100-point grading scale) if the applicant has the necessary knowledge, skills, other competencies, job expectations and professional interests, required for activities and working conditions by the applicant independently (under the supervision of experts) or directly by an independent group of experts. The proposed scenario provides for evaluation by 100-250 indicators, which are divided into 11 groups of requirements. In the future, the average evaluation results are compared with the reference values, which are previously developed by leading experts or expert groups for certain professions at the national or regional level. After that, the experts make proposals on recognizing the professional suitability of the graduate, or the need for additional training at the workplace / in the professional environment, or refusal of employment, in particular with the possibility of reassessment after a certain period.
{"title":"METHODICAL APPROACHES TO DETERMINING THE PROFESSIONAL SUITABILITY OF GRADUATES OF EDUCATIONAL INSTITUTIONS IN THE ABSENCE OF THE NETWORK OF CENTERS FOR INDEPENDENT PROFESSIONAL EXPERTISE CERTIFICATION","authors":"S. Melnyk","doi":"10.32987/2617-8532-2021-3-42-57","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-3-42-57","url":null,"abstract":"For the first time in domestic practice, the author of the article created methodical approaches to determining the professional suitability of graduates of educational institutions in the absence of a network of centers for independent professional expertise certification. They are aimed at reducing tensions during the employment of graduates of educational institutions, especially higher education institutions, and helping employers and employees of HR departments to assess the professional suitability of applicants for vacancies as objectively as possible. The methodical approach involves determining (based on a 100-point grading scale) if the applicant has the necessary knowledge, skills, other competencies, job expectations and professional interests, required for activities and working conditions by the applicant independently (under the supervision of experts) or directly by an independent group of experts. The proposed scenario provides for evaluation by 100-250 indicators, which are divided into 11 groups of requirements. In the future, the average evaluation results are compared with the reference values, which are previously developed by leading experts or expert groups for certain professions at the national or regional level. After that, the experts make proposals on recognizing the professional suitability of the graduate, or the need for additional training at the workplace / in the professional environment, or refusal of employment, in particular with the possibility of reassessment after a certain period.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"20 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":"127793294","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: 10.32987/2617-8532-2023-1-22-37
O. Bondar-Pidhurska, A. Glebova
The relevance of the study lies in the need to resolve the contradiction between the rapid pace of development of digital technologies in the world and the low level of digital skills of the Ukrainian population, which should be eliminated through education. The purpose of the study is to examine the state, problems and prospects for the development of digital education in Ukraine, as well as to develop recommendations for intensifying this process during the wartime and post-war period. The methods of analysis and synthesis, generalization, and visualization were used. The scientific novelty of the obtained results is the development of theoretical foundations and practical recommendations for solving the problem of digital education development in Ukraine. The authors consider the concept of "digital education" as providing citizens with knowledge and skills for the easy and safe use of digital technologies. The results of the analysis of the development of digital education of the population in all regions of Ukraine during 2019–2021 showed that it is at the stage of formation, as evidenced by the trends of the gradual growth of citizens' digital skills. It was emphasized that the level of digital skills is determined by age group, Internet access and digital security. A comprehensive approach to the creation of a digital education system for youth, adults and the elderly is proposed, based on the formation of skills in the use of digital technologies and services, which will contribute to the satisfaction of the vital interests of a person, society and the state. For the first time, the article highlights the expediency of forming students' digital skills while studying in higher education institutions within the framework of general and special competencies of educational and professional programs, which will increase the level of specialists’ competitiveness in the labor market.
{"title":"THE STATE, PROBLEMS AND PROSPECTS OF DIGITAL EDUCATION DEVELOPMENT IN UKRAINE DURING THE WAR AND POST-WAR PERIOD","authors":"O. Bondar-Pidhurska, A. Glebova","doi":"10.32987/2617-8532-2023-1-22-37","DOIUrl":"https://doi.org/10.32987/2617-8532-2023-1-22-37","url":null,"abstract":"The relevance of the study lies in the need to resolve the contradiction between the rapid pace of development of digital technologies in the world and the low level of digital skills of the Ukrainian population, which should be eliminated through education. The purpose of the study is to examine the state, problems and prospects for the development of digital education in Ukraine, as well as to develop recommendations for intensifying this process during the wartime and post-war period. The methods of analysis and synthesis, generalization, and visualization were used. The scientific novelty of the obtained results is the development of theoretical foundations and practical recommendations for solving the problem of digital education development in Ukraine. The authors consider the concept of \"digital education\" as providing citizens with knowledge and skills for the easy and safe use of digital technologies. The results of the analysis of the development of digital education of the population in all regions of Ukraine during 2019–2021 showed that it is at the stage of formation, as evidenced by the trends of the gradual growth of citizens' digital skills. It was emphasized that the level of digital skills is determined by age group, Internet access and digital security. A comprehensive approach to the creation of a digital education system for youth, adults and the elderly is proposed, based on the formation of skills in the use of digital technologies and services, which will contribute to the satisfaction of the vital interests of a person, society and the state. For the first time, the article highlights the expediency of forming students' digital skills while studying in higher education institutions within the framework of general and special competencies of educational and professional programs, which will increase the level of specialists’ competitiveness in the labor market.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"26 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":"125579806","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: 10.32987/2617-8532-2023-1-51-66
Tatiana Khraban
The article provides a comparative analysis of the importance of factors of psychological well-being of youth studying for a military profile in the pre-war and post-war periods. In the study, preference was given to the psycholinguistic research method, namely, the free association experiment. The associative experiment was conducted in December 2022. The indicators for the period of October 2021 were chosen as the basis for a comparative analysis of the importance of factors related to psychological well-being in the pre-war and post-war periods. The russian-Ukrainian war became a major traumatic event for young people, which they are unable to explain within the framework of their previous experience, which was reflected in the increase in the specific weight of the thematic group "Establishment and regulation of relations with the environment". There was a significant increase in the specific weight of the "Life goals" thematic group. At the same time, there is a mutual connection between the associations of the thematic groups "Life goals" and "Self-acceptance", which indicates a high level of development of a sense of coherence among cadets. In peacetime, the most important factor in the psychological well-being of cadets is self-acceptance. In wartime, the central role in maintaining/increasing the psychological well-being of young people is played by the actualization of a life goal, which can also be considered as a strategy for overcoming a specific stressor. Updating the life goal is extremely effective for young people studying for a military profile in terms of maintaining/increasing psychological well-being, because the life pattern of the cadets, which already provided for the performance of military duty, does not require either a change in the life scheme or a change in the perception of a stressful situation, for example, searching for its positive aspects.
{"title":"CURRENT ISSUES OF PSYCHOLOGICAL WELL-BEING OF YOUNG PEOPLE STUDYING FOR MILITARY SPECIALTIES: A CASE STUDY IN UKRAINE","authors":"Tatiana Khraban","doi":"10.32987/2617-8532-2023-1-51-66","DOIUrl":"https://doi.org/10.32987/2617-8532-2023-1-51-66","url":null,"abstract":"The article provides a comparative analysis of the importance of factors of psychological well-being of youth studying for a military profile in the pre-war and post-war periods. In the study, preference was given to the psycholinguistic research method, namely, the free association experiment. The associative experiment was conducted in December 2022. The indicators for the period of October 2021 were chosen as the basis for a comparative analysis of the importance of factors related to psychological well-being in the pre-war and post-war periods. The russian-Ukrainian war became a major traumatic event for young people, which they are unable to explain within the framework of their previous experience, which was reflected in the increase in the specific weight of the thematic group \"Establishment and regulation of relations with the environment\". There was a significant increase in the specific weight of the \"Life goals\" thematic group. At the same time, there is a mutual connection between the associations of the thematic groups \"Life goals\" and \"Self-acceptance\", which indicates a high level of development of a sense of coherence among cadets. In peacetime, the most important factor in the psychological well-being of cadets is self-acceptance. In wartime, the central role in maintaining/increasing the psychological well-being of young people is played by the actualization of a life goal, which can also be considered as a strategy for overcoming a specific stressor. Updating the life goal is extremely effective for young people studying for a military profile in terms of maintaining/increasing psychological well-being, because the life pattern of the cadets, which already provided for the performance of military duty, does not require either a change in the life scheme or a change in the perception of a stressful situation, for example, searching for its positive aspects.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"41 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":"125723953","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: 10.32987/2617-8532-2022-5-5-24
S. Londar, V. Bakhrushyn, Lidia Londar, V. Gapon, N. Pron
The efficiency of budgetary funding for general secondary education is a quite relevant issue, as such funding requires a significant proportion of budget resources spent on education. International researchers have suggested different approaches to determining this efficiency. The article examines if it’s possible to use one of the modifications of the Data envelopment analysis (DEA) method to assess the efficiency of budget financing of general secondary education. This method was tested on the data on the financing of schools in the Zaporizhzhia region of Ukraine in 2020 using resources from four types of local communities budgets (regional budget, city budget, district budget and the LC budget). The resulting indicators of the model (outputs of funding) have been constructed based on the results of the nationwide external independent assessment in several subjects, which the students obtained after graduation. The authors offered several variants of the resulting indicator and calculated the integrated efficiency indicator. It is shown that it is partly possible to solve the problems of optimization of the network of secondary education institutions by the simulation approach using DEA. The quality of education is generally lower in small general secondary education institutions, as such they need to be reorganized. At the same time, other school activity indicators that may not be reflected in education statistics need to be taken into account when making final management decisions to optimize the school network, in addition to the results of a nationwide independent external evaluation. In particular, economic and social factors should be further considered, such as the possibility of economic development of the settlement at the expense of local resources, infrastructure, proximity to markets, energy factors, etc. In this case, the methods of economic and mathematical simulation are applicable.
{"title":"WAYS TO IMPROVE THE BUDGET SUPPORT OF SCHOOL EDUCATION DEVELOPMENT IN UKRAINE","authors":"S. Londar, V. Bakhrushyn, Lidia Londar, V. Gapon, N. Pron","doi":"10.32987/2617-8532-2022-5-5-24","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-5-5-24","url":null,"abstract":"The efficiency of budgetary funding for general secondary education is a quite relevant issue, as such funding requires a significant proportion of budget resources spent on education. International researchers have suggested different approaches to determining this efficiency. The article examines if it’s possible to use one of the modifications of the Data envelopment analysis (DEA) method to assess the efficiency of budget financing of general secondary education. This method was tested on the data on the financing of schools in the Zaporizhzhia region of Ukraine in 2020 using resources from four types of local communities budgets (regional budget, city budget, district budget and the LC budget). The resulting indicators of the model (outputs of funding) have been constructed based on the results of the nationwide external independent assessment in several subjects, which the students obtained after graduation. The authors offered several variants of the resulting indicator and calculated the integrated efficiency indicator. It is shown that it is partly possible to solve the problems of optimization of the network of secondary education institutions by the simulation approach using DEA. The quality of education is generally lower in small general secondary education institutions, as such they need to be reorganized. At the same time, other school activity indicators that may not be reflected in education statistics need to be taken into account when making final management decisions to optimize the school network, in addition to the results of a nationwide independent external evaluation. In particular, economic and social factors should be further considered, such as the possibility of economic development of the settlement at the expense of local resources, infrastructure, proximity to markets, energy factors, etc. In this case, the methods of economic and mathematical simulation are applicable.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"68 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":"128046024","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: 10.32987/2617-8532-2023-2-49-60
B. Bezzubko, L. Bezzubko
Integration is a perspective direction for improving modern education. For persons who have entered a shortened form of education or have an educational and qualification level obtained in another speciality, it is necessary to introduce the teaching of an integrated discipline in the practice of learning. This will allow such applicants for education to systematize their knowledge and focus on the most pressing issues of their future profession. The small number of integrated disciplines in the educational process is due to a lack of awareness among teachers of the advantages and opportunities of integrated disciplines for training specialists, and insufficient development of methodological foundations for the promotion of integrated disciplines. The purpose of the article is to characterize the methodological bases for the development of integrated disciplines in higher education institutions. The main scientific results of the study include the definition of integration as a process, result and phenomenon; characterization of the features and forms of integration of educational disciplines (intra-disciplinary, interdisciplinary, multi-level, combined, trans-subject); identification of the positive and negative aspects of the introduction of an integrated educational discipline. The authors define integration as a phenomenon characterizing the synthesis of procedural and resultant components of integration with the aim of targeted formation of new knowledge and practical skills among students. The main advantages of the introduction of integrated disciplines include systematization and concentration of knowledge within one discipline; comprehensive consideration of the object of the study taking into account all its characteristics; no duplication of information in different courses; saving students� time as a result of workload optimization. The general conclusion is that the development and implementation of an integrated discipline in educational practice contributes to the further development of the professional knowledge and skills of a future specialist. Prospects for the further introduction of integrated disciplines in higher education are related to the improvement of the existing format of training using integrated disciplines, as well as regulatory and methodological bases for the development and implementation of integrated disciplines in higher education institutions.
{"title":"METHODOLOGICAL BACKGROUND FOR DEVELOPING INTEGRATED DISCIPLINES IN THE HIGHER EDUCATION INSTITUTIONS","authors":"B. Bezzubko, L. Bezzubko","doi":"10.32987/2617-8532-2023-2-49-60","DOIUrl":"https://doi.org/10.32987/2617-8532-2023-2-49-60","url":null,"abstract":"Integration is a perspective direction for improving modern education. For persons who have entered a shortened form of education or have an educational and qualification level obtained in another speciality, it is necessary to introduce the teaching of an integrated discipline in the practice of learning. This will allow such applicants for education to systematize their knowledge and focus on the most pressing issues of their future profession. The small number of integrated disciplines in the educational process is due to a lack of awareness among teachers of the advantages and opportunities of integrated disciplines for training specialists, and insufficient development of methodological foundations for the promotion of integrated disciplines. The purpose of the article is to characterize the methodological bases for the development of integrated disciplines in higher education institutions. The main scientific results of the study include the definition of integration as a process, result and phenomenon; characterization of the features and forms of integration of educational disciplines (intra-disciplinary, interdisciplinary, multi-level, combined, trans-subject); identification of the positive and negative aspects of the introduction of an integrated educational discipline. The authors define integration as a phenomenon characterizing the synthesis of procedural and resultant components of integration with the aim of targeted formation of new knowledge and practical skills among students. The main advantages of the introduction of integrated disciplines include systematization and concentration of knowledge within one discipline; comprehensive consideration of the object of the study taking into account all its characteristics; no duplication of information in different courses; saving students� time as a result of workload optimization. The general conclusion is that the development and implementation of an integrated discipline in educational practice contributes to the further development of the professional knowledge and skills of a future specialist. Prospects for the further introduction of integrated disciplines in higher education are related to the improvement of the existing format of training using integrated disciplines, as well as regulatory and methodological bases for the development and implementation of integrated disciplines in higher education institutions.","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":"126662272","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: 10.32987/2617-8532-2023-1-108-122
Iryna Kucherenko, Lidiia Mamchur
The article describes the psycholinguistic factors that are important for the formation of students' communicative competence, and substantiates their specific features and the need for implementation in the language education system. The features of the speech activity of a linguistic personality are considered. All types of speech activity form the basis of communication as a psycho-cognitive activity of generating one's own utterance and perceiving someone else's speech (text/discourse) in a particular communicative situation. The process of creating one's own utterance is analyzed, and the main stages of its generation are determined (pre-communicative, communicative, and post-communicative). The features of speech creation as an individual communicative act are explained, and models of speech activity related to the phased process of speech generation are analyzed. The article considers an analytical model of communication, consisting of three interconnected sides: communicative, interactive and perceptual. The substantiated process of communicative interaction occurs gradually and includes important stages of communication, which are realized in stages. Communicative skills are characterized as skills aimed at producing one's own speech and perceiving other people's speech within specific communicative situations; they are specified in accordance with the stages of speech generation. The process of speech perception by a communicator is described, which takes place in two phases (actual perception and understanding) by moving from a surface analysis to a deep one. It is found that various barriers (logical, linguistic, stylistic, phonetic) arise in the process of communication, and their features are determined. On the basis of the conceptual provisions of psycholinguistics, the methodological emphasis is determined, which will contribute to the improvement of language teaching in order to form a high level of communicative competence of the individual. The results of experimental studies are presented.
{"title":"FORMATION OF STUDENTS’ COMMUNICATIVE COMPETENCE: PSYCHOLINGUISTIC AND DIDACTIC ASPECT","authors":"Iryna Kucherenko, Lidiia Mamchur","doi":"10.32987/2617-8532-2023-1-108-122","DOIUrl":"https://doi.org/10.32987/2617-8532-2023-1-108-122","url":null,"abstract":"The article describes the psycholinguistic factors that are important for the formation of students' communicative competence, and substantiates their specific features and the need for implementation in the language education system. The features of the speech activity of a linguistic personality are considered. All types of speech activity form the basis of communication as a psycho-cognitive activity of generating one's own utterance and perceiving someone else's speech (text/discourse) in a particular communicative situation. The process of creating one's own utterance is analyzed, and the main stages of its generation are determined (pre-communicative, communicative, and post-communicative). The features of speech creation as an individual communicative act are explained, and models of speech activity related to the phased process of speech generation are analyzed. The article considers an analytical model of communication, consisting of three interconnected sides: communicative, interactive and perceptual. The substantiated process of communicative interaction occurs gradually and includes important stages of communication, which are realized in stages. Communicative skills are characterized as skills aimed at producing one's own speech and perceiving other people's speech within specific communicative situations; they are specified in accordance with the stages of speech generation. The process of speech perception by a communicator is described, which takes place in two phases (actual perception and understanding) by moving from a surface analysis to a deep one. It is found that various barriers (logical, linguistic, stylistic, phonetic) arise in the process of communication, and their features are determined. On the basis of the conceptual provisions of psycholinguistics, the methodological emphasis is determined, which will contribute to the improvement of language teaching in order to form a high level of communicative competence of the individual. The results of experimental studies are presented.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"43 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":"121721347","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: 10.32987/2617-8532-2022-3-41-56
Oksana Svatiuk, Y. Sytnyk, Y. Myronov
This paper is devoted to the study of the problem of changing the sectoral structure of vocational education and training (hereinafter - VET) institutions in Ukraine. An analysis of the statistics of this category of students and official information from the state websites of education is presented. The strengths and weaknesses of vocational and technical education institutions in the Lviv region were analysed. The article provides a quantitative and qualitative analysis of the VET network as of today, namely 72 VET institutions of various types, including 5 higher vocational schools; 67 vocational and technical schools, which were gradually reorganized into 53 VET institutions. This confirms the need to provide the region with capable working junior specialists. Attention is focused on the problem that the level of Ukrainian VET institutions often does not correspond to the realities because there are gaps between them. With this in mind, education policy faces the challenge of reducing these gaps and developing the skills needed by entrepreneurs specialties are offered by institutions and those in need of business. Entrepreneurs note that they have long felt a shortage of workers, so they are ready to cooperate with the use of production facilities for student internships to stimulate the production of the necessary staff. This will reduce the outflow of personnel abroad, and work for the business that responded to the offer together to develop vocational education. The article also noted that business representatives should be more actively involved in the process of establishing Supervisory Boards at VET institutions. This will make it possible to introduce in institutions methods of improving practical training in which entrepreneurs are interested. Providing enterprises with workers, namely car repairmen, builders, truck drivers, electric welders, cooks, confectioners, waiters, carvers, hairdressers, stylists, manicurists, and IT specialists allows forming personnel of enterprises for the main types of economic activity of Lviv region (industry, trade, agriculture, construction, IT-sphere). In this regard, we recommend the practice of reorganization and creation of educational and practical centers in the Lviv region with the involvement of grants and employers for other regions of Ukraine.
{"title":"DYNAMICS OF THE SECTORAL STRUCTURE OF VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION INSTITUTIONS IN THE LVIV REGION","authors":"Oksana Svatiuk, Y. Sytnyk, Y. Myronov","doi":"10.32987/2617-8532-2022-3-41-56","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-3-41-56","url":null,"abstract":"This paper is devoted to the study of the problem of changing the sectoral structure of vocational education and training (hereinafter - VET) institutions in Ukraine. An analysis of the statistics of this category of students and official information from the state websites of education is presented. The strengths and weaknesses of vocational and technical education institutions in the Lviv region were analysed. The article provides a quantitative and qualitative analysis of the VET network as of today, namely 72 VET institutions of various types, including 5 higher vocational schools; 67 vocational and technical schools, which were gradually reorganized into 53 VET institutions. This confirms the need to provide the region with capable working junior specialists. Attention is focused on the problem that the level of Ukrainian VET institutions often does not correspond to the realities because there are gaps between them. With this in mind, education policy faces the challenge of reducing these gaps and developing the skills needed by entrepreneurs specialties are offered by institutions and those in need of business. Entrepreneurs note that they have long felt a shortage of workers, so they are ready to cooperate with the use of production facilities for student internships to stimulate the production of the necessary staff. This will reduce the outflow of personnel abroad, and work for the business that responded to the offer together to develop vocational education. The article also noted that business representatives should be more actively involved in the process of establishing Supervisory Boards at VET institutions. This will make it possible to introduce in institutions methods of improving practical training in which entrepreneurs are interested. Providing enterprises with workers, namely car repairmen, builders, truck drivers, electric welders, cooks, confectioners, waiters, carvers, hairdressers, stylists, manicurists, and IT specialists allows forming personnel of enterprises for the main types of economic activity of Lviv region (industry, trade, agriculture, construction, IT-sphere). In this regard, we recommend the practice of reorganization and creation of educational and practical centers in the Lviv region with the involvement of grants and employers for other regions of Ukraine.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"78 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":"116561371","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: 10.32987/2617-8532-2019-1-99-107
Andrii Kyrianov, Julia Irynevich
{"title":"REGIONAL FUNCTIONAL FEATURES OF INSTITUTIONS OF GENERAL SECONDARY EDUCATION IN UKRAINE","authors":"Andrii Kyrianov, Julia Irynevich","doi":"10.32987/2617-8532-2019-1-99-107","DOIUrl":"https://doi.org/10.32987/2617-8532-2019-1-99-107","url":null,"abstract":"","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"10 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":"129551076","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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