Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2021-2-56-69
O. Zavada, Olesia Totska
The need to develop digital competencies in bachelors of economics is associated with the spread of information systems and technologies (IST) into various spheres of human life, including economics and management. The purpose of the article is to develop a methodology for creating information and analytical support of lectures for the development of digital competencies of bachelors in specialties 051 «Economics»; 071 «Accounting and taxation»; 072 «Finance, banking and insurance»; 073 «Management»; 075 «Marketing»; 076 «Entrepreneurship, trade and exchange activities». The research methodology consists of the use of algorithmization, general scientific method of analysis and synthesis. The article creates an algorithm for selecting objects for information and analytical support of lectures on IST for bachelors of economics; its approbation was carried out using the specialty 072 «Finance, banking and insurance» as an example. Based on given selection criteria (relevance, validity, expediency), national legal documents (state standards, codes and laws of Ukraine, Decree of the President of Ukraine, Orders of the Ministry of Finance of Ukraine, Ministry of Economy and European Integration of Ukraine, State Treasury Service of Ukraine, Resolutions of the Cabinet of Ministers of Ukraine, National Bank of Ukraine, Board of the National Bank of Ukraine, Letter of the National Bank of Ukraine, National Classifier of Ukraine), as well as information from the official websites of domestic financial institutions and software developers were selected. Software products have been selected, for the students-financiers during lectures on information systems and technologies to be informed of their features. Alternatives to expand information and analytical support for creating digital competencies in lectures on IST are identified, such as selection of scientific, educational, teaching and methodological publications on theoretical and practical aspects of the development of digital competencies of students of a particular specialty; expansion of the analyzed software products at the expense of foreign ones; selection of educational video with visualization of work with the software of the applied sphere. The developed methodology can be used to teach IST to students of non-economic specialties, having previously changed the subject area.
{"title":"METHODOLOGY FOR CREATING INFORMATION AND ANALYTICAL SUPPORT FOR THE DEVELOPMENT OF DIGITAL COMPETENCIES OF BACHELORS OF ECONOMIC SPECIALTY","authors":"O. Zavada, Olesia Totska","doi":"10.32987/2617-8532-2021-2-56-69","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-2-56-69","url":null,"abstract":"The need to develop digital competencies in bachelors of economics is associated with the spread of information systems and technologies (IST) into various spheres of human life, including economics and management. The purpose of the article is to develop a methodology for creating information and analytical support of lectures for the development of digital competencies of bachelors in specialties 051 «Economics»; 071 «Accounting and taxation»; 072 «Finance, banking and insurance»; 073 «Management»; 075 «Marketing»; 076 «Entrepreneurship, trade and exchange activities». The research methodology consists of the use of algorithmization, general scientific method of analysis and synthesis. The article creates an algorithm for selecting objects for information and analytical support of lectures on IST for bachelors of economics; its approbation was carried out using the specialty 072 «Finance, banking and insurance» as an example. Based on given selection criteria (relevance, validity, expediency), national legal documents (state standards, codes and laws of Ukraine, Decree of the President of Ukraine, Orders of the Ministry of Finance of Ukraine, Ministry of Economy and European Integration of Ukraine, State Treasury Service of Ukraine, Resolutions of the Cabinet of Ministers of Ukraine, National Bank of Ukraine, Board of the National Bank of Ukraine, Letter of the National Bank of Ukraine, National Classifier of Ukraine), as well as information from the official websites of domestic financial institutions and software developers were selected. Software products have been selected, for the students-financiers during lectures on information systems and technologies to be informed of their features. Alternatives to expand information and analytical support for creating digital competencies in lectures on IST are identified, such as selection of scientific, educational, teaching and methodological publications on theoretical and practical aspects of the development of digital competencies of students of a particular specialty; expansion of the analyzed software products at the expense of foreign ones; selection of educational video with visualization of work with the software of the applied sphere. The developed methodology can be used to teach IST to students of non-economic specialties, having previously changed the subject area.","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":"126146599","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: 10.32987/2617-8532-2022-4-67-83
V. Gapon, Mariia Sharaievska, Tеtiana Derepa
General secondary education is the core of the educational system of any country and the basis for successful education at subsequent levels of lifelong learning. Therefore, in order to address the need to transform education in the context of globalization, it is necessary to conduct a comprehensive analysis of its state and conditions of development, identify characteristic trends, assess the effectiveness of the national system of secondary education, taking into account the results of interstate comparisons. The article considers the existing international systems of assessment of the state of secondary education and their application in the internal system of education on the example of such European countries as the Czech Republic, Finland and Estonia. The results of the international PISA education quality survey in Ukraine in 2018 are presented. The study of the quality of the activities of the general secondary education institutions was conducted on the example of the territorial communities of the Lviv region. The results of the participants of the external independent evaluation and state final certification for 2016–2021 were analyzed. In our analytical study, we also used financial indicators that allow us to assess the effectiveness of the use of funds from the state and local budgets. For this purpose, the calculation and comparative analysis of the most important indicators used in modern research by domestic and foreign scientists were carried out, in particular, the average salary of pedagogical workers; average costs per student, average costs per class, average class size, average number of students per teacher, etc. Research results show that the highest number of students per class, the highest number of students per teacher and, consequently, the lowest average cost per student are observed in general secondary schools of the urban territorial communities. As evidenced by the results of the external examination, a higher quality of school education is ensured. Thus, for example, local authorities managing the education system should look for ways to further improve national school education at other levels of budget funding. The use of European experience will help Ukrainian educational institutions to find a way to a certain vision and achieve the goals of the development strategy.
{"title":"STATISTICAL ASSESSMENT OF THE ACTIVITIES OF DOMESTIC GENERAL SECONDARY EDUCATION INSTITUTIONS BASED ON EUROPEAN PRACTICES","authors":"V. Gapon, Mariia Sharaievska, Tеtiana Derepa","doi":"10.32987/2617-8532-2022-4-67-83","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-4-67-83","url":null,"abstract":"General secondary education is the core of the educational system of any country and the basis for successful education at subsequent levels of lifelong learning. Therefore, in order to address the need to transform education in the context of globalization, it is necessary to conduct a comprehensive analysis of its state and conditions of development, identify characteristic trends, assess the effectiveness of the national system of secondary education, taking into account the results of interstate comparisons. The article considers the existing international systems of assessment of the state of secondary education and their application in the internal system of education on the example of such European countries as the Czech Republic, Finland and Estonia. The results of the international PISA education quality survey in Ukraine in 2018 are presented. The study of the quality of the activities of the general secondary education institutions was conducted on the example of the territorial communities of the Lviv region. The results of the participants of the external independent evaluation and state final certification for 2016–2021 were analyzed. In our analytical study, we also used financial indicators that allow us to assess the effectiveness of the use of funds from the state and local budgets. For this purpose, the calculation and comparative analysis of the most important indicators used in modern research by domestic and foreign scientists were carried out, in particular, the average salary of pedagogical workers; average costs per student, average costs per class, average class size, average number of students per teacher, etc. Research results show that the highest number of students per class, the highest number of students per teacher and, consequently, the lowest average cost per student are observed in general secondary schools of the urban territorial communities. As evidenced by the results of the external examination, a higher quality of school education is ensured. Thus, for example, local authorities managing the education system should look for ways to further improve national school education at other levels of budget funding. The use of European experience will help Ukrainian educational institutions to find a way to a certain vision and achieve the goals of the development strategy.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"82 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":"125449216","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: 10.32987/2617-8532-2019-3-32-41
K. Kuznietsov
{"title":"IMPLEMENTATION OF THE RIGHT TO ACADEMIC MOBILITY","authors":"K. Kuznietsov","doi":"10.32987/2617-8532-2019-3-32-41","DOIUrl":"https://doi.org/10.32987/2617-8532-2019-3-32-41","url":null,"abstract":"","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":"114352520","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: 10.32987/2617-8532-2022-3-15-25
M. Agafonova
The aim of the article is to identify ways to win the competition for talents, outlined in the National Economic Strategy of Ukraine until 2030. The article analyzes the level of education and training in Ukraine, the level of skills and competencies available in the country, as well as the level of competitiveness of national talents based on the World Digital Competitiveness Report (WDCR) 2021/IMD, World Talent Ranking (WTR) 2021/IMD and Global Innovation Index 2021/WIPO. Despite the fact that from year to year the level of education and training in Ukraine shows a growing trend (in 2021 according to the WDCR Ukraine was included in the TOP-20 countries, for the first time since 2016 occupying 18th position among 64 countries of the world), the level of competitiveness of national talents is weakening (in 2021 the country weakened its position, taking 46th place among 64 countries against 42nd place in 2020). In this regard, the basic barriers to increasing the competitiveness of national talents and winning competition for them have been identified. The first of them is the ability to retain local talents in Ukraine, attracted, in particular, from the International Talent Pool (according to this indicator, our country occupies the penultimate position, even though according to the WTR 2020, the International Talent Pool is approached by those economies that are at the top of the world talent rankings). The second barrier is the motivating factor (by the level of «brain drain», Ukraine ranked among the top three outsiders in 2021, despite the fact that according to the WTR 2021, the world's most competitive economies in the field of talent are the best employee motivation, similar to education indicators). The last obstacle on the way to increasing the competitiveness of national talents is the level of scientific concentration in the country, which since 2018 shows a declining trend (according to this indicator during 2018-2021, our country lost 15 positions). Recommendations for increasing the level of competitiveness of national talents are given and the ways to win the competition for talents are outlined.
{"title":"HUMAN CAPITAL DEVELOPMENT ACCORDING THE NATIONAL ECONOMIC STRATEGY OF UKRAINE UNTIL 2030","authors":"M. Agafonova","doi":"10.32987/2617-8532-2022-3-15-25","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-3-15-25","url":null,"abstract":"The aim of the article is to identify ways to win the competition for talents, outlined in the National Economic Strategy of Ukraine until 2030. The article analyzes the level of education and training in Ukraine, the level of skills and competencies available in the country, as well as the level of competitiveness of national talents based on the World Digital Competitiveness Report (WDCR) 2021/IMD, World Talent Ranking (WTR) 2021/IMD and Global Innovation Index 2021/WIPO. Despite the fact that from year to year the level of education and training in Ukraine shows a growing trend (in 2021 according to the WDCR Ukraine was included in the TOP-20 countries, for the first time since 2016 occupying 18th position among 64 countries of the world), the level of competitiveness of national talents is weakening (in 2021 the country weakened its position, taking 46th place among 64 countries against 42nd place in 2020). In this regard, the basic barriers to increasing the competitiveness of national talents and winning competition for them have been identified. The first of them is the ability to retain local talents in Ukraine, attracted, in particular, from the International Talent Pool (according to this indicator, our country occupies the penultimate position, even though according to the WTR 2020, the International Talent Pool is approached by those economies that are at the top of the world talent rankings). The second barrier is the motivating factor (by the level of «brain drain», Ukraine ranked among the top three outsiders in 2021, despite the fact that according to the WTR 2021, the world's most competitive economies in the field of talent are the best employee motivation, similar to education indicators). The last obstacle on the way to increasing the competitiveness of national talents is the level of scientific concentration in the country, which since 2018 shows a declining trend (according to this indicator during 2018-2021, our country lost 15 positions). Recommendations for increasing the level of competitiveness of national talents are given and the ways to win the competition for talents are outlined.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"100 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":"128242976","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: 10.32987/2617-8532-2021-2-93-100
O. Anisimova
The article considers the main framework and models of financing vocational education and training (hereinafter – VET). The analysis of the best practices of financing VET is carried out, the main tasks and challenges to which the chosen model of financing should respond are defined. It is established that depending on the main source of funds, there are three groups of models of financing VET: models that use mainly national (central) budget funds, models that use mainly local budget funds, models that use a uniform combination of public and private funds. The allocation of public funds can be based on criteria set by the government in each situation, determined by the financing formula, or on a competitive market basis. In order to effectively involve employers in the process of providing VET, a dual system of training is gaining more and more development, in which the theoretical part of training based on vocational education institutions is financed by the state, and the practical part is financed directly by employers. The best practices show that an adequate model of financing VET can improve the quality of educational services provided. Requirements for receiving funds create incentives for educational institutions to improve the quality of services provided. In general, in the OECD countries, funding is provided per student from the state budget and additional targeted direct funding from the local budget. The main requirement for receiving funds from the state is the efficiency of their use, which in this case is measured as a high level of training of as many applicants for educational services. Our analysis has shown that successful financing models must be based on consistent principles, be transparent and simple, as complex funding frameworks lead to a loss of openness and distortions in the allocation of funds.
{"title":"FINANCING VOCATIONAL EDUCATION AND TRAINING: MODELS AND BEST PRACTICES","authors":"O. Anisimova","doi":"10.32987/2617-8532-2021-2-93-100","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-2-93-100","url":null,"abstract":"The article considers the main framework and models of financing vocational education and training (hereinafter – VET). The analysis of the best practices of financing VET is carried out, the main tasks and challenges to which the chosen model of financing should respond are defined. It is established that depending on the main source of funds, there are three groups of models of financing VET: models that use mainly national (central) budget funds, models that use mainly local budget funds, models that use a uniform combination of public and private funds. The allocation of public funds can be based on criteria set by the government in each situation, determined by the financing formula, or on a competitive market basis. In order to effectively involve employers in the process of providing VET, a dual system of training is gaining more and more development, in which the theoretical part of training based on vocational education institutions is financed by the state, and the practical part is financed directly by employers. The best practices show that an adequate model of financing VET can improve the quality of educational services provided. Requirements for receiving funds create incentives for educational institutions to improve the quality of services provided. In general, in the OECD countries, funding is provided per student from the state budget and additional targeted direct funding from the local budget. The main requirement for receiving funds from the state is the efficiency of their use, which in this case is measured as a high level of training of as many applicants for educational services. Our analysis has shown that successful financing models must be based on consistent principles, be transparent and simple, as complex funding frameworks lead to a loss of openness and distortions in the allocation of funds.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"121 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":"114162220","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: 10.32987/2617-8532-2019-3-85-96
H. Tereshchenko
{"title":"THEORETICAL APPROACHES TO THE DEVELOPMENT OF A SYSTEM OF FINANCIAL SUPPORT FOR SCIENCE","authors":"H. Tereshchenko","doi":"10.32987/2617-8532-2019-3-85-96","DOIUrl":"https://doi.org/10.32987/2617-8532-2019-3-85-96","url":null,"abstract":"","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"37 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":"126708252","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: 10.32987/2617-8532-2021-2-82-92
A. Lytvynchuk, H. Tereshchenko, Andrii Kyrianov, I. Gaiduk
The purpose of the article is to study current trends and ways of improving information support for the functioning of an inclusive education system in Ukraine. The automated system of inclusive resource center (AS «IRC») is defined as a set of software and hardware, based on information and telecommunication technologies provide for the creation of a single integrated information space in inclusive education for the processing of the information generated by the operation of the AS «IRC» and their information support. It is determined that through AS «IRC» teachers of general secondary education institutions and preschool institutions have the opportunity to compile individual development programs for children with special educational needs (SEN), using the findings previously developed by the experts of the inclusive resource centre. EMIS features are described in Ukraine, which operates by collecting information on enrolment, attendance, grade repetition, expulsion from school and graduation. A template is provided for the minimum recommended set of questions to identify children with SEN. Such monitoring makes it possible to identify and detail the difficulties faced by children / teachers, in contrast to the exclusive identification of disability (a certain nosology that is medically confirmed). The development of an inclusive education system in Ukraine is moving towards ensuring the availability and quality of educational services for children with SEN, which aims to improve the quality of information support. In the process of improving the functioning of the AS «IRC» indicators of inclusive education, it is necessary to ensure an organic combination of data already contained in the system with the data set (indicators) that will be collected to assess the effectiveness of educational services in the inclusive education segment. It is substantiated that data sets on the development of inclusive education should be clearly and consistently defined, and should include a wide range of information on children with SEN.
{"title":"IMPROVEMENT OF INFORMATION SUPPORT FOR THE FUNCTIONING OF THE INCLUSIVE EDUCATION SYSTEM","authors":"A. Lytvynchuk, H. Tereshchenko, Andrii Kyrianov, I. Gaiduk","doi":"10.32987/2617-8532-2021-2-82-92","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-2-82-92","url":null,"abstract":"The purpose of the article is to study current trends and ways of improving information support for the functioning of an inclusive education system in Ukraine. The automated system of inclusive resource center (AS «IRC») is defined as a set of software and hardware, based on information and telecommunication technologies provide for the creation of a single integrated information space in inclusive education for the processing of the information generated by the operation of the AS «IRC» and their information support. It is determined that through AS «IRC» teachers of general secondary education institutions and preschool institutions have the opportunity to compile individual development programs for children with special educational needs (SEN), using the findings previously developed by the experts of the inclusive resource centre. EMIS features are described in Ukraine, which operates by collecting information on enrolment, attendance, grade repetition, expulsion from school and graduation. A template is provided for the minimum recommended set of questions to identify children with SEN. Such monitoring makes it possible to identify and detail the difficulties faced by children / teachers, in contrast to the exclusive identification of disability (a certain nosology that is medically confirmed). The development of an inclusive education system in Ukraine is moving towards ensuring the availability and quality of educational services for children with SEN, which aims to improve the quality of information support. In the process of improving the functioning of the AS «IRC» indicators of inclusive education, it is necessary to ensure an organic combination of data already contained in the system with the data set (indicators) that will be collected to assess the effectiveness of educational services in the inclusive education segment. It is substantiated that data sets on the development of inclusive education should be clearly and consistently defined, and should include a wide range of information on children with SEN.","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":"128876163","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: 10.32987/2617-8532-2022-4-49-66
M. Lyesnikova
Because of the full-scale invasion of the russian federation, Ukraine has suffered and will suffer significant damage to infrastructure, the rehabilitation of which will require highly qualified personnel, especially skilled workers. Despite the high demand in the labor market for skilled workers in Ukraine, only 15% of youth among the 9th-grade graduates of general secondary education institutions choose vocational education and training (VET) institutions. Such a discouraging trend is explained by the low popularization of VET among the youth of Ukraine, caused by the imperfect system of vocational guidance and professional counselling of student youth. The article is aimed at studying the best practices of EU countries on the popularization of VET among young people and describing steps to increase it in Ukraine. In our view, the popularization of VET is an opportunity to encourage young people and adults to choose VET by offering them high-quality qualifications that open up career prospects and a decent salary. The best practices in countries such as Serbia, Croatia, the Czech Republic and Slovenia, where the proportion of high school students preferring VET is highest, shows that effective career guidance and counselling systems exist in these countries, using an individual approach to each individual. Since 2021, the government of Ukraine launched a large-scale campaign to popularize VET, aimed at increasing the attractiveness of VET and changing the approach to career guidance among schoolchildren, as a result of which in 2021 compared to the previous year, the number of students enrolled in VET has increased. Also, a positive trend is this year's increase in the number of regional applications for the training of workers and specialists in regions remote from the combat zone. However, the low popularization of VET among young people remains a challenge. The main ways to address this problem are the introduction of effective career guidance and counselling system; the establishment of regional career guidance centres; the introduction of a career counsellor in VET institutions; maximum involvement of business in the popularization of labor professions, etc. During the period of martial law in Ukraine, the VET will play a strategic role in providing our country with labor force.
{"title":"POPULARIZATION OF VOCATIONAL EDUCATION AND TRAINING AMONG YOUNG PEOPLE: THE EUROPEAN PRACTICES AND STEPS FOR ITS IMPROVEMENT IN UKRAINE","authors":"M. Lyesnikova","doi":"10.32987/2617-8532-2022-4-49-66","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-4-49-66","url":null,"abstract":"Because of the full-scale invasion of the russian federation, Ukraine has suffered and will suffer significant damage to infrastructure, the rehabilitation of which will require highly qualified personnel, especially skilled workers. Despite the high demand in the labor market for skilled workers in Ukraine, only 15% of youth among the 9th-grade graduates of general secondary education institutions choose vocational education and training (VET) institutions. Such a discouraging trend is explained by the low popularization of VET among the youth of Ukraine, caused by the imperfect system of vocational guidance and professional counselling of student youth. The article is aimed at studying the best practices of EU countries on the popularization of VET among young people and describing steps to increase it in Ukraine. In our view, the popularization of VET is an opportunity to encourage young people and adults to choose VET by offering them high-quality qualifications that open up career prospects and a decent salary. The best practices in countries such as Serbia, Croatia, the Czech Republic and Slovenia, where the proportion of high school students preferring VET is highest, shows that effective career guidance and counselling systems exist in these countries, using an individual approach to each individual. Since 2021, the government of Ukraine launched a large-scale campaign to popularize VET, aimed at increasing the attractiveness of VET and changing the approach to career guidance among schoolchildren, as a result of which in 2021 compared to the previous year, the number of students enrolled in VET has increased. Also, a positive trend is this year's increase in the number of regional applications for the training of workers and specialists in regions remote from the combat zone. However, the low popularization of VET among young people remains a challenge. The main ways to address this problem are the introduction of effective career guidance and counselling system; the establishment of regional career guidance centres; the introduction of a career counsellor in VET institutions; maximum involvement of business in the popularization of labor professions, etc. During the period of martial law in Ukraine, the VET will play a strategic role in providing our country with labor force.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"32 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":"132273835","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: 10.32987/2617-8532-2021-3-5-16
Tatiana Posnova, H. Tereshchenko
Nowadays in Ukraine the problem of educational training of IT specialists is relevant as a factor of the formation of creative human capital. The problem of IT education development is one of the key tasks in the process of ensuring the growth of creative industries, the contribution of which can be assessed by their share in GDP, value added, number of jobs, export potential and foreign exchange inflows. The article uses general scientific research methods such as analysis, synthesis, comparison, induction, deduction and statistical method. The purpose of the article is to assess the development of IT education, identify issues and assess prospects for the formation of a creative economy. The article analyzes the Creative outputs of European countries in 2020; the analysis includes the dynamics of growth of the number of IT specialists in Ukraine for 2014-2020; the share of IT specialists in the general structure of employment, the level of formation of mathematical literacy of students in Ukraine against the background of the achievements of their peers in the OECD countries; regional data on the results of the participants in the external independent assessment in mathematics; the number of people who graduated in IT and mathematics. Based on the analysis, the main directions of the development of IT education as a factor of the formation of creative human capital were identified. Conclusions are made on the directions of the development of IT education as a factor of the formation of creative human capital, including the following: increasing funding for training of IT specialists, as well as broad involvement of students in research, which will ensure the development of innovative competencies of future graduates; increasing the mathematical competencies of general secondary school students; ensuring the ability of higher education institutions to train such specialists who meet the requirements of the labor market; creation of innovative business universities, which, in turn, will provide an opportunity to respond quickly to the needs of the IT sector; ensuring stable cooperation with leading IT companies, which will help adapt educational programs to the needs of the creative IT industry.
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Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2019-3-5-17
S. Londar
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