Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2023-1-38-50
T. Dmytrenko, H. Tereshchenko
The article substantiates the need to improve the level of education in the field of cyber security, financial and digital literacy as a factor in reducing risks in the crypto market. The authors describe global socio-economic trends of the rapid development of digitalization of social life; highlight the problems caused by the low level of financial and digital literacy; analyze the publications of scholars on financial and digital literacy in the field of cryptoassets circulation, as well as the impact of financial literacy on investment decision-making; assess the practical developments of Ukrainian regulators in creating institutional and legal frameworks for improving the level of financial and digital literacy, as well as cyber security. The authors argue that the actions of educational managers should be aimed at ensuring the improvement of financial literacy, digital competences and cybersecurity skills for middle school students in the general secondary education institutions of Ukraine. The authors note that the educational content should also be developed in accordance with the State Standard of Basic Secondary Education of the New Ukrainian School (NUS) in terms of acquiring key competencies and cross-cutting skills. This will allow students: think critically and systematically when making financial and investment decisions, which will ensure the future well-being and financial stability of the household; solve a wide range of problems with the widespread use of digital technologies; assess the risks of working in cyberspace using the cybersecurity skills acquired during the course; increase the level of knowledge gained in adulthood in the context of lifelong learning. It is concluded that it is expedient to increase the level of financial literacy, digital competences and cybersecurity skills for students of secondary schools in Ukraine. The authors also emphasize that the introduction of such a combined training course will ensure preventive activities and potentially reduce the burden on law enforcement agencies in terms of investigating financial, crypto and cybercrime, which are primarily related to the lack of awareness of citizens.
{"title":"INCREASING THE LEVEL OF EDUCATION IN THE FIELD OF CYBER SECURITY, FINANCIAL AND DIGITAL LITERACY AS A FACTOR OF REDUCING RISKS IN THE CRYPTO MARKET","authors":"T. Dmytrenko, H. Tereshchenko","doi":"10.32987/2617-8532-2023-1-38-50","DOIUrl":"https://doi.org/10.32987/2617-8532-2023-1-38-50","url":null,"abstract":"The article substantiates the need to improve the level of education in the field of cyber security, financial and digital literacy as a factor in reducing risks in the crypto market. The authors describe global socio-economic trends of the rapid development of digitalization of social life; highlight the problems caused by the low level of financial and digital literacy; analyze the publications of scholars on financial and digital literacy in the field of cryptoassets circulation, as well as the impact of financial literacy on investment decision-making; assess the practical developments of Ukrainian regulators in creating institutional and legal frameworks for improving the level of financial and digital literacy, as well as cyber security. The authors argue that the actions of educational managers should be aimed at ensuring the improvement of financial literacy, digital competences and cybersecurity skills for middle school students in the general secondary education institutions of Ukraine. The authors note that the educational content should also be developed in accordance with the State Standard of Basic Secondary Education of the New Ukrainian School (NUS) in terms of acquiring key competencies and cross-cutting skills. This will allow students: think critically and systematically when making financial and investment decisions, which will ensure the future well-being and financial stability of the household; solve a wide range of problems with the widespread use of digital technologies; assess the risks of working in cyberspace using the cybersecurity skills acquired during the course; increase the level of knowledge gained in adulthood in the context of lifelong learning. It is concluded that it is expedient to increase the level of financial literacy, digital competences and cybersecurity skills for students of secondary schools in Ukraine. The authors also emphasize that the introduction of such a combined training course will ensure preventive activities and potentially reduce the burden on law enforcement agencies in terms of investigating financial, crypto and cybercrime, which are primarily related to the lack of awareness of citizens.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"161 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":"122048885","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: 10.32987/2617-8532-2021-3-88-102
O. Denysiuk, N. Tytarenko
The concept of reforming general secondary education «New Ukrainian School» defines a number of components that focus on the activities of a contemporary teacher, namely: a motivated teacher who has freedom for creativity and professional development. This component draws attention to the need for the teachers to constantly improve their professional level. This involves improving the competencies acquired during professional higher / pre-higher education and obtaining new competencies, required due to the development of society and modernization of education. Thus, society currently expects teachers to understand the four components of the educational process: what to teach; whom to teach; how to teach and how those who are taught learn. Society’s expectations become reality through the changes caused by the reform of the general secondary education, namely in relation to postgraduate pedagogical education of teachers. The article considers the definition of «postgraduate pedagogical education» and the transformation of approaches to its implementation in regulations, for example, the Procedure for in-service training states that the teacher can choose at their discretion the types and areas of in-service training and service providers for advanced training. To investigate how the teachers use the opportunities provided by the state to improve their professional level, the SSI «Institute of Educational Analytics» has been monitoring the process of implementing the reform of the New Ukrainian School for three years in a row. The group of questions in the questionnaires for teachers participating in the framework of the NUS reform concerned their professional development. The survey was conducted in May-June 2021 among a representative sample of teachers, involving 2217 respondents. The obtained statistics gave grounds to say that primary school teachers use the opportunities provided to them to improve their professional level, which indirectly indicates their desire to successfully implement the reform of the New Ukrainian School.
{"title":"IMPROVING COMPETENCE OF PEDAGOGICAL STAFF AS AN INDICATOR OF THE IMPLEMENTATION OF THE NEW UKRAINIAN SCHOOL REFORM","authors":"O. Denysiuk, N. Tytarenko","doi":"10.32987/2617-8532-2021-3-88-102","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-3-88-102","url":null,"abstract":"The concept of reforming general secondary education «New Ukrainian School» defines a number of components that focus on the activities of a contemporary teacher, namely: a motivated teacher who has freedom for creativity and professional development. This component draws attention to the need for the teachers to constantly improve their professional level. This involves improving the competencies acquired during professional higher / pre-higher education and obtaining new competencies, required due to the development of society and modernization of education. Thus, society currently expects teachers to understand the four components of the educational process: what to teach; whom to teach; how to teach and how those who are taught learn. Society’s expectations become reality through the changes caused by the reform of the general secondary education, namely in relation to postgraduate pedagogical education of teachers. The article considers the definition of «postgraduate pedagogical education» and the transformation of approaches to its implementation in regulations, for example, the Procedure for in-service training states that the teacher can choose at their discretion the types and areas of in-service training and service providers for advanced training. To investigate how the teachers use the opportunities provided by the state to improve their professional level, the SSI «Institute of Educational Analytics» has been monitoring the process of implementing the reform of the New Ukrainian School for three years in a row. The group of questions in the questionnaires for teachers participating in the framework of the NUS reform concerned their professional development. The survey was conducted in May-June 2021 among a representative sample of teachers, involving 2217 respondents. The obtained statistics gave grounds to say that primary school teachers use the opportunities provided to them to improve their professional level, which indirectly indicates their desire to successfully implement the reform of the New Ukrainian School.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"91 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":"115152256","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: 10.32987/2617-8532-2021-1-39-54
V. Gapon, O. Barabash
The authors studied the legal documents on the collection and processing of sectoral reports on the logistics of higher education institutions (HEI). The purpose of the article is to conduct a comparative analysis of the state of logistics of the HEIs of the Ministry of Education and Science of Ukraine using specific statistical and financial indicators. The method of system and structural-hierarchical analysis is applied in the work, it was used to develop the information model of information collection and processing, the methodology and technology of information databases formation; a statistical method for determining the relationships between indicators and developing a system of analytical indicators. For the information and analytical support, the data from the databases «Legal Entities» and «Financial and Economic Reporting» are used, formed using common methodological principles. Analytical indicators make it possible to assess the condition of academic buildings and dormitories, make it possible to identify technically obsolete facilities in need of repair, modernization or decommissioning. To do this, a number of indicators have been calculated and presented, including the provision of space in academic buildings and dormitories per full-time student, the average annual cost of maintaining one square meter of building area, the coefficient of wear and tear, etc. Analytical data are formed based on the financial results of the HEIs for the year 2019 in Ukraine as a whole, for each group of the HEIs and each institution of higher education. The obtained results make possible operational monitoring of the working efficiency of academic buildings and dormitories. The proposed framework of data processing, storage and usage provides high-quality analytical information when making management decisions on logistics issues of the HEIs. The topic of further research should be the development of the information and analytical system combining and using indicators of two information databases, namely «Legal Entities» and «Financial and Economic Reporting».
{"title":"MONITORING OF INDICATORS OF EQUIPMENT AND MATERIAL PROCUREMENT OF HIGHER EDUCATION INSTITUTIONS","authors":"V. Gapon, O. Barabash","doi":"10.32987/2617-8532-2021-1-39-54","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-1-39-54","url":null,"abstract":"The authors studied the legal documents on the collection and processing of sectoral reports on the logistics of higher education institutions (HEI). The purpose of the article is to conduct a comparative analysis of the state of logistics of the HEIs of the Ministry of Education and Science of Ukraine using specific statistical and financial indicators. The method of system and structural-hierarchical analysis is applied in the work, it was used to develop the information model of information collection and processing, the methodology and technology of information databases formation; a statistical method for determining the relationships between indicators and developing a system of analytical indicators. For the information and analytical support, the data from the databases «Legal Entities» and «Financial and Economic Reporting» are used, formed using common methodological principles. Analytical indicators make it possible to assess the condition of academic buildings and dormitories, make it possible to identify technically obsolete facilities in need of repair, modernization or decommissioning. To do this, a number of indicators have been calculated and presented, including the provision of space in academic buildings and dormitories per full-time student, the average annual cost of maintaining one square meter of building area, the coefficient of wear and tear, etc. Analytical data are formed based on the financial results of the HEIs for the year 2019 in Ukraine as a whole, for each group of the HEIs and each institution of higher education. The obtained results make possible operational monitoring of the working efficiency of academic buildings and dormitories. The proposed framework of data processing, storage and usage provides high-quality analytical information when making management decisions on logistics issues of the HEIs. The topic of further research should be the development of the information and analytical system combining and using indicators of two information databases, namely «Legal Entities» and «Financial and Economic Reporting».","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":"126858644","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: 10.32987/2617-8532-2022-2-5-22
S. Londar, S. Melnyk, H. Tereshchenko
The article deals with the study of a wide range of problems facing the education system as a result of Russia’s military aggression against Ukraine. The urgency of this study is conditioned by the need to analyze educational problems, including analytical and information support of the educational sector during the martial law; search for science-based state policy in the field of education, using reliable data in wartime and post-war time. An analysis of the processes that occurred during the first three months of the war shows that the Ministry of Education of Ukraine (MES) has taken unprecedented steps to ensure the continuity of the educational process in all segments of the Ukrainian education system. In particular, the efforts of the MES together with educational and research institutions, international and NGOs, have ensured the stability of the education system, the availability and continuity of the educational process almost throughout Ukraine. It was found that, despite the significant scale of destruction and damage, educational managers with the unprecedented support of the international community and Ukrainian citizens, using various forms of education, managed to ensure the continuation of the educational process. Special procedures have been elaborated for the completion of the school year 2021/2022 and the launch of the university admission campaign in 2022. The main characteristics of educational information support in turbulent social conditions are outlined. In such circumstances, specific requirements were set for analytical and information support to the education sector, since effective management of education requires reliable information and analysis of educational processes within a short period of time. Proposals have been prepared for the organization of informational educational support during martial law. Analysis of military risks was carried out, and a number of suggestions for improving the efficiency of the educational system during the period of martial law and post-war development were formulated. The article summarizes the relevance of continuing the scientific search for ways of information and analytical support under conditions of social turbulence, and, consequently, the need to develop appropriate, evidence-based approaches and methods involving a wide range of stakeholders.
{"title":"CHALLENGES FACING THE EDUCATION SECTOR IN THE CONDITIONS OF MARTIAL LAW IN UKRAINE: THE NEED TO RESTRUCTURE INFORMATION SUPPORT","authors":"S. Londar, S. Melnyk, H. Tereshchenko","doi":"10.32987/2617-8532-2022-2-5-22","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-2-5-22","url":null,"abstract":"The article deals with the study of a wide range of problems facing the education system as a result of Russia’s military aggression against Ukraine. The urgency of this study is conditioned by the need to analyze educational problems, including analytical and information support of the educational sector during the martial law; search for science-based state policy in the field of education, using reliable data in wartime and post-war time. An analysis of the processes that occurred during the first three months of the war shows that the Ministry of Education of Ukraine (MES) has taken unprecedented steps to ensure the continuity of the educational process in all segments of the Ukrainian education system. In particular, the efforts of the MES together with educational and research institutions, international and NGOs, have ensured the stability of the education system, the availability and continuity of the educational process almost throughout Ukraine. It was found that, despite the significant scale of destruction and damage, educational managers with the unprecedented support of the international community and Ukrainian citizens, using various forms of education, managed to ensure the continuation of the educational process. Special procedures have been elaborated for the completion of the school year 2021/2022 and the launch of the university admission campaign in 2022. The main characteristics of educational information support in turbulent social conditions are outlined. In such circumstances, specific requirements were set for analytical and information support to the education sector, since effective management of education requires reliable information and analysis of educational processes within a short period of time. Proposals have been prepared for the organization of informational educational support during martial law. Analysis of military risks was carried out, and a number of suggestions for improving the efficiency of the educational system during the period of martial law and post-war development were formulated. The article summarizes the relevance of continuing the scientific search for ways of information and analytical support under conditions of social turbulence, and, consequently, the need to develop appropriate, evidence-based approaches and methods involving a wide range of stakeholders.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"382 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":"128308575","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: 10.32987/2617-8532-2019-3-69-84
V. Fedosov, B. Stetsenko
{"title":"ROLE OF EDUCATIONAL FACTORS IN FINANCIAL PARADIGM FORMATION IN UKRAINE","authors":"V. Fedosov, B. Stetsenko","doi":"10.32987/2617-8532-2019-3-69-84","DOIUrl":"https://doi.org/10.32987/2617-8532-2019-3-69-84","url":null,"abstract":"","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"19 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":"124409775","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: 10.32987/2617-8532-2022-2-35-44
O. Dashkovska, V. Pogrebnyak
This publication summarizes the results of applied scientific work carried out in the State Scientific Institution "Institute of Education Content Modernization" (IECM) during 2016-2022. The article studies the state of implementation of the provisions of the Law of Ukraine "On Higher Education", focused on the modernization of domestic higher education, and assesses the European integration orientation of the measures and tools introduced. The results of a comprehensive study of all components of the higher education system are highlighted. In particular, the dynamics of changes in the quantitative and qualitative characteristics of the network of educational institutions and contingents of participants in the educational process, the modernization of the structure of higher education and the methodology for forming the content of education were analyzed (introduction of modern levels and degrees, list of specialities, introduction of new standards and educational programs). The article evaluates the process of solving the key educational problem – creation of a transparent and effective system of higher education quality, including the National Agency for Higher Education Quality Assurance (NAQA). The paper analyses changes and additions made to the legislative base, its target orientation and the validity of some of them. It has been established that in the process of implementation of the provisions of the Law of Ukraine "On Higher Education", which were also changed during its operation, an integral system of higher education and a system of ensuring the quality of educational services were built in the higher education system of Ukraine. It has been concluded that all of this makes domestic higher education more competitive in the international market of educational services and the labor market, bringing it closer to European quality standards, and speeding up the process of integration into the European educational space of higher education.
{"title":"RESULTS AND PROSPECTS OF MODERNIZATION OF HIGHER EDUCATION SYSTEM IN UKRAINE","authors":"O. Dashkovska, V. Pogrebnyak","doi":"10.32987/2617-8532-2022-2-35-44","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-2-35-44","url":null,"abstract":"This publication summarizes the results of applied scientific work carried out in the State Scientific Institution \"Institute of Education Content Modernization\" (IECM) during 2016-2022. The article studies the state of implementation of the provisions of the Law of Ukraine \"On Higher Education\", focused on the modernization of domestic higher education, and assesses the European integration orientation of the measures and tools introduced. The results of a comprehensive study of all components of the higher education system are highlighted. In particular, the dynamics of changes in the quantitative and qualitative characteristics of the network of educational institutions and contingents of participants in the educational process, the modernization of the structure of higher education and the methodology for forming the content of education were analyzed (introduction of modern levels and degrees, list of specialities, introduction of new standards and educational programs). The article evaluates the process of solving the key educational problem – creation of a transparent and effective system of higher education quality, including the National Agency for Higher Education Quality Assurance (NAQA). The paper analyses changes and additions made to the legislative base, its target orientation and the validity of some of them. It has been established that in the process of implementation of the provisions of the Law of Ukraine \"On Higher Education\", which were also changed during its operation, an integral system of higher education and a system of ensuring the quality of educational services were built in the higher education system of Ukraine. It has been concluded that all of this makes domestic higher education more competitive in the international market of educational services and the labor market, bringing it closer to European quality standards, and speeding up the process of integration into the European educational space of higher education.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"35 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":"132778959","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: 10.32987/2617-8532-2022-3-104-118
O. Anisimova
Adequate financing of education is necessary to maintain an efficient system and provide high quality education. The armed conflicts have a negative impact on economic development, as a result, the available resources become limited. Usually, the education sector is not a priority for financing, but educating the population remains important. The purpose of our article is to determine the best practices of funding the education sector during wars and armed conflicts. Our analysis of the impact of the wars and armed conflicts on the economic development of the parties involved showed that the lack of funds leads to the reallocation of the government expenditures towards military and defense sectors, usually at the expense of others, including education. It has been established that the impact of armed conflicts on the financing of the education sector is determined by several factors, in particular, the drop in economic growth rates, the disruption of trade relations, and the reallocation of expenditures from other sectors to defense and the army. This means that the state requires external help to finance educational sector. Globalization caused the growing interdependence of the national economies, so the neighbor countries are particularly interested in resolving that conflict and supporting the afflicted party. As such the international community created a program to support education development in emergencies (including natural disasters, wars, armed conflicts etc.) and practical recommendations for their implementation. There are several parts of the program for different scenarios including creating temporary facilities to provide preschool and school education, and relocation of the children (including abroad) for the purposes of subsequent repatriation or integration. As a result, the external support includes official development aid (financing the education sector of the recipient) and providing aid to the refugees. It has been established that at the moment only 29 countries are donors of the official development assistance in the field of education, and most of it is provided by 5 countries. On the other hand, most of developed countries have established practices to provide help for education of the migrants and refugees.
{"title":"FINANCING EDUCATION SECTOR DURING THE MARTIAL LAW: BEST PRACTICES","authors":"O. Anisimova","doi":"10.32987/2617-8532-2022-3-104-118","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-3-104-118","url":null,"abstract":"Adequate financing of education is necessary to maintain an efficient system and provide high quality education. The armed conflicts have a negative impact on economic development, as a result, the available resources become limited. Usually, the education sector is not a priority for financing, but educating the population remains important. The purpose of our article is to determine the best practices of funding the education sector during wars and armed conflicts. Our analysis of the impact of the wars and armed conflicts on the economic development of the parties involved showed that the lack of funds leads to the reallocation of the government expenditures towards military and defense sectors, usually at the expense of others, including education. It has been established that the impact of armed conflicts on the financing of the education sector is determined by several factors, in particular, the drop in economic growth rates, the disruption of trade relations, and the reallocation of expenditures from other sectors to defense and the army. This means that the state requires external help to finance educational sector. Globalization caused the growing interdependence of the national economies, so the neighbor countries are particularly interested in resolving that conflict and supporting the afflicted party. As such the international community created a program to support education development in emergencies (including natural disasters, wars, armed conflicts etc.) and practical recommendations for their implementation. There are several parts of the program for different scenarios including creating temporary facilities to provide preschool and school education, and relocation of the children (including abroad) for the purposes of subsequent repatriation or integration. As a result, the external support includes official development aid (financing the education sector of the recipient) and providing aid to the refugees. It has been established that at the moment only 29 countries are donors of the official development assistance in the field of education, and most of it is provided by 5 countries. On the other hand, most of developed countries have established practices to provide help for education of the migrants and refugees.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"23 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":"130029816","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: 10.32987/2617-8532-2021-3-70-87
V. Gapon, Mariia Sharaievska, Tatiana Derepa
Considering the current stage of development of general secondary education, one of the most important issues is to provide qualified pedagogical staff to the general secondary education institutions (GSEIs). This research examines the framework for forecasting the indicators of the general secondary education system using demographic information and statistical reporting data at the national and regional levels by types of territory (urban settlements, rural areas). New approaches to the analysis of the information environment for forecasting the evolution of indicators have been implemented and the set tasks have been thoroughly researched. The logical sequence of the indicators was defined so the principles and methods of forecasting can be implemented. The framework for the created models and applied methods used for calculating the forecast values of indicators was substantiated, in particular the general school body, number of pupils of ninth grade who will continue attending tenth grade, number of pedagogical staff, teachers and teachers of retirement age still working. The calculations of the forecast school body for the period of 2020/2021–2024/2025 academic years allow identifying certain trends in migration and demographic processes occurring in the regions of Ukraine. Estimated forecast values for the period of 2020/2021–2024/2025 academic years for the number of pedagogical staff, teachers and teachers of retirement age still working allows us to assess the annual additional need for qualified personnel for the GSEIs. The usage of the obtained results will become an important background for the creation of multifactor models to simultaneously take into account the impact of several factors on the development of the forecast system and assess the prospects for its development in the future.
{"title":"APPROACHES TO FORECASTING INDICATORS TO DETERMINE THE NEED FOR TEACHERS IN THE SYSTEM OF GENERAL SECONDARY EDUCATION","authors":"V. Gapon, Mariia Sharaievska, Tatiana Derepa","doi":"10.32987/2617-8532-2021-3-70-87","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-3-70-87","url":null,"abstract":"Considering the current stage of development of general secondary education, one of the most important issues is to provide qualified pedagogical staff to the general secondary education institutions (GSEIs). This research examines the framework for forecasting the indicators of the general secondary education system using demographic information and statistical reporting data at the national and regional levels by types of territory (urban settlements, rural areas). New approaches to the analysis of the information environment for forecasting the evolution of indicators have been implemented and the set tasks have been thoroughly researched. The logical sequence of the indicators was defined so the principles and methods of forecasting can be implemented. The framework for the created models and applied methods used for calculating the forecast values of indicators was substantiated, in particular the general school body, number of pupils of ninth grade who will continue attending tenth grade, number of pedagogical staff, teachers and teachers of retirement age still working. The calculations of the forecast school body for the period of 2020/2021–2024/2025 academic years allow identifying certain trends in migration and demographic processes occurring in the regions of Ukraine. Estimated forecast values for the period of 2020/2021–2024/2025 academic years for the number of pedagogical staff, teachers and teachers of retirement age still working allows us to assess the annual additional need for qualified personnel for the GSEIs. The usage of the obtained results will become an important background for the creation of multifactor models to simultaneously take into account the impact of several factors on the development of the forecast system and assess the prospects for its development in the future.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"17 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":"132055449","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: 10.32987/2617-8532-2021-3-103-112
V. Tkachenko, Tetiana Dron
The article contains the survey results of students’ parents conducted as part of monitoring the state of the New Ukrainian School implementation, as an effective tool for assessing the effectiveness of the NUS implementation in pilot educational institutions. The main purpose of the article is to review the survey results to assess qualitative changes in the children education and development in the context of the new State Standard of Primary Education and the New Ukrainian School, parents’ attitudes to the educational process of their children in the context of new approaches to learning, meaning pilot classes of soft skills in the implementation of new methods and approaches, because it is the parents of students who have the opportunity to monitor changes in the mood and development of their children. Most students` parents noted the positive changes in learning, the formation of skills and abilities of their children in the context of the new State Standard of Primary Education implementation. A significant proportion of parents noted that their children were in a positive, optimistic and uplifting mood. The results of the survey allowed us to assess the impact of the new State Standard of Primary Education implementation and to identify further steps to facilitate the reform of the NUS, to determine the attitude of parents as participants in the educational process to the innovations in Ukrainian education. In general, most parents of the students stated positive changes in the education, formation of skills and abilities of their children after the implementation of the new State Standard of Primary Education. A significant proportion of parents noted that their children were in a positive, optimistic and uplifting mood. In general, the respondents noted positive changes in the development of students, therefore, further implementation of the concept of the NUS is a rational and effective approach to reforming the education sector in Ukraine.
{"title":"EVALUATION OF THE EFFECTIVENESS OF THE NUS IMPLEMENTATION IN PILOT EDUCATIONAL INSTITUTIONS BASED ON THE RESULTS OF THE SURVEY OF 4TH GRADE STUDENTS PARENTS FOR THE 2020-2021 ACADEMIC YEAR","authors":"V. Tkachenko, Tetiana Dron","doi":"10.32987/2617-8532-2021-3-103-112","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-3-103-112","url":null,"abstract":"The article contains the survey results of students’ parents conducted as part of monitoring the state of the New Ukrainian School implementation, as an effective tool for assessing the effectiveness of the NUS implementation in pilot educational institutions. The main purpose of the article is to review the survey results to assess qualitative changes in the children education and development in the context of the new State Standard of Primary Education and the New Ukrainian School, parents’ attitudes to the educational process of their children in the context of new approaches to learning, meaning pilot classes of soft skills in the implementation of new methods and approaches, because it is the parents of students who have the opportunity to monitor changes in the mood and development of their children. Most students` parents noted the positive changes in learning, the formation of skills and abilities of their children in the context of the new State Standard of Primary Education implementation. A significant proportion of parents noted that their children were in a positive, optimistic and uplifting mood. The results of the survey allowed us to assess the impact of the new State Standard of Primary Education implementation and to identify further steps to facilitate the reform of the NUS, to determine the attitude of parents as participants in the educational process to the innovations in Ukrainian education. In general, most parents of the students stated positive changes in the education, formation of skills and abilities of their children after the implementation of the new State Standard of Primary Education. A significant proportion of parents noted that their children were in a positive, optimistic and uplifting mood. In general, the respondents noted positive changes in the development of students, therefore, further implementation of the concept of the NUS is a rational and effective approach to reforming the education sector in Ukraine.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"23 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":"133626967","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: 10.32987/2617-8532-2022-1-40-53
M. Vovk, S. Solomakha, Yuliia Hryshchenko
The article describes the state of conducting various types of practice in higher education institutions based on the results of a survey of teachers, practice managers. The results of the survey of teachers, practice managers showed that teachers are aware of the need to implement qualitative changes in the conduct of practice, including the creation of high-quality scientific and methodological support for the conduct of practice; the establishment of a stable relationship with educational institutions; the need to develop virtual resources for the organization of practice; the use of practice results in the research work, in the creation of a database; the structuring of the content of practice on the interdisciplinary basis; the establishment of an effective partnership between the management of institutions of higher pedagogical or professional pre-higher education, educational institutions, and other stakeholders; the expediency of interaction with scientific institutions while improving the process of conducting practice at various levels; the need for decent payment for managing the practice, etc. We outlined the current challenges in organizing practical training of future teachers at bachelor's, master's and doctoral educational levels, including the need to preserve the traditions of conducting various types of practice formed in the institutions of higher or professional pre-higher education; ensuring the use of interactive forms, methods, technologies to form appropriate professional competencies within the practice; the expediency of establishing a partnership with educational institutions, organizations, branches; the need to use remote forms of organizing practice, which is especially important in the context of a pandemic (Google Moodle programs, Microsoft Classroom, Teams, Zoom, Hangouts, and Skype communication platforms); ensuring the pragmatism of the organization of various types of practice, which is focusing on the collection and systematization of empirical material for writing qualification papers, on mastering the real «tools» of future professional activities.
{"title":"MODERN CHALLENGES IN THE PRACTICAL TRAINING OF FUTURE TEACHERS IN THE INSTITUTIONS OF HIGHER PEDAGOGICAL EDUCATION","authors":"M. Vovk, S. Solomakha, Yuliia Hryshchenko","doi":"10.32987/2617-8532-2022-1-40-53","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-1-40-53","url":null,"abstract":"The article describes the state of conducting various types of practice in higher education institutions based on the results of a survey of teachers, practice managers. The results of the survey of teachers, practice managers showed that teachers are aware of the need to implement qualitative changes in the conduct of practice, including the creation of high-quality scientific and methodological support for the conduct of practice; the establishment of a stable relationship with educational institutions; the need to develop virtual resources for the organization of practice; the use of practice results in the research work, in the creation of a database; the structuring of the content of practice on the interdisciplinary basis; the establishment of an effective partnership between the management of institutions of higher pedagogical or professional pre-higher education, educational institutions, and other stakeholders; the expediency of interaction with scientific institutions while improving the process of conducting practice at various levels; the need for decent payment for managing the practice, etc. We outlined the current challenges in organizing practical training of future teachers at bachelor's, master's and doctoral educational levels, including the need to preserve the traditions of conducting various types of practice formed in the institutions of higher or professional pre-higher education; ensuring the use of interactive forms, methods, technologies to form appropriate professional competencies within the practice; the expediency of establishing a partnership with educational institutions, organizations, branches; the need to use remote forms of organizing practice, which is especially important in the context of a pandemic (Google Moodle programs, Microsoft Classroom, Teams, Zoom, Hangouts, and Skype communication platforms); ensuring the pragmatism of the organization of various types of practice, which is focusing on the collection and systematization of empirical material for writing qualification papers, on mastering the real «tools» of future professional activities.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"69 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":"125231140","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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