Pub Date : 2024-05-08DOI: 10.32835/2707-3092.2024.28.103-115
Олександр Деревянчук
Relevance: The article addresses the critical issue of integrating intelligent image segmentation systems that utilize fuzzy logic into the training processes for future specialists in engineering and pedagogical fields. This integration is a significant aspect of the digitization of higher education. Aim: The goal is to implement intelligent vehicle image segmentation systems using fuzzy logic to train specialists in engineering and pedagogical fields. Methods: The preliminary processing of the images of the studied objects (vehicles) involved digital filtering methods, contour detection, profile analysis, and contrast enhancement. Image segmentation was performed using watershed methods, contour lines, and region growing. After segmentation, the obtained segments were selected based on size. Fuzzy membership functions were then applied to determine the degree of affiliation of the segments to the meaningful parts of the studied objects, ensuring reliable recognition of these parts and stable operation of the intelligent system despite external influences on the acquired images. Results: A computer system has been developed for the segmentation of vehicle images using fuzzy logic, which has been integrated into the training of specialists in engineering and pedagogical fields. The segmentation methods isolate objects within the images, which are then recognized using fuzzy logic. Thanks to the fuzzy membership functions, elements of vehicle images are reliably recognized even when there is some ambiguity in the shapes of the segments. The practical significance of the developed system is demonstrated through the processing of car images. Conclusions: The integration of the developed system into the educational process provides students with both theoretical knowledge and practical skills related to intelligent image processing systems.
{"title":"USE OF INTELLIGENT FUZZY IMAGE SEGMENTATION SYSTEMS IN THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN ENGINEERING AND PEDAGOGICAL FIELDS","authors":"Олександр Деревянчук","doi":"10.32835/2707-3092.2024.28.103-115","DOIUrl":"https://doi.org/10.32835/2707-3092.2024.28.103-115","url":null,"abstract":"Relevance: The article addresses the critical issue of integrating intelligent image segmentation systems that utilize fuzzy logic into the training processes for future specialists in engineering and pedagogical fields. This integration is a significant aspect of the digitization of higher education.\u0000Aim: The goal is to implement intelligent vehicle image segmentation systems using fuzzy logic to train specialists in engineering and pedagogical fields.\u0000Methods: The preliminary processing of the images of the studied objects (vehicles) involved digital filtering methods, contour detection, profile analysis, and contrast enhancement. Image segmentation was performed using watershed methods, contour lines, and region growing. After segmentation, the obtained segments were selected based on size. Fuzzy membership functions were then applied to determine the degree of affiliation of the segments to the meaningful parts of the studied objects, ensuring reliable recognition of these parts and stable operation of the intelligent system despite external influences on the acquired images.\u0000Results: A computer system has been developed for the segmentation of vehicle images using fuzzy logic, which has been integrated into the training of specialists in engineering and pedagogical fields. The segmentation methods isolate objects within the images, which are then recognized using fuzzy logic. Thanks to the fuzzy membership functions, elements of vehicle images are reliably recognized even when there is some ambiguity in the shapes of the segments. The practical significance of the developed system is demonstrated through the processing of car images.\u0000Conclusions: The integration of the developed system into the educational process provides students with both theoretical knowledge and practical skills related to intelligent image processing systems.","PeriodicalId":503735,"journal":{"name":"Professional Pedagogics","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141000129","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 : 2024-05-07DOI: 10.32835/2707-3092.2024.28.89-102
Руслан Савчук
The relevance of the article is determined by the need to identify the most effective mechanisms for using the experience of introducing the dual form of education to improve the professional training of future specialists and accelerate the post-war recovery of Ukraine. The aim is to summarize the experience of the dual form of education in Ukraine, to identify the reasons for its inhibition and promising directions of its development for the post-war recovery of Ukraine. Methods: study of scientific sources, legislative, regulatory and legal documents, empirical data to determine the state of functioning of the dual form of education in Ukraine; theoretical analysis and synthesis, generalization of scientific views on the problem under study in order to identify the causes of inhibition and promising directions for the development of dual education for the post-war recovery of Ukraine. Results: the experience of pilot projects for the introduction of dual education in educational institutions of different levels is analyzed; scientific publications of domestic researchers are summarized; the reasons for inhibition and promising directions for the development of dual education are identified; the importance of dual education and its compliance with the main goals of the Strategy for Sustainable Development of Society and Post-War Reconstruction of Ukraine are substantiated; dual education is characterized as an element of a new worldview paradigm that is being formed under martial law. Conclusions: the main reasons that hindered its development and reduced the effectiveness of dual education (quarantine restrictions related to the COVID-19 pandemic; military operations; increased migration flows caused by the war; reduction in the number of students, workload for teachers and, accordingly, reduction in staff at the departments; destruction, relocation, closure of many enterprises participating in the training of specialists in the dual form of education; low level of awareness of the benefits of dual education among students, teachers and employers; promising areas of its development are outlined (strengthening career guidance and information campaigns on dual education opportunities; reducing the level of bureaucratization of the educational process in educational institutions; providing state support for those educational institutions that will implement full-fledged dual education to retain teaching staff and encourage them to update and modernize educational programs to meet the needs of dual education; improving the training of heads of educational institutions for the development of public-private partnerships, and future teachers - for pedagogical activities in the context of dual education); the dual form of education is presented as an element of a new worldview paradigm, which in times of military aggression continues to transform in three main vectors (the development vector, which focuses domestic scientists and teachers on studying
{"title":"PROBLEMS AND PROSPECTS FOR THE DEVELOPMENT OF DUAL EDUCATION FOR THE POST-WAR RECOVERY OF UKRAINE","authors":"Руслан Савчук","doi":"10.32835/2707-3092.2024.28.89-102","DOIUrl":"https://doi.org/10.32835/2707-3092.2024.28.89-102","url":null,"abstract":"The relevance of the article is determined by the need to identify the most effective mechanisms for using the experience of introducing the dual form of education to improve the professional training of future specialists and accelerate the post-war recovery of Ukraine.\u0000The aim is to summarize the experience of the dual form of education in Ukraine, to identify the reasons for its inhibition and promising directions of its development for the post-war recovery of Ukraine.\u0000Methods: study of scientific sources, legislative, regulatory and legal documents, empirical data to determine the state of functioning of the dual form of education in Ukraine; theoretical analysis and synthesis, generalization of scientific views on the problem under study in order to identify the causes of inhibition and promising directions for the development of dual education for the post-war recovery of Ukraine.\u0000Results: the experience of pilot projects for the introduction of dual education in educational institutions of different levels is analyzed; scientific publications of domestic researchers are summarized; the reasons for inhibition and promising directions for the development of dual education are identified; the importance of dual education and its compliance with the main goals of the Strategy for Sustainable Development of Society and Post-War Reconstruction of Ukraine are substantiated; dual education is characterized as an element of a new worldview paradigm that is being formed under martial law.\u0000Conclusions: the main reasons that hindered its development and reduced the effectiveness of dual education (quarantine restrictions related to the COVID-19 pandemic; military operations; increased migration flows caused by the war; reduction in the number of students, workload for teachers and, accordingly, reduction in staff at the departments; destruction, relocation, closure of many enterprises participating in the training of specialists in the dual form of education; low level of awareness of the benefits of dual education among students, teachers and employers; promising areas of its development are outlined (strengthening career guidance and information campaigns on dual education opportunities; reducing the level of bureaucratization of the educational process in educational institutions; providing state support for those educational institutions that will implement full-fledged dual education to retain teaching staff and encourage them to update and modernize educational programs to meet the needs of dual education; improving the training of heads of educational institutions for the development of public-private partnerships, and future teachers - for pedagogical activities in the context of dual education); the dual form of education is presented as an element of a new worldview paradigm, which in times of military aggression continues to transform in three main vectors (the development vector, which focuses domestic scientists and teachers on studying ","PeriodicalId":503735,"journal":{"name":"Professional Pedagogics","volume":"25 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141005646","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 : 2024-02-15DOI: 10.32835/2707-3092.2024.28.12-22
Марина Кабиш
The relevance. The issue of developing teacher's pedagogical excellence is one of the most significant in pedagogical theory and practice, especially at the current stage of overcoming the consequences of the pandemic and martial law. The article proves the importance of process studying of the pedagogical excellence developing of general education teachers of vocational education institutions as a goal-oriented, dynamic system. The aim is to substantiate the methodical system for the development of pedagogical excellence of general education teachers of vocational education institutions. Methods: the study used theoretical methods, which provided an opportunity to examine the state of the research problem in scientific sources, compare different views, analyse the process of development of pedagogical excellence of general education teachers of vocational education institutions as a methodical system. This study used the methods of analysis and synthesis, systematisation, abstraction, generalisation, and modelling, which resulted in building a structure of functional components of the system of teachers' pedagogical excellence development and clarifying the interconnection of the selected components. Results: the article deals with the concept of "system" as a structure that combines naturally arranged elements, components grouped by some common feature; the principles of functioning and development of pedagogical systems are highlighted, the types and structural components of pedagogical systems are analysed; the design of a system for the development of pedagogical excellence of general education teachers as a certain type of pedagogical system is considered. The main structural components of the designed system (target, conceptual and methodological, subjective, content, technological, diagnostic and resultant) are characterised; the functional components of the system for developing pedagogical excellence of general education teachers in a vocational education institution are allocated; the place of the proposed system for developing pedagogical excellence of general education teachers among the systems of vocational education is determined. Conclusions: the designed system for the development of pedagogical excellence of general education teachers in a vocational education institution, as a certain type of pedagogical system, combines certain structural components (target, conceptual and methodological, subjective, content, technological, diagnostic and resultant, and functional components: design, constructive, gnostic, prognostic, organisational, communicative, evaluative and corrective); the general pedagogical system of a vocational education institution includes a system of pedagogical staff professional development, which in turn combines the system of pedagogical staff advanced training and the pedagogical excellence development system of general education teachers of a vocational education institution as a subsystem; prospects for f
{"title":"METHODICAL SYSTEM FOR THE PEDAGOGICAL EXCELLENCE DEVELOPMENT OF GENERAL EDUCATION TEACHERS OF VOCATIONAL EDUCATION INSTITUTIONS","authors":"Марина Кабиш","doi":"10.32835/2707-3092.2024.28.12-22","DOIUrl":"https://doi.org/10.32835/2707-3092.2024.28.12-22","url":null,"abstract":"The relevance. The issue of developing teacher's pedagogical excellence is one of the most significant in pedagogical theory and practice, especially at the current stage of overcoming the consequences of the pandemic and martial law. The article proves the importance of process studying of the pedagogical excellence developing of general education teachers of vocational education institutions as a goal-oriented, dynamic system.\u0000The aim is to substantiate the methodical system for the development of pedagogical excellence of general education teachers of vocational education institutions.\u0000Methods: the study used theoretical methods, which provided an opportunity to examine the state of the research problem in scientific sources, compare different views, analyse the process of development of pedagogical excellence of general education teachers of vocational education institutions as a methodical system. This study used the methods of analysis and synthesis, systematisation, abstraction, generalisation, and modelling, which resulted in building a structure of functional components of the system of teachers' pedagogical excellence development and clarifying the interconnection of the selected components.\u0000Results: the article deals with the concept of \"system\" as a structure that combines naturally arranged elements, components grouped by some common feature; the principles of functioning and development of pedagogical systems are highlighted, the types and structural components of pedagogical systems are analysed; the design of a system for the development of pedagogical excellence of general education teachers as a certain type of pedagogical system is considered. The main structural components of the designed system (target, conceptual and methodological, subjective, content, technological, diagnostic and resultant) are characterised; the functional components of the system for developing pedagogical excellence of general education teachers in a vocational education institution are allocated; the place of the proposed system for developing pedagogical excellence of general education teachers among the systems of vocational education is determined.\u0000Conclusions: the designed system for the development of pedagogical excellence of general education teachers in a vocational education institution, as a certain type of pedagogical system, combines certain structural components (target, conceptual and methodological, subjective, content, technological, diagnostic and resultant, and functional components: design, constructive, gnostic, prognostic, organisational, communicative, evaluative and corrective); the general pedagogical system of a vocational education institution includes a system of pedagogical staff professional development, which in turn combines the system of pedagogical staff advanced training and the pedagogical excellence development system of general education teachers of a vocational education institution as a subsystem; prospects for f","PeriodicalId":503735,"journal":{"name":"Professional Pedagogics","volume":"219 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140455595","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 : 2024-02-08DOI: 10.32835/2707-3092.2024.28.1-11
Валентина Радкевич
The relevance of this article is defined by the need to substantiate the modern mechanisms for the development of public-private partnerships in vocational (vocational and technical) education to attract private investment and innovative technologies into professional training of skilled workers for various sectors of the economy in the post-war period. It will be based on mutually beneficial economic and organisational relations between state authorities, local governments, the private sector and vocational education institutions. The aim is to identify and justify the modern mechanisms for the development of public-private partnerships and to find out the possibilities of their use in improving the quality of vocational (vocational and technical) education in line with the demands of the labour market in the post-war period. Methods: studying of scientific sources, legislative and regulatory documents, empirical data to determine the state of public-private partnerships in the field of vocational (vocational and technical) education; theoretical analysis and synthesis, generalisation of scientific approaches to the problem under study in order to determine the mechanisms for the development of public-private partnerships in vocational (vocational and technical) education and drawing conclusions. Results: there are identified and substantiated the modern mechanisms for the development of public-private partnerships, including forms, means, and tools that are key to ensuring effective interaction between partnership participants to improve the quality of vocational (vocational and technical) education and meet the needs of the labour market in the post-war period. Conclusions: the modern mechanisms for the development of public-private partnerships in vocational (vocational and technical) education, which define the framework for cooperation between the state and the private sector and are implemented to improve the quality of vocational (vocational and technical) education, include: contract, institutional, investment, concession, leasing, franchise and project forms of partnership; means (contract for the provision of educational services, outsourcing, councils for vocational (vocational and technical) education and labour market, educational programmes, direct investment in infrastructure development, joint investment projects, leasing of equipment and technologies, leasing of educational premises; franchise of educational programmes, franchise of educational services, joint educational projects, joint research projects); instruments (service agreement, outsourcing agreement, agreement on the establishment of joint educational institutions, charter of a joint educational institution, concession agreement, agreement on the development and implementation of educational programmes, investment agreement, memorandum of understanding, leasing agreement, maintenance agreement, franchise agreement, educational services agreement, joint project impleme
{"title":"MODERN MECHANISMS FOR THE DEVELOPMENT OF PUBLIC-PRIVATE PARTNERSHIPS IN VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION IN THE POST-WAR PERIOD","authors":"Валентина Радкевич","doi":"10.32835/2707-3092.2024.28.1-11","DOIUrl":"https://doi.org/10.32835/2707-3092.2024.28.1-11","url":null,"abstract":"The relevance of this article is defined by the need to substantiate the modern mechanisms for the development of public-private partnerships in vocational (vocational and technical) education to attract private investment and innovative technologies into professional training of skilled workers for various sectors of the economy in the post-war period. It will be based on mutually beneficial economic and organisational relations between state authorities, local governments, the private sector and vocational education institutions.\u0000The aim is to identify and justify the modern mechanisms for the development of public-private partnerships and to find out the possibilities of their use in improving the quality of vocational (vocational and technical) education in line with the demands of the labour market in the post-war period.\u0000Methods: studying of scientific sources, legislative and regulatory documents, empirical data to determine the state of public-private partnerships in the field of vocational (vocational and technical) education; theoretical analysis and synthesis, generalisation of scientific approaches to the problem under study in order to determine the mechanisms for the development of public-private partnerships in vocational (vocational and technical) education and drawing conclusions.\u0000Results: there are identified and substantiated the modern mechanisms for the development of public-private partnerships, including forms, means, and tools that are key to ensuring effective interaction between partnership participants to improve the quality of vocational (vocational and technical) education and meet the needs of the labour market in the post-war period.\u0000Conclusions: the modern mechanisms for the development of public-private partnerships in vocational (vocational and technical) education, which define the framework for cooperation between the state and the private sector and are implemented to improve the quality of vocational (vocational and technical) education, include: contract, institutional, investment, concession, leasing, franchise and project forms of partnership; means (contract for the provision of educational services, outsourcing, councils for vocational (vocational and technical) education and labour market, educational programmes, direct investment in infrastructure development, joint investment projects, leasing of equipment and technologies, leasing of educational premises; franchise of educational programmes, franchise of educational services, joint educational projects, joint research projects); instruments (service agreement, outsourcing agreement, agreement on the establishment of joint educational institutions, charter of a joint educational institution, concession agreement, agreement on the development and implementation of educational programmes, investment agreement, memorandum of understanding, leasing agreement, maintenance agreement, franchise agreement, educational services agreement, joint project impleme","PeriodicalId":503735,"journal":{"name":"Professional Pedagogics","volume":"67 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139853134","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 : 2024-02-08DOI: 10.32835/2707-3092.2024.28.1-11
Валентина Радкевич
The relevance of this article is defined by the need to substantiate the modern mechanisms for the development of public-private partnerships in vocational (vocational and technical) education to attract private investment and innovative technologies into professional training of skilled workers for various sectors of the economy in the post-war period. It will be based on mutually beneficial economic and organisational relations between state authorities, local governments, the private sector and vocational education institutions. The aim is to identify and justify the modern mechanisms for the development of public-private partnerships and to find out the possibilities of their use in improving the quality of vocational (vocational and technical) education in line with the demands of the labour market in the post-war period. Methods: studying of scientific sources, legislative and regulatory documents, empirical data to determine the state of public-private partnerships in the field of vocational (vocational and technical) education; theoretical analysis and synthesis, generalisation of scientific approaches to the problem under study in order to determine the mechanisms for the development of public-private partnerships in vocational (vocational and technical) education and drawing conclusions. Results: there are identified and substantiated the modern mechanisms for the development of public-private partnerships, including forms, means, and tools that are key to ensuring effective interaction between partnership participants to improve the quality of vocational (vocational and technical) education and meet the needs of the labour market in the post-war period. Conclusions: the modern mechanisms for the development of public-private partnerships in vocational (vocational and technical) education, which define the framework for cooperation between the state and the private sector and are implemented to improve the quality of vocational (vocational and technical) education, include: contract, institutional, investment, concession, leasing, franchise and project forms of partnership; means (contract for the provision of educational services, outsourcing, councils for vocational (vocational and technical) education and labour market, educational programmes, direct investment in infrastructure development, joint investment projects, leasing of equipment and technologies, leasing of educational premises; franchise of educational programmes, franchise of educational services, joint educational projects, joint research projects); instruments (service agreement, outsourcing agreement, agreement on the establishment of joint educational institutions, charter of a joint educational institution, concession agreement, agreement on the development and implementation of educational programmes, investment agreement, memorandum of understanding, leasing agreement, maintenance agreement, franchise agreement, educational services agreement, joint project impleme
{"title":"MODERN MECHANISMS FOR THE DEVELOPMENT OF PUBLIC-PRIVATE PARTNERSHIPS IN VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION IN THE POST-WAR PERIOD","authors":"Валентина Радкевич","doi":"10.32835/2707-3092.2024.28.1-11","DOIUrl":"https://doi.org/10.32835/2707-3092.2024.28.1-11","url":null,"abstract":"The relevance of this article is defined by the need to substantiate the modern mechanisms for the development of public-private partnerships in vocational (vocational and technical) education to attract private investment and innovative technologies into professional training of skilled workers for various sectors of the economy in the post-war period. It will be based on mutually beneficial economic and organisational relations between state authorities, local governments, the private sector and vocational education institutions.\u0000The aim is to identify and justify the modern mechanisms for the development of public-private partnerships and to find out the possibilities of their use in improving the quality of vocational (vocational and technical) education in line with the demands of the labour market in the post-war period.\u0000Methods: studying of scientific sources, legislative and regulatory documents, empirical data to determine the state of public-private partnerships in the field of vocational (vocational and technical) education; theoretical analysis and synthesis, generalisation of scientific approaches to the problem under study in order to determine the mechanisms for the development of public-private partnerships in vocational (vocational and technical) education and drawing conclusions.\u0000Results: there are identified and substantiated the modern mechanisms for the development of public-private partnerships, including forms, means, and tools that are key to ensuring effective interaction between partnership participants to improve the quality of vocational (vocational and technical) education and meet the needs of the labour market in the post-war period.\u0000Conclusions: the modern mechanisms for the development of public-private partnerships in vocational (vocational and technical) education, which define the framework for cooperation between the state and the private sector and are implemented to improve the quality of vocational (vocational and technical) education, include: contract, institutional, investment, concession, leasing, franchise and project forms of partnership; means (contract for the provision of educational services, outsourcing, councils for vocational (vocational and technical) education and labour market, educational programmes, direct investment in infrastructure development, joint investment projects, leasing of equipment and technologies, leasing of educational premises; franchise of educational programmes, franchise of educational services, joint educational projects, joint research projects); instruments (service agreement, outsourcing agreement, agreement on the establishment of joint educational institutions, charter of a joint educational institution, concession agreement, agreement on the development and implementation of educational programmes, investment agreement, memorandum of understanding, leasing agreement, maintenance agreement, franchise agreement, educational services agreement, joint project impleme","PeriodicalId":503735,"journal":{"name":"Professional Pedagogics","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139793188","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 : 2023-12-27DOI: 10.32835/2707-3092.2023.27.195-205
Володимир Артюшенко
The relevance of the research is determined by: the importance of developing entrepreneurial traits and qualities in students of domestic professional education, the effectiveness of which is proven by the dynamic development of the economies of leading European countries; the necessity to overcome post-Soviet approaches in shaping the content of professional education, seeking new methods to develop market thinking, preparing future specialists for entrepreneurial activity and fostering individual initiative; the need for modernizing contemporary Ukrainian professional (vocational-technical) education, creating conditions in professional education institutions for shaping a self-reliant, skilled worker capable of self-employment in a wartime labor market and ready for post-war reconstruction tasks in Ukraine. Purpose: to identify trends in preparing youth for entrepreneurial activity at different stages of the development of professional education in Ukraine. Methods: theoretical analysis of official, scientific, archival sources, and internet resources - to determine the state of research on the problem and identify trends in preparing youth for entrepreneurship at different stages of the development of professional education in Ukraine; the comparison method - to contrast historical models of professional education and identify their characteristics in preparing youth for entrepreneurial activity; analysis and synthesis methods - to study the evolution of forms and methods of developing entrepreneurial qualities in youth; generalization and forecasting - to implement the identified positive experience in preparing current professional education students for entrepreneurial activity in wartime and post-war reconstruction in Ukraine. Results: based on the theoretical analysis of the source base, the state of research on the problem in historical perspective was studied; based on comparing historical models of professional education development in Ukraine, trends in preparing youth for entrepreneurial activity at different stages were identified; based on studying the evolution of preparing youth for entrepreneurship, the transformation of forms and methods of developing entrepreneurial qualities in future specialists at different stages of professional education development in Ukraine was shown; based on the analysis of positive and negative past experiences, the main directions for improving professional training of youth for entrepreneurship in wartime and post-war reconstruction in Ukraine were outlined. Conclusions: the domestic source base contains numerous materials on preparing youth for entrepreneurship (archival materials from Ukrainian educational institutions operating at different historical times; laws of Ukraine and other official documents; scientific publications on the history and methodology of professional education, documents of contemporary internet resources on promoting entrepreneurial initiative, etc.), but requires more
{"title":"TRENDS IN PREPARING YOUTH FOR ENTREPRENEURIAL ACTIVITY IN THE HISTORICAL RETROSPECTIVE OF THE DEVELOPMENT OF PROFESSIONAL EDUCATION IN UKRAINE","authors":"Володимир Артюшенко","doi":"10.32835/2707-3092.2023.27.195-205","DOIUrl":"https://doi.org/10.32835/2707-3092.2023.27.195-205","url":null,"abstract":"The relevance of the research is determined by: the importance of developing entrepreneurial traits and qualities in students of domestic professional education, the effectiveness of which is proven by the dynamic development of the economies of leading European countries; the necessity to overcome post-Soviet approaches in shaping the content of professional education, seeking new methods to develop market thinking, preparing future specialists for entrepreneurial activity and fostering individual initiative; the need for modernizing contemporary Ukrainian professional (vocational-technical) education, creating conditions in professional education institutions for shaping a self-reliant, skilled worker capable of self-employment in a wartime labor market and ready for post-war reconstruction tasks in Ukraine. Purpose: to identify trends in preparing youth for entrepreneurial activity at different stages of the development of professional education in Ukraine. Methods: theoretical analysis of official, scientific, archival sources, and internet resources - to determine the state of research on the problem and identify trends in preparing youth for entrepreneurship at different stages of the development of professional education in Ukraine; the comparison method - to contrast historical models of professional education and identify their characteristics in preparing youth for entrepreneurial activity; analysis and synthesis methods - to study the evolution of forms and methods of developing entrepreneurial qualities in youth; generalization and forecasting - to implement the identified positive experience in preparing current professional education students for entrepreneurial activity in wartime and post-war reconstruction in Ukraine. Results: based on the theoretical analysis of the source base, the state of research on the problem in historical perspective was studied; based on comparing historical models of professional education development in Ukraine, trends in preparing youth for entrepreneurial activity at different stages were identified; based on studying the evolution of preparing youth for entrepreneurship, the transformation of forms and methods of developing entrepreneurial qualities in future specialists at different stages of professional education development in Ukraine was shown; based on the analysis of positive and negative past experiences, the main directions for improving professional training of youth for entrepreneurship in wartime and post-war reconstruction in Ukraine were outlined. Conclusions: the domestic source base contains numerous materials on preparing youth for entrepreneurship (archival materials from Ukrainian educational institutions operating at different historical times; laws of Ukraine and other official documents; scientific publications on the history and methodology of professional education, documents of contemporary internet resources on promoting entrepreneurial initiative, etc.), but requires more ","PeriodicalId":503735,"journal":{"name":"Professional Pedagogics","volume":"105 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139154230","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 : 2023-12-27DOI: 10.32835/2707-3092.2023.27.183-194
М.А. Пригодій
Relevance: in modern conditions, teachers are actively involved in the creation of electronic textbooks, interactive notebooks, various forms and test tasks, etc. All this means developing and designing objects of the Internet information environment from the standpoint of user-friendliness and meeting the user's aesthetic needs. The web design competence development of teaching staff at vocational education institutions is an urgent need in the context of digitalisation of education. Aim: defining the structure of competence in web design for teaching staff of vocational education institutions and substantiating the methodology for its development. Methods: analysis and synthesis – to determine the development state of the problem under study and the list of competence in web design of teaching staff; generalization – to formulate conclusions and recommendations for the web design competence development of teaching staff at vocational education institutions; diagnostic (testing, conversation) – to find out the level of competence in web design of teaching staff. Results: it was found that more than 17% of teachers design and create websites and web pages that combine text with sounds, pictures, graphics and video; 5-7% use various graphic editors and image processing services; about 80 % of respondents carry out independent design development of electronic publications (a product containing information in electronic form); less than 6 % of respondents indicated that there is a unified approach to the design of educational materials on hard copy and for posting on the Internet. The structure of competence in web design for teaching staff of vocational education institutions consists of technical skills (basics of composition, typography, colour science, graphic design, design software, user interface (UI), user experience (UX), responsive design) and soft skills (project management, time management, copywriting, web design awareness, creative thinking, critical thinking, attention to detail, communication, self-reflection). To assess this competence, four levels (initial, low, medium, high) have been developed, taking into account the indicators of motivational, cognitive, activity and reflective criteria. Taking into account the specifics of the teaching staff activities at vocational education institutions, a methodology for their design education has been developed, which is aimed at developing competence in web design and includes seven stages. Conclusions: Teaching staff of vocational education institutions are involved in the development of e-learning content, but have a low level of competence in web design. The web design competence of a teaching staff member of a vocational education institution is a combination of knowledge, skills and attitudes to web design technologies to create educational content for performing tasks, solving problems, communicating, managing information, working together in the information and educational environm
{"title":"РОЗВИТОК КОМПЕТЕНТНОСТІ З ВЕБ-ДИЗАЙНУ ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ ЗАКЛАДІВ ПРОФЕСІЙНОЇ (ПРОФЕСІЙНО-ТЕХНІЧНОЇ) ОСВІТИ","authors":"М.А. Пригодій","doi":"10.32835/2707-3092.2023.27.183-194","DOIUrl":"https://doi.org/10.32835/2707-3092.2023.27.183-194","url":null,"abstract":"Relevance: in modern conditions, teachers are actively involved in the creation of electronic textbooks, interactive notebooks, various forms and test tasks, etc. All this means developing and designing objects of the Internet information environment from the standpoint of user-friendliness and meeting the user's aesthetic needs. The web design competence development of teaching staff at vocational education institutions is an urgent need in the context of digitalisation of education. Aim: defining the structure of competence in web design for teaching staff of vocational education institutions and substantiating the methodology for its development. Methods: analysis and synthesis – to determine the development state of the problem under study and the list of competence in web design of teaching staff; generalization – to formulate conclusions and recommendations for the web design competence development of teaching staff at vocational education institutions; diagnostic (testing, conversation) – to find out the level of competence in web design of teaching staff. Results: it was found that more than 17% of teachers design and create websites and web pages that combine text with sounds, pictures, graphics and video; 5-7% use various graphic editors and image processing services; about 80 % of respondents carry out independent design development of electronic publications (a product containing information in electronic form); less than 6 % of respondents indicated that there is a unified approach to the design of educational materials on hard copy and for posting on the Internet. The structure of competence in web design for teaching staff of vocational education institutions consists of technical skills (basics of composition, typography, colour science, graphic design, design software, user interface (UI), user experience (UX), responsive design) and soft skills (project management, time management, copywriting, web design awareness, creative thinking, critical thinking, attention to detail, communication, self-reflection). To assess this competence, four levels (initial, low, medium, high) have been developed, taking into account the indicators of motivational, cognitive, activity and reflective criteria. Taking into account the specifics of the teaching staff activities at vocational education institutions, a methodology for their design education has been developed, which is aimed at developing competence in web design and includes seven stages. Conclusions: Teaching staff of vocational education institutions are involved in the development of e-learning content, but have a low level of competence in web design. The web design competence of a teaching staff member of a vocational education institution is a combination of knowledge, skills and attitudes to web design technologies to create educational content for performing tasks, solving problems, communicating, managing information, working together in the information and educational environm","PeriodicalId":503735,"journal":{"name":"Professional Pedagogics","volume":"164 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139152978","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 : 2023-11-24DOI: 10.32835/2707-3092.2023.27.138-145
Наталія Чернєцова
Relevance: of this article is determined by the need to justify the role of social partnership in the development of vocational (vocational-technical) education through the establishment of collaborative interactions in modernizing the content, forms, methods, and technologies of vocational training for future skilled workers according to labor market demands. Objective: to characterize the directions of development of vocational (vocational-technical) education on the basis of social partnership. Methods: studying scientific sources, legislative and normative-legal documents, empirical data - to determine the impact of social partnership on the development of vocational (vocational-technical) education; theoretical analysis and synthesis, summarization of views regarding the researched problem. Results: based on the analysis of modern educational concepts, legislative and normative-legal documents, scientific sources, empirical data, the directions of development of vocational (vocational-technical) education on the basis of social partnership have been identified through the cooperation between employers and their associations, representatives of state bodies and local self-government, work collectives and trade unions, pedagogical staff of vocational (vocational-technical) education institutions. Conclusions: the directions of development of vocational (vocational-technical) education based on social partnership have been delineated: joint responsibility and fulfillment of obligations to ensure the relevance of curricula and programs to labor market needs; ensuring active participation of partners in shaping modern professional qualifications and providing workplaces for organizing production training; legal regulation of social partnership; funding educational initiatives and infrastructure modernization; implementation of innovative forms, methods, and tools of learning to adapt the educational process to rapidly changing technical and technological processes in various economic sectors; professional orientation and informing youth about the prospects of different professions, labor market needs, and opportunities for professional and career development; conclusion of long-term agreements for graduates' employment; enhancement of pedagogical staff qualifications; monitoring and evaluation of the quality of vocational (vocational-technical) education.
{"title":"THE ROLE OF SOCIAL PARTNERSHIP IN THE DEVELOPMENT OF VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION","authors":"Наталія Чернєцова","doi":"10.32835/2707-3092.2023.27.138-145","DOIUrl":"https://doi.org/10.32835/2707-3092.2023.27.138-145","url":null,"abstract":"Relevance: of this article is determined by the need to justify the role of social partnership in the development of vocational (vocational-technical) education through the establishment of collaborative interactions in modernizing the content, forms, methods, and technologies of vocational training for future skilled workers according to labor market demands. Objective: to characterize the directions of development of vocational (vocational-technical) education on the basis of social partnership. Methods: studying scientific sources, legislative and normative-legal documents, empirical data - to determine the impact of social partnership on the development of vocational (vocational-technical) education; theoretical analysis and synthesis, summarization of views regarding the researched problem. Results: based on the analysis of modern educational concepts, legislative and normative-legal documents, scientific sources, empirical data, the directions of development of vocational (vocational-technical) education on the basis of social partnership have been identified through the cooperation between employers and their associations, representatives of state bodies and local self-government, work collectives and trade unions, pedagogical staff of vocational (vocational-technical) education institutions. Conclusions: the directions of development of vocational (vocational-technical) education based on social partnership have been delineated: joint responsibility and fulfillment of obligations to ensure the relevance of curricula and programs to labor market needs; ensuring active participation of partners in shaping modern professional qualifications and providing workplaces for organizing production training; legal regulation of social partnership; funding educational initiatives and infrastructure modernization; implementation of innovative forms, methods, and tools of learning to adapt the educational process to rapidly changing technical and technological processes in various economic sectors; professional orientation and informing youth about the prospects of different professions, labor market needs, and opportunities for professional and career development; conclusion of long-term agreements for graduates' employment; enhancement of pedagogical staff qualifications; monitoring and evaluation of the quality of vocational (vocational-technical) education.","PeriodicalId":503735,"journal":{"name":"Professional Pedagogics","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241629","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 : 2023-11-11DOI: 10.32835/2707-3092.2023.26.110-121
Sofia V. Dembitska, I. Kobylianska, Oleksandr Kobylianskyi, Olga Kuzimenko
Relevance: based on the analysis of the features and the current state of training of specialists in technical specialties, it was established that there is an urgent need to form a new generation of employees who are able to systematically improve their professional level and implement measures and means to ensure the appropriate level of safety at their workplace. Objective: construct a structural and functional model of training specialists in technical specialties for labor protection professional activity according to the requirements of the integrative methodological approach. Methods: theoretical (analysis of scientific and methodical publications reflecting the problem of research, generalization of the best domestic and foreign pedagogical, regarding the training of specialists in technical specialties for labor protection professional activity); empirical (questionnaires, testing, surveys to find out the level of readiness of future specialists for labor protection professional activities; expert surveys; observation of the educational process). Results: modern approaches to the training of specialists in technical specialties for labor protection professional activity according to the requirements of a transdisciplinary methodological approach were analyzed; an appropriate structural and functional model has been proposed for the implementation of such training of specialists in technical specialties, which contains methodological, technological and diagnostic blocks. Conclusions: based on the results of the analysis of scientific and methodological publications and pedagogical practice on the problem under study and the conducted expert survey, a list of pedagogical conditions for training specialists in technical specialties for labor protection professional activity was created according to the requirements of an integrative methodological approach, and a list of pedagogical conditions for its implementation was determined (ensuring positive motivation of students regarding the acquisition of labor protection competencies, knowledge, abilities and skills; development of appropriate educational and methodological support; ensuring the professional orientation of labor protection disciplines and the use of information technologies at all stages of the professional training of future specialists in technical specialties)
{"title":"TRAINING OF SPECIALISTS IN TECHNICAL SPECIALTIES TO PROFESSIONAL ACTIVITY ACCORDING TO THE REQUIREMENTS OF TRANSDISCIPLINARY APPROACH","authors":"Sofia V. Dembitska, I. Kobylianska, Oleksandr Kobylianskyi, Olga Kuzimenko","doi":"10.32835/2707-3092.2023.26.110-121","DOIUrl":"https://doi.org/10.32835/2707-3092.2023.26.110-121","url":null,"abstract":"Relevance: based on the analysis of the features and the current state of training of specialists in technical specialties, it was established that there is an urgent need to form a new generation of employees who are able to systematically improve their professional level and implement measures and means to ensure the appropriate level of safety at their workplace. Objective: construct a structural and functional model of training specialists in technical specialties for labor protection professional activity according to the requirements of the integrative methodological approach. Methods: theoretical (analysis of scientific and methodical publications reflecting the problem of research, generalization of the best domestic and foreign pedagogical, regarding the training of specialists in technical specialties for labor protection professional activity); empirical (questionnaires, testing, surveys to find out the level of readiness of future specialists for labor protection professional activities; expert surveys; observation of the educational process). Results: modern approaches to the training of specialists in technical specialties for labor protection professional activity according to the requirements of a transdisciplinary methodological approach were analyzed; an appropriate structural and functional model has been proposed for the implementation of such training of specialists in technical specialties, which contains methodological, technological and diagnostic blocks. Conclusions: based on the results of the analysis of scientific and methodological publications and pedagogical practice on the problem under study and the conducted expert survey, a list of pedagogical conditions for training specialists in technical specialties for labor protection professional activity was created according to the requirements of an integrative methodological approach, and a list of pedagogical conditions for its implementation was determined (ensuring positive motivation of students regarding the acquisition of labor protection competencies, knowledge, abilities and skills; development of appropriate educational and methodological support; ensuring the professional orientation of labor protection disciplines and the use of information technologies at all stages of the professional training of future specialists in technical specialties)","PeriodicalId":503735,"journal":{"name":"Professional Pedagogics","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279804","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 : 2023-11-07DOI: 10.32835/2707-3092.2023.27.128-137
Голда Виноградська
Relevance: The state-private partnership in the field of vocational (vocational-technical) education (hereinafter – V(VT)E) facilitates the convergence of the educational process with the actual needs of the labor market, enhancing the quality of specialists' training and their successful implementation in professional activities. Professional training of future qualified sewing profile workers (hereinafter – QSPW) with a high level of professional competence implies creating pedagogical conditions that would fully meet the needs of education seekers and potential employers. Objective: To identify and substantiate the main pedagogical conditions for forming the professional competence of future QSPWs based on state-private partnership (hereinafter – SPP) principles to enhance the quality of their professional training, considering the suggestions of stakeholders in the domestic sewing industry. Methods: Expert evaluation method – to determine pedagogical conditions crucial for forming the professional competence of future QSPWs in V(VT)E based on SPP principles; Ranking method – to identify the most significant organizational-pedagogical conditions for forming the professional competence of future QSPWs. Results: Based on the conducted expert evaluation, factors influencing the formation of professional competence of future QSPWs in V(VT)E institutions were systematized; the most significant organizational-pedagogical conditions for forming the professional competence of future QSPWs in V(VT)E institutions conducting educational activities based on SPP principles were identified and substantiated. Conclusions: The pedagogical conditions for forming the professional competence of future QSPWs constitute a complex of specially designed factors influencing the external and internal circumstances of training personnel for the domestic sewing industry, ensuring the integrity of future specialists' training in accordance with the demands of the industry labor market; the most significant organizational-pedagogical conditions for organizing training under SPP conditions were revealed (development of professional and educational standards, updating the content of vocational education according to market needs; internships for masters of industrial training and teachers of specialized subjects in production; organization of the educational process based on a combination of theoretical and professional components; involving production representatives – customers of working personnel in the educational process; forming a positive motivation for mastering modern production technologies among education seekers).
{"title":"ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ КВАЛІФІКОВАНИХ РОБІТНИКІВ ШВЕЙНОГО ПРОФІЛЮ НА ЗАСАДАХ ДЕРЖАВНО-ПРИВАТНОГО ПАРТНЕРСТВА","authors":"Голда Виноградська","doi":"10.32835/2707-3092.2023.27.128-137","DOIUrl":"https://doi.org/10.32835/2707-3092.2023.27.128-137","url":null,"abstract":"Relevance: The state-private partnership in the field of vocational (vocational-technical) education (hereinafter – V(VT)E) facilitates the convergence of the educational process with the actual needs of the labor market, enhancing the quality of specialists' training and their successful implementation in professional activities. Professional training of future qualified sewing profile workers (hereinafter – QSPW) with a high level of professional competence implies creating pedagogical conditions that would fully meet the needs of education seekers and potential employers. Objective: To identify and substantiate the main pedagogical conditions for forming the professional competence of future QSPWs based on state-private partnership (hereinafter – SPP) principles to enhance the quality of their professional training, considering the suggestions of stakeholders in the domestic sewing industry. Methods: Expert evaluation method – to determine pedagogical conditions crucial for forming the professional competence of future QSPWs in V(VT)E based on SPP principles; Ranking method – to identify the most significant organizational-pedagogical conditions for forming the professional competence of future QSPWs. Results: Based on the conducted expert evaluation, factors influencing the formation of professional competence of future QSPWs in V(VT)E institutions were systematized; the most significant organizational-pedagogical conditions for forming the professional competence of future QSPWs in V(VT)E institutions conducting educational activities based on SPP principles were identified and substantiated. Conclusions: The pedagogical conditions for forming the professional competence of future QSPWs constitute a complex of specially designed factors influencing the external and internal circumstances of training personnel for the domestic sewing industry, ensuring the integrity of future specialists' training in accordance with the demands of the industry labor market; the most significant organizational-pedagogical conditions for organizing training under SPP conditions were revealed (development of professional and educational standards, updating the content of vocational education according to market needs; internships for masters of industrial training and teachers of specialized subjects in production; organization of the educational process based on a combination of theoretical and professional components; involving production representatives – customers of working personnel in the educational process; forming a positive motivation for mastering modern production technologies among education seekers).","PeriodicalId":503735,"journal":{"name":"Professional Pedagogics","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139285618","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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