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Open access

Inna Romaniuk

Abstract

The article analyzes the process of training social educators how to organize cultural and leisure activities. It was specified that analysis and thorough study of British experience was a fundamental source required to define relevant strategies and areas to solve the problem of training social educators to organize cultural and leisure activities. The article reveals the peculiarities of social educators’ scientific training, examines the ways of supporting and developing these specialists in the UK and Ukraine. It was noted that conceptual foundations of these specialists’ training to organize cultural and leisure activities should be justified taking into account the following components: the level of their spiritual development, life experience, active social and cultural activities, continuing education, the principles of comparative pedagogy, etc. It was concluded that professional training of social educators in foreign experience was similar in the fact that complex functions of recreational, leisure, cultural potential were realized only by specialists who obtained university education and also received additional knowledge in the field of social work, social pedagogy and other related disciplines. It was specified that the complexity of training social educators in British experience consists in the fact that these specialists should have the knowledge of various issues: from the principles of social and cultural state policy, general organization of social security system, specificity of cultural and leisure infrastructure functioning, demographic peculiarities to relevant methods of working with different gropus of population. It was clarified that prospects for further research should be aimed at analyzing educational scientific and methodological recommendations of international experience in training social educators.

Open access

Bogdan Kolomiiets

Abstract

This article presents the results of scientific-pedagogical research, which consisting in identifying of roots of independent study development in the USA in from the early 1900s to the moment of its extensive implementation in academic programs in the 1950s. The author began to investigate the independent study with aid of heuristic approach which allowed making a comprehensive analysis of the American experience in the field of self-learning systems of education. This allowed the author to come to the conclusion of the origination of the independent study in the USA. It is confirmed by scientific works published by Princeton University professor aimed to solve the issue of the ill-determination of the term ‘independent study’ which was falsely related to such terms as ‘project work’, ’self-learning’, ’self-education’ etc. We have distinguished the most appropriate definition for ‘independent study’ and distinguished its peculiarities distinct from other terms. One of the key tasks of our research was to explore the ways of implementation of independent study in the educational process of higher educational establishments and we have found the most fitting cases of its introduction which ranged from personal mentor work of the professors to help self-directed and self-motivated students to obtain skills and abilities to work independently over the material send by Universities teaching stuff by mail with feed-back to the broadcasting of the educational material of certain modules using radio stations which were in University disposal. The features of these techniques we observe nowadays in the use of the PCs in educational purposes for instance in the distance study implanted in academic plans of certain Universities in Ukraine. Our research is appointed to facilitate independent study introduction in Ukrainian educational system through investigation of its origination and development.

Open access

Liudmyla Yakovyshena

Abstract

The article deals with international experience in medical professional education and analyzes the modern trends in professional training of junior medical officers, specificity of their professional training in 1 and 2 accreditation levels institutions of higher medical education in the context of the European integration process. Subject Benchmark Statements of Ukrainian higher education were defined as a list of requirements for knowledge, abilities and skills in solving professional tasks. It is emphasized that targeted development of professional competecy is viewed as the most important practical objective of an educational institutions. It is specified that professional training of future nurses in Ukrainian medical colleges is characterized by certain advantages and disadvantages. Ukrainian and international experience in medical education was comparatively analyzed. The American, Canadian and European systems of professional training for medical specialists were considered. It is found that American colleges provide comprehensive and multilevel training for nursers. It is highlighted that integrated three-hour classes are the leading form of the education process organization in Canada. It combines theoretical and practical training. Considerable attention was paid to determining the current trends in the organization and functioning of nurse education in Europe, the USA and Canada. Based on the analysis of professional training junior medical officers in some European countries, the USA and Canada, it is concluded that it is esseintial to take into account positive aspects of European, American and Canadian experience in nure education while planning reforms in Ukraine.

Open access

Olena Moshenets

Abstract

The article deals with professional training of international communication specialists in Coventry University. It is found that professional training of specialists in information communication in Coventry University takes into consideration today’s challenges imposed by globalization, internationalization and integration processes and is characterized by flexibility, transparency of learning goals, clear learning outcomes and orientation towards practical application of the acquired knowledge, abilities and skills. It is specified that the scope of academic modules allows future specialists to understand the need to grasp the essence of communication, digital communication, reflexive communication, communication history, ethical communication, strategic communication, peace journalism, etc. It is clarified that they are trained to deal with communication in critical situations and come up with most relevant solutions. Based on the accumulated data, the following steps are suggested to enhance the quality of professional training for specialists in international communication in Ukraine: to reconsider the scope of expertise in international communication and take into account the most important aspects of the field to adjust them locally, regionally and nationally, so that future Ukrainian specialists in international communication can participate in the debates on topical issues in the international arena; to update the content of professional training in international communication so that it can correspond to global and European challenges of integration, globalization and internationalizations processes; to establish partnership relations between Ukrainian and European higher education institutions so that Ukranian students can develop their learner autonomy and academic mobility; to equip classrooms with advanced technologies contributing to developing practical skills of international communication specialists; to involve future specialists in international communication in the organization of conferences, evens and seminars related to the field of expertise.

Open access

Makhira Malysheva

Abstract

The article analyzes the organization of practical training for hospitality specialists in vocational schools in Turkey and presents the specificity of collaboration between vocational education institutions and tourism enterprises, which are based on the principles of responsibility, expediency of using available resources at the appropriate level, support of youth and society, expanding of opportunities for education, etc. It also outlines the main objectives of collaboration between vocational education institutions and tourism enterprises, which are aimed at integrating theory and practice, adjusting learning to real-life conditions, developing professional skills, expedient using opportunities and resources of industrial sectors, etc. In addition, it proves that vocational education and institutions and tourism enterprises have certain common and distinct views on the goals of industrial training for pupils. Based on the analysis of researches by Turkish scholars, the model of practical training for hospitality specialists in Turkey is characterized. The key problems in the organization of practical training for students at enterprises are specified. They include some differences between graduates’ expectations of career in tourism and real working conditions at tourism enterprises; lack of theoretical and practical knowledge required for effective professional performance; trainees’ dissatisfaction with inflexible working hours; discrepancy between types of activity and a chosen specialization; violations of social rights to meals and accommodation, etc. Some relevant recommendations for improving practical training of future hospitality specialists in Turkey and Ukraine are outlined.

Open access

Dmytro Bidyuk

Abstract

The article deals with the analysis of professional training of choreography students in European universities. It is indicated that choreography education is a certain system of dancing training, which cultivates students’ artistic, physical and technical skills necessary for the dancing profession, as well as develops their special knowledge. It is found that an indispensable component of learning is character and national dance. It is specified that the prospects of using foreign experience to modernize choreography education include different levels, namely the European level (an intensification of cooperation with international educational organizations, promotion of intercultural education and international relations through participation in cultural exchange programmes and international dance competitions and festivals), the national level (elaboration of appropriate legal and regulatory acts, design of national cultural and educational programmes for developing choreographic culture, introduction of new models of choreography training (theater dance, choreotherapy, modern dance), formulation of modern requirements for future specialists, allocation of budget on choreography development), the institutional level (administrative support of international scientific projects, introduction of appropriate strategies for developing choreographic industry, introduction of new courses, modernization of existing training programmes, introduction of innovative choreographic training programmes, creation of special programmes for students with special educational needs, Europeasation of lecture content, introduction of innovative elective modules at departments of choreography, organization of international workshops).

Open access

Ilona Isaieva

Abstract

The article is devoted to the analysis of the peculiarities of organizing and conducting trainings in the system of professional training of personnel of the Federal Police of Germany (BPOL). The main focus is on the organization of training on the use of weapons, coercive means, situational training. It has been found out that during the exercises of firing proficiency not only the skills of marksmanship are worked out, but also various complex situational trainings are carried out, which reflect the situations of daily activities of the police and require them to take appropriate action (the correct contention resolution in terms of tactics of action and the lawfulness and decision making on the use or non-use of weapons). As a result of the use of general scientific methods for the analysis, synthesis and generalization of information of directive / documents, orders, scientific and didactic sources as well as studying and generalizing the pedagogical experience of organizing trainings for BPOL personnel, it was found that in the development of situational trainings and training on the use of weapons, coercive means and own security, the trainers of BPOL were guided by both traditional “linear” and “nonlinear” pedagogical principles for organization of training exercises. On the basis of the generalization of the research results, it has been established that the situations that are developed for such trainings are constantly updated and correspond to the realities of time. At the heart of all scenarios, there are nine standard police cases: police communication, personal identification, detention, search of persons, transportation of detainees, vehicle control, first medical aid, collection of materials for identification and its entry into the database, search of premises and belongings. While assessing the actions of a policeman in solving a situation, the trainers take into account: communication skills (both with the partner and with the “opponent”), tactics of action, compliance with the requirements of self-defence, the correct use of coercive means, the lawfulness of all measures taken, the provision of first medical care, achievement of a goal (solution of a situation).

Open access

Olha Nahorna

Abstract

Among different methods which evaluate students’ performance and learning results at Master programmes in International Arbitration / Alternative Dispute Resolution is an open book exam. It helps check student’s knowledge as well as application of cognitive / intellectual / thinking skills and practical / professional / subject skills. Here examinees are allowed to use educational materials during the exam but they succeed only in case of thorough preparation of both a teacher and students, namely: adaptation of students to an open book exam format; development of necessary guidelines; determination of the targets which should be achieved; establishment of objective marking criteria; tailoring principles for reference materials selection; application of effective data retrieval methods and so on. A teacher must be ready to combat some potential problems which can arise while organizing an open-book exam: complete reliance on the prepared materials; poor time management of students; unfair competition (falsification of the material); corruption; cheating. In spite of some disadvantages, there is a list of an open exam advantages, prerogatively, stimulation of student intellectual vigour and application of theory into practice. An open book exam places the focus on higher abilities such as analysis, synthesis, compilation, interpretation, etc., making a student think deeply and creatively. The most important condition for successful open book exam is to outline the materials permitted for utilization in the classroom and insure their availability to the students, guaranteeing equality to every participant. It is proved that there is an urgent necessity to apply an open book exam as an assessment method at Master degree programmes in International Arbitration and Alternative Dispute Resolution.

Open access

Vasyl Ovcharuk

Abstract

The article deals with theoretical and historical analysis of Ukrainian and foreign scholars’ views on such concepts as “health”, “health preservation” and “health preserving competency”. It is specified that the problem of health is considered by medical specialists, philosophers, sociologists, psychologists, teachers and, thus, is covered in many sociological, philosophical, educational, sociological and medical studies. It is found that this problem became particularly topical in the second half of the 20th century. Based on the analysis of educational researches and practical experience of scholars from many countries, it is clarified that there is a growing interest in the issues related to health and health preservation. The requirements for fostering and strengthening health have significantly increased, too. However, there is no clear definition of this concept. This is caused, first of all, by lack of generally accepted understanding of health preservation. Secondly, theoretical and pedagogical principles and methodological and technological aspects of health preservation are insufficiently developed. Thirdly, there are no scientific and practical recommendations and methods of fostering health preservation. The meaning of this concept has gradually changed, since at different times, in different cultures, the definition of health and its derivatives differ substantially. Nowadays, life and health are defined as the highest human values. They indicate civilization, which characterizes a general level of socioeconomic development of society and serves as the main criterion of expediency and efficiency of all, without exception, fields of state policy. It is concluded that health preserving space, as a field of activity, is a specially organized system aimed at achieving the goal of professional activity through ensuring preservation and restoration of its participants’ health.