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The article analyzes the activities of governmental and non-governmental institutions aimed at orginizing teacher development in the system of postgraduate education in Poland. The author pays attention to the most prominent governmental institutions involved in advanced teacher training, namely, the Center for Education Development and the National Center for Supporting Vocational and Continuing Education in Warsaw, the Polonia Teachers’ Center in Lublin, which is part of the Centre for Polish Education Development Abroad. The activities of governmental institutions for teacher training in Poland operate at such three levels as central, regional and local. These institutions realize the main goal that is mainly related to teaching staff in the system of teacher development in accordance with the priorities in the country’s education policy. The funding allocated for the activities of central institutions for teacher development is provided under the budget of the Ministry of Education. Non-govermental centers for advanced teacher training are established by natural or legal entities. There are more than 370 institutions of this kind in Poland. In addition, teachers can participate in various training courses offered through the EU projects and funded by the European Social Fund. Based on Polish experience, it was proved that the European vision of education and new quality criteria motivate the teacher to develop both national and pan-European identity in their students.
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The article deals with the trends in the development of professional-pedagogical competency of university teachers in the Higher Education Area of the EU. It is emphasized that the creation of a global international educational environment requires a holistic technological strategy, whose primary tasks include analyzing the international educational space, standardizing technologies for professional development. The article also clarifies the concept of professional competency based on the analysis of international documents and activities of international organizations (The International Board of Standards for Training, Performance and Instruction; Die Internationale Gesselschaft fur Ingenieur Pedagogik; Standards and Guidelines for Quality Assurance in the European Higher Education Area, etc.). Specific attention is paid to the theoretical analysis of trends in the development of professional-pedagogical competency of university teachers in the context of the Polish experience. Various approaches of Polish scholars, practitioners and university teachers to defining the nature and content of competencies and competences are described (K. Denek, P. Kwolik, E. Wilczkowski, et al.). It is found that the study of teachers’ professional competency is an important scientific issue. In Poland, there is still no single approach to understanding the competences, whose formation and development are necessary for developing professional-pedagogical competency in university teachers in the context of higher education reforms (J. Bugaj, A. Kotusiewicz, R. KwaTnica, N. Kwiatkowska, A. Sajdak et al.). It is determined that the professional development of university teachers in the Republic of Poland, aimed at improving their professional-pedagogical competency, involves a system of professional retraining and advanced training, which are implemented under the conditions of both relevant educational institutions (universities) and directly in the field. It is concluded that the process of developing professional-pedagogical competency in Poland is considered as a complex multidimensional phenomenon, which ensures the continuing personal and professional growth and is an important component of the system of continuing education.
This article deals with the study of current status and prospects for development of nursing professions in Germany. It outlines the classification of “Healthcare Professions” and “Healthcare and Nursing Professions”, which are also identified with “Nursing Professions”. Besides, such concepts as “nursing”, “qualification level 2”, “qualification level 3”, “job vacancy duration” have been defined here. It describes more detailed the second and third qualification levels of nursing professions according to the German Classification of Occupations of 2010. In addition, the article highlights the problem of shortage of nursing personnel in Germany at the level of skilled workers and specialists. Within this paper, the authors analyze the actual data on the shortage of German nursing personnel in healthcare and nursing and geriatric nursing at the level of skilled workers and specialists. Special attention in the paper is paid to the fact that Germany as a member of International Council of Nurses and World Health Organisation, takes part in a worldwide care campaign “Nursing Now”, that was launched on 27 February 2018. It is designed for three years and aims to achieve many goals by the end of 2020: strengthen the role and potential of the nursing professions, thereby improving the health of the world’s population. Much attention in the article is paid to the description of the new German Nursing Professions Act of 17 July 2017 that will enter into force on 1 January 2020. That is why rather perspective is further studies on the peculiarities of professional training of German nursing personnel before and after 1 January 2020.
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development of physical-education institutions in Europe: A short introduction. The International Journal of the History of Sport , 32 (6), 737–739.
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medical and pharmacy students. Medical Education, 30 (2), 129–133.
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Research relevance is determined by the need to enhance teacher education, consolidate teachers’ further professional and personal development, increase the prestige of the teaching profession. The article focuses on enhancing professional training of teachers in the European countries under the conditions of lifelong learning. Based on the study and analysis of reseaches by Ukrainian and foreign scholars and some statistical information, the peculiarities of teaching and teacher training have been justified. Mentoring has been described as a way of transferring experience, knowledge, abilities and skills from one age group to another, or from one person to another. It has been found that mentoring aims to provide support and promote self-realization in professional activity. Lifelong learning has been defined as a programme for thinking and activity development. The statistical data on the needs of teacher development and thematic demand and supply in lifelong learning have been analyzed. It has been emphasized that modern trends in the development of lifelong learning for teachers in the EU countries include consolidation and rationalization of organizational structures with the purpose of developing the national systems of postgraduate teacher education based on scientific principles of organization and management theory, as well as orientation towards reaching the balance between the interests of all participants, partners, central authorities of education management, regional and local education authorities, school administration, teachers; stimulating innovative activities of teachers, etc. It has been concluded that taking into account European experience in organizing lifelong learning for teachers will allow Ukraine to enhance professional training of teachers, professionalization in self-education, their reflexive practice of searching for effective ways to integrate the latest technologies into the education process.