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Forming Professional Competency of Education Managers in Central European Countries

Abstract

The article deals with the problem of forming education managers’ professional competency in the context of European integration educational processes. The peculiarities of education managers’ competences as well as directions of their professional training in motivational, cognitive and metacognitive spheres have been theoretically justified. The performed analysis of curricula in higher education institutions of Central European countries has proved their use of the complex approach to forming professional competences of education managers. The author has revealed the peculiarities of education managers’ professional training while mastering accredited specialized courses in School Management in the Centre for Lifelong Education at Faculty of Education at Palacký University in Olomouc, the Czech Republic; a Bachelor’s degree in Education Specialization (School Management) at Charles University in Prague, the Czech Republic; in the context of the project launched by the European Social Fund (EFS) called “The Development of Education Managers’ Competences in Schools and Educational Institutions in the Hradec Králové Region – the Model of Professional Education”, the Czech Republic. It has been concluded that higher education institutions of Central European countries focus on the development of pedagogical and managerial competencies. It has been highlighted that the complication of training content and the modernization of disciplines will allow to form thinking and actions of education managers as comprehensively educated specialists able to successfully deal with professional tasks using their educational and intellectual potential.

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Vocational Training: Research And Realities
Profesinis Rengimas: Tyrimai Ir Realijos
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Analysis of the investments intervention effect from operational programmes upon the R&D infrastructure of the Czech public universities

Odkazy [1] Ex-post evaluace programového období 2007–2013 v oblasti výzkumu a vývoje. Evaluation Advisory Central Europe pro Ministerstvo pro místní rozvoj, 2018. http://www.dotaceeu.cz/getmedia/44ed40a7-7c55-4232-8025-5aeccb3f1dc1/Ex-post_VaV_FINAL_181002.pdf.aspx?ext=.pdf [2] EUA Public Funding Observatory, Country Sheets, 2018. https://eua.eu/downloads/publications/eua%20public%20funding%20observatory%202018%20-%20country%20sheets.pdf [3] DotaceEU.cz. Zastřešující portál Evropských strukturálních a investičních fondů v ČR. Evropské fondy v

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in ERGO
Governmental and Non-Governmental Forms of Teacher Development Organization in Poland

Abstract

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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Development of Adult Education in Europe and in the Context of Knowles′ Study

References 1. Bruner, J. S. (1966). Towards a theory of instruction. Cambridge, Mass.: Harvard University Press. 2. Havighurst, R. (1970). Developmental tasks and education. New York: D. McKay Co. 3. Houle, C. O. (1973). The external degree. San Francisco: Jossey-Bass. 4. EUR-Lex. (2011). Communication from the Commission to the European Parliament. Retrieved from http://eurlex.europa.eu/legalcontent/EN/ALL/?uri=CELEX:52008DC0425. 5. European Commission. (2012). Education and

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Lifelong Learning in Enhancing Professional Teacher Training in the European Countries

REFERENCES 1. Alleman, E., Cochran, J., Doverspike, J., & Newman, I. (1984). Enriching mentoring relationships. The Personnel and Guidance Journal , 62 (6), 329–332. 2. Commission of the European Comunities. (2000). A Memorandum on Lifelong Learning . Retrieved from http://arhiv.acs.si/dokumenti/Memorandum_on_Lifelong_Learning.pdf . 3. Darling-Hammond, L. (2010). Recruiting and retaining teachers: turning around the race to the bottom in high-need schools. Journal of Curriculum and Instruction , 4 (1), 16–32. 4. Evropská komise

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Professional Training of Foreign Languages Teachers in Austria

тенденції розвитку» [e-journal “Education Science: History, Practice, Development Tendencies], Випуск №1. Retrieved: January 16, 2014, from: http:/intellect-invest.org.ua/rus/pedagog_editions_e-magazine_pedagogical_science_authors_kogut_nm/ (in Ukrainian). 3. Maрхева, О. (2012). Стандартизація професійної підготовки вчителів іноземної мови в країнах Європи [Standardization of Professional Training of Teachers of Foreign Language in the Countries of Europe]. In: Педагогіка вищої та середньої школи [Pedagogics of Higher and Secondary School], Випуск №35, с

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Pedagogical Analysis of Higher Educational Standard of Bachelor’s Professional Education with Specialization in Taxes and Taxation at the Universities of Russian Federation

References 1. Ескиндаров, М. (2008). Преподаватель - основная фигура в реализации инновационной системы в Финансовой академии при Правительстве Российской Федерации [Lecturer as a central figure in realizing innovative educational system in the Financial academy under the Government of the Russian Federation], Москва (in Russian). 2. Садовничий, В. (2009) Университеты на пути к новому качеству образования: доклад на совещании Президиума РАН 18 июня 2008 г. [Universities on their way to the better quality of education: report

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