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Current Status and Prospects for the Quality Assurance in Border Guards Training: European Experience

References 1. Balendr, A. (2018). Information and communication technologies in foreign languages training of the border guards in the European Union Countries. Information Technologies and Learning Tools, 67 (5), 56-71. 2. Bidiuk, N., Ikonnikova, M., & Komochkova, O. (2018). Overview of professional education of linguistics students at universities of Great Britain. Advanced Education, 9, 5-10. 3. Bloshchynskyi, I. (2017). Enhancement of cadets’ practical training at the National Academy of the State Border

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Polish Experience of Foreign Language Teachers’ Training

REFERENCES 1. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. (2001). Cambridge, MA: Cambridge University Press. 2. Jakowicka, M. (2008). Nauczyciel w ksztal ceniu I doskonaleniu w kontekscie reformy edukacji. Warszawa: Eurydice. 3. Kelly, M., Grenfell, M., Gallagher-Brett, A., Jones, D., Richard, L., & Hilmarsson-Dunn, A. (2002). The training of teachers of a foreign language: developments in Europe. A Report to the European Commission Directorate General for Education and Culture . Retrieved from

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Developing Professional Pedagogical Competency of Lecturers in the Leading EU Countries

polityky. Kyiv: K.I.S. 6. Buitink, J. (1992). Research on teacher thinking and implications for teacher training. European Journal of Teacher Education, 16 (3), 195-203. 7. Eurydice. (2002). Key competencies: a developing concept in general compulsory education. Retrieved from http://biblioteka-krk.ibe.edu.pl/opac_css/doc_num.php?explnum_id=503. 8. Harhai, V. B. (2004). Povyshenye kvalyfykatsyy uchytelei na Zapade: refleksyvnaia model obuchenyia. Pedahohyka, 2, 72-79. 9. Hladush, V. A. (2012). Osoblyvosti

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Vocational Training of Future Agricultural Specialists: European Experience

agriculture . Retrieved from http://centridiricerca.unicatt.it/cranec-crn0504.pdf . 7. Moore, A. (2004). The good teacher: dominant discourses in teaching and teacher education . London; New York: RoutledgeFalmer. 8. MTA. (2011). Continued vocational training for agricultural workers in the European Union. A substitute for inadequate initial training, an opportunity to develop skills and the need to promote worker mobility. Report from the second seminar organized by Geopa-Copa-Copa on the implementation of the European Agreement of 5 December 2002 on

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Guidelines for Professional Training of Junior Medical Staff in the Context of European Experience

REFERENCES 1. European Union of Medical Specialists. (2013). European Standards in Medical Training . Retrieved 8.10.2016 from : https://www.uems.eu/areas-of-expertise/postgraduate-training/european-standards-in-medical-training . 2. General Medical Council. (1993). Tomorrow’s Doctors: Recommendations on Undergraduate Medical Education. Retrieved 9.10.2016 from : http://www.gmc-uk.org/10a_annex_a.pdf_25398162.pdf . 3. World Federation for Medical Education. (1988). The Edinburgh Declaration . Retrieved 9.10.2016 from : http

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Modern Approaches to Training Competitive Locksmiths-Electricians in the EU Countries

; New York, NY; Delhi: Anthem Press. 4. European Commission. (2010). Communication from the Commission. Europe 2020. A strategy for smart, sustainable and inclusive growth. Retrieved from http://ec.europa.eu/eu2020/pdf/COMPLET%20EN%20BARROSO%20%20%20007%20-%20Europe%202020%20-%20EN%20version.pdf. 5. European Commission. (2017). Vocational education and training (VET). Retrieved from http://ec.europa.eu/education/policy/vocational-policy_en. 6. European Union. (2017). European centre for the development of vocational

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European Experience in Teacher Education and Pedagogical Mastery Development

References 1. ETUCE. (1994). Teacher Education in Europe. Retrieved 4.08 2014 from : http://see-educoop.net/portal/id_misc.htm. 2. Miller, S., Taylor, Ph. (1993). The Teacher Education Curricula in the Member States of the European Community. ATEE Cahiers. 3. Musset, P. (2010). Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OESD Countries and a Literature Review on Potential Effects. Retrieved 4.08.2014 from : http://dx.doi.org/10,1787/5kmbphh7s47h

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Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience

References 1. Southern Association of Colleges and School 1886 Southern Lane. (1992). Policies and Standards of the Commission on Occupational Education Institutions. Georgia : Decatur, 353 p. 2. World Skills Europe. (2008). EuroSkills 2008. Retrieved 24.11.2015 from : <http://www.euroskills.org/activities/past-euroskills-events/euroskills-2008>. and the biennial World Skills Competitions 3. World Skills. (2005). WorldSkills Helsinki 2005. Retrieved 24.11.2015 from : <https

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Forming Students’ Professional Legal Competency in the Context of European Universities’ Experience

References 1. Bachelorstudies.com. (2016). Professional Bachelor of Social Work, Social Worker, Utena University of Applied Sciences. Retrieved 12.11.2016 from : http://www.bachelorstudies.com/Professional-Bachelor-of-Social-Work-Social-Worker/Lithuania/Utena-University-Of-Applied-Sciences/. 2. Masterstudies.com. (2016). European Master in Social Work with Families and Children. Retrieved 12.11.2016 from : http://www.masterstudies.com/European-Master-in-Social-Work-with-Families-and-Children/Norway/UIS/. 3

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Forming of Students’ Professional Legal Competency: Foreign Experience

Abstract

The article deals with analysis of future social workers’ training in the context of forming students’ professional legal competency in higher education institutions of European Union (EU), the USA and Ukraine. Based on the study of scientific and reference sources the peculiarities of the educational process in the most popular higher education institutions, particularly, in EU, offering Bachelor’s and Master’s degrees in Social Work have been defined: in France there is no distinct differentiation between social workers and social pedagogues; these professions successfully combine functions of education and assistance; future social workers are trained in centers and universities that follow instructions of French National Academy for Youth Protection and Juvenile Justice; at German universities social work curricula are based on threefold study load of future specialists: world societies and social development, social problems and human rights violation, international rights in social work; are interdisciplinary and can be realized in cooperation with other European universities; at British universities teachers have great practical experience in social work; student body is cosmopolitan, i.e. a mixture of mature and young students from different ethnic groups and nationalities; curricula also provide for a large volume of practical learning in working conditions corresponding to national requirements; in Spain future specialists are trained for three appropriate segments of labour market, namely, law, social work expert and Master in Social Work (such specializations as social mediation, leisure time activities, professional adaptation).

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