INCREASING OF THE STUDY PROCESS ORGANIZATION EFFICIENCY IN MILITARIZED EDUCATIONAL INSTITUTION

The correct organization of the study process serves as a basis for the development of theoretical knowledge and practical skills in students. The present paper explores the specificity of the study process organization in the militarized educational institution with hierarchy, discipline and one way communication. Therefore, the study process and pedagogical work is diverted into a second place, thereby reducing their effectiveness. The aim of the research is to perform a study of the professional training system of border guards to detect the factors that influence the training system and to determine the possibilities to improve and increase the organization and efficiency of the study process in the State Border Guard College. In order to explore the possibilities to increase the organization and efficiency of the study process, questionnaires for the teachers were created and factors that influence the professional training system of border guards were detected. The author brought forward the conclusion that increasing the organization and efficiency of the study process in militarized educational institution is not possible without correct and planned organization of the study process, giving priority to the study process, reducing the involvement of the students in internal service duties, and applying "subject-subject" communication in the implementation of professional and general education courses.

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Methodological foundations of legal education reform in Ukraine: Scientific paradigm and modern context

Journal of the National Academy of Legal Sciences of Ukraine ◽

10.37635/jnalsu.28(2).2021.114-122 ◽

2021 ◽

Vol 28 (2) ◽

pp. 114-122

Author(s):

Oleksii O. Kot ◽

Nadiia V. Milovska ◽

Leonid V. Yefimenko

Keyword(s):

Education Reform ◽

Professional Training ◽

Legal Education ◽

Legal Regulation ◽

Training System ◽

The State ◽

Educational Process ◽

Practical Training ◽

Practical Skills ◽

Foreign Experience

The study investigates the current state and defines the methodological foundations for improving the practical training of lawyers in the context of reforming legal education by establishing the features of legal regulation of legal education and its role in the state system, identifying the main problems of modern legal education, as well as analysing foreign experience in practical training of specialists in the field of law. The study uses general scientific and special legal methods of scientific cognition, including comparative legal, philosophical and functional methods, dialectical and formal legal methods of cognition, method of analysis and synthesis. The paper established that the professional training of future specialists in the field of law is currently described by a disparity between the theoretical knowledge and practical skills of law graduates, which complicates their adaptation to practical work. The authors of this study proved that the reform of the legal training system through increasing its practical orientation, determining the state needs of legal personnel of various educational levels, internationalisation of higher education, introduction of new specialisations in accordance with the needs of various spheres of legal practice, should become the basis for the development of legal education in Ukraine. Attention was focused on the need to optimise the system of training legal personnel mainly through the introduction of new teaching methods, the approval of new educational standards, considering the corresponding progressive foreign experience in this field, provided that the accumulated experience, traditions, and principles of Ukrainian higher legal education are preserved, thereby ensuring the development of future specialists with stable practical skills of law enforcement activities. It was found that in the context of the reform of legal education, it is important to establish such requirements for the educational process that would ensure that students master not only a minimum amount of knowledge, but also practical skills because practical training of students is a mandatory component of the educational and professional programme for obtaining an educational degree. In particular, it is necessary to reorient the content and orientation of educational works of applicants for legal education, which should be focused not only on repeating or reproducing theoretical material, but also on solving specially developed practical situations. The issue of increasing the duration of internships and effective cooperation between educational institutions and employers is also important. Improving the effectiveness of training specialists in the field of law through a proportional ratio of theoretical and practical content of the educational process in legal specialities is aimed at modernising the higher legal education model in Ukraine

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Assessment of Medical Laboratory Undergraduates Training in Different School Year Systems

Laboratory Medicine ◽

10.1093/labmed/lmaa033 ◽

2020 ◽

Vol 52 (1) ◽

pp. 93-101

Author(s):

Yajun Lu ◽

Qianfeng Xia ◽

Jun Yang

Keyword(s):

General Education ◽

Test Scores ◽

Hospital Setting ◽

Medical Laboratory ◽

Practical Skills ◽

Undergraduate Program ◽

School Year ◽

Training Plan ◽

General Education Courses ◽

Education Courses

Abstract Objective To assess the effect of the change from the 5-year system of coursework to a 4-year system on the achievements of medical laboratory undergraduates. Methods We analyzed and then compared the topics of training and the test scores among all subject individuals in the 5-year vs the 4-year undergraduate program. Results Five-year-program undergraduates and 4-year-program undergraduates were required to complete 50 courses. The average weekly education time in the 4-year program (27.05 lesson-hours/week) was greater than that in the 5-year program (22.99 lesson-hours/week). The proportion of clinical practice in the hospital setting in the 4-year program (26.8%) was higher than that in the 5-year program (24.5%). The average, excellent, and good scores among 4-year-program undergraduates in general education courses, professional basic courses, professional courses, all courses, and common courses were lower than those scores among the 5-year-program undergraduates. Conclusions The 5-year undergraduate program should be adapted to help boost the achievements and practical skills among its students, in helping them adapt quickly to the new, 4-year training plan (which presented a serious challenge in our cohort).

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