scholarly journals Adult Learning Development in Poland in the 20th Century

2017 ◽  
Vol 7 (4) ◽  
pp. 76-81
Author(s):  
Anna Boiarska-Khomenko
Keyword(s):  
Adult Learning ◽  
Learning System ◽  
Educational Institutions ◽  
Practical Implementation ◽  
Historical Period ◽  
Normative Documents ◽  
Wide Range ◽  
Learning Development ◽  
Learning Institutions ◽  
Goals And Objectives

Abstract The article presents a retrospective analysis of adult learning development in Poland in the 20th century. Based on the study and analysis of historical and pedagogical literature, normative documents of the official bodies of Polish government, the periodical press of the 20th century, several stages of adult learning development, in the particular historical period, have been determined: 1905–1913 years were defined by the legalization of educational institutions for adults, the search for new forms and methods of education, the involvement of a wide range of people; 1914–1945 was the stage of world wars that had led to the destruction of the adult learning system, which led to the decline of educational institutions; 1950–1960 years were characterized by the restoration of adult learning institutions, the adaptation to the new political system, a new approach to formulating the goals and objectives of adult learning; in the 70s and 80s of the 20th century, there was the cardinal rethinking of the goals and objectives of adult learning, educational institutions practiced new forms and methods of teaching, the idea of lifelong education was widespread in the society; the period of the end of the 20th century had initiated the integration of adult learning in Poland into the Common Educational Space, which contributed to the intensification of the theoretical substantiation and practical implementation of the international concepts of adult learning. Among the criteria for determining the stages, there were socio-political, socio-economic, organizational and pedagogical factors that led to the change of subjects, goals, objectives, content, principles, forms, methods of organizing adult learning in Poland in the 20th century. The historical and pedagogical features of each stage are shown, the influence of historical events on the formation and development of adult education in Poland is taken into account and analyzed. In accordance with each stage, the leading forms and methods of adult learning are have been determined. The peculiarities of the activity of adult learning institutions at all stages have been demonstrated. The disadvantages of the adult learning system, as well as the difficulties of its development, have been identified.

scholarly journals ACTIVITIES OF MUSIC EDUCATION CENTERS IN SLOBOZHANSHCHYNA IN THE CONTEXT OF CULTURAL AND EDUCATIONAL DEVELOPMENT OF THE REGION (the second half of the 19th – early 20th century)

2021 ◽  
Vol 22 (22) ◽  
pp. 54-71
Author(s):  
Mykola Danyliuk ◽  
Yana Danyliuk
Keyword(s):  
Music Education ◽  
Research Methods ◽  
Educational Development ◽  
Practical Experience ◽  
Educational Institutions ◽  
Practical Implementation ◽  
Education Development ◽  
Scientific Publications ◽  
Music School ◽  
Normative Documents

The article highlights the problem of the formation of music education in Slobozhanshchyna in the second half of the 19th – early 20th centuries in the context of studying the general trends of cultural and educational development of the region. Based on the analysis of the results of previous studies, it has been proved that the development of music education in Ukraine in the second half of the 19th – early 20th centuries has been revealed in scientific publications. At the same time, it has been established that the problem of highlighting the main milestones and ways of institutionalization of music education in Slobozhanshchyna (Sloboda region) through the creation of special educational institutions of vocational music, as well as substantiation of opportunities to use cultural and educational experience at the turn of the century and raising children in the modern education system, requires further research and practical implementation. The aim of the article is to reveal the experience of formation and development of the system of music education in Slobozhanshchyna in the second half of the 19th – early 20th centuries in terms of analyzing the activities of music education centers and identifying ways of its modern use. The authors have used a set of research methods: system-structural and historical-genetic methods to assess the cultural situation in the region; general research methods to organize and generalize theoretical views of historical facts, clarify the problem in the dynamics, substantiate the main historical milestones; study of historical literature, archival, statistical, normative documents in order to generalize the practical experience of music education in educational institutions of the region. It has been found that the identity of cultural traditions of ethnic groups of Slobozhanshchyna has determined the specifics of the development of music education in the region, revealed the features of cultural and musical life in the region, the spread of private music education, public associations and creative associations (Kharkiv Society of Choral Singers, Music and Charity Kharkiv Music Group, Church Singing Society), the development of music education, which proved to be an important basis for the development and institutionalization of music education. The activity of music classes, evening classes at music classes, Sunday courses, the work of which was aimed at training church choir singers and music teachers, created under the auspices of public societies, is essential for the institutionalization of music education in Slobozhanshchyna. In the context of research of regional problems and difficulties of music education development, in particular concerning primary stage of work of Kharkiv music school in the studied period, the big role of the known music figure, teacher and the inspirer of process of institutionalization of music education in Slobozhanshchyna I. Slatin has been allocated. Based on the analysis of historical and pedagogical literature we have revealed the main milestones in the process of institutionalization of music education, identified a variety of forms of such education in the region (music classes, private music lessons, music lectures, courses for singers, performers and regents); the experience of creation of the first institution of music education in Slobozhanshchyna – music school has been analyzed, its activity has been characterized, the organizational conditions of activity of music school as the most important center of music education of youth in the region have been analyzed.

Revitalisasi Pesantren Sebagai Agen Human Resources Building

KUTTAB ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 76-85
Author(s):  
Suwarno Suwarno
Keyword(s):  
Human Resources ◽  
Learning System ◽  
Educational Institutions ◽  
Public Confidence ◽  
System Management ◽  
High Expectations ◽  
History Of ◽  
Learning Institutions ◽  
Very High

Pesantren (Islamic boarding schools) with their long historical journey have proved themselves not only as learning institutions still surviving to this day, but also as such a symbol of the power of culture and socio-religious diversity. Public confidence and very high expectations in regard with the birth of generations being able to bridge the building of knowledge on one hand and the great noble characters on the other hand, have still been devoted to the religious educational institutions. By photographing the long history of pesantren, their typology of learning and their presence amid competitive educational institutions today, this article tries to offer a concept aimed at revitalizing the pesantren to purposefully respond to the demands and expectations of their stakeholders. Efforts to reform the curriculum, build human resources capacity, and develop the learning system management could be carried out in revitalizing the role of pesantren.

scholarly journals Conditions of blended learning implementation in H. S. Skovoroda Kharkiv National Pedagogical University: experience of Physics and Mathematics Faculty

2021 ◽  
Vol 104 ◽  
pp. 02017
Author(s):  
Nataliia Ponomarova ◽  
Olena Gulich ◽  
Oksana Zhernovnykova ◽  
Nadiia Olefirenko ◽  
Vitalii Masych
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Educational Process ◽  
Educational Institutions ◽  
Practical Implementation ◽  
Teaching Staff ◽  
Starting Point ◽  
And Mathematics ◽  
Learning Development ◽  
University Experience

The entire education system of Ukraine in the realities of the COVID-19 pandemic in 2020 found itself in a situation of the challenge for the immediate implementation of distance learning in educational institutions of all levels. Despite the presence of a relatively large number of scientific studies on the features of distance education, they were not enough for its practical implementation. A blended form of learning requires a combination of asynchronous and synchronous modes of distance learning, finding optimal tools and ways to interact with students, adapting traditional methods of studying disciplines to new conditions, overcoming inequality of participants in the educational process in technical support, mastering digital technologies. Analysis of the experience of the Faculty of Physics and Mathematics at H. S. Skovoroda Kharkiv National Pedagogical University showed that the conditions for the introduction of blended learning in institutions of higher pedagogical education are: advanced training and appropriate retraining of teaching staff; building a model of blended learning as a starting point for distance learning; development of educational and methodical support of educational disciplines taking into account the requirements of blended learning; implementation of all elements of the educational process in blended learning; providing participants of the educational process with organizational, methodological, technical and psychological support.

scholarly journals NEURAL NETWORK FORMATION OF EDUCATIONAL QUALIFICATION CHARACTERISTICS IN THE SYSTEM OF DISTANCE LEARNING MOODLE

1970 ◽  
Vol 14 (6) ◽  
Author(s):  
Olena O. Arsirii ◽  
Olena H. Zhylenko
Keyword(s):  
Neural Network ◽  
Distance Learning ◽  
Network Formation ◽  
Learning System ◽  
Educational Institutions ◽  
Educational Qualification ◽  
The Neural Network ◽  
Distance Learning System ◽  
Wide Range ◽  
And Training

The method for formation of the neural network based on educational qualification characteristics of graduates of educational institutions in distance learning system is offered. Modeling was performed by means of MOODLE, NeuroShell2 and PHP under the Code certification and training of seafarers' for seafarers training center. It is shown that the proposed method can be used for a wide range of educational institutions.

Towards an Adult Learning Architecture of Participation

2014 ◽  
pp. 24-46 ◽  
Author(s):  
Fred Garnett ◽  
Nigel Ecclesfield
Keyword(s):  
Adult Learning ◽  
Further Education ◽  
Educational Institutions ◽  
Development Framework ◽  
Emergent Learning ◽  
Formal And Informal Learning ◽  
Funded Project ◽  
Learning Institutions ◽  
Further Education Colleges ◽  
Ongoing Support

This chapter investigates the question of what needs to be addressed in the major infrastructural, cultural, and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime. It argues that two conceptual models can help address these issues. Firstly, a social media participation model, Aggregate then Curate, was developed on a JISC-funded project, MOSI-ALONG, which was based on an integrated model of formal and informal learning called the Emergent Learning Model. Secondly, a development framework for institutional flexibility called an Organisational Architecture of Participation was developed with UK Further Education colleges to better enable eLearning within educational institutions. Based on reflection on the institutional lessons learnt within MOSI-ALONG and through working with local partners, recommendations are made concerning how to address infrastructural, cultural, and organisational issues to better enable adult eLearning. This includes another, broader, proposal concerning the need for individual adult learning institutions to have ongoing support from hubs if they are to evolve a community-responsive institutional life cycle appropriate for adult learning.

Towards an Adult Learning Architecture of Participation

2014 ◽  
pp. 590-612
Author(s):  
Fred Garnett ◽  
Nigel Ecclesfield
Keyword(s):  
Adult Learning ◽  
Further Education ◽  
Educational Institutions ◽  
Development Framework ◽  
Emergent Learning ◽  
Formal And Informal Learning ◽  
Funded Project ◽  
Learning Institutions ◽  
Further Education Colleges ◽  
Ongoing Support

This chapter investigates the question of what needs to be addressed in the major infrastructural, cultural, and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime. It argues that two conceptual models can help address these issues. Firstly, a social media participation model, Aggregate then Curate, was developed on a JISC-funded project, MOSI-ALONG, which was based on an integrated model of formal and informal learning called the Emergent Learning Model. Secondly, a development framework for institutional flexibility called an Organisational Architecture of Participation was developed with UK Further Education colleges to better enable eLearning within educational institutions. Based on reflection on the institutional lessons learnt within MOSI-ALONG and through working with local partners, recommendations are made concerning how to address infrastructural, cultural, and organisational issues to better enable adult eLearning. This includes another, broader, proposal concerning the need for individual adult learning institutions to have ongoing support from hubs if they are to evolve a community-responsive institutional life cycle appropriate for adult learning.

Measurements method of the audio recordings acoustic quality indicator prepared for registration and processing in the Unified Biometric System

2019 ◽  
pp. 40-46 ◽  
Author(s):  
V.V. Savchenko ◽  
A.V. Savchenko
Keyword(s):  
Quality Control ◽  
Small Sample Size ◽  
Personal Data ◽  
Digital Processing ◽  
Small Sample ◽  
Practical Implementation ◽  
Acoustic Measurements ◽  
Pitch Frequency ◽  
Wide Range ◽  
Automated Quality Control

We consider the task of automated quality control of sound recordings containing voice samples of individuals. It is shown that in this task the most acute is the small sample size. In order to overcome this problem, we propose the novel method of acoustic measurements based on relative stability of the pitch frequency within a voice sample of short duration. An example of its practical implementation using aninter-periodic accumulation of a speech signal is considered. An experimental study with specially developed software provides statistical estimates of the effectiveness of the proposed method in noisy environments. It is shown that this method rejects the audio recording as unsuitable for a voice biometric identification with a probability of 0,95 or more for a signal to noise ratio below 15 dB. The obtained results are intended for use in the development of new and modifying existing systems of collecting and automated quality control of biometric personal data. The article is intended for a wide range of specialists in the field of acoustic measurements and digital processing of speech signals, as well as for practitioners who organize the work of authorized organizations in preparing for registration samples of biometric personal data.

Industrial Labour Force of Russia in 20-30s of XX Century in Russian Historiography

2020 ◽  
pp. 431-449
Author(s):  
Oleg V. Shekatunov ◽  
Konstantin G. Malykhin
Keyword(s):  
Labour Force ◽  
Historical Period ◽  
Russian Industry ◽  
Wide Range ◽  
Scientific Papers ◽  
Potential Formation ◽  
The Moment ◽  
Force Potential ◽  
Modern Russian

The article is devoted to the specifics of studying the industrial labour force of Russia in the 1920s - 1930s in Russian historiography. The various stages of study from the 1920s through the 1930s and up to the last years are concerned. The relevance of the study is due to several factors. These include contradictions in the assessments of Bolshevik modernization of the 1920s and 1930s; projected labour force shortages in modern Russia; as well as the existing labour force shortage in industry at the moment. This determines the relevance of studying the historical period, which was characterized by the most acute personnel problems in the country. The novelty of the study is due to the fact that in modern Russian historiography there is no holistic, integrated view of the problems of the labour force potential formation of Russian industry in the 1920s and 1930s. It is noted that there is no research aimed at analyzing the historiography of these problems. The main stages of the study of industrial labour force are highlighted. The analysis of scientific works correlated with each stage of the study of the topic is performed. The problems and methodology of each stage are considered. A review of a wide range of scientific papers both articles and thesis is presented.

Formation and composition of training flax collection

2020 ◽  
pp. 61-71
Author(s):  
L.M. Kryvosheieva ◽  
V.I. Chuchvaha ◽  
N.M. Kandyba
Keyword(s):  
Plant Breeding ◽  
Gene Pool ◽  
Phenotypic Variability ◽  
Plant Genetic Resources ◽  
Field Measurements ◽  
Educational Process ◽  
Educational Institutions ◽  
Economic Traits ◽  
Wide Range ◽  
History Of

Aim. Based on the results of multi-year research into the flax gene pool, to form a flax training collection to provide breeding scientific organizations and educational institutions with collection samples as well as with information about the bast crop gene pool. Results and Discussion. The studies were conducted in the crop rotation fields for breeding and seed production of the Institute of Bast Crops of the NAAS (Hlukhiv, Sumska Oblast) in 1992-2018. The field measurements and laboratory analyses were carried out in accordance with conventional methods of field and laboratory studies of collection flax samples.The article presents the results on the formation of a training collection of flax at the Institute of Bast Crops of the NAAS, which has 117 accessions (11 botanical species and three varieties) from 22 countries. In addition to species diversity, the collection includes accessions with different levels of expression of valuable economic and biological characteristics. It also includes accessions selected by phenotypic variability of individual characters or their combinations. The multi-year research into the flax collection accessions resulted in identification of sources of highly-expressed valuable economic traits, which are of interest for the plant breeding course. The history of flax breeding in Ukraine is shown, where breeding varieties that are most widespread or were significant breeding achievements in solving certain problems, are presented. The collection can be used as a visual aid for the plant breeding course in educational programs; in addition, it can provide starting material for scientific and educational institutions. The collection is registered with the National Center for Plant Genetic Resources of Ukraine (certificate No. 00273 dated 04/11/2019). Conclusions. The studies of accessions from the national flax collection allowed us to build up a training collection and register it with the NCPGRU. The collection represents a wide range of biological and economic features of the gene pool of this crop. The collection can be used in the educational process of educational agricultural and biological institutions. The multi-year research into the national flax collection resulted in identification of sources of highly-expressed valuable economic traits, which are of interest to the plant breeding course. The history of flax breeding in Ukraine got covered, and breeding varieties that are most widespread or were significant breeding achievements in solving certain problems are presented.

scholarly journals How Do the Timing and Duration of Courses Affect Participation in Adult Learning and Education? A Panel Analysis

2021 ◽  
pp. 074171362110190
Author(s):  
Fabian Rüter ◽  
Andreas Martin
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Fixed Effects ◽  
Research Literature ◽  
Temporal Organization ◽  
Educational Institutions ◽  
Positive Effects ◽  
Matching Process ◽  
Education Participation ◽  
The Impact

Participation in adult learning and education requires the availability of, and accessibility to, learning opportunities provided by educational institutions. One fundamental element is time. Adult learning and education participation can only be realized by successfully matching individual time-availabilities with the temporal organization of provided courses. To address this required matching process, this study contributes to research literature as one of the first studies that investigates the impact of timing and course duration on participation counts (longitudinally). For this, we use organizational data from public adult education centers ( Volkshochschulen—VHS; the main adult education providers in Germany) from 2007 to 2017. Methodologically, random- and fixed-effects models are applied. We find significant positive effects on participation counts between increasing program breadth in terms of temporal formats and increasing average course duration.

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