FORMATION OF COMPETENCY "ENTREPRENEURSHIP AND FINANCIAL LITERACY":MODERN LANDMARKS

2018 ◽  
pp. 36-39
Author(s):  
Iuliia Kuzmenko
Keyword(s):  
Financial Literacy ◽  
Academic Discipline ◽  
Integrated Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Academic Disciplines ◽  
Pedagogical Discourse ◽  
Leading Role ◽  
Key Competencies ◽  
Education Today

he article focuses on the coverage of the current issue of modern pelagic theory and practice - the implementation of a competent approach. The focus of recent educational reforms is to analyze modern legal documents (Law of Ukraine "On Education (2017), "New Ukrainian School, Conceptual Principles of Reforming the Secondary School" (2016), "New Ukrainian School: Fundamentals of the Education Standard" (2016) regarding the use of the competence potential of each educational sector. It was clarified that the experience of the EU countries was based on the Ukrainian approach to reforming educational programs, in particular, the following guidelines were adopted as the main benchmark: "European Parliament and Council of Europenian recommendations for the development of key competences for lifelong learning" (2006), "European Framework entrepreneurial competence" (2016), "Europe 2020" (2010). It is noted that in the last edition of the Law of Ukraine "On Education" there was represented a list of key competencies, one of which is "entrepreneurship and financial literacy". The concept of entrepreneurship in the scientific-pedagogical discourse is clearly presented. The leading role of the teacher in solving problems such an important task as competent growth of the younger generation is emphasized. The study found that modern reforms lead to the exclusion of the academic discipline "Economics" from the curricula from the teaching process at the Ukrainian schools. As a result, all educational subjects should be oriented towards the formation of entrepreneurship and financial literacy, but this is possible only due to the integration of interdisciplinary relations of educational disciplines, an integrated approach to learning, a creative approach to the organization of the educational process by teachers of all, without exception, academic disciplines. Thus, the standard creates a field for creative search for subject teachers in the formation of entrepreneurship and financial literacy in their students' lessons in the student's youth without involving the teacher of the economy. Teachers should also ensure continuity between primary and secondary education. The conclusions noted that the integration of modern educational process acquires the goal of implementing a competence-oriented approach in education. Today, the educational process must be designed in such a way that key competencies come into all educational branches and educational subjects. A modern graduate must have a key set of competencies aimed at enhancing the human capital, competitiveness and professionalism.

scholarly journals “Antiquity” and “Archeology”: the Evolution of Concepts and its Using in an Educational Process (on the Example of Kharkiv University 1805–1884)

2019 ◽  
Keyword(s):  
Cultural Values ◽  
Academic Discipline ◽  
Educational Process ◽  
Academic Disciplines ◽  
Teaching Staff ◽  
Historical Education ◽  
The Russian Empire ◽  
The University ◽  
Qualitative Changes ◽  
Scientific Achievements

The article is devoted to the formation of historical education at Kharkiv Сlassic University especially such academic discipline as «Archeology». The author aims to discover the terminology of educational courses and the development of its concept for tracing the process of beginning teaching the elements of archeology and its formation as a separate discipline in the educational courses of the University. It is mentioned that from the first half of the ХІХ century the term «Archeology» was only appeared in scientific turnover and rarely appeared in the names of an educational courses. The term «antiquity» was used for the academic disciplines which were connected with the distant past. In this period the courses with the similar names had literary-philological and historical character and nearly connected with the archeology in its modern meaning. From the second half of the ХІХ century the situation changed. The question about the development of archeology was sharply rose in the Russian Empire, Archeological Congresses were conducted. Systematic archaeological excavations began, so qualified specialists were needed. But there were not such separate academic discipline as «Archeology» because of the lack of the specialists and teaching staff. The basis for archeology knowledge was the teaching of the disciplines of philological profile. Particular attention to the ancient languages oriented students to the acquisition of ancient social and cultural values. In the second half of the ХІХ century, there were qualitative changes in the archeological science itself. The first generalizations appear, but teaching has fallen short of scientific achievements. The author points that professor M. Aristov (1834–1882) was the first who taught the courses which had archeological specialization, but there were no term «archeology» in its name.

EUROPEANIZATION OF THE UKRAINIAN SYSTEM OF HIGHER PEDAGOGICAL EDUCATION THROUGH THE IMPROVEMENT OF UNDERGRADUATES’ FOREIGN LANGUAGE COMMUNICATIVE SKILLS

2019 ◽  
Vol 3 ◽  
pp. 443
Author(s):  
Yevhen Gromov ◽  
Alla Kolomiiets ◽  
Dmytro Kolomiiets ◽  
Iryna Mazaikina ◽  
Olga Nalyvaiko
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Academic Discipline ◽  
Academic Community ◽  
Educational Process ◽  
Academic Disciplines ◽  
Communicative Skills ◽  
Gradual Introduction ◽  
Pedagogical Science

The article is devoted to the problem of improvement of the foreign language communicative skills of future Masters of Pedagogical Science. Special attention has been given to the issue of gradual introduction into the educational process the practice of teaching undergraduate students some academic disciplines in the English language. The authors share their successful experience of teaching undergraduates of the Physical-Mathematical and the Informational-Technological specialties general-academic disciplines in English. This practice is considered one of the effective ways to increase the students’ foreign language competence. On the example of a general-academic discipline «Methodology and Principles of Scientific Research» the authors prove the urgency and expediency of teaching certain subjects in the foreign languages to the applicants of the Master's Degree in Pedagogical Science. The purpose of this article is to demonstrate the importance of such practice and to show that teaching some general subjects in English can become a significant factor of improvement of the students’ foreign competence, which in turn contributes to the integration of the Ukrainian scientific-pedagogical community into the European academic community. 

scholarly journals Pedagogical discourse of curriculum development based on the orientation of educational practice

2021 ◽  
Vol 16 (1 (30)) ◽  
pp. 57-76
Author(s):  
Šejla Bjelopoljak ◽  
Arijana Midžić
Keyword(s):  
Education Reform ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Educational Practice ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Pedagogical Discourse ◽  
Teaching Goals ◽  
Teaching Content

Education reform that follows the needs of all students, parents and employees in educational institutions would imply goal-oriented action. The practice that promotes a concept focused on the teaching content and which does not even announce the learning outcomes in the pedagogical records confirms that the student is not a subject of the educational process and that there is a possible gap between theory and practice. However, what if we see this realization as a possibility? If we started the analysis of the quality of practice orientations and “from the end,” we would determine the factual role of all those involved in the educational process without, possibly unnecessary, polar orientations “for and against”. The aim of this paper is to examine the orientation of the curriculum present in the practice of educational institutions in order to conclude about the pedagogical discourse as the basis for change. The paper first operationalizes the concepts with regard to the types of curriculum present in educational practice, and then empirically verifies the testing of the set hypotheses. The obtained research results show that all curriculum orientations are equally represented in educational practice; classroom and subject teachers do not differ in the implementation of the educational process according to the type of curriculum and the orientation to learning outcomes and teaching goals contribute to the explanation of the open and closed curriculum. The last part of the paper explains and critically discusses pedagogical discourse as an agent for changes in the field of educational practice quality based on initial reflections on the current focus on competencies as a pedagogical standard. The contribution to the research was given by 113 educators employed in primary schools by providing answers to the created e-Instrument for the purpose of the research.

scholarly journals TRAINING OF A FUTURE TEACHER OF PRESCHOOL ESTABLISHMENTS FOR THE REALIZATION OF AN INTEGRATED APPROACH TO PRESCHOOLERS’ EDUCATIONAL PROCESS

2020 ◽  
pp. 192-198
Author(s):  
Yulia KOTELIANETS ◽  
Keyword(s):  
Process Integration ◽  
School Teacher ◽  
Preschool Education ◽  
Integrated Approach ◽  
Role Playing ◽  
Educational Process ◽  
Preschool Age ◽  
Theory And Practice ◽  
Normative Documents ◽  
Amount Of Knowledge

The purpose of the article is to reveal the importance of preparation of future preschool teachers for implementation of an integrated approach into children's education and to identify key concepts of integration in which the future pre-school teacher should be competent. Integration as a principle of development of pedagogical theory and practice of preschool education is a leading idea that reflects the harmonious integration among educational lines and as a result creation of a single inseparable educational process and guarantees its implementation the achievement of higher results in the development and upbringing of children of preschool age. Integration as a process involves the direct establishment of harmonious links among the defined systems of integration and the creation of a new holistic education system for preschool children in accordance with the defined result. As a process, integration involves the integration of objects (educational lines, different types of children's activities, forms and methods) and designing a way to obtain the expected result. As a result of the educational activities of the preschool institution, integration does not involve the amount of knowledge, skills and abilities, but the acquired integrative qualities of the child, such as curiosity, activity, independence, responsibility, upbringing, etc. Integration as a result is considered by researchers through the form of its organization in the educational process, namely the possible forms of preschoolers’ integrated learning (projects, holidays, travelling, excursions, business and role-playing games), which immerse the preschooler into learning. In the process of integrated studying with the help of different interdisciplinary links, children’ comprehensive and objective vision of the problems of reality and diverse approaches to their solution are formed. A competent preschool teacher should be ready to implement an integrated approach in the process of their practical activities. This will allow to implement the tasks defined by the normative documents in the field of preschool education for teaching children and the formation of their life competencies.

Accounting: Development and transformation in the context of contemporary challenges

2021 ◽  
Vol 22 (10) ◽  
pp. 1162-1187
Author(s):  
Tat’yana M. ODINTSOVA
Keyword(s):  
Development Strategy ◽  
Information Needs ◽  
Academic Discipline ◽  
Digital Economy ◽  
Educational Process ◽  
Theory And Practice ◽  
Accounting System ◽  
Economic Knowledge ◽  
Subject Field ◽  
Information Practice

Subject. This article deals with the issues related to accounting as an information practice and academic discipline in the context of digital transformation and non-stationarity of the socio-economic environment, and problematic aspects and prospects for its development in the context of the challenges of our time. Objectives. The article aims to identify the most significant factors affecting the accounting system, its conceptual sphere, subject and methodology, as well as identify problems inherent in accounting as an information practice, and directions of its modernization in the face of modern challenges. Methods. For the study, I used logical and theoretical-cognitive approaches, expert judgment, and comparative, and logical analyses. Results. The article presents original views toward the prospects for development and possibilities of modernization of the theory and practice of accounting, changes in its subject field, objects and methods. Conclusions and Relevance. The expansion of the subject field and methodological base of accounting, a departure from the purely financial, retrospective and specific nature of reporting information, flexibility and customization of the system to the information needs of management, convergence with other areas of economic knowledge and functionalities, with related information and control practices are the conditions for updating accounting in the context of the challenges of the digital economy. The results of the study can be used for further discussion concerning the prospects for the existence and development strategy of the profession, in the formation of policy papers that determine the concept and vector of development of accounting in the digital economy and information society, as well as in the educational process in determining the range and agenda of R&D issues for students of specialized master's programmes.

scholarly journals Performative education: is sociology required outside the humanities?

2019 ◽  
Vol 3 (3) ◽  
pp. 20-39
Author(s):  
Albina A. Beschasnaya ◽  
Andrei A. Beschasnyi
Keyword(s):  
Social Relations ◽  
Professional Training ◽  
Academic Discipline ◽  
Educational Process ◽  
Point Of View ◽  
Academic Disciplines ◽  
Educational Activity ◽  
Practical Significance ◽  
Individual Level ◽  
The Individual

This article analyzes the importance of sociological education in the professional training of specialists outside the humanities from the point of view of “performative education”. The “performativity” of education is understood as the production of knowledge and educational activity and it becomes meaningful only in the situation of their demand and efficiency (J.-F. Liotard). The сurrent trends in the formation of the curricula of higher educational institutions by academic disciplines of a “performative” nature have been expressed in reducing the hours of general humanities, among which the sociology teaching has been minimized or completely eliminated. The material for the empirical stage of the research was the organizational and methodological documentation accompanying the educational process in a number of Russian universities. The authors performed a content analysis of the curriculum of higher education. The following methods of collecting information were used: analytical-synthetic, induction and deduction, content and comparative analyzes. The performativity of sociological knowledge and the study of sociology at the individual level is expressed in several aspects: 1) in the formation of the self-consciousness of the individual and the development of a professional integrated into social relations; 2) in the development of graduates’ ability to analyze and forecast social transformations; 3) in maintaining the value basis and civil law culture in society. The practical significance of the findings is expressed in strengthening the position of sociology as a science and academic discipline in the simulation of educational programs for professional training of university students.

scholarly journals The journey of individuation: A Jungian alternative to the theory and practice of leading authentically

Leadership ◽  
2016 ◽  
Vol 14 (4) ◽  
pp. 415-434 ◽  
Author(s):  
Donna Ladkin ◽  
Chellie Spiller ◽  
Gareth Craze
Keyword(s):  
Authentic Leadership ◽  
Integrated Approach ◽  
Theory And Practice ◽  
The Self ◽  
True Self ◽  
The Unconscious ◽  
Organizational Contexts ◽  
Leading Role ◽  
The Creation ◽  
Conscious Processes

Along with increasing interest in the concept of ‘authenticity’ as it applies to leadership, critique of dominant authentic leadership theorizing is also on the rise. This paper joins that critique in relation to a key aspect of dominant theorizing: its neglect of the unconscious and its role in shaping one’s experience and behaviour. This oversight results in an unrealistic version of ‘authenticity’ which over-emphasizes pro-social, positive conduct, prescribes components through which authenticity is achieved, and directs individuals to act from an individually determined ‘true self’ rather than recognizing the role that both others and the wider context play in the creation of that self. The notion of ‘mature personhood’, underpinned by Jung’s theory of individuation is offered as an alternative aspirational aim for those wishing to take up the leading role in a way which align what is ‘real’ for them at a given moment within the demands of organizational contexts. Drawing from Jung’s ideas of ‘the shadow’, the ‘centre point’ and ‘the collective’, we theorize an integrated approach to leadership which accounts for unconscious as well as conscious processes, works with less desirable aspects of the self rather than dismissing them, is achieved through reflexive processes rather than prescriptive formulae; and is collectively, rather than individually determined.

scholarly journals The Essence and Interaction Mechanisms of Subjects of Education in Forming the Personality of Students of the Educational Organization of the Ministry of Internal Affairs of Russia

2021 ◽  
Vol 18 (3) ◽  
pp. 98-105
Author(s):  
E.A. Konopleva
Keyword(s):  
Integrated Approach ◽  
Legal Regulation ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Educational Work ◽  
Educational Activities ◽  
Leading Role ◽  
Internal Affairs ◽  
And Behavior

The article reveals the issues of educational work with students of educational organizations of the Ministry of Internal Affairs of Russia. The educational process is considered as the implementation of a scientifically grounded and normatively regulated system of measures for the moral and professional-psychological preparation of the personality of the future employee of the Internal Affairs agencies for professional activity. The realities of the current moment impose very high requirements on the personality of an employee of the Internal Affairs agencies, and therefore this personality requires not only detailed study, but also a constant system-built psychological and pedagogical influence. The specifics of law enforcement is determined not only by the tense organizational, intellectual and emotional situation, but also by the need to act at the intersection of ethics and law, moral and legal regulation. At the same time, educational work with students, as a system of purposeful psychological and pedagogical influence on the consciousness, feelings and behavior of a person, should be carried out with the maximum consideration of individual characteristics. The solution of these problem areas, as well as the implementation of the most important task of personal education-interiorization of values, is possible when using an integrated approach in support of educational activities, where the leading role is assigned to the moral and psychological support of educational activities.

scholarly journals Activation of the students’ creative potential who are majoring in Philology in classes on the Modern Ukrainian language

2020 ◽  
Vol 2020 (3 (132)) ◽  
pp. 166-172
Author(s):  
Oksana Kucheriava
Keyword(s):  
Fairy Tales ◽  
Creative Thinking ◽  
Education Institution ◽  
Educational Process ◽  
Academic Disciplines ◽  
Creative Activity ◽  
Complex Sentence ◽  
Creative Potential ◽  
New Ideas ◽  
Key Competencies

Creativity occupies one of the central places in the model of modern higher education institution graduate’s key competencies. The article aims to reveal the content of the problem related to the development of the students’ creative thinking who major in Philology; in particular, the paper deals with a number of tasks, it is going to: 1) characterise creativity as a professional competency; 2) highlight students' views on providing a creative atmosphere in the educational process at the Department of Foreign Languages; 3) offer a number of techniques to activate the creative potential of students in modern Ukrainian language classes. The methods like: theoretical (analysis of pedagogical and psychological literature) and empirical (questionnaires and interviews with students of the Philology Faculty) were used. The Quantitative analysis of the survey’s results conducted among the second and fourth year students majoring in 014 Secondary Education (Ukrainian Language and Literature) at Ushynsky University, showed the urgency of the problem and the need to use constructive approaches to teaching academic disciplines at the Philology Faculty. The author analyses the definitions of the concepts “creativity”, “creative personality” which are primarily distinguished by such features as openness to new ideas, their flexibility and originality, interest in the problem, activity, independence in judgments. Having checked the example of the discipline “Modern Ukrainian language” (the Section “Syntax of a complex sentence), some methods of stimulating students’ creative activity were illustrated: compiling intelligence maps to visualise theoretical material and analysis which present practical tasks; creative or figurative writing based on the use of non-traditional genres (poetic techniques “11 words”, senkan; “five sentences”; fairy tales, essays, sketches, miniatures, associative writing); solving creative problems that require the involvement of different ways of learning (nature, art, linguistic and cultural studies). As a result, the emphasis was put on the importance of providing cognitive motivation and creating appropriate conditions that would encourage students to creative activity and self-expression.

Essence of Color and Its Value in the Fine Art

2015 ◽  
Vol 4 (4) ◽  
pp. 87-93
Author(s):  
Юматова ◽  
T. Yumatova
Keyword(s):  
Physical Properties ◽  
Integrated Approach ◽  
Fine Art ◽  
Educational Process ◽  
Academic Disciplines ◽  
Learning And Teaching ◽  
History Of Art ◽  
History Of ◽  
History Of Culture

A paper "Essence of color" in an integrated manner, not only in cultural synthesis, but also in scientific one, reveals problems of the color: its physical properties and aesthetics in the perspective of modern educational process. The points raised in this paper can serve as a new integrated approach to the phenomenon of color, as well as the basis for the development of learning and teaching programs on a range of academic disciplines: "History of art", "History of culture", "Chromatics", "Painting".

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