THE INCLUSION OF PUPILS WITH SPECIAL EDUCATIONAL REQUIREMENTS AND THOSE BELONGING TO NATIONAL MINORITIES IN THE EDUCATIONAL PROCESS

2021 ◽  
Author(s):  
Maria Goga ◽  
Mona-Ștefania Mișu-Popescu
Keyword(s):  
Educational Process ◽  
National Minorities ◽  
Educational Requirements

scholarly journals Partnership pedagogy

2021 ◽  
Vol 7 (Extra-D) ◽  
pp. 175-186
Author(s):  
Kateryna Pavelkiv ◽  
Valentina Fedyaeva ◽  
Nataliia Butenko ◽  
Iraida Tombulatova ◽  
Iryna Borysiuk
Keyword(s):  
Educational Process ◽  
National Minority ◽  
Educational Approach ◽  
National Minorities ◽  
Academic Paper ◽  
Different Types ◽  
Key Issues ◽  
Relevant Field ◽  
Western Experience ◽  
The Eu

The purpose of the investigation is to study the concept of pedagogy of partnership in the EU and determine the implementation of Western experience in Ukraine on the basis of a sociological survey. The sociological survey was conducted among 400 teachers - practitioners representing different types of classes (NUS members, inclusive practitioners, small-numbered schools, national minorities). It has been established that the key issues for the implementation of partnership pedagogy for NUS classes are the reluctance of parents to participate in school management; low level of “triangular” connection; low guarantee of understanding of the partnership-based educational approach. Respondents-teachers of national minority classes have identified the following problems, namely: prejudice against the minority; insufficient willingness of parents to help the educational process; reluctance of children to communicate. The academic paper indicates the lack of comprehensive research in the relevant field.

scholarly journals PRIORITY OF USING MUSICAL AESTHETIC COMPETENCE WHILE FORMING METHODS OF PUPILS IN EXTRACURRICULAR EDUCATION

2016 ◽  
pp. 163-171
Author(s):  
Anna Mashchenko
Keyword(s):  
National Identity ◽  
Ethnic Groups ◽  
Educational Process ◽  
School Education ◽  
Theoretical Understanding ◽  
Domestic Literature ◽  
National Minorities ◽  
Key Competencies ◽  
Individual Capacity ◽  
Out Of School

The article clarifies the nature and content of musical and aesthetic competence and, based on this, the basic principles of its formation in adolescents covered by system activities of the school education in Ukraine, which is regarded as a complementary to the secondary, and sometimes advancing. Music and aesthetic teens’ competence forms both in efforts of secondary school and adult education. The question: “What are the features’ principles of work in out-of-school institutions for the establishment of music and aesthetic competence of students of this age?”. The relevance of research caused by need in deeper theoretical understanding of various aspects of competence approach, as a basis for reforming the educational and upbringing process in modern conditions.The purpose of the article essence and content of principles methods that make up foundation methods of the educational process in out-of-school education, directed at the affirmation to musical and aesthetic competence of teens’ students.In foreign and domestic literature we meet a lot of definitions of competence (Bader R., Beh I., Bibik N., Hutorskoy A., Mertens D., Raven J.,  Savchenko  O., Shelton A. etc.). Despite some differences in the meaning of this definition, we have fond also common features: ability, willingness to the subject effectively organize knowledge, abilities, skills, experience for setting and achieving goals. There are key competencies, including general cultural, which includes musical and aesthetic as one of the brunch. In our research, we follow the general approach to competence which defines the essence of "musical aesthetic competence" concept. The essence of the musical and aesthetic competence lies in its individual capacity, readiness and real opportunities to accept, integrate and experience the beauty of musical works, play (or create) it practical with understanding of the importance of this type of activity in the social and individual spheres of life, in different social relations.The principle of national focus in education including knowledge of Ukrainian folk songs, works of local composers, ability to perform it (singing or with the help of instrument), feel their beauty, bringing together with their nationality, and therefore with themselves. It helps to develop the ability to preserve their national identity, to understand music as an integral part of spirituality of the Ukrainian people. Ukraine is a country, which is home to several dozen ethnic groups, or so-called minorities. The Constitution of Ukraine declares that the country supports, creates conditions for the development of their national identity. Representatives of these peoples and ethnic groups should not feel reduced in their rights. Therefore, in areas where contact populated by national minorities in non-school institutions should be created special creative teams under national direction. At presence of choir, band, orchestra, etc., several participants of certain nationalities their national works should be included in repertoire. However, all teenagers, members of the creative teams must be able to sing in Ukrainian language, perform Ukrainian music to feel the citizens of Ukraine, to be part of Ukrainian nation, formed as a patriot for all ethnic homeland.

scholarly journals Social and political aspects of education reforms in Hungary

2020 ◽  
Vol 8 ◽  
pp. 125-134
Author(s):  
Marianna Marusynets ◽  
Ágnes Király
Keyword(s):  
Social Life ◽  
Educational Process ◽  
Educational Reforms ◽  
Educational Institutions ◽  
Education Reforms ◽  
The European Union ◽  
Political Factors ◽  
National Minorities ◽  
Mandatory Use ◽  
Dynamic Formation

The article concentrates on the issue of Hungarian education reforms brought about by radical political changes, in particular, the country’s admittance to the European Union. The paper outlines priorities in educational process transformation, as well as risks emerging in the system of teacher education and lifelong learning. The challenges associated with our times transform the teacher’s consciousness, shiftingfocus to the mandatory use of information technology, the activation of students’ information mobility, and the detailed analysis of employers’ requirements. The study reveals the Hungarian government’s key activities in relation to the socialization of the Roma minority and other national minorities compactly residing in Ukraine. The research illustrated educational resources used to train teachers at educational institutions to instill tolerance and mutual respect. The 2020s’ are marked by powerful globalization and political factors penetrating all spheres of social life. The dynamic formation of the civilized information society is accompanied by a number of contradictions and conflicts, the strengthening of social ties, and changing living conditions (R.ti, 2009), (V.g. and Vass 2006). Despite numerous methodological and conceptual studies, the issues of updating the modern teacher’s training to enableteachers to train and educate students and adequately react to challenges imposed by digitalization remain open. In this respect, the experience of European states that successfully carried out a number of educational reforms is of great scientific interest and deserves to be systematically studied, popularized and introduced into the domestic educational system. One of such countries is Hungary, which borders on Ukraine both territorially and functionally (Transcarpathia is compactly inhabited by Hungarian national minorities). The aim of the article is to substantiate the essence of the key educational reforms in Hungary and to identify the risks and priorities brought about by transformational changes in the country.

scholarly journals Interactive methods of teaching languages of national minorities in Ukraine, their analysis

2021 ◽  
pp. 112-126
Author(s):  
Lyubov Tarangul ◽  
Svitlana Romaniuk
Keyword(s):  
Teaching Methods ◽  
National Policy ◽  
General Concept ◽  
Cultural Development ◽  
Educational Process ◽  
Interactive Methods ◽  
Interactive Teaching ◽  
Independent State ◽  
National Minorities ◽  
The Right

The article presents the essence, meaning and types of interactive teaching methods, as well as highlights the problems of teaching the languages of national minorities in Ukraine. All nations have the right to self-determination. By virtue of this right, they are free to establish their political status and freely ensure their economic, social and cultural development. In addition, in order to achieve their goals, all people are free to dispose their natural resources and resources without prejudice to any obligations arising from international economic cooperation applied on the principle of mutual benefit and international law. No nation can in any case be deprived of its means of subsistence. This article is devoted to the problem of using interactive methods in teaching languages of national minorities in Ukraine. The advantages of using such methods and the peculiarities of their introduction into the educational process are substantiated. Definitions of the general concept are given and features of a choice of certain interactive methods are described. Particular attention is paid to the classification of interactive teaching methods. For Ukraine, as for any polyethnic state, the issue of national minorities is permanently relevant and requires constant study and analysis. The formation of Ukraine as an independent state put on the agenda both theoretical and practical tasks - to develop its own concept of national policy. The peculiarity of the situation was the need to simultaneously find optimal ways to develop the titular nation and national minorities.

scholarly journals Open-mindedness in the terminological system of the modern philosophy of education: interpretations and problems

2020 ◽  
Vol 15 (4) ◽  
pp. 99-110
Author(s):  
Alexander Krikunov ◽  
Keyword(s):  
Modern Philosophy ◽  
Philosophy Of Education ◽  
Educational Process ◽  
Theoretical Understanding ◽  
The World ◽  
English Speaking ◽  
Educational Requirements ◽  
The Ideal

This article considers the main aspects of the discussion about the concept of open-mindedness in modern English-speaking philosophy of education. It emphasizes the importance of the topic for national pedagogy, which is currently in composite dialogue with world traditions of understanding the educational process. Open-mindedness is considered as an element of an extensive terminological system. The need to clarify the meaning of the concept is associated with its role in determining the criteria for the distinction between education and indoctrination. The article presents the most significant definitions of open-mindedness and indicates that the external obviousness of the concept contrasts with the difficulty of finding its consistent definition. It finds that the key feature of the experience in interpreting open-mindedness is the increase in educational requirements. It summarizes the main objections raised to various aspects of a theoretical understanding of the concept. The author considers it logical to abandon attempts to implement the ideal of absolute rational open-mindedness in teaching. In general, the discourse on open-mindedness shows the impossibility of avoiding discussion about the development of a subject in any attempt to determine the meaning of education. The article presents the research prospects in rethinking the role of rationality in the process of making a man and the world.

The future dental educational process

1996 ◽  
Vol 60 (9) ◽  
pp. 778-782 ◽  
Author(s):  
E Hjorting-Hansen ◽  
D Dent
Keyword(s):  
Educational Process ◽  
The Future
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