scholarly journals LIFELONG LEARNING AS A PRIORITY OF DEVELOPMENT OF EUROPEAN EDUCATIONAL PARTNERSHIP

10.23856/4322 ◽  
2021 ◽  
Vol 43 (6) ◽  
pp. 172-179
Author(s):  
Dmytro Dzvinchuk ◽  
Oleksandra Kachmar
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Public Administration ◽  
Theory And Practice ◽  
Social Stability ◽  
Investment Efficiency ◽  
University Staff ◽  
The Third ◽  
Educational Partnership ◽  
Key Competencies

The article explores the phenomenon of lifelong learning as one of the key priorities for the development of a European educational partnership. The importance of lifelong learning as a recognized theory and practice of the concept, which is the benchmark of broad modernization processes in the European Higher Education Area, is demonstrated. The main interrelated areas of action (defining strategic priorities for development, outlining key competencies of lifelong learning, identifying forms of lifelong learning, funding and investment efficiency) are considered.The potential of lifelong learning a mechanism for promoting social stability and cultural convergence at the beginning of the third millennium is conceptualized. Productive links between lifelong learning and the processes of building a knowledge economy have been demonstrated. The methodological basis of the study was the analysis of the European Commission’s educational policy (conceptual, regulatory and programmatic documents) in the field of lifelong learning. The results obtained in the study may be useful to both domestic researchers and practitioners in the field of public administration of higher education, university staff, involved in international cooperation.

scholarly journals FROM THE EXPERIENCE OF IMPLEMENTATION OF THE EDUCATIONAL AND SCIENTIFIC PROGRAM “PROFESSIONAL EDUCATION” FOR RECIPIENTS OF THE THIRD (EDUCATIONAL AND SCIENTIFIC) LEVEL OF HIGHER EDUCATION IN SPECIALTY 015 “VOCATIONAL EDUCATION” (BY SPECIALIZATIONS)

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Nataliia P. Volkova ◽  
◽  
Olha V. Lebid ◽  
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Professional Education ◽  
Theory And Practice ◽  
Teaching Staff ◽  
Scientific Program ◽  
Scientific Level ◽  
Research Results ◽  
The Third ◽  
Research Activities

The article reveals the experience of implementing the educational and scientific program “Professional Education” for applicants of the third (educational and scientific) level of higher education specialty 015 Professional Education (by specializations) at Alfred Nobel University. Features and purpose of the educational and scientific program “Professional Education”, as well as its structure (educational and scientific components) are described. The volume of the educational component of the educational and scientific program is given – 45 ECTS credits, of which the cycle of general (18 ECTS credits) and professional (27 ECTS credits) training, including the discipline of free choice of applicants (12.5 ECTS credits). Particular attention in the educational and scientific program is paid to the content of competencies sufficient to solve complex problems in the field of professional and / or research and innovation in the field of education. A brief description of the content of the scientific component of the program, which provides for the implementation of their own basic and / or applied research with the appropriate design of the obtained scientific results in the form of a dissertation, testing of research results. Methodological approaches (systemic, competence, activity, andragogic, student-centered, personality-oriented, participatory, environmental, integrative) and principles (systematization, scientificity, systematicity and consistency, clarity, integration of theory and practice, consciousness and activity) are substantiated and defined. Independence and activity of subjects in training, interdisciplinary connections, a positive emotional background of training, maintenance of unity of educational, developmental and educational functions are put into practice in the educational and scientific program. The main types of classes, methods and means of teaching future doctors of philosophy are identified. Emphasis is placed on the peculiarities of graduate research activities of graduate students. Ways of realization of individual educational trajectory for each postgraduate student are demonstrated (drawing up of the individual curriculum; a choice of the block of disciplines from a selective component at one’s own will, choosing the subjects of scientific and practical research works according to the interests of applicants of higher education; the organization of independent work of applicants by means of educational computer programs and electronic textbooks; certification courses for the formation of additional professional competencies; distance education; drawing up an individual schedule of graduate students; types of communication between research and teaching staff with applicants; participation in various extracurricular activities). Emphasis is placed on the scientific achievements of higher education seekers (publications in professional journals, collections of scientific papers, reporting the results at annual scientific and practical conferences, publication of research results in a foreign language in periodicals, participation in the research work of the Department of Innovation Technologies in Pedagogy, Psychology and Social Work, scientific and pedagogical internship, etc.).

scholarly journals Entrepreneurial Intention before and during COVID-19—A Case Study on Portuguese University Students

2021 ◽  
Vol 11 (6) ◽  
pp. 273
Author(s):  
João M. Lopes ◽  
Sofia Gomes ◽  
Tânia Santos ◽  
Márcio Oliveira ◽  
José Oliveira
Keyword(s):  
Higher Education ◽  
University Students ◽  
Entrepreneurial Intention ◽  
Theory And Practice ◽  
Entrepreneurial Activity ◽  
Social Stability ◽  
New Public ◽  
Two Samples ◽  
Quantitative Nature

The present research aims to compare the entrepreneurial intention of university students before and during the Covid-19 pandemic. For this purpose, some dimensions were analyzed, such as the availability of this target audience to undertake an activity at their own risk, the preference for a future while employed by others, their perception of the values that society places on entrepreneurship, and the entrepreneurial abilities/skillsets. A comparative study of a quantitative nature was used, associating two samples composed of students of higher education in Portugal, the data were obtained before and during the COVID-19 pandemic. The analysis of the results permits us to conclude: (1) in the circumstances of macroeconomic changes resulting from the COVID-19 pandemic, entrepreneurial activity does not decrease; (2) respondents are less interested in being employed by others and more attracted to being entrepreneurs; (3) there is a growing concordance with the values that society places on entrepreneurship; and (4) there is now a greater aptitude for entrepreneurial activity. The present research is original, as it compares data obtained in different contexts of economic and social stability. It contributes to theory and practice, in the sense that it points to conclusions in the opposite direction of other studies carried out in situations of disasters of another nature, and can serve as a reference for the development of strategies to promote entrepreneurship, within higher education institutions and official entities to publicize and promote new public policies.

Promoting Active and Meaningful Learning for Digital Learners

2018 ◽  
pp. 294-315 ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
21St Century ◽  
Next Generation ◽  
Learning And Teaching ◽  
The Third ◽  
Systemic Transformation ◽  
Digital Learners ◽  
Collaborative Education ◽  
Quality Learning

This chapter focuses on learners and the transformation of education for UNESCO SDG4 to ensure inclusive, affordable and quality education for all to support lifelong learning, based on access, equity, diversity, and quality. It addresses the current need for open, innovative, and collaborative education. The first theme concerns the next generation of learners, and includes lifelong learning, ethics, inclusion, and modernization of higher education. The second theme focuses on 21st century skills and digital learners. The third theme examines the ways in which learners take the lead in and own their learning, including self-determined learning. The last theme considers models of quality learning for the next generation of learners, as well as learning, and teaching in unbundling scenarios. A model on systemic transformation through a smart framework is also presented.

Thomas Jefferson’s Role in Transforming Higher Education Curriculum in the United States

Public Voices ◽  
2017 ◽  
Vol 11 (2) ◽  
pp. 15
Author(s):  
Stephanie Newbold
Keyword(s):  
Higher Education ◽  
Public Administration ◽  
Intellectual History ◽  
Liberal Arts ◽  
The United States ◽  
Theory And Practice ◽  
Public Institution ◽  
Careful Examination ◽  
Institutional Legitimacy ◽  
Higher Education Curriculum

For decades, public administrative scholars and historians have maintained that while Thomas Jefferson had an extraordinary substantive mind, he was not a formative figure within the intellectual, institutional, and constitutional development of public administration theory and practice. Thoroughly investigating Jefferson’s early political career does reveal that he was not interested in the daily operations of government, but as time progressed his lengthy career in public service began to transform his opinions on the relationship between good government and good administration and how sound administrative practice complemented many of the republican values espoused in The Federalist. Upon a careful examination of Jefferson’s retirement years, when he dedicated the remainder of his life to establishing the University of Virginia, the administrative genius of his mind takes center stage. In this role, Jefferson not only created Virginia’s first public institution for higher education but also dramatically reformed liberal arts curriculum standards for colleges and universities across the nation. Twenty-first century public administration scholars and practitioners should welcome this exceptional contribution to the intellectual history of American public administration with openness and with a renewed commitment to the institutional legitimacy of our field.

Promoting Active and Meaningful Learning for Digital Learners

2021 ◽  
pp. 496-517
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
21St Century ◽  
Next Generation ◽  
Learning And Teaching ◽  
The Third ◽  
Systemic Transformation ◽  
Digital Learners ◽  
Collaborative Education ◽  
Quality Learning

This chapter focuses on learners and the transformation of education for UNESCO SDG4 to ensure inclusive, affordable and quality education for all to support lifelong learning, based on access, equity, diversity, and quality. It addresses the current need for open, innovative, and collaborative education. The first theme concerns the next generation of learners, and includes lifelong learning, ethics, inclusion, and modernization of higher education. The second theme focuses on 21st century skills and digital learners. The third theme examines the ways in which learners take the lead in and own their learning, including self-determined learning. The last theme considers models of quality learning for the next generation of learners, as well as learning, and teaching in unbundling scenarios. A model on systemic transformation through a smart framework is also presented.

scholarly journals TRAINING OF DOCTORS OF PHILOSOPHY IN SOCIAL WORK IN UKRAINE: FIRST EXPERIENCE AND DEVELOPMENT PROSPECTS

2021 ◽  
pp. 308-322
Author(s):  
Nataliia Koliada ◽  
Nataliia Levchenko ◽  
Oksana Zabolotna
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Research Problem ◽  
Theory And Practice ◽  
Highly Qualified ◽  
Public And Private ◽  
Scientific Level ◽  
The Third ◽  
New Ideas ◽  
Scientific Pedagogical

The article describes the experience of training doctors of philosophy in social work in Ukraine. It was found that in the context of the academization of a new scientific specialty, which appeared in the list of specialties in 2015, there was a need for scientific and methodological support for training highly qualified personnel – doctors of philosophy and doctors of science in specialty 231 «Social Work». Training of doctors of philosophy in social work is aimed at training an intelligent, informed, self-identified, competitive, integrated into society specialist capable of producing new ideas, solving complex problems in the field of professional scientific-pedagogical and research-innovative activities, demonstrating significant authority, high degree of independence, academic and professional integrity, consistent commitment to the development of new ideas or processes in the advanced contexts of professional and scientific activities, mastery of their methodology; deeply rethink existing and create new holistic knowledge; capable of continuous self-development and self-improvement, development of professional scientific-pedagogical and research-innovative activity in the field of social work. The authors analyzed educational and scientific programs (2019, 2020, 2021) in the specialty 231 «Social Work» of the third (educational and scientific) level, posted on the official websites of institutions 1 scientific institution and 11 institutions of higher education of public and private ownership. The analysis shows significant differences in the important components of the Descriptions of educational and scientific programs due, first of all, to the lack of an approved Standard of Higher Education for the third (educational and scientific) level in the specialty 231 «Social Work». Based on the generalization of the results of scientific and theoretical analysis of the research problem, the main ways to improve the theory and practice of training doctors of philosophy are identified, the prospects for the development of social work as a science and practice are outlined.

scholarly journals The Examination of Competencies in Master’s Degree Programs in the Context of Lifelong Learning Key Competencies

2019 ◽  
Vol 7 (3) ◽  
pp. 128
Author(s):  
İbrahim Tuncel
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Cultural Awareness ◽  
Master's Degree ◽  
Bologna Process ◽  
Degree Programs ◽  
Education Programs ◽  
Master's Degree Programs ◽  
Key Competencies ◽  
Master’S Degree

The importance and support of higher education in implementing the lifelong learning has been emphasized in Bologna Process, which is really effective in devising higher education programs. In the present study, it is aimed to find out the competencies of the higher education programs which support lifelong learning by examining the program competencies of the master’s degree programs under the Graduate School of Educational Sciences within the framework of the key competencies of lifelong learning. In the study, a multiple case holistic design has been used as one of the case study designs. The unit of analysis consists of the key competencies of lifelong learning. The master’s degree programs examined in 12 different fields constitute multiple cases. Document analysis has been used as the method in the study. Content analysis has been conducted on the documents by taking the lifelong learning key competencies into account. The data has been encoded by two different encoders having researches in the field of lifelong learning, and the consistency between the encoders has been examined. As a result of the analysis of the data, it has been concluded that the content of the program competencies in the graduate fields examined within the scope of the study is insufficient to include all the knowledge, skills and attitudes that are covered by the key competencies of lifelong learning and the results of the study indicate that in particular, social competency and cultural awareness and expression competency have not been included in the content of the program competencies examined.

scholarly journals LICENSING AND ACCREDITATION AS TOOLS OF PUBLIC ADMINISTRATION OF HIGHER EDUCATION IN UKRAINE

2020 ◽  
Vol 1 (4(106)) ◽  
pp. 152-158
Author(s):  
В. О. Резніченко
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Public Administration ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
National Agency ◽  
The Right ◽  
Social Importance

The relevance of the article is that in the theory and practice of administrative law the leading place is occupied by the category of tools of public administration. The sphere of providing higher education in Ukraine is not exclusive. The article forms licensing and accreditation as tools of public administration of higher education in Ukraine. It is determined that such procedures determine the efficiency of educational institutions and the quality of education they provide. Medicines are a group of consumer goods of special social importance. It is substantiated that licensing in the field of higher education is a tool of public administration (Ministry of Education and Science of Ukraine), the content of which is the issuance, renewal and revocation of free economic licenses, issuance of duplicate free economic licenses, invalidation of free economic licenses, licensing cases and license registers. control over the observance by licensees of license conditions, issuance of orders on elimination of violations of license conditions, as well as orders on elimination of violations of legislation in the field of higher education. It is substantiated that accreditation is a tool of public administration (National Agency for Quality Assurance in Higher Education), which is provided by current legislation in order to verify the ability (opportunity) of free education to carry out quality educational activities to train specialists in a particular specialization. It is concluded that licensing and accreditation as tools of public administration of higher education in Ukraine - is the need for higher education to confirm the compliance of the educational program of a particular specialty and level of higher education standard of higher education and the right of higher education to appeal to a certain subject of public administration (Ministry of Education and Science of Ukraine and the National Agency for Quality Assurance in Higher Education).

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