scholarly journals Educational processes in Khmelnytsky region in the conditions of Nazi occupation (according to the materoals of the Proskuriv newspaper "Ukrainian Voice")

2021 ◽  
pp. 48-54
Author(s):  
Liubomyr Dudarchuk
Keyword(s):  
Vocational Education ◽  
Student Performance ◽  
Education System ◽  
Local Population ◽  
Third Reich ◽  
Educational Process ◽  
Industrial Society ◽  
Nazi Occupation ◽  
Educational Processes ◽  
The Third Reich

The article analyzes the course of educational processes in Khmelnytskyi region during the Nazi occupation. The main source for the preparation of the investigation was the materials of the newspaper "Ukrainian Voice", published in Proskuriv from 1941 to 1943. The content of the publications, contained in this magazine, is characterized, the attention is paid to the personalities involved in its publication. It is shown that many of the posts had a pronounced propaganda orientation. The education system in the region is characterized. Statistics on the number of schools in the Khmelnytskyi region, as well as student performance indicators are presented. It was found that in the field of schooling in the specified period there were a lot of problems: unsatisfactory condition of school premises, low attendance of students and lack of textbooks. It is proved that the authorities made significant efforts for the proper organization of the educational process - carried out repairs, imposed fines on parents who did not allow children to attend classes. Changes in school curricula after the establishment of the occupation administration in the region were observed. Emphasis is placed on the activities of the Medzhibizh Library. It is established that the school education system was used for the purpose of ideological influence on the local population. The activity of vocational education institutions in Khmelnytskyi region is analyzed. Features of their functioning are described. It is proved that the vast majority of them were represented by short-term courses and vocational schools. Based on newspaper materials, the features of the entrance campaigns in this period are analyzed. The level of material and technical support of educational institutions is characterized. Attention is paid to the activities of the Ukrainian Industrial Society in the field of education. The Kamianets-Podilskyi Teachers’ Institute was an important center for training teachers for schools in the Khmelnytskyi region during that period. Its role as an educational center in the region is highlighted. The number of students of this institution has been established. It is found out that obtaining a professional qualification at that time was usually paid. It is proved that in vocational education institutions specialists were trained in those sectors of the economy whose human resources were the most valuable in terms of their further exploitation in favor of the Third Reich.

scholarly journals The activity of police formations in the village during the Nazi occupation of Dnipropetrovsk (1941-1943).

2019 ◽  
pp. 207-216
Author(s):  
І. А. Шахрайчук ◽  
М. С. Шманатов
Keyword(s):  
Soviet Union ◽  
Local Population ◽  
Third Reich ◽  
Local Conditions ◽  
Nazi Occupation ◽  
Local Police ◽  
The Soviet Union ◽  
The Third Reich ◽  
Civil Authority ◽  
The City

With the capture of the partial territory of the Soviet Union by the troops of the Third Reich, and with the movement of the front line to the East, management in the new territories passed into the hands of civil authorities. Since 01. 09. 1941, in accordance with the order of A. Hitler «On the introduction of civil administration in the occupied Eastern territories», a territorial-administrative area Reichscommissariat «Ukraine» was created. Local authorities were inferior ingredients in the administration of that zone. After the occupation of the city of Dnepropetrovsk in August 1941, the local police appeared in the city. It was created by the actions of nationalist forces, marching groups of the OUN. But when the Nazi civil authority was established in the city in the fall, the police structure was incorporated into the occupying structure and reformed it. After that, were created local police schools, units, new police districts. Local police were created throughout Ukraine, including in the Dnipropetrovsk district. It existed in the countryside. The district was divided into districts, in each of which there were local police units led by Nazi organs. The structure of the local police included several components, so the tasks of the policemen were not the same. Depending on the region, location and composition of units, they could perform different tasks and have different powers. Often, the Nazi leadership adapted to local conditions, with consequences for the local population and the Nazi employees. The article analyses the creation of police structure of Dnipropetrovsk region in rural area and also its functions and the nature of the activity during the Nazi occupation (1941-1943). The article examines the reasons for, conditions and results of attraction of Ukrainians to formation of German police in Reichskommissariat Ukraine, their institutional forms, material basis and everyday conditions of work. The author analyses efficiency of the system of additional police, its role in occupation regime functioning, the organization and composition of the local police, examples of assistance to the police in the crimes of the Nazis. The motivation and reasons for the cooperation of the local population with the Nazis are also considered.

scholarly journals Introduction of New Forms of Education in Modern Higher and Vocational Education and Training

2020 ◽  
Vol 9 (7) ◽  
pp. 107
Author(s):  
Liudmyla I. Berezovska ◽  
Galyna D. Kondratska ◽  
Anna A. Zarytska ◽  
Kateryna S. Volkova ◽  
Taras M. Matsevko
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Education System ◽  
Comparative Method ◽  
Developed Countries ◽  
Education And Training ◽  
Educational Process ◽  
Vocational Education And Training ◽  
National Education ◽  
And Training

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

scholarly journals THE POLICY OF NAZI GERMANY ON THE TERRITORY OF THE CRIMEAN PENINSULA (1941 – 1944)

2021 ◽  
pp. 86-96
Author(s):  
Oleksandr Ponypaliak
Keyword(s):  
Local Population ◽  
Third Reich ◽  
Nazi Germany ◽  
Crimean Peninsula ◽  
The Third ◽  
The Future ◽  
The Crimea ◽  
Occupied Territories ◽  
The Third Reich ◽  
The Crimean Peninsula

he article considers the policy of Nazi Germany in the occupied Crimea during 1941-1944. The study aims to study and analyze the features of the Nazi occupation regime on the territory of the Crimean peninsula. The author analyzes the plans of the Nazi leadership for the future of the Crimean peninsula in the postwar strategy of Berlin to the occupied territories, considers the main approaches in the implementation ofthe Generalplan OST. The basic concepts of the future position of the Crimean peninsula in the geostrategic calculations of the Third Reich are reflected. In particular, the plans of the Minister for the Eastern Occupied Territories A. Rosenberg, the calculations of the General Commissioner of “Tavria” A. Fraunfeld, the leader of the Nazi Labor Front R. Leigh, and future plans for the fate of the peninsula leader of the Third Reich – A. Hitler. The repressions against the local population and the attitude of the German administration to certain ethnic and political groups, in particular, to the Crimean Tatars, Russians, Ukrainians, and Crimean Tatars, were studied. The article reflects the activities of Einsatzgruppe D and its sounding teams in the Crimea. The consequences of ethnic cleansing of the Nazis in the Crimea are generalized and the course and features of the Holocaust on the territory of the peninsula are described. The issue of relations between the Crimean Tatars and the German occupation administration is covered separately. The course of hostilities for the Crimean peninsula is analyzed, the main milestones of the German-Soviet armed struggle for the Crimea are described. Revealing the issue in the context of hostilities between the Wehrmacht and the Red Army, the author attempted to explain the difficult position of the peninsula in the administrative structure of the occupiers and the main reasons for its long rule directly by the German military command. The aspect of administrative and territorial subordination of Crimea during the occupation has been studied. In general, the author made an attempt to comprehensively consider the policy of the Nazis in the Crimea in its various aspects and planes.

scholarly journals Changes in Pedagogical Interaction in the Context of Productive Learning

Pedagogika ◽  
2015 ◽  
Vol 120 (4) ◽  
pp. 42-60
Author(s):  
Auksė Petruškevičiūtė
Keyword(s):  
Education System ◽  
Local Community ◽  
Educational Innovation ◽  
Young Person ◽  
Educational Process ◽  
The Self ◽  
School Level ◽  
Practical Training ◽  
Social Actors ◽  
Educational Processes

Productive Learning, an educational innovation in the education system of Lithuania, whose theoretical paradigms and methodology enable widening the scope of the concept of pedagogical interaction to the conceptual scope of educational interaction, is presented in this article. Social actors surrounding the young person, i.e. peer students, local community, various entities of the labour market, are being consistently involved into the process of his / her self-education. A student in cooperation with a teacher and other actors of the self-educational process design the self-education content that meets his / her individual needs, while the process of self-education of a student is integrated into the process of learning at sites of practical training that are selected by himself / herself. Productive Learning is introduced as a “branch” of Alternative Education in Lithuania’s education system. Its target-group is students of Forms 9–10 who experience lasting failures at school and are attributed to the risk group of early school leavers. In this article, changes at student, teacher and school level caused by the educational interaction taking place in the context of Productive Learning are discussed and the main impediments for building the educational interaction in the new environment are disclosed. Building on the results of the empirical study that are corresponding those obtained in other countries (Germany, Finland) where Productive Learning is being adopted, an assertion can be made that the educational interaction being developed in Productive Learning leads to positive changes. Therefore, Productive Learning can be transferred and adopted in the education system of Lithuania as a feasible and effective pedagogical system. The results and conclusions of the study bear relevance for education policymakers, researchers and practicians who are looking for new and effective possibilities for development of (self-) educational processes and those who conduct a deeper analysis of the phenomenon of educational interaction.

Public administration in the education system: Theoretical and methodological approaches and practical recommendations

2021 ◽  
Vol 28 (2) ◽  
pp. 132-139
Author(s):  
Tetiana V. Sych ◽  
Olena M. Kryvtsova ◽  
Natalia I. Kaduk ◽  
Mykola V. Nesprava ◽  
Ganna O. Panchenko
Keyword(s):  
Public Administration ◽  
Education System ◽  
Educational Process ◽  
Public Governance ◽  
The Public ◽  
Educational Processes ◽  
Methodological Approaches ◽  
And Control ◽  
Execution Order ◽  
Practical Recommendations

The analysis of the prospects for improving the efficiency of public administration in education is conducted in the article. First of all, the concept of “public administration” was analyzed, its differences and similarities with the concept of public governance were determined. It was decided to determine the perspective of the study of public administration processes by the educational process, taking into account its orientation to public needs and a human-centered approach. The concept of public administration is theoretically designated as a set of processes for managing public systems in order to ensure the goals of sustainable development through the implementation of the functions of organization, execution, order and control. These functions are schematically presented and described in the article. To continue the analysis, trends in the development of the education system in Ukraine and abroad were identified. The problematic aspects have been analysed and prospects for their correction have been identified. Having analyzed, it was determined that the basic processes that require improvement in the public administration system in education are organizational, financial, reputation, and digitalization processes. An algorithm was developed to increase the implementation of the processes of public administration of educational processes, taking into account the basic requirements of society for the education system

Personalization of Learning Environments in a Post-Industrial Class

2013 ◽  
pp. 105-123
Author(s):  
Ilya Levin ◽  
Andrei Kojukhov
Keyword(s):  
Social Media ◽  
Learning Environments ◽  
Personal Identity ◽  
Educational Environment ◽  
Educational Process ◽  
Industrial Society ◽  
Preliminary Results ◽  
Educational Processes ◽  
Teachers Training ◽  
Post Industrial

The chapter deals with trends of educational processes and learning environments in post-industrial society. A historicist approach is used for this purpose. This approach is based on two theoretical recourses: analysis of historical forms of acquiring knowledge and analysis of historical forms of educational processes. The authors show that the contemporary educational process is greatly affected by two innovative phenomena: social media and personal identity online (PIO). They consider socialization and personalization as two unique entities having opposite characteristics of the post-industrial educational process. Based on such a dialectic approach to the educational process, they define the concept “Personal Ubiquitous Educational Environment”. The authors report the preliminary results of research on a teachers’ training course conducted on the basis of such an environment. The research focuses on clarifying both innovative components of contemporary educational processes: social media and PIO.

The Legal Status of Poles under German Occupation (1939–1945). Some Remarks on the Need for Research

2017 ◽  
Vol 9 (Special Issue) ◽  
pp. 95-110
Author(s):  
Stanisław Salmonowicz ◽  
◽  
Keyword(s):  
Legal Status ◽  
Third Reich ◽  
Second World War ◽  
World War ◽  
Goods And Services ◽  
The Third ◽  
Nazi Occupation ◽  
The Third Reich ◽  
New Research ◽  
Second World

The article describes the legal status of Poles residing within the territories occupied by Nazi Germany or areas incorporated into the Third Reich during the Second World War. The author points to the examples of the limitations placed on Poles in access to goods and services, including transport, healthcare, and cultural institutions. Furthermore, he reminds us of the orders and prohibitions derived from civil, administrative, and labour laws which were imposed on Poles. The author emphasises some significant differences between the Nazi occupation in Poland and in other European countries. As a result, he advocates the conduct of new research on the issue of the real situation of Poles in various occupied regions administered by the authorities of the Third Reich.

scholarly journals Determinants of vocational construction education

2021 ◽  
Author(s):  
И.Э. Вильданов
Keyword(s):  
Vocational Education ◽  
Education System ◽  
Educational Process ◽  
Education Quality ◽  
Federal State ◽  
Educational Standards ◽  
Construction Education ◽  
Personal Qualities ◽  
State Educational

Модернизации в системе образования направлены на повышение эффективности профессионального образования и закрепляются нормативными законами и актами. К ним можно отнести последние редакции федеральных государственных образовательных и профессиональных стандартов. Их реализация должна обеспечивать формирование универсальных, общепрофессиональных и профессиональных компетенций и развитие личностных качеств обучающихся. Таким образом, достигается новый уровень качества подготовки будущих специалистов, повышается эффективность системы профессионального образования. Этот процесс зависит от различных факторов, причин и условий, которые могут быть определены как педагогические детерминанты профессионального образования. Цель исследования установить эти факторы, причины, условия и охарактеризовать их роль в повышении эффективности профессионального образования. Детерминанты по отношению к процессу образования классифицированы как внутренние и внешние. Материалы исследования могут быть использованы руководством технических университетов, преподавателями, занимающимися проблемами качества образования. Modernization in the education system is aimed at increasing the efficiency of vocational education and is enshrined in regulatory laws and acts. These include the latest editions of federal state educational standards. Their implementation should ensure the formation of universal, general professional and professional competencies and the development of students' personal qualities. Thus, a new level of quality of training of future specialists is achieved and, ultimately, the efficiency of the vocational education system is increased. This process depends on various factors, reasons and conditions that can be identified as pedagogical determinants of vocational education. The aim of the study is to establish these factors and conditions and to characterize their role in increasing the effectiveness of vocational education. The aim of the study is to establish these factors, reasons, and conditions and to characterize their role in increasing the effeciency of vocational education. Determinants in relation to the educational process are classified into internal and external. Research materials can be used by the leadership of technical universities, teachers dealing with problems of education quality.

scholarly journals Personal Educational Medium of A Creative Teacher In The Continuing Education System

2020 ◽  
Vol 9 (26) ◽  
pp. 511-519
Author(s):  
Marina Georgiyevna Sergeeva ◽  
Natalia Leonidovna Sokolova ◽  
Elena Yurevna Pryazhnikova ◽  
Iana Viktorovna Poliakova ◽  
Boris Anatoliyevich Shvyrev ◽  
...  
Keyword(s):  
Professional Development ◽  
Education System ◽  
Social Role ◽  
Continuing Professional Development ◽  
Educational Process ◽  
Information Environment ◽  
Industrial Society ◽  
Technological Support ◽  
New School ◽  
Professional Activities

Along with the sociocultural, natural and technogenic life environments in the post-industrial society, the information environment, embodied by the media and the global Internet, is becoming the leading one. In the information environment, individual activity is transferred to the Internet. It includes professional activities mediated by distance technologies, social networking, Internet communities, personal sites, blogs, twitters, collections of scientific, educational, literary and artistic publications, news, movies, concerts, meetings, etc. In this context, the dual social role of the teacher as a provider and, at the same time, consumer of educational services is highlighted. The development of general and professional competencies (especially socio-communicative) affects the success of a teacher in the field of socialization, education and upbringing of young people in the society based on innovations and high technologies. The education system demands a teacher who is able to implement innovative changes in the educational process, requires fundamentally new technological support for innovations and involves the development of the relevant norms of innovative behavior and description of the models, types and methods of disseminating innovative pedagogical experience. Such a teacher meets the requirements of the Russian national project “Our New School” and should be one of the most important resources for modernizing the education system as a whole and, in particular, in terms of continuing professional development. High-quality performance of professional labor functions (training, educating, upbringing) implies the possession of competencies in the analysis, exchange and dissemination of innovative pedagogical technologies. Professional development of a teacher is impossible without the need to transmit the positive experience to wide pedagogical communities.

scholarly journals LANGUAGE POLICY IN THE REYKMISSARIAT OF UKRAINE

2019 ◽  
pp. 66-83
Author(s):  
Andrej Zinkevich
Keyword(s):  
Language Policy ◽  
Local Population ◽  
Third Reich ◽  
Military Industry ◽  
Latin Script ◽  
Occupied Territories ◽  
The Third Reich ◽  
Internal Struggle ◽  
The Military ◽  
First Time

The article deals with some issues of language policy in the Reichskommissariat of Ukraine (1941-1944) in the context of competition between different concepts of the Third Reich leadership in relation to the occupied eastern territories. In this regard, along with the problem of attitude of the new authorities to the Ukrainian language, the issue of introduction of Latin script in Ukraine and teaching German to the local population is raised. The language policy implemented in the Reichskommissariat for the first time is the result of an internal struggle between the main forces of the occupation administration: the Ministry of the Eastern Occupied Territories, the Reichskommissariat Ukraine, the Wehrmacht (in its area of responsibility in Ukraine) and branches of the industrial and transport structures of the Reich working in Ukraine. The legislative basis of the language policy in Ukraine was never officially approved until the end of the occupation, so the main source of information about the language regulation was the letter of the Ministry for the Occupied Eastern Territories dated January 13, 1942 about the foundations of the language policy, which in its basic provisions supported the trend towards gradual Ukrainianization of the population (excluding Ukrainian Germans). The most noticeable correction of the language policy took place in the sphere of teaching German to the local population. The needs of the military industry forced economic structures to lobby for the elimination of the ban on teaching German to Ukrainians, which in turn was reinforced by the general policy line of the Ministry for the Eastern occupied territories to involve the Ukrainian people in the fight against Bolshevism.

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