scholarly journals PROFESSIONAL TRAINING OF UKRAINIAN PHILOLOGY MASTERS IN THE CONDITIONS OF EDUCATION INTERNATIONALIZATION

2021 ◽  
pp. 151-154
Author(s):  
Olga Petryshyna ◽  
Mariana Sokol ◽  
Halyna Rozlutska
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Language Proficiency ◽  
International Research ◽  
Professional Training ◽  
Educational Process ◽  
Teaching Staff ◽  
Academic Mobility ◽  
Process Formation ◽  
Mobility Programs

The internationalization of the modern educational field correlates with the quality of training of a modern philology specialist, its competitiveness in the national and world labour market, moreover it is outlined as an urgent problem of modern education. The process of internationalization in the context of training Ukrainian philology masters is analysed in view of the urgency of rethinking approaches to the formation of the humanities in Ukraine’s modern higher education institutions. The authors aimed to describe current trends in internationalization based on the case of academic activities, mechanisms and results of internationalization of the Faculty of Philology and Journalism of Ternopil Volodymyr Hnatyuk National Pedagogical University. Theoretical methods have been used to interpret the basic provisions and concepts related to the internationalization of national higher education: analysis of scientific developments; comparison of the proposed scientific approaches; synthesis of the content of basic concepts; identification of contradictions during the process of internationalization. At the same time, the study of the peculiarities of professional training of Ukrainian philology masters in terms of internationalization is based on empirical methods: analysis of the regulatory framework; monitoring the activities of all participants in the educational process; survey of students and teachers of the Faculty of Philology and Journalism; study and generalization of the experience of the departments, the department of international relations, the scientific department, the Career Bureau, other structural subdivisions related to internationalization during the training of masters of Ukrainian philology. The systematic approach, which is the basis of the study, allows to consider the educational process (formation of masters of philology) as a dynamic, open to change and quality updates, which actively interacts with the external environment. The analysis allowed to highlight the differences between internal and external internationalization, to outline the main ways of their implementation. As a result, the influence of internationalization processes on changes in the educational activities of applicants for the second (master's) level of the Faculty of Philology and Journalism, in particular the formation of their individual trajectory of professional development. The results of empirical research indicate that the main activities of the university are the development of academic mobility of applicants, the opening of joint educational programs with foreign institutions, the development of international research. The process of internationalization is stimulated by the requirements of the labour market, competitive conditions in the educational environment. The analysis of strategies aimed at improving the level of foreign language proficiency of all participants in the educational process, motivation, methodological and organizational readiness of applicants and research and teaching staff to participate in academic mobility programs, international research projects are the prospects for further research.

scholarly journals RUSSIAN HIGHER EDUCATION MEETING CHALLENGES OF 21ST CENTURY LABOUR MARKET

2017 ◽  
Vol 4 (Special) ◽  
pp. 51 ◽  
Author(s):  
ANATOLII LIFEROV ◽  
LYDIA KOSTIKOVA
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Professional Training ◽  
Labour Force ◽  
Educational Process ◽  
Educational Institutions ◽  
Corporate Education ◽  
Business Partnership ◽  
Russian Higher Education ◽  
Analysis And Synthesis

The purpose of this article is to review and compare ideas about the changes taking place in the process of Russian higher education modernization. The methods used are theoretical and empirical (an analysis and synthesis of literature, interviewing, observation and analysis of the educational process at a University). As a result of the research it is shown that the modernization is complicated by such factors as insufficient financing, poor infrastructure, psychological inability of the professorial staff to comply with the demands of a modernizing society, bureaucracy, and lack of university-business cooperation. The development of Russian corporate education may bring about considerable changes in the sphere of professional training and retraining. It may trigger off a change in the role of traditional institutes of professional development. Classical universities are no longer the only suppliers of the labour force. In the contemporary labour market, they compete with corporate educational institutions. It is concluded that traditional educational institutions and corporate educational institutions will be able to collaborate effectively in postindustrial Russia. Traditional universities should record, systematize and transmit universal cultural norms and values. They should preserve cultural heritage preventing it from disappearing. The improvement of university-business cooperation promotes government-business partnership, which is well illustrated by the Skolkovo Innovation Center.

scholarly journals Modernization of Higher School teachers’ professional training as a strategy of forming their professionalism

2021 ◽  
pp. 506-505
Author(s):  
Igor Olegovich Gurianov ◽  
Natalia Vyacheslavovna Konopleva ◽  
Nelya Anatolyevna Gluzman ◽  
Nataliia Vladimirovna Gorbunova
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Academic Staff ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
School Teachers ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
Modernization Process

The relevance of modernization process of professional training of future academic staff of higher educational institutions consists of a comprehensive update of the system of professional training of teachers and academic staff. These processes are focused on a scientifically and practically oriented improvement of the educational process. As well as professional and pedagogical interaction of its participants in the educational and professional environment. Theoretical and methodological foundations of increasing the professional training of teachers of higher schools in the conditions of master programmes are grounded; the author’s concept of improving the professional training of teachers of higher schools in the conditions of these programmes is formulated and tested; substantiated the content of the modernization of professional training of teachers of higher education; affordable author's model of modernized professional training of higher education teaching staff in the conditions of a master programmes. Experimentally verified effectiveness of the proposed scientific and methodological support for the professional training of teachers of higher educational institutions.

Formation of professional competence of future specialists in philology during the end-to-end practice

2020 ◽  
pp. 82-95
Author(s):  
Inna Kononenko
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Training ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Process ◽  
Teaching Staff ◽  
Future Teachers ◽  
Oriented Activity ◽  
Professional Transformation

In the process of professional development of future teachers of philological specialties, it became clear that priority is given to the organization of cognitive activity. The purpose of the article is to characterize the competencies acquired during the practice by future specialists of philological specialties, ways of practical work, a description of the implementation of professional transformation, motivation and values. The use of methods of analysis, synthesis contributed to the study of educational and regulatory documentation, domestic and foreign psychological and pedagogical literature in order to determine the level of development of the research question. It is proved that the application of personality-oriented, activity, competence, acmeological, axiological, contextual and integrative approaches to students in higher education is designed to help them implement the accumulated theoretical knowledge and practical skills. The systematization and generalization of special competencies as an important condition of professional formation of future specialists is analysed. The article analyses the positive students’ motivation for future teaching activities; the ability to apply the acquired knowledge by future specialists in pedagogical activity is characterized. The essence of professional training of future teachers of philological specialties during the practice is specified. The competencies acquired during the practice by future specialists of philological specialties, the implementation of professional transformation, motivation and values are specified. Emphasis is placed on theoretical ideas about the formation of professional competence as a factor in the successful professional development of future teachers of philological specialties; methodological approaches to the professional development of future teachers of philological specialties in the system of higher education (personality-oriented, activity, competence, acmeological, axiological, contextual and integrative). In the process of organizing the educational process, the main attention is paid to the formation of future specialists' understanding of the essence of professional development, its importance in the field of pedagogical phenomena. During the involvement in the tasks of practice, students develop professional competence, which manifests the specifics of the research and teaching staff.

scholarly journals DEVELOPMENT OF EDUCATIONAL BACHELOR’S PROGRAMS IN PEDAGOGICAL EDUCATION MEETING EMPLOYERS’ QUALIFICATION REQUESTS

2021 ◽  
pp. 102-111
Author(s):  
Татьяна Александровна Шкерина ◽  
Марина Алексеевна Кухар ◽  
Наталья Алексеевна Старосветская
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Programs ◽  
Educational Process ◽  
Working Environment ◽  
Professional Competencies ◽  
Federal State ◽  
Teaching Staff ◽  
Educational Organizations ◽  
State Educational

Современный этап развития образования позволяет зафиксировать «разрывы» между профессиональной подготовкой педагогов и запросом образовательной практики на специалиста определенного качества, преодоление которых стало возможным с обеспечением взаимодействия педагогических вузов с образовательными, научными, общественными организациями, региональными и муниципальными органами управления образованием, представителями производственной среды и бизнеса по вопросам развития непрерывного педагогического образования. Этот вектор развития определил новые требования к разработке основных профессиональных образовательных программ, направленности профессиональной подготовки педагогических кадров. Одной из причин открытия невостребованных программ бакалавриата и выпуска невостребованных специалистов является недостаточное внимание к осуществлению мониторинга потребностей ведущих работодателей региона, который позволяет получить информацию о востребованности специалистов определенного профиля с определением профессионально значимых качеств и компетенций. Анализ результатов мониторингового исследования, сопоставление их с требованиями профессиональных стандартов, федеральных государственных образовательных стандартов высшего образования и возможностями вузов позволяют разработать компоненты актуальных основных профессиональных образовательных программ. Цель статьи – выявление особенностей проектирования образовательных программ бакалавриата по направлению подготовки «Педагогическое образование» (с двумя профилями подготовки) с учетом квалификационного запроса работодателей на подготовку педагогов-организаторов, способных в современных условиях осуществлять профессиональную деятельность в образовательных организациях различного уровня и типа, исходя из региональных потребностей; выделение состава профессиональных компетенций. Показаны особенности прогнозирования общественной потребности в педагогических кадрах и результаты исследования запроса рынка труда на специалистов – педагогов-организаторов; представлены результаты опроса работодателей и их представителей, касающиеся квалификационного запроса на подготовку специалиста, способного осуществлять проектирование и реализацию воспитательного процесса на всех уровнях общего образования. В результате проведенного исследования выявлен квалификационный запрос руководителей образовательных организаций на разработку новой основной профессиональной образовательной программы в соответствии с федеральным государственным образовательным стандартом высшего образования по направлению подготовки 44.03.05 Педагогическое образование (с двумя профилями подготовки), определены профили данной программы, выделен состав профессиональных компетенций будущих воспитателей и педагогов-организаторов, определен состав и направленность модулей программы. The current stage in the development of education makes it possible to fix the «gaps» between the professional training of teachers and the request of educational practice for a specialist of a certain quality, overcoming which became possible with the provision of interaction of pedagogical universities with educational, scientific, public organizations, regional and municipal educational authorities, representatives of the working environment and business on the development of continuing teacher education. This vector of development has determined new requirements for the development of basic professional educational programs, for the focus of professional training of teaching staff. One of the reasons for opening unclaimed bachelor’s programs and graduating unclaimed specialists is insufficient attention to monitoring the needs of leading employers in the region, which allows obtaining information on the demand for specialists of a certain profile with the definition of professionally significant qualities and competencies. Analysis of the results of the monitoring study, comparing them with the requirements of professional standards, federal state educational standards of higher education and the capabilities of universities allows us to develop components of current basic professional educational programs. The purpose of the article is to identify the features of the design of bachelor’s degree programs in the direction of training Pedagogical education (with two training profiles), taking into account the qualification request of employers for the training of educational organizers who, in modern conditions, are able to carry out professional activities in educational organizations of various levels and types, based on regional needs; highlighting the composition of professional competencies. The features of forecasting the social need for teaching staff and the results of researching the demand of the labor market for specialists − teacher-organizers are shown; presents the results of a survey of employers and their representatives concerning the qualification request for the training of a specialist capable of designing and implementing the educational process at all levels of general education. As a result of the study, the qualification request of the heads of educational organizations for the development of a new basic professional educational program in accordance with the federal state educational standard of higher education in the direction of preparation 44.03.05 Pedagogical education (with two training profiles) was identified, the profiles of this program were determined; highlighted the composition of professional competencies of future educators and educators-organizers; the composition and direction of the program modules has been determined.

scholarly journals The role of a garantor in the quality assurence processes at the stage of educational program formation

2021 ◽  
pp. 45-60
Author(s):  
Andrii Butenko ◽  
Olena Yeremenko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Educational Program ◽  
Higher Education Institutions ◽  
Practical Experience ◽  
Educational Programs ◽  
Educational Process ◽  
Teaching Staff ◽  
National Agency ◽  
Process Formation

The article explores specific aspects of involving the guarantor of the educational program in its formation. The urgency is due to intensive changes in the quality assurance system of higher education, which require performing related new functions by research and teaching staff. That is why the National Agency for Quality Assurance in Higher Education has proposed a separate functional – the guarantor of the educational program – who coordinates the design, updating and implementation of the educational program. Correct involvement of the guarantor at the stage of the educational program formation will help to avoid the shortcomings caused by violation of logic and the formal attitude to the maintenance of educational programs. A survey of educational program guarantors was developed and conducted, thanks to which it was established that the vast majority of them were deliberately involved at all major stages of the educational program formation. It is rather positive that even at the stage of initiation, which is primarily the preference of collective and / or administrative bodies of higher education institutions, guarantors are informed about the possibility of opening an educational program. Guarantors are actively involved in studying the experience of foreign and Ukrainian educational programs, primarily determining which of them deserve attention. However, it should be emphasized that both in the development of best practices and in the development of the curriculum as part of the educational program guarantors recognize the most important parameter of educational components that is logical, because it is based on the educational process implementation. It can be stated that the lack of sufficient practical experience, the process of accumulation and analysis of pros and cons in the educational process formation, which is still ongoing, currently do not allow to draw an unambiguous conclusion about the conclusive creation and certainty of the guarantor’s functionality. Therefore, it is important, on the one hand, to conduct further research and outreach on the guarantor’s functionality and participation in the educational program formation, and on the other – to promote the development and improvement of the local regulatory framework of higher education institutions on this issue.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

Current Requirements of the Society to the Professional Training of Specialists in Information Technology Industry in Japan

2014 ◽  
Vol 4 (2) ◽  
pp. 84-89
Author(s):  
Inna Pododimenko
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Communication Technology ◽  
Information Technologies ◽  
Professional Training ◽  
Professional Competence ◽  
Information Communication Technology ◽  
Information Communication ◽  
Quality Of Higher Education

Abstract The problem of professional training of skilled human personnel in the industry of information communication technology, the urgency of which is recognized at the state level of Ukraine and the world, has been considered. It has been traced that constantly growing requirements of the labour market, swift scientific progress require the use of innovative approaches to the training of future ІТ specialists with the aim to increase their professional level. The content of standards of professional training and development of information technologies specialists in foreign countries, particularly in Japan, has been analyzed and generalized. On the basis of analysis of educational and professional standards of Japan, basic requirements to the engineer in industry of information communication technology in the conditions of competitive environment at the labour market have been comprehensively characterized. The competencies that graduate students of educational qualification level of bachelor in the conditions of new state policy concerning upgrading the quality of higher education have been considered. The constituents of professional competence in the structure of an engineer-programmer’s personality, necessary on different levels of professional improvement of a specialist for the development of community of highly skilled ІТ specialists, have been summarized. Positive features of foreign experience and the possibility of their implementation into the native educational space have been distinguished. Directions for modernization and upgrading of the quality of higher education in Ukraine and the prospects for further scientific research concerning the practice of specialists in information technologies training have been suggested

Features of teaching the discipline "Didactics of higher education" in non-pedagogical specialties

2019 ◽  
Author(s):  
Anna Stareva
Keyword(s):  
Higher Education ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Professional Activity ◽  
Education Students ◽  
Professional Programs ◽  
Process Formation ◽  
The Future ◽  
Student Training

The author reveals the necessity of introducing into the educational and professional programs of preparation of masters of non-pedagogical specialties of the discipline "Didactics of higher education". Formation of pedagogical competences of the teacher of the higher school will allow the future specialists professional activity in the institutions of higher education. The article reveals the essence of didactic competence and peculiarities of its formation in higher education students in the current conditions of organizing the initial process. The competency approach should permeate all aspects of student training. Therefore, a special (didactic) competence should be included in the list of the graduates' learning outcomes. The didactic competence is the ability to apply knowledge of psychology and pedagogy (didactics) in the educational process of higher education institutions. In the orientation of the educational and professional program of the master of non-pedagogical specialties it is necessary to enter competencies that allow him to engage in teaching activities. General competences add to the ability to carry out pedagogical activities using innovative educational technologies, and special competences add to the ability to organize the educational process and carry out scientific research in order to solve topical problems of the theory, methodology, organization and practice of higher education students. One of the most important compulsory (normative) disciplines that enable the future specialist to teach special and professional disciplines in higher education institutions should be "Didactic of Higher Education". This is the main feature of forming didactic competence in higher education institutions. But the competent approach in higher education does not come down to a separate discipline, but because the phenomenon of integral and dynamic develops in the process of formal, non-formal and informal education and is in constant development and self-development. All stages of preparation of the master of non-pedagogical specialties for teaching activity should be directed on achievement of the main purpose of the educational process — formation of pedagogical competences of applicants of higher education.

ONLINE E-LEARNING AS AN ACTUAL FORM OF PREPARING STUDENTS FOR FUTURE PROFESSIONAL ACTIVITIES

2021 ◽  
Vol 23 (8) ◽  
pp. 4-10
Author(s):  
Barakhsanova E.A. ◽  
Gotovtseva O.G. ◽  
Smetanina T.A.
Keyword(s):  
Professional Training ◽  
Modern Society ◽  
Educational Process ◽  
The Arctic ◽  
Primary Data ◽  
Teaching Staff ◽  
Sources Of Information ◽  
Digital Competence ◽  
Network Learning ◽  
E Learning

The article is devoted to the actual pedagogical problem-the development of online e-learning in the conditions of digitalization of modern society. This problem is considered taking into account the increasing importance of electronic educational resources in improving the efficiency of the organization of the educational process in a remote interactive mode. The role and significance of the factors influencing the development of e-learning are presented: technical and organizational and methodological support of the educational process, the appropriate level of digital competence of the teaching staff, personal motivation of students. The results of recent studies conducted among students of the Pedagogical Institute of the North-Eastern Federal University (hereinafter-the University) and the Arctic Institute of Culture and Art (hereinafter-the Institute) for a complete picture of the state of network learning among students studying at the Institute and university, reflecting the main characteristics of the current state of digitalization of education. Based on the primary data of the study, the current problems are identified: the lack of contact interaction between the participants, which determines an individual, differentiated approach; compliance with personal conditions (motivation of the student); access to electronic sources of information; increase in the number of independent tasks in the absence of constant feedback from students, etc. The article reflects the approaches to determining the place of online e-learning in the system of professional training of future specialists using modern technologies in the organization of the educational process. The analysis of the obtained results shows that in order to implement the tasks of network learning, namely, the practical mastery of digital competence, training should be aimed at developing students ' sustainable interest in network learning.

scholarly journals IMPROVING THE QUALITY OF HIGHER EDUCATION IN THE SYSTEM OF STATE REGULATION

2021 ◽  
pp. 35-42
Author(s):  
Ek.V. Agamirova ◽  
◽  
N.V. Kosareva ◽  
El.V. Agamirova ◽  
N.A. Ulyakina ◽  
...  
Keyword(s):  
Higher Education ◽  
Russian Federation ◽  
Educational System ◽  
State Regulation ◽  
Educational Process ◽  
Educational Services ◽  
Academic Mobility ◽  
Quality Of Higher Education ◽  
The Russian Federation

The article considers approaches to improving the quality of higher education in the system of state regulation. It is established that the reform of the educational system in the Russian Federation requires adequate changes in the internal management of universities, their transition to the principles of strategic planning, monitoring of the educational services market, personnel management, expansion of academic freedoms and academic mobility of all participants in the educational process.

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