scholarly journals Conceptual grounds for administering education process in modern world

2021 ◽  
Keyword(s):  
Human Capital ◽  
Lifelong Learning ◽  
Professional Training ◽  
Professional Competence ◽  
Modern Society ◽  
Human Potential ◽  
Modern World ◽  
The European Union ◽  
Basic Competencies ◽  
High Level

The article based on the analysis of the literature, identifies the general patterns of development of lifelong learning. The need for lifelong learning is considered; basic competencies that help in this, as well as the relevance of the choice and use of these competencies in modern society. It is investigated that in the conditions of European integration of Ukraine and innovative management under the influence of social and economic transformations requirements to the quality of professional training of future experts grow. Balanced management of the modernization of higher education and the market of educational services it provides will provide a strong, high level of personal and professional competence with strong, innovative knowledge, personal and professional competence, strong human potential. The key problems of post-industrial production, the technologies of which are constantly updated, have been identified, and many specialists are forced to retrain, change qualifications or the profession in general. Therefore, lifelong learning becomes relevant, which is the basis for the self-realization of each individual, a factor in the formation of powerful human capital, a determinant of the economic prosperity of Ukraine. The fundamental principles of lifelong learning are studied. The study analyses the methodological aspects of lifelong learning, which reveal the spatial approach (which allows you to analyse the interdependent continuous, subordinate socio-political and cultural processes); multilevel approach (which analyses the relationships and interactions of the reproduction of human capital at the micro-, meso, and macro levels, taking into account global, global, regional and local factors influencing the political, economic, socio-cultural trends of intellectual society). The expediency of applying the experience of the European Union countries and, in particular, Slovakia in Ukraine to increase the efficiency of lifelong education administration is substantiated.

Defining the Competence of Psychologists with a View to Public Accountability *

1997 ◽  
Vol 2 (4) ◽  
pp. 293-300 ◽  
Author(s):  
Ype H. Poortinga ◽  
Ingrid Lunt
Keyword(s):  
Scientific Knowledge ◽  
Professional Training ◽  
Professional Competence ◽  
Codes Of Ethics ◽  
The Body ◽  
The European Union ◽  
Rigorous Evaluation ◽  
Judicial Proceedings ◽  
Psychological Knowledge

In national codes of ethics the practice of psychology is presented as rooted in scientific knowledge, professional skills, and experience. However, it is not self-evident that the body of scientific knowledge in psychology provides an adequate basis for current professional practice. Professional training and experience are seen as necessary for the application of psychological knowledge, but they appear insufficient to defend the soundness of one's practices when challenged in judicial proceedings of a kind that may be faced by psychologists in the European Union in the not too distant future. In seeking to define the basis for the professional competence of psychologists, this article recommends taking a position of modesty concerning the scope and effectiveness of psychological interventions. In many circumstances, psychologists can only provide partial advice, narrowing down the range of possible courses of action more by eliminating unpromising ones than by pointing out the most correct or most favorable one. By emphasizing rigorous evaluation, the profession should gain in accountability and, in the long term, in respectability.

Lifelong Learning in Developing Knowledge Workers

2012 ◽  
Author(s):  
Abdul Halim Abdul Majid ◽  
Nor Bizura Seth
Keyword(s):  
Human Capital ◽  
Lifelong Learning ◽  
Knowledge Workers ◽  
Knowledge Worker ◽  
Codified Knowledge ◽  
College Of Business ◽  
High Level ◽  
The University ◽  
Universiti Utara Malaysia ◽  
Developing Knowledge

This monograph discusses the importance of lifelong learning in developing knowledge workers and human capital. Facets of lifelong learning, knowledge workers and human capital are highlighted to provide basic understanding to all readers. The facets of lifelong learning include accessibility to learning, investment for learning, methods and contents of learning, values of learning, direction and guidance in learning and learning opportunities closer to home. Meanwhile, the facets of knowledge worker are problem solving, using intellectual skills, requiring a high level of autonomy, emphasizing on quality of judgment, using unique processes, possessing un-codified knowledge, sourcing between his ears and using knowledge and information to add to deeper knowledge and information. There are several individuals whom we would like to thank for their contributions to this monograph. This monograph has benefited greatly from the inputs, comments and expertise as well as working experience of all contributors. We also would like to thank the School of Business Management, the College of Business, Universiti Utara Malaysia, the Research Innovation and Management Center (RIMC) of Universiti Utara Malaysia and the top leaders of the University for their encouragement and support. Those who have contributed directly or indirectly toward the publication of this monograph also deserve our appreciation.

scholarly journals Differences in the Development and Investment in Human Capital in the Member States of the European Union

2012 ◽  
Vol 15 (2) ◽  
pp. 79-99
Author(s):  
Zbigniew Przygodzki
Keyword(s):  
Human Capital ◽  
Development Policy ◽  
The European Union ◽  
Human Capital Development ◽  
National Differences ◽  
Development Processes ◽  
Eu Policies ◽  
Low Efficiency ◽  
High Level ◽  
Capital Development

Human capital and knowledge are most important factors of current development processes, contributing to the innovativeness and competitiveness of the economies. The important role of these factors was underlined also in Europe 2020 Strategy. However, due to immaterial character of investment in human capital and because of the high level of decentralization of human capital development policy, these actions are characterized by a relatively low efficiency. Thus, the aim of this paper is firstly to identify the importance of human capital development policy within EU policies. Secondly, it is to identify and conduct a comparative analysis of national differences in human capital development and to identify points of reference for key measures of the development in question. Thirdly, this paper is to specify models of human capital development policy from the perspective of how much involved local authorities are in its implementation and efficiency.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF FORMATION OF TRAINEE TEACHERS’ PROFESSIONAL COMPETENCE WITH THE USE OF WEB TECHNOLOGIES

2018 ◽  
Vol 66 (4) ◽  
pp. 197
Author(s):  
Liudmyla S. Shevchenko ◽  
Andrii I. Kryzhanovskyi
Keyword(s):  
Experimental Verification ◽  
Professional Training ◽  
Professional Competence ◽  
Modern Society ◽  
Diagnostic Methods ◽  
Future Teachers ◽  
Web Technologies ◽  
Trainee Teachers ◽  
Professional Activities ◽  
Teachers And Students

The rapid pace of development of modern society, dynamism and continuous innovation processes lead to the fact that knowledge of the subject and possession of the method of teaching cannot fully characterize the current level of professional training of future teachers. The contents of the disciplines is constantly changing, new means and technologies of learning are emerging, and the flows of information that teachers should take into account in their professional activities are growing. Significant changes in the educational sector, in the first place, concern the use of Web technologies. The purpose of the article is to highlight the methodology and results of research and experimental work aimed at the verification of the effectiveness of forming the professional competence of future teachers with the use of Web technologies. In order to achieve the goal and check the tasks of the study, the selection, modification, development and testing of the theoretical and empirical complex (interviews, questionnaires and questioning of teachers and students, diagnostic methods) of research methods were carried out; qualitative and quantitative analysis of the results was carried out with the use of mathematical statistics methods. The empirical basis at the formative stage of the study included 315 students and 44 teachers of pedagogical institutes of Vinnytsia region. The research and experimental verification of the motivational-value-based, cognitive and design-technological components of the formation of professional competence confirmed that the introduction of the developed methods of forming the professional competence of trainee teachers by means of Web technologies had the greatest impact on the motivation for educational, cognitive and professional activities using Web technologies, development of professional, communicative motives, motives of prestige, awareness and development of the need for collaboration with the use of Web technologies. The result of applying the methods is the formation of the ability of teachers and students to identify the pedagogically appropriate means of Web technologies, analyze and evaluate existing ones, develop and apply them in future pedagogical activities.

scholarly journals Development of Digital Competence in the Training of Future Teachers in Ukraine and China

2021 ◽  
Vol 7 (1) ◽  
pp. 103-112
Author(s):  
Tetyana M. Sobchenko
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Professional Competence ◽  
Modern Society ◽  
Educational Process ◽  
Academic Disciplines ◽  
The European Union ◽  
Future Teachers ◽  
Digital Competence ◽  
National Educational Policy

The relevance of the issue of developing the digital competence of future teachers in higher education is obvious, as technological progress is developing at an extremely rapid pace, and digitalisation has already penetrated into all spheres of life, including the education system. The purpose of the study is to compare the approaches of state educational policy to the development of digital competence of future teachers in China and Ukraine. To obtain new results, the following theoretical methods were used in the study: analysis of pedagogical literature, regulations, online platforms, educational sites, systematisation, and generalisation of research, organisation of training courses for future teachers – to compare different approaches to digital competence of future teachers. It is noted that digital competence is key in lifelong learning, as well as one of the components of a teacher's professional competence, according to the Standard Standard for Primary School Teachers, General Secondary Education Teachersб and Primary Education Teachers. The concept of digital competence is defined and it is substantiated that its significance changes in accordance with the development of digital modern society. The national educational policy of Ukraine and the People's Republic of China is analysed, in particular the regulatory base, which regulates the development of digital competence in the countries. It has been found that the problem of digital competence is relevant in both countries, in particular in China, where its solution is more progressive, due to powerful resource opportunities. An example of the content of academic disciplines, namely “Digital Training Tools”, “Cybersecurity”, “Media Education” (Ukraine), “Fundamentals of Computer Use”, “Use of Multimedia Technology” (PRC), their place in the educational process, hours on study, form of control of educational and cognitive activities, etc. These disciplines are aimed at developing the digital competence of future teachers in higher education institutions of Ukraine and China. It is noted that further research will relate to the study and analysis of national educational policy of the European Union on the development of digital competence, in particular in the training of future teachers

scholarly journals Content of Pedagogical Education in the Modern World: Meanings, Problems, Practices and Development Prospects

2021 ◽  
Vol 18 (4) ◽  
pp. 667-691
Author(s):  
Aleksandr G. Bermus ◽  
Vladislav V. Serikov ◽  
Natalya V. Altynikova
Keyword(s):  
Critical Analysis ◽  
Professional Training ◽  
Professional Competence ◽  
Professional Socialization ◽  
Educational Environment ◽  
Modern World ◽  
Psychological Mechanisms ◽  
Proposed Model ◽  
State Of Practice ◽  
Development Prospects

The article examines modern ideas about the nature of pedagogical activity, providing a critical analysis of the state of practice and scientific research on the problems of pedagogical education and reconstructing a set of methodological ideas, concepts and schemes related to ideas about the content and forms of pedagogical education. The authors present approaches to solving such problems as the modern understanding of the essence of pedagogical activity and the trends of its transformation in connection with the changed educational space, new functions of the teacher in the digital educational environment; crisis phenomena in pedagogical education and ways to overcome them. In this vein, the authors consider the concept of pedagogical education, substantiating its goals, content options and psychological mechanisms for mastering pedagogical activity. The proposed model of the process of professional socialization of teachers reveals the content, technologies and criteria for their effective professional training, dialectics of psychological, pedagogical and subject components in the structure of professional competence. Consideration is also given to the environment of a pedagogical university as a source of development of pedagogical experience and personal and professional qualities of teachers. The article may be of interest to researchers and organizers in the field of pedagogical education.

scholarly journals PROFESSIONAL COMPETENCE AS A KEY FACTOR IN IMPROVING THE QUALITY OF ENGINEERING EDUCATION

2019 ◽  
Vol 3 ◽  
pp. 253
Author(s):  
Lesia Zbaravska ◽  
Olha Chaikovska ◽  
Hutsol Taras ◽  
Sergii Slobodian ◽  
Oleksandr Dumanskyi
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Practical Training ◽  
The European Union ◽  
Horizon 2020 ◽  
University Teachers ◽  
Depth Analysis ◽  
Key Factor ◽  
Physics Course

The integration of Ukraine into the European community is impossible without changes in the education sphere. The implementation of such projects of the European Union as "Horizon 2020” provides the collaboration between experts in Agriculture and Engineering. The results of the questionnaire conducted by “Agro Survey” agency showed the lack of student’s practical knowledge in Ukrainian Engineering and Agricultural universities. It is obvious that the quality of education in Ukrainian technical universities doesn't meet the requirements of the European labour market. Getting theoretical knowledge has no value until students can apply it for practical purposes. We suggest that a subject like Physics should be practice-oriented. If the Physics course at technical universities integrates theory with practice, students will be better prepared for their future career. The purpose of the study is to define the basic principles of professional competence as the key factor for improving the quality of future engineer’s training in the process of studying Physics. To select and interpret the factual material, concepts and theories the theoretical analysis of philosophical, psychological and pedagogical literature on research was used in the paper. The pedagogical experiment was carried out on the basis of 4 universities in different regions of Ukraine and involved 159 respondents (151 students and 8 university teachers). To determine the strategies for implementation of the profession-based tasks in Physics course we carried out specially designed questionnaires for students majoring in Agrarian Engineering and university teachers. One of the necessary conditions for future engineer training is professional orientation in studying. We suppose that to consider the relationship between a comprehensive Physics course and the disciplines of professional and practical training the in-depth analysis should be performed. First of all, it will help to determine Physics knowledge, abilities and skills that should be used in student’s further professional training. Second of all, it will enable the most effective use of engineering-based tasks in Physics classes. However, knowledge of basic Engineering and General Theoretical subjects is not applied by the students of Technical High School for a long-period of university study. The results of the survey have shown that studying major subjects at a later stage doesn’t motivate students to learn Natural Science and Engineering disciplines. We can conclude that profession-based tasks in Physics class contribute to the formation of a system of natural knowledge, practical skills and abilities. They stimulate the students’ cognitive interest in Physics as a science, help to better absorb material of other disciplines, develop creative abilities and influence the formation of persistent motifs for obtaining knowledge of professional disciplines.

scholarly journals Evolution of European Sanctions: From Individual Measures to Consolidated Policy

2018 ◽  
pp. 19-27
Author(s):  
V. A. Silaeva
Keyword(s):  
Economic Sanctions ◽  
Modern World ◽  
Military Force ◽  
The European Union ◽  
European Union Policy ◽  
Nation States ◽  
Union Policy ◽  
High Level ◽  
Restrictive Measures

In modern world, as more and more states are reluctant to apply direct military force, the role of non-military instruments of coercion such as economic sanctions augments in international relations. In recent years economic sanctions have become firmly anchored in the system of European instruments of foreign policy. Although their implementation and monitoring still requires substantial improvements, progress and high level of consolidation can be witnessed on several recent examples. The article focuses on the evolution of the institutional basis and the mechanisms of coordination of the European Union policy in the sphere of restrictive measures, as well as detailed analysis of current tools of elaboration and implementation of various economic foreign instruments. Three stages can be distinguished in the evolution of European restrictive measures. Originally, there was no coordination as sanctions were introduced by nation states separately and individually. However, with the rise of economic interdependency of the allies there appeared new instruments for the exchange of information and opinions that have evolved into strictly binding mechanisms we can witness today. The example of Iranian sanctions shows what new schemes have been elaborated to increase the effectiveness of sanctions policy and how they have spread and developed, including to work out sanctions against Russia.

scholarly journals Technologies of active learning in the context of the risks of modern professional education

2021 ◽  
Vol 273 ◽  
pp. 12025
Author(s):  
Tatyana Scherbakova ◽  
Dinamutdin Misirov ◽  
Marina Akopyan ◽  
Larisa Ogannisyan ◽  
Ivan Danchuk
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Learning Methods ◽  
Professional Activities ◽  
Active Teaching ◽  
Current Trends ◽  
High Level

The article includes a comprehensive analysis of the specifics of the system of active learning methods and a description of its resources in the professional training of future specialists in the context of modern modernization of higher education. Based on the results of the analysis of current trends in the development of a variety of technologies and formats of training in higher education, the criteria for determining their feasibility are identified. The paper presents an overview of the significant psychological characteristics of the teacher, acting as internal determinants of successful activity based on active learning methods. Various components of students' project activity are considered. The advantages of active teaching methods in the development of professional thinking, reflection of students' experience and competencies in ensuring the productivity of their advancement in educational and professional activities are revealed. Based on the analysis of the results of empirical research, the article describes the content features of modern students ' ideas about the resources and risks of active learning methods for their role in achieving a high level of professional competence development. The psychological factors that determine the success of the use of active learning methods in professional education are identified.

scholarly journals Personal Formation and Fulfillment in the Russian Socio-Cultural Environment

2019 ◽  
Vol 3 (2) ◽  
pp. 145-150 ◽  
Author(s):  
Владимир Золотухин ◽  
Vladimir Zolotukhin ◽  
Василий Порхачев ◽  
Vasily Porhachev
Keyword(s):  
Cultural Policy ◽  
Professional Training ◽  
Technology Development ◽  
Modern Society ◽  
The State ◽  
Human Potential ◽  
Educational Technologies ◽  
The Future ◽  
Technological Management ◽  
Personal Formation

The research features ways of personal formation and fulfillment in the Russian socio-cultural space. An effective use of educational technologies contributes to personal fulfillment. Higher education helps students to socialize and adapt. Modern society requires professional competencies. However, there is a contradiction between the state demand and the requirements of modern technological management, which determines the range of problems associated with the image of a graduate that would satisfy both the state and the employers. The specifics of the use of educational technologies are significantly affected by the national mentality, which reflects the degree of impact on social and cultural policy at state and regional levels. Human potential is a reflection of the formed knowledge; it is individual and market-oriented. The problem lies in the degree of the demand for graduates on the labor market and the competencies that should be adapted to the current state of technology development in various fields of activity. The effectiveness of professional training depends on the socio-economic opportunities of the institution, its infrastructure, and opportunities to reveal the creative potential of its graduates. The higher the degree of real demand for specific specialists, the more successful and qualified will be the future specialist. If the system of competencies defines the boundaries within which the university forms the image of the future graduate, a universal graduate should possess competitive advantages, which results in the problem of a unique image of the graduate.

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