PERIODIZATION OF THE DEVELOPMENT OF OUT- OF - SCHOOL EDUCATION OF UKRAINE (SECOND HALF OF the XX - BEGINNING OF the XXI CENTURY)

2021 ◽  
Vol 1 (45) ◽  
Author(s):  
L. Kostenko
Keyword(s):  
Economic Condition ◽  
School Education ◽  
Continuous Learning ◽  
Direct Impact ◽  
Education Development ◽  
Independent State ◽  
Soviet Time ◽  
Out Of School

 The author singles out and characterizes  periods of the development of out-of-school education in Ukraine (second half of the XX – beginning of the XXI century) – the period of the Soviet time (1952–1990) and the period of  Ukraine as an independent state (1991–2014), the differences of which are determined by socio-political and socio-economic condition of the country. The publication identifies the main types of out-of-school institutions, the content, forms and methods of out-of-school education in each of the mentioned periods of its development.The author concludes that despite all the socio-political and  historical difficulties, the system of out-of-school education in Ukraine (1952-2014) had positive trends in the formation of this component of continuous  learning and in the direct impact on the individual.Key words: out-of-school education, development of out-of-school education, periods of development of out-of-school education, content of out-of-school education, forms of organization of out-of-school education, methods of out-of-school education, out-of-chool institution.

scholarly journals COMPARATIVE ANALYSIS OF FOREIGN AND DOMESTIC EXPERIENCE OF OUT-OF-SCHOOL EDUCATION DEVELOPMENT

2021 ◽  
Vol 1 (194) ◽  
pp. 134-139
Author(s):  
Larysa Kostenko ◽  
Keyword(s):  
Western Europe ◽  
State Regulation ◽  
School Education ◽  
European Countries ◽  
Children And Youth ◽  
Education Development ◽  
National Education ◽  
Work Related ◽  
The Individual ◽  
Out Of School

In the article, on the backgroung of historical and pedagogical analysis, the author made an attempt to compare foreign and domestic experience in the development of out-of-school education. Much has been done by educators and the European society to unite young people and prepare them for life in the European community. This is confirmed by the fact that in October 1991 a pan-European union of institutions and organizations of leisure for children and youth (EAICY) was established, of which Ukraine became an associate member. The author draws attention to the development of out-of- school education in the Central European countries belonging to EAICY: Bulgaria, Poland, Slovakia, the Czech Republic, which have common features, as each of them belonged to the so-called socialist camp. Among the countries of Western Europe EAICY includes: Belgium, Germany, Spain, the Netherlands, Portugal, France, Denmark. Among Eastern European countries, EAICY includes Latvia, Lithuania, Moldova, Ukraine, Estonia and Kazakhstan. The history of appearence and development of the system of out-of-school education and upbringing in these countries has not only national but also common roots, as each of these countries in the past was part of the USSR. Thus, there are common trends in the development of out-of-school education in European countries and Ukraine: focusing on the needs of the individual in socialization, life skills, gaining new knowledge, acquiring practical skills according to one’s interests, meeting the needs of the individual in creative self-realization, organization of meaningful leisure; state regulation of the organization of leisure time for children and youth in education is carried out in those countries where out-of-school education is a component of national education systems, has a clearly defined structure and activities; systems of purposeful organization of free time of children and youth, despite the peculiarities of directions, methods of activity, variety of forms and structure, have much in common in the content of work, related to the purpose and social educational problems. Domestic experience in the development of out-of-school education has retained its uniqueness in world practice.

scholarly journals The Role of Out-of-School Education in Empowerment of Rural Adults in Etche Ethnic Nationality for Community Development

2012 ◽  
Vol 2 (2) ◽  
pp. 133
Author(s):  
Dr. J. C. Ihejirika
Keyword(s):  
Community Development ◽  
Formal Education ◽  
Literacy Skills ◽  
School Education ◽  
Formal Schooling ◽  
Education Development ◽  
Vocational Skills ◽  
Ethnic Nationality ◽  
Out Of School ◽  
Rural Adults

The purpose of this paper is to examine the roles out-of-school education can play to enhance empowerment of different segments of rural adults in Etche ethnic nationality for community development. The educational history of Etche ethnic nationality reveals a disproportionate emphasis on formal/liberal education at the expense of out-of-school education, the resultant effect of which has been over production of school leavers without practical skills. Consequently, unemployment and poverty manifestations are high and relate to low levels of literacy and lack of vocational skills among the adults and youths. As a matter of fact, this situation demands intervention of out-of-school education which is capable of providing unlimited education opportunities for mobilizing the capacities of various sub-groups of people in Etche ethnic nationality towards rapid transformation of the communities. Based on literature account, this paper submits that out-of-school education has crucial roles to play, whether in providing literacy skills to those who were deprived of formal schooling; or in continuing the education of already literate persons; or still, in providing life and vocational skills to enable rural adults live improved life which can translate to community development. In conclusion, the paper calls for establishment of out-of-school/non-formal education development schemes by Etche and Omuma Local Government Councils to perform for out-of-school education what zonal Schools Board and Ministry of Education do for formal school in Etche ethnic nationality.

scholarly journals FORMING OF ECOLOGICAL CONSCIOUSNESS OF SUCCESSFUL PERSONALITY AS COMPONENT PART OF MODERN EDUCATION AND TRAINING

2019 ◽  
pp. 253-267
Author(s):  
Alla Kurinaya ◽  
Dmitriy Frolov
Keyword(s):  
School Education ◽  
Component Part ◽  
Ecological Consciousness ◽  
Education Development ◽  
It Implementation ◽  
In The Wild ◽  
Basic Source ◽  
Responsible Attitude ◽  
Main Components ◽  
Out Of School

In the articles the authors exposed basic aspects of ecological consciousness forming of successful personality in the conditions of preschool, school and out-of-school education. As forming of the base valued orientations is on the period of preschool and school education development is seen actual for the child of ecological consciousness, as one of main components of successful personality. Except this, an important role is played by out-of-school establishments and domestic environment, in particular paternal models of behavior, that serve as the prepared examples of behavior for personalities in the period of their forming. School course of natural disciplines, helps students to realize the value of nature for society, to understand that nature is a basic source of satisfaction of vital and spiritual necessities of the mankind, to realize the necessity of responsible attitude toward it. Implementation assists in the development of the valued orientations the students of practical works, that have an estimating aspect. In the article authors pay attention to development of the valued orientations personality facilities of ecological education: acquisition by the schoolchildren of experience correctly, critically to estimate the behavior in the wild, acts of other people, elect a line or model of communicative activity behavior, that answers the laws of Humanity, Nature and Society. The higher expounded material testifies that ecological to the competence of modern successful personality formed in the system of education in continue all period of studies from establishments of preschool, secondary, professional and higher education. Exactly initial and middle school must form an ecological competence as component part of harmonious and successful personality. As exactly, in the period of preschool and school education is on forming of integral personality. Except it, an important role, forming of ecological consciousness is played by out-of-school establishments and domestic Формування екологічної свідомості успішної особистості як складник сучасної освіти та виховання 268 environment in particular paternal models of behavior, that serve as the prepared examples of behavior exactly for personalities, in the period of their forming.

A. S. Nikolaev in the Institute of Out-of-School Education and His ‘Museum of Archival Work’ Project

2018 ◽  
pp. 1254-1265
Author(s):  
Vitaly G. Ananiev ◽  
Keyword(s):  
School Education ◽  
Cultural Institutions ◽  
School Teachers ◽  
Development Level ◽  
Formation Stage ◽  
Archival Documents ◽  
History Of ◽  
Archival Work ◽  
Department Faculty ◽  
Out Of School

The article is devoted to the work Alexander S. Nikolaev (1877 – 1934) in the Petrograd Institute of Out-of-School Education in late 1910s – early 1920s. His teaching activities at the Institute and the place of archival issues in the program of its museum department have been studied on the basis of archival documents. The Institute initially focused on training of instructors and employees of cultural institutions, school teachers for adults and universities professors. The Institute had a museum section (department – faculty), on the basis of which several exemplary workshops for creating of manuals and their mastering were to be organized. That is the context in which A. S. Nikolaev’s projects of archival museum creation should be studied. One of such projects worked out by Nikolaev at that time has gone unnoticed until its publication in the Appendix. The connection of this project with the development level of museum affairs of the period is shown. Nikolaev's aspiration to show evolution of archiving and to follow fond formation stage by stage and his use of photographic and graphic materials are also noted. Moreover, it is the first assessment of the work of the Institute as one of the centers for teaching archiving in late 1910s – early 1920s.Training at the museum department of the Institute included a number of courses in both archiving and preservation of documentary monuments. This was due not only to the traditional proximity of archiving and museum work, but also to the circumstances of the first post-revolutionary years. Many museums (located in palaces and mansions of nobility) acquired valuable archival collections. They looked for an opportunity to use these in their scientific activities and exhibitions. The latter was due to the emphasis put on history of daily life and introduction of sociological method in museum work.

scholarly journals FUTURE MASTERS’ PROFESSIONALISM DEVELOPMENT IN THE PROCESS OF PRACTICAL TRAINING IN THE INSTITUTIONS OF OUT-OF-SCHOOL EDUCATION

2021 ◽  
Vol 1 (194) ◽  
pp. 139-144
Author(s):  
Tetiana Kravtsova ◽  
Keyword(s):  
Educational Process ◽  
School Education ◽  
Practical Training ◽  
Individual Support ◽  
Conscious Choice ◽  
The Future ◽  
Main Component ◽  
Pedagogical Relations ◽  
Independent Work ◽  
Out Of School

The article is devoted to the problem of future masters’ professionalism development in the process of practical training in the institutions of out-of-school education. Based on the analysis of psychological and pedagogical literature, the understanding of the concept of professionalism has been clarified, the peculiarities of practice in a multidisciplinary institution of out-of-school education have been revealed, the requirements to the bases of practical training of future masters of education, educational program 011 Educational, pedagogical sciences (Out-of-school education) It has been found out that the future teachers’ practical training acts as an integrating main component of personal and professional development of the specialist, the link between theoretical training and independent work in the establishments and institutions of out-of-school education. Providing performance of various tasks, which include: acquaintance with the general directions of work in a multidisciplinary institution of out-of-school education; creation of an individual educational trajectory of the applicant of out-of-school education according to abilities of talents and gifts of children and youth on the basis of psychological and pedagogical diagnostics; development of curricula, calendar and lesson plans for group and club work, development of scenarios and script plans for collective and mass events, which are included in the annual work plan of the institution of out-of-school education. It has been specified that the professionalism of the future master will be reflected in the following results of practical training: the ability to recognize and take into account the diversity of students, the ability to provide individual support in the educational process; awareness of different contexts in which training, upbringing and development of students of out-of-school education can take place; ability to implement subject-subject interaction with different participants of the educational process at different levels; the ability to contribute to the formation of a general culture of personality, socialization, conscious choice and development of additional educational programs, using a variety of forms, techniques, methods and means of teaching; to master the norms of pedagogical relations in the process of designing and implementing educational activities, search, sharing, application of innovations and creativity in the educational process.

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