scholarly journals GENDER APPROACH TO EDUCATION ORGANIZATION IN HIGHER MILITARY EDUCATIONAL INSTITUTION

2019 ◽  
pp. 11-16
Author(s):  
Zamotaieva Natalia
Keyword(s):  
Educational Institution ◽  
Armed Forces ◽  
Educational Process ◽  
Practical Implementation ◽  
Gender Policy ◽  
Military Schools ◽  
Education Organization ◽  
Educational Paradigm ◽  
Gender Based ◽  
And Gender

The article is devoted to the urgent issue of conceptualizing the gender approach over the training of military specialists at a higher military educational institution. The modern scientific views on the essence of gender and gender policy to the Armed Forces of Ukraine are analyzed, the necessity of its realization in the system of military specialists training with higher education has been proved. It was found that the transition to a competent educational paradigm and NATO standards prompts the necessity for the introduction of a new model of educational process in higher military schools based on a gender-based approach, which should consist of coherent and mutually determined structural components such as: target, motivational, inductive, axiological, resource, sub Activity-based, technological, control-corrective and productive one. Based on the conducted survey, the effectiveness of the designed model depends on compliance with a set of principles and approaches to its practical implementation. The psychological and pedagogical conditions that provide productive gender interaction in the educational process of the higher military educational institution have been set.

Navigating gender in elite bargains: Women's movements and the quest for inclusive peace in Colombia

2021 ◽  
pp. 1-24
Author(s):  
Alexandra Phelan ◽  
Jacqui True
Keyword(s):  
Large Scale ◽  
Armed Forces ◽  
Women's Movements ◽  
Power Structures ◽  
Peace Agreement ◽  
Bargaining Process ◽  
Political Bargaining ◽  
Significant Case ◽  
Gender Based ◽  
And Gender

Abstract A growing body of scholarship connects the participation of women and the inclusion of gender provisions to the sustainability of peace settlements. But how do women's groups navigate gender power structures and gendered forms of violence within complex and fragile political bargaining processes aimed at ending large-scale conflict? The 2016 Colombian peace agreement, internationally applauded for its inclusion of strong gender provisions and women's participation as negotiators and peace advocates, is a significant case for examining these questions. Drawing on original case material, including interviews of key actors on different sides of the conflict – this article analyses the political bargaining dynamics within and among women's movements, the Santos government and the Revolutionary Armed Forces of Colombia (Fuerzas Armadas Revolucionarias de Colombia, FARC). We argue that the inclusion of women was pivotal in transforming the elite bargaining process and power structures of Colombian society enabling a gender-based approach to the substantive peace agenda addressing transitional gender justice for sexual violence survivors and gender-equal redistribution through land and rural reform programmes. The study suggests that deeply situated political bargaining analysis is essential to navigating gender in elite bargains rather than a one-size-fits-all approach to inclusive peace.

Sex and gender: More than just demographic variables

2021 ◽  
pp. e20210027
Author(s):  
Callaghan Walter
Keyword(s):  
Armed Forces ◽  
Well Being ◽  
Demographic Variables ◽  
Sex And Gender ◽  
Canadian Armed Forces ◽  
Starting Point ◽  
Gender Based ◽  
And Gender ◽  
Published Research ◽  
Health And Well Being

LAY SUMMARY Taking as a starting point that sex and gender are not the same thing, a principal understanding of Gender-Based Analysis Plus (GBA+), this article reviews research published in 2020 on the health and well-being of Veterans and currently serving members of the Canadian Armed Forces. The purpose of this review was to see how sex and gender were referred to in this published literature. The published research tended not to differentiate between sex and gender, often using the two terms as though they referred to the same thing. Possible reasons for why this has happened are explored, as is the importance of treating sex and gender as fundamentally different things.

Professional training of students of creative professions : methodological aspect

2021 ◽  
Vol 7 (3D) ◽  
pp. 623-628
Author(s):  
Roma Sybirna ◽  
Tetiana Fursykova ◽  
Ganna Polishchuk ◽  
Oleksandr Balanutsa ◽  
Alla Marchuk
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Practical Implementation ◽  
Theoretical Substantiation ◽  
Flexible System ◽  
Science And Technology Education ◽  
Creative Education ◽  
The University

One of the important problems of training competitive specialists in creative professions is the theoretical substantiation and practical implementation of the idea of integrating science and technology, education and production, searching on this basis for innovative approaches to creative education. Taking this into account, the problem of integrating knowledge in higher education acquires significance and has a number of advantages. The university is faced with the task of providing students with a holistic, scientific, flexible system of knowledge, which is modified depending on the profile and purpose of each type of educational institution. One of the most effective ways to achieve this goal is to integrate the content, forms and methods of teaching into the educational process.

scholarly journals СТВОРЕННЯ НЕДИСКРИМІНАЦІЙНОГО СЕРЕДОВИЩА У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ: ҐЕНДЕРНИЙ ПІДХІД

2021 ◽  
pp. 190-197
Author(s):  
IRYNA SHULHA ◽  
NATALIIA LEVCHYK ◽  
OKSANA KIKINEZHDI
Keyword(s):  
Secondary Education ◽  
School Environment ◽  
Educational Institution ◽  
Teaching Experience ◽  
Educational Process ◽  
Gender Perceptions ◽  
Assertive Behavior ◽  
And Gender ◽  
The Relationship

The article is dedicated to the actuality of the problem of implementing a gender approach as key in creating a non-discriminatory school environment in the conditions of reforming the educational system of Ukraine. The authors’ understanding of the essence of the non-discriminatory environment in an educational institution as safe, healthy, inclusive and gender-equitable is given; the role of a teacher in this process is indicated. The essence of the gender approach and the peculiarities of its implementation in the general secondary education institutions are revealed. The results of the study of the content and prevalence of gender views and stereotypes among teachers of both sexes are presented. It has been found that most educators are heavily influenced by traditional views on the relationship between the genders. The differences in the gender perceptions of female teachers and male teachers depending on age and teaching experience have been revealed. About 20% of teachers implement a gender approach in school practice. It is empirically proved, that pedagogical groups deepen differentiation of social and psychological requirements and expectations regarding pupils and students. Most teachers remain uncertain in their gender orientations, profess the ideology of complementarity of male and female roles. The educational process in secondary education establishments reinforces traditional views on the dichotomy of women and men social roles and to a lesser extent demonstrates the equality and equivalence of both sexes, capable of assertive behavior and the interchangeability of gender roles. Prospects for further research outline a further need to determine ways to develop the egalitarian culture of teachers of general secondary education.

scholarly journals Practical experience in organizing distance learning in secondary schools

2020 ◽  
Vol 6 (Extra-B) ◽  
pp. 76-83
Author(s):  
Liliya Zufarovna Gumerova ◽  
Valeriy Sergeevich Karimov ◽  
Gulshat Nakipovna Aglyamzyanova ◽  
Robert Nafisovich Abaidulin
Keyword(s):  
Distance Learning ◽  
Educational Institution ◽  
Practical Experience ◽  
Educational Process ◽  
Practical Implementation ◽  
High Quality Education ◽  
Important Relationship ◽  
The Right ◽  
User Friendly ◽  
Academic Year

The COVID-19 pandemic has re-emphasized distance learning. It became a powerful impetus for the transition from theoretical considerations to the practical implementation of such training in the school system (Strategy New Growth Model - New Social Policy, 2020). This article describes the experience of organizing such training for children in the 4th quarter of the 2019/2020 academic year. It considers all stages of implementation of distance learning, such as solution of legal issues regulating the activities of an educational institution; effective construction of the educational process, considering the important relationship "student-teacher"; the right choice of information technology that meets the capabilities and limited skills of students, and has a user-friendly interface. The experience of distance collaboration between a teacher, a student and his parents is also presented, which made it possible to build effective teaching and achieve a high-quality education.    

scholarly journals SELF-DEVELOPMENT OF EDUCATION SEEKERS IN THE CONTEXT OF SYNERGETIC APPROACH AND POST- NEOCLASSICAL EDUCATIONAL PARADIGM

2022 ◽  
Vol 1 (2) ◽  
pp. 13-20
Author(s):  
HRYHORIY TERESHCHUK ◽  
NATALIA LUPAK
Keyword(s):  
Personal Growth ◽  
Educational Institution ◽  
Self Regulation ◽  
Educational Process ◽  
Self Determination ◽  
Modern World ◽  
Self Development ◽  
Educational Paradigm ◽  
The Individual ◽  
Key Aspects

The problem of self-development of a student related to the transformation of the educational process in the post- neoclassical science is highlighted. This problem is considered in the context of a synergetic approach with the actualization of the needs and opportunities for self-organization of the applicant’s personality as a holistic characteristic of a human. It is noted that the pedagogical process of an educational institution of innovative type should be aimed at developing the abilities of the applicant, their ability to meet the challenges of the information society and self-realization in the changing conditions of the modern world. It is stated that self-development of an applicant within the synergetic paradigm of education requires a reorientation of the educational process from traditional conservative to innovative creative, in which the acquisition of vital competencies is carried out in interaction (communication) with other subjects and taking into account external (physical) and internal (mental) human activity. It is substantiated that the key aspects of the self-development of the student should be focused on the formation of their optimal developmental lifestyle. It is about the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization. In the projections of the synergetic paradigm, the individual as a complex, open, nonlinear system appears with all the potential opportunities for self-development, which can be realized under certain organizational and pedagogical conditions. It is stated that despite the fact that the applicant – the future specialist controls their own development, the teacher of higher education should exercise general management of educational activities and is fully responsible for the quality of training of the applicant. This is inherent in any level of education. The new roles of the modern teacher (“moderator”, “coach”, “tutor”, “speaker”, “medium”, etc.) set adequate requirements for these roles. Not only the updated knowledge, but also the ways of obtaining it and the possibilities of its application become valuable for the student at various stages and levels. Key aspects of self-development: the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization will contribute to the formation of the individual’s personality, open to new knowledge and values, able to realize their own life purpose.

scholarly journals Social partnership in education: implementation practice at the local level (the results of a new experiment of the People's Ukrainian Academy)

New Collegium ◽  
2021 ◽  
Vol 2 (104) ◽  
pp. 44-48
Author(s):  
T. Zverko
Keyword(s):  
Ukrainian Academy ◽  
Local Level ◽  
Educational Institution ◽  
Educational Process ◽  
Practical Implementation ◽  
Educational Systems ◽  
Social Partnership ◽  
Joint Activities ◽  
Resource Center ◽  
Effective Factor

This article attempts to analyze the problem of social partnership in educational sphere, based on the results of the experiment of the People's Ukrainian Academy on the formation and development of social partnership as an effective factor in ensuring the stability and prospects of education. The demand for the idea of social partnership in educational sphere as an effective factor in ensuring stability and further development of educational systems has been substantiated. The potential of classical sociological theories in the study of social partnership is revealed, the main theoretical aspects of the implementation of social partnership in educational sphere are determined. The directions of the research developments of domestic scientists on the state and trends in the development of social partnership, reforming higher education based on the consolidation of efforts of stakeholders, technologies of social partnership, stakeholder relations, problems of trust in educational sphere are presented. The analysis of theoretical developments and practical implementation of intermediate results of research and experimental work within the framework of the experiment is presented. Attention is drawn to such types of social partnership in education, which define partnership as a system of relationships between the subjects of the educational process and the educational institution; partnership as a level of the organization of relations between an educational institution and external social structures. The effective principles of joint activities are highlighted such as: consistency; voluntariness; trust; interrelation and interdependence of actions of stakeholders; flexibility and mobility; continuity, common values. Organizational and coordinating forms of social partnership have been determined, which have already proven their effectiveness. Among them, the following can be found: a board of trustees, an advisory board on financial and investment issues, a resource center for social partnership at the regional level; resource center for social partnership on the basis of an educational institution; a council of partners of the educational institution. Priority directions for further implementation of the experiment have been determined.

scholarly journals PRACTICAL IMPLEMENTATION OF THE BYOD CONCEPT IN HIGHER EDUCATIONAL INSTITUTIONS

2021 ◽  
Vol 81 (1) ◽  
pp. 285-296
Author(s):  
Федір Миколайович Цивільський ◽  
Віктор Миколайович Козел ◽  
Євгенія Анатоліївна Дроздова ◽  
Олена Олександрівна Приходько
Keyword(s):  
Mobile Devices ◽  
Learning Process ◽  
Educational Institution ◽  
Educational Process ◽  
Mobile Systems ◽  
Bring Your Own Device ◽  
Educational Institutions ◽  
Control Group ◽  
Practical Implementation ◽  
Sources Of Information

The emerging range of personal mobile devices, due to their advanced technical characteristics, has made it possible to widely use them at enterprises, offices or educational institutions almost in any place. This has led to the introduction of a new concept of BYOD (Bring Your Own Device), when a personal device (phone, tablet) is used for work or study. One of the serious problems encountered by teachers on the way of implementing BYOD into the educational process is the insufficient level of information competence and the lack of educational manuals for such classes. The aim of the research is to investigate the relevance of implementing BYOD approach in teaching Computer Engineering students and to consider the possibilities of using mobile devices for didactic purposes directly in the classroom and in distance learning. Within BYOD, the use of learning support mobile systems in the learning process gives its participants access to training materials, services and models adapted for the use in a mobile environment. The teachers effectively manage the learning process, in particular, focus the students’ attention on the sources of information that give the most correct and complete answers within the relevant disciplines. The research presents learning outcomes of two groups: control, with the traditional method of teaching and the equipment provided by the educational institution, and experimental, when students use their own mobile devices (tablets and smartphones) in the educational process, which gives a possibility to learn in any place convenient for a student and remotely send progress reports. The results showed that the students of the experimental group outperformed their groupmates from the control group in academic progress. The implementation of BYOD elements has led to the increase in students’ motivation and interest in their own learning. The main positive aspects of using BYOD technology in the learning process have been identified, such as convenience and flexibility, reducing the expenses of educational institutions, simplifying work with the network services, interactivity of learning, and applying multimedia format in the presentation of educational material during lectures, laboratory and practical classes, effectiveness of work with information and the presentation of results.

Educational Paradigm and Professional Development

2019 ◽  
pp. 77-103
Author(s):  
Lidija Vujičić ◽  
Akvilina Čamber Tambolaš
Keyword(s):  
Professional Development ◽  
Implicit Theories ◽  
Educational Institution ◽  
Educational Interventions ◽  
Two Dimensions ◽  
Educational Process ◽  
Individual Values ◽  
Educational Paradigm ◽  
Teachers Attitudes

The culture of an educational institution is a set of individual values and norms, attitudes, beliefs, rituals, expectations, and actions of its members. Without changing the basic assumptions (implicit theories) of individuals working in an institution, there are no fundamental changes in the quality of the educational process. Professional development is understood as continually testing the quality of our own educational interventions, and redefining and modifying them based on the feedback from practice. In this chapter, the authors will focus on the results of preschool teachers' attitudes towards the different aspects of the educational process and the results of the frequency of using modern forms of professional development, obtained by survey method. There is a positive correlation between the modern educational paradigm of the preschool teacher and her participation in the contemporary forms of professional development, which testifies of the mutuality and interdependence of these two dimensions of the culture of the institution of early education.

scholarly journals Formation of Professional Competence of Future Officers of the Logistics Troops (Forces) Supply of the Armed Forces of Ukraine

2020 ◽  
pp. 134-158
Author(s):  
Oleh Maslii ◽  
Valentyna Volovnyk ◽  
Oleksandr Babenko
Keyword(s):  
Learning Styles ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Institution ◽  
Armed Forces ◽  
Integral Characteristic ◽  
Educational Process ◽  
Normative Documents ◽  
Methods And Techniques ◽  
Definition Of

The purpose of the article is to identify the essence and basic principles of formation of professional competence of future logistics officers of the Armed Forces of Ukraine, to determine the algorithm of formation of professional competence by stages of professional training in the higher military educational institution, to identify methods and techniques corresponding to logistics. Research methods: theoretical analysis of primary sources, normative documents, conceptual principles of logistics; systematization, modeling, observation and testing. The results of the analysis revealed that the professional competence of future logistics officers is a personal education and an integral characteristic, which includes key and general competencies that are the result of training in higher military educational institution, covering the dynamic set of knowledge, skills and experience in this specialty, personal and socially significant qualities (ways of thinking, ability to self-study, learning styles, views, values, nature of behavior in unpredictable conditions, etc.) arising on the basis of the formed subject competences and provide an opportunity to perform the military logistics officer’s duties and professional tasks effectively. The principles of forming the professional competence of future logistics officers corresponding to their specialty as they are basic both in military-economic, and in pedagogical logistics are defined. These are: principle of systematization, principle of functionality, principle of integration and integrated goal setting, principle of «just in time», principle of «jit-reliability», principle of solving information problems by standardizing data, principle of prioritizing the needs of learners, principle of variability of strategies, methods and techniques, principle of focusing on the end result, principle of interaction of all components of the professional competence formation system, principle of coordination of actions of different divisions specialists. The influence of these principles on the formation of the future logistics officers’ professional competence is analyzed. An algorithm for the formation of professional competence was developed, which was modeled according to two opposite approaches – directions (direct and reverse): «bottom up», it means by stages of professional training in higher military educational institution – a sequence of courses, semesters and levels of training (bachelor, master) of future officers; and «top-down», it means from the principles of professional competence formation through the construction of a «goal tree» and the definition of its components (key competencies) and their manifestations in the material of subjects that form general subject competencies, to building a «competence tree» and designing them for each discipline and definition of subject competencies. There are a number of teaching methods and techniques that take into account the specifics of logistics, such as: methods of empirical adult learning, problem-based learning, the method of planned mistakes, visualization methods, methods of press conferences, dialogue, discussions, brainstorming techniques, case studies, which should be used in the educational process to form the professional competence of future logistics officers. Conclusions: the purpose of the study is achieved.

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