scholarly journals “Radical Reorganization…”: M. I. Pyrohov as Trustee (1858–1861) and Measures in Improving Professionalism of Teachers of Kyiv Educational District

2021 ◽  
Vol 13 (2) ◽  
pp. 6-14
Author(s):  
Oksana Drach
Keyword(s):  
Educational System ◽  
The State ◽  
Educational Process ◽  
Teaching Staff ◽  
Cultural Approach ◽  
The Core ◽  
Progressive Pedagogy ◽  
Concrete Experience ◽  
Personal Dignity ◽  
Pedagogical Seminary

Reformation of the educational system of independent Ukraine encourages the study of concrete experience of implementing radical changes in the field of education. The purpose of the article is to study the innovations of the trustee of the Kyiv Educational District M. I. Pyrohov in teacher training in the state. The methodological basis of the study is the socio-cultural approach in combination with psychohistory. As a result of the study it is proved that the authoritative doctor and scientist M. I. Pyrohov in Kyiv Educational District continued the mission of “serving the truth and the Motherland”. Progressive pedagogy, sincere humanism and democracy in the educational process became the core of the trustee’s administrative activity. The personality of a teacher was in the focus of change. The trustee implemented measures to improve the professionalism of the teaching staff in the District: projects of the Pedagogical Seminary and a special Pedagogical Gymnasium were prepared; training of university students in didactics was improved and their practical classes were organized on the basis of the Kyiv gymnasiums; the concept of pedagogical courses at provincial gymnasiums for training of teachers of the county and parish schools was offered; competitive procedure for appointing teachers; educational and methodical meetings of pedagogical councils were initiated. The strategy of innovations was to increase the pedagogical authority and personal dignity of teachers.We believe that under Pyrohov as the trustee there was an irreversible turn towards true democratization of the management system, relations between the subjects of the educational process, modernization of didactic and pedagogical technologies in the Kyiv Educational District. The success of innovations was due to the high public authority of Pirogov, his exceptional professionalism and integrity as an administrator, a sincere desire for the progress of education in the state.

Social-Psychological problems of pedagogues in conditions pandemic of COVID-19

2021 ◽  
Author(s):  
Vitalii Panok ◽  
◽  
Iryna Tkachuk
Keyword(s):  
Secondary Education ◽  
Emotional Exhaustion ◽  
Educational System ◽  
Urban Areas ◽  
Educational Institution ◽  
Educational Process ◽  
Psychological Problems ◽  
Professional Activity ◽  
Teaching Staff ◽  
Social Psychological

Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion

Questioning of the teaching staff as part of quality monitoring of courses organization and conduct: experience of Moscow Institute of Open Education (MIOE)

10.12737/7619 ◽  
2014 ◽  
Vol 2 (6) ◽  
pp. 9-13
Author(s):  
�������� ◽  
O. Samarkin ◽  
����������� ◽  
Kseniya Tabarovskaya ◽  
����� ◽  
...  
Keyword(s):  
The State ◽  
Educational Process ◽  
Quality Monitoring ◽  
Teaching Staff ◽  
Open Education ◽  
Moscow Institute

This article describes the results of quality monitoring of courses organization and conduct related to MIOE teaching staff. The article presents a generalized CPE teacher�s portrait, the analysis of opinions, estimates and judgments on the content and organization of educational process in the context of the goals currently facing the CPE system. This publication is directed to those professionally interested in the state and dynamics of changes existing in the CPE.

scholarly journals PEDAGOGICAL PLATFORM FOR THE DEVELOPMENT OF PROFESSIONAL AND SPIRITUAL QUALITIES OF FUTURE DOCTORS

2020 ◽  
pp. 35-41
Author(s):  
Ahmedova N. D.
Keyword(s):  
Educational System ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Higher Educational Institutions ◽  
The Future ◽  
Higher Educational

The article considers the effective impact of professional and spiritual qualities on the life of society in the future, and in connection with this the need to improve the educational system in higher educational institutions and expand its methodological support. It is also said that the development of professional and spiritual qualities of students of medical universities is a complex, lengthy and consistently developing process that requires the cooperation of all participants in the educational process - the teaching staff and students.

scholarly journals Administrative and legal support of the educational process in the Academy of the State Penitentiary Service

2021 ◽  
Vol 1 (12) ◽  
pp. 61-68
Author(s):  
Nishchymna S. O. ◽  
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Educational Institution ◽  
The State ◽  
Educational Process ◽  
Teaching Staff ◽  
Learning Conditions ◽  
Higher Educational ◽  
Specific Learning ◽  
Legal Entities

The article addresses to the characteristics of the administrative and legal support of the the educational process organization in the Academy of the State Penitentiary Service. With the declaration of independence, Ukraine has paid attention to build a European state with appropriate standards in all spheres of state activity. One of the priority areas of this course is the development of a new functioning system of the structure of law enforcement agencies, including the penitentiary system. For the proper functioning of this institution, professional personnel is needed, who will be the main persons of the development of the new penitentiary system of Ukraine in compliance with the leading standards of the European community. The Academy of the State Penitentiary Service has been established and operates in accordance with the Law of Ukraine “On Higher Education”. The main purpose of the Academy is to train specialists in the field of knowledge “Law”, “Social and Behavioral Sciences” and other fields in order to meet the needs of the State Penitentiary Service of Ukraine, to provide society with qualified specialists with higher education, scientific, scientific and pedagogical staff according to the state order, contractual obligations and thus the new generations formation of national intelligentsia. The educational process in higher educational institutions with specific learning conditions, such as the Academy of the State Penitentiary Service, is carried out in accordance with the legislation on higher education, although general subordination is carried out by the relevant ministry – the Ministry of Justice of Ukraine. Having certain peculiarities in the cadets, students and associate professors’ training, the Academy also prepares students and graduate students at the expense of individuals and legal entities. The main participants in the educational process at the Academy, as well as in any higher educational institution with specific learning conditions, along with research and teaching staff, are cadets (students) (at the expense of legal entities), students (at the expense of individuals), associate professors (graduate students). All higher education obtainers, enrolled in the Academy receive higher education at the first (bachelor’s), second (master’s) and third (educational-scientific) levels. Key words: administrative and legal support, educational process, Ministry of Justice of Ukraine, Academy of the State Penitentiary Service, penitentiary system.

scholarly journals A SCIENTIST'S HERITAGE IS A SPIRITUAL VALUE

2021 ◽  
Vol 75 (1) ◽  
pp. 112-117
Author(s):  
F. Orazbayeva ◽  
Keyword(s):  
Educational System ◽  
The State ◽  
Educational Process ◽  
Outstanding Scientist ◽  
State Program ◽  
Public Figures ◽  
Special Place ◽  
Global Problems ◽  
Science And Education

In the state program "Spiritual modernization", among the global problems, the study of advanced models in the field of science and education is especially noted. In this regard, in the upbringing of the intellectual generation, it is important to study the works of prominent public figures and scientists-teachers, among whom a special place is given to the outstanding scientist linguist, doctor of philological sciences, professor Sarsen Amanzholov. His contribution to the development of higher schools, educational system and educational process in Kazakhstan is undeniable. He is a significant person who played an important role in the formation of literature and culture, language and mentality of the Kazakh people, with his participation important steps were taken in the development of an educated and qualified generation. The article analyzes the scientific collection of the scientist "Foundations of the theory of the Kazakh language" and gives an explanation of its relevance in the modern educational system.

scholarly journals Problems of legal education in contemporary Russia

2021 ◽  
Vol 273 ◽  
pp. 12100
Author(s):  
Victor Linkin ◽  
Zinaida Lusegenova ◽  
Galina Pulenko
Keyword(s):  
Educational Policy ◽  
Social Relations ◽  
Educational Institution ◽  
Legal Education ◽  
The State ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Practical Skills ◽  
Critical Attitude

The authors set a goal to analyze the problems of contemporary legal education in Russia in the presented research. The necessity of legal education in interdisciplinary and cross-sector interaction with other humanities are identified, and only when these connections are established, it is possible to get into inter-scientific relations. The most extreme issues of the activities of law faculties in various types of educational institutions - in departmental and multidisciplinary institutions were considered, using the example of the influence of various approaches to training future employees of the judiciary. The influence of the educational institution affiliation on the educational process and the issues of deployment the teaching staff are considered, the differences in teaching practical skills in these types of educational institutions are also demonstrated. The authors identified two types of problems - internal and external. Internal - the problems of the educational institutions themselves, external - the problems of implementing the educational policy of the state. Unfortunately, the authors state the unwillingness of the teachers themselves to change because of the rapidly modifying social relations. The absence of a critical attitude, first of all to oneself, causes a false illusion of normality and acceptability. Resulting from the analysis of the entity of the problems, the necessity of initiating changes from the educational institutions and teachers is understood, and not from the state.

scholarly journals Educación y Espacio Público en la experiencia histórica reciente de Chile: El caso de la transformación neoliberal y autoritaria del sistema educacional durante la Dictadura Militar (1973-1990).

2018 ◽  
Vol 17 (3) ◽  
pp. 691
Author(s):  
Felipe Andres Zurita Garrido
Keyword(s):  
Educational System ◽  
Education System ◽  
Public Policies ◽  
The State ◽  
Educational Policies ◽  
Teaching Staff ◽  
Military Dictatorship ◽  
El Sistema ◽  
The Military ◽  
Educational Field

Este artículo tiene como objetivo analizar algunas transformaciones sufridas por el sistema educacional chileno durante la Dictadura Militar (1973-1990), desde la perspectiva de la mutación del papel desempeñado por el Estado en el campo educacional. Para lograr dicho objetivo se siguen los siguientes pasos: en un primer momento, se caracteriza el sistema educacional chileno vigente hasta 1973. En un segundo momento, se analizan algunas Políticas Públicas Educacionales de orientación neoliberal diseñadas e implementadas por el equipo económico de la Dictadura Militar. Finalmente, se proponen conclusiones con respecto a los impactos de las acciones desarrolladas por la Dictadura Militar sobre el sistema educacional y el profesorado, resaltando un cuestionamiento en torno a la modificación de la comprensión oficial de lo educativo en el espacio público.Palabras clave: Políticas Públicas Educacionales; Dictadura Militar; Chile. ResumoEste artigo tem como objetivo analisar algumas transformações sofridas pelo sistema educacional chileno durante a Ditadura Militar (1973-1990), na perspectiva da mutação do papel desempenhado pelo Estado no campo educacional. Para atingir este objetivo, seguem-se os seguintes passos: num primeiro momento, é caracterizado o sistema educacional chileno em vigor até 1973. Em um segundo momento, são analisadas algumas Políticas Públicas Educacionais de orientação neoliberal desenhadas e implementadas pela equipe econômica da Ditadura Militar. Finalmente, são propostas conclusões sobre os impactos das ações desenvolvidas pela Ditadura Militar sobre o sistema educacional e o corpo docente, destacando um questionamento sobre a modificação do entendimento oficial da educação no espaço público.Palavras-chave: Políticas Públicas Educacionais; Ditadura Militar; Chile. AbstractThis article aims to analyze some transformations suffered by the chilean educational system during the Military Dictatorship (1973-1990), from the perspective of the mutation of the role played by the State in the educational field. To achieve this goal, the following steps are followed: Initially, the chilean education system in force until 1973 is characterized. In a second moment, some neoliberal-oriented Educational Public Policies designed and implemented by the economic team of the Military Dictatorship are analyzed. Finally, conclusions are proposed regarding the impacts of the actions developed by the Military Dictatorship on the educational system and the teaching staff, highlighting a questioning about the modification of the official understanding of education in public space.Keywords: Public Educational Policies; Military Dictatorship; Chile.

scholarly journals FORMATION OF PSYCHOLOGICAL READINESS OF CADETS OF SES HIGHER SCHOOLS TO WORK IN RISKY CIRCUMSTANCES

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Andriy V. Lytvyn ◽  
◽  
Larysa A. Rudenko ◽  
Keyword(s):  
Emergency Service ◽  
Professional Competence ◽  
Civil Defense ◽  
The State ◽  
Educational Process ◽  
Professional Activity ◽  
Teaching Staff ◽  
Successful Implementation ◽  
Daily Work ◽  
Emergency Situations

Social and political transformations in the Ukrainian society cause significant changes in the nature of service and combat activities of units, rescue and search formations of State Emergency Service of Ukraine, and, hence, the process of training professionals able to protect and ensure the safety of every citizen, society in general and the state as a whole needs modernization. The quality of the relevant tasks performance largely depends on the level of professional competence and psychological readiness of specialists of State Emergency Service of Ukraine to work in the conditions of danger and risk. The specificity of the professional activity of rescuers lies primarily in the fact that in terms of its intensity and duration it goes beyond the optimal parameters and makes increased demands on their mental and physiological capabilities. At the same time, the operational and tactical tasks performed are implemented due to actions associated with a certain risk. The daily work of SES specialists is classified as «the one with special conditions,» i.e. as extreme, harmful to health, and risky. Taking it into account, the process of training the cadets at SES higher schools ought to cultivate their readiness to come to the aid of people in risky circumstances, to save lives, overcoming the unpredictable consequences of emergency situations. The essence of psychological readiness of future civil defense specialists to work in risky circumstances in the context of the specifics of their professional activity is considered. Its successful implementation requires from specialists not only the formation of specific professional knowledge, skills, and abilities to apply them quickly and accurately (competence), but also constant and extreme concentration, mobilization, vigilance, efficiency of thinking and of responding to events, confidence in the correctness of decisions, in the success of their own actions (professionally important qualities), as well as the state of emotional and volitional stability and actualization of their intellectual and personal potential in decisionmaking and direct activities in extreme situations, reflecting the connection with various aspects of personal regulation, including rationality (psychological readiness). The authors give grounds for the necessity of introducing into the educational process of higher educational institutions of the State Emergency Service the pedagogical system of formation of cadets’ readiness for professional activity and the expediency of creating appropriate psychological and pedagogical conditions for increasing the effectiveness of this process (continuous improvement of the pedagogical skills of the teaching staff; active use of innovative service and combat experience of fire and rescue formations; improving psychological training by modeling stressors that affect personnel in hazardous circumstances and extreme situations; taking into account the individual psychological characteristics of cadets; moral and material stimulation of cadets ‘activity in ordinary and, especially, in extreme situations related to risk to life), aimed at ensuring their optimal preparedness to work in risky (extreme) circumstances.

scholarly journals METHODOLOGICAL PRINCIPLES OF INDICATOR DEVELOPMENT TO THE EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS) IN THE FIELD OF TVET EDUCATION

2020 ◽  
pp. 82-98
Author(s):  
Maryna Lyesnikova ◽  
Keyword(s):  
Information System ◽  
Management Information System ◽  
Global Education ◽  
The United States ◽  
The State ◽  
Educational Process ◽  
Teaching Staff ◽  
Management Information ◽  
Education Management ◽  
And Training

The Education Management Information System (EMIS) in the TVET field is a system for collecting, storing, analysing, disseminating and using data in the TVET. The metho­dological framework for developing a system of indicators for the Education Management Information System (EMIS) in the TVET field should be guided by recognized world standards, guidelines and best practices. At the same time, it should be built on a consensus basis with national standards, which are the key to the generation and use of well-structured metadata in the TVET field. As an example of effectively functioning global Education Mana­gement Information System (EMIS) in the TVET field, the Open Education Management Information System (OpenEMIS), namely its OpenEMIS Concept Note module – TVET, the CTE National Reporting System and Workforce Training System – CTE Statistics, developed by the United States Institute of Education (IES) and published by Federico Mejer should be cited. The Interagency Vocational Education and Training Group (IAG-TVET), which includes global educational organizations, has developed guidelines for a set of indicators to help countries evaluate the effectiveness and efficiency of their TVET systems based on actual data and the use of reliable tools to evaluate TVET monitoring. IAG-TVET has identified four relevant po­licy areas in the TVET system: funding; access and participation; quality; relevance. Based on the recommendations of the above guidelines, the author has developed a system of indicators for the Education Management Information System (EMIS) in the field of TVET, which will be included in the form of the information and analytical unit "TVET System" in the Automated Information Complex of Educational Management (AICOM) of the State Scientific Institution "Institute of Educational Analytics". The system of indicators includes: the register of TVET institutions, the results of the admission campaign and training, teaching staff, logistics facilities, architectural accessibility, profitable economic activity, the creation of an innovative educational environment, the use of ICT in the educational process. The information and analytical unit "TVET System" should be institutionalized with databases of other official bodies of Ukraine, for example, with databases of the State Statistics Service, the State Employment Service etc. The data contained in the Information and Analytical Unit "TVET System" must be compatible with other international databases and allow the construction of international indicators in the TVET system.

scholarly journals Higher education of polytechnic profile in Germany and ukraine at the beginning of the XX century: comparative analysis

2019 ◽  
Vol 65 (2) ◽  
pp. 341-347
Author(s):  
Mykola Chumak
Keyword(s):  
Higher Education ◽  
High School ◽  
State Government ◽  
Manufacturing Sector ◽  
The State ◽  
Educational Process ◽  
Teaching Staff ◽  
State Institutions ◽  
Technical Schools ◽  
Skilled Personnel

The article analyzes the fact that the unstable development of physical science in European territories has actualized the development of the profile education, the implementation of scientific and thematic research, which also affected the domestic production «progress». The patriotic high school was in all contexts unprepared for such a «coup» in the country’s practical work, as the production boom was far ahead of the figure of skilled personnel potential. However, the worldview of the state government structures and representatives of the manufacturing sector regarding the further development of the state significantly differed. The first ones, not wanting to spend the proper amount of funds on educational financing, in every way argued their financial steps as an economic «helplessness» of the state, while the latter, on the contrary, actively sought opportunities to support the proper development of profile education. It is argued that step-by-step germination of technological sprouts of high school on the domestic ground reached the depths of its roots with the best educational traditions of the European part of the world, simultaneously acquiring unique shapes of content and forms. The so-called «step-by-step» gradation of the teaching staff with a scientific degree (in particular, private tutors, extra-ordinary and ordinary professors), whose roots reached the aforementioned foreign country, were widely popular in domestic higher schools. It is noted that at the beginning of the XX century, the territory of the Dnieper was marked by the crystallization of valuable educational projects based on the local higher technical schools, which, in total, was produced by the ideological domination of pedagogical skills in the teaching and circles. The emergence of each new project was not left out of the attention of the domestic and world community, since it contained the features of innovation and progressiveness based on the existing socio-cultural realities. It has been outlined that systematic attempts of leading imperial structures and, later, Soviet power to interfere with the educational process prevented the implementation of more than one promising and progressive domestic project. It was emphasized that the very essential aspects of the higher education functioning, which were strictly controlled by the responsible state institutions, were as follows: financial (in relation to the transfer of funds to institutions); and qualificational (compliance with the direct correspondence between the current requirements of the labor market and the basic training objectives; approval of academic degrees).

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