scholarly journals ARCHITECTURAL PERIODS OF THE UKRAINIAN NON-FORMAL EDUCATION

2020 ◽  
Vol 12 (1) ◽  
pp. 29-37
Author(s):  
DARIA VASYLCHENKO
Keyword(s):  
Control System ◽  
Educational System ◽  
Education System ◽  
Formal Education ◽  
Educational Systems ◽  
Development Trends ◽  
Regulatory Documents ◽  
System Formation ◽  
Foreign Countries ◽  
Educational Spaces

The article considers three conditional formation periods of the extracurricular education in Ukraine (before the revolution of 1917, the Soviet era, the period of independent Ukraine). The features of extracurricular institutions of each period, the formation purposes, the main tasks of the periods, the implementation forms of extracurricular education are studied. The description of Ukrainian landmark buildings of each period is given. The modern problems such as the problem of moral and physical obsolescence of educational spaces, private establishments control system, the lack of regulatory documents for extracurricular institutions design, difficulties related to functioning of extracurricular education system in the structure of united territorial communities and the fate of abandoned cultural centres are reviewed. Development trends of extracurricular institutions of Ukraine are revealed. The question of the extracurricular educational system formation in foreign countries is touched upon and the specifics of foreign extracurricular educational systems are revealed.

scholarly journals Trends in ICT and Multimedia Supported Education

Organizacija ◽  
2012 ◽  
Vol 45 (3) ◽  
pp. 131-139
Author(s):  
Marko Papić ◽  
Janez Bešter
Keyword(s):  
Social Learning ◽  
Educational System ◽  
Education System ◽  
Formal Education ◽  
Virtual Communities ◽  
Knowledge Society ◽  
Practical Implementation ◽  
Specific Information ◽  
Traditional Lectures ◽  
Supported Education

Trends in ICT and Multimedia Supported EducationThe formal educational system is facing different problems regarding adaptation towards the needs of a modern knowledge society. In the article, two important and comprehensive challenges to today's formal educational system are discussed and commented upon. The first problem is the incoherence between the needs of the labor market and formal education system outcomes in terms of graduated students. Another problem is the distancing between the prevailing traditional pedagogical methods within formal educational institutions and the ways in which students acquire information and knowledge outside of the schools as they are becoming less and less interested in traditional lectures. It is argued that specific information and communication system technologies (ICT) supported mechanisms, such as social learning and virtual communities may address these challenges. Theories of communities and social learning that may be useful for implementation in the education system are explained and practical implementation is proposed.

scholarly journals TEACHER EDUCATION IN ETHIOPIA: GROWTH AND DEVELOPMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Shoeb Ahmad
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Education System ◽  
Growth And Development ◽  
Educational Systems ◽  
Education Reforms ◽  
New Paradigm

The main focus of this study is on teacher education in Ethiopia, with particular reference to its reforms and policies. In Ethiopia, with the emergence of various education reforms and policies, and with the discourse of Teacher Education System Overhaul (TESO) the complete infrastructure of the educational system shows signs of development. Teacher education in Ethiopia is directed towards developing both the students and teachers equally, to stand on par with the educational systems of other societies. This article highlights various aspects of teacher education in Ethiopia and focuses upon its various reforms and policies established to develop teacher education in the country. We explore the changes in the teacher education system and approaches that have emerged since 1900 to the present time in Ethiopia. We also provide examples of institutions and programs that are particularly successful in implementing some of the key policies. The concluding part of the study reflects on a new paradigm in teacher education highlighting the ICT and plasma teacher phenomenon.

FEATURES OF CONTROL IN THE CONDITIONS OF DEVELOPMENT OF EDUCATIONAL SYSTEMS

2017 ◽  
Author(s):  
Serhii Kubitskyi ◽  
◽  
Oleksandr Pastovenskyi ◽  
Keyword(s):  
Educational System ◽  
Education System ◽  
Educational Institution ◽  
Educational Process ◽  
The Self ◽  
Control Measures ◽  
Educational Systems ◽  
System Control ◽  
Education Management ◽  
Control Functions

The article examines the features of control in the development of education systems. It is concluded that in order to increase the efficiency of education management depending on the level of development of the education system, control in it should be implemented on the basis of differentiated participation in the control activities of public structures involved in the educational process. In a rigid education system, control is exercised by the management of the institution almost without the participation of public structures. In the system with delegated managerial powers, it is advisable to involve the self-governing bodies of the educational institution in the implementation of certain micro-functions of control in educational subsystems. In a «soft» education system, the self-governing bodies of an educational institution can be involved in the implementation of individual micro-functions of control in the education system or in the implementation of control functions in its subsystems as a whole. In the system with network interactions, it is expedient to transfer control functions to self-governing bodies of the institution both in the education system as a whole and in its subsystems; other public structures included in the educational process may be involved in the implementation of certain micro-functions of control in the subsystems of the educational system. In the synergetic education system, it is expedient to delegate control functions in the educational system and its subsystems to the self-governing bodies of the institution; public structures involved in the educational process may be involved in the implementation of individual micro-functions of control in the education system or in the implementation in its subsystems of control functions as a whole. That is, the article substantiates that depending on the level of development of the educational institution, it is advisable to control it on the basis of differentiated participation in control measures of concerned public structures, ensuring the implementation of differentiated participatory control in the system. At the same time, further research requires into the use of optimal methods of control, the choice of which may also largely depend on the level of development of the education system.

scholarly journals Paradoxes of Students’ Non-formal Education

2019 ◽  
pp. 303-321 ◽  
Author(s):  
Galina Z. Efimova ◽  
Evgeniy V. Zyuban ◽  
Marina N. Kicherova ◽  
Ekaterina O. Muslimova
Keyword(s):  
Education System ◽  
Formal Education ◽  
System Transformation ◽  
Theoretical Concepts ◽  
Time Period ◽  
Foreign Countries ◽  
Study Results ◽  
Regulation Mechanisms ◽  
Two Stages ◽  
Short Time

Introduction. The research topicality lies in the inference that formal education system loses its ability to respond quickly to socio-cultural and technological changes in society. The purpose of the article is to study the international and domestic experience of non-formal education, to identify the practices of non-formal education among students, and to examine the prospects and para doxes of non-formal education. Materials and Methods. The study encompassed such levels as macrosocial, mesosocial, and microsocial. The authors’ methodology comprised two stages. The first part of the research was theoretical. The second part included in-depth interviews (N = 126) and questionnaire results processing (N = 894). Results. The examples of foreign countries show institutional opportunities, regulation mechanisms, and means of recognition of non-formal education. The scale of distribution of non-formal education in the world is presented. The empirical research shows that the absolute majority of the Russian students are not involved in non-formal educational practices. The main objective of non-formal education is to obtain actual knowledge, living and vocational skills within a short time period. Only a third of respondents admit that non-formal education has had a positive ef fect on their employment. Discussion and Conclusion. The study allows to deepen knowledge about the education system transformation, to identify possible strategies to remove young people’s qualification gaps and retards and overcome barriers existing on the labor market. The study results can be used to develop theoretical concepts and conduct a comparative analysis, as well as in practical activities of educational organizations. The study will help identify the opinion of employers regarding their readiness to recognize qualifications earned through non-formal education.

Integration versus Inklusion. Differenzlinien im wissenschaftlichen Diskurs und ihre Konsequenzen für die Entwicklung eines inklusiven Bildungssystems am Beispiel Mecklenburg-Vorpommerns

2015 ◽  
Vol 67 (3) ◽  
pp. 217-226
Author(s):  
Katja Koch
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Education System ◽  
Educational Systems

Abstract This article discusses the diverse interpretation of the term ‘inclusion’. As a result, there are different consequences in the development of inclusive educational systems. This interdependency between a definition and its effect on an educational system is shown using the example of Mecklenburg-Western Pomerania. The basis for the reflections is the report “Development of an inclusive education system until the year 2020”, in which the author was involved.

scholarly journals CURRENT PROBLEMS OF THE PHILOSOPHY OF EDUCATION

2019 ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Education System ◽  
Professional Training ◽  
Formal Education ◽  
Educational Systems ◽  
Academic Education ◽  
Academic Knowledge ◽  
Abstract Knowledge ◽  
Definition Of ◽  
State Programs

In the article the necessity of the definition of non-academic education as an unusual phenomenon of the modern educational world is considered. Requests for lifelong learning are becoming more and more relevant and reflect not only the need but also the reflection of the country’s stability, because education is a mainstay of the social, professional and social sectors. A specialist can meet the fast-moving demands of the labor-market only when he is able to continuously study and optimally use the accumulated educational capital. In the education system, there should be opportunities for unforeseen education, which must meet the newest needs of the economy. Life-long learning becomes a necessary and increasingly important element of contemporary educational systems, where non-academic education is increasingly playing a role, in most cases, through self-education of citizens. Non-academic education is determined by the organization of systematic studies of the nature of modern knowledge as a specific type of philosophical reflection, which can be defined by the categories of activities in education. It implies improving the quality of the professional training of those who are studying on the basis of the widespread use of information and communication technologies, the formation of their skills and skills in electronic simulation. Formed effective stereotypes of thinking and behaviour require an understanding of the essence of education and bringing it to an appropriate effective template that is adapted to the educational field. The development of non-academic knowledge, unlike academic, takes place at the personal level and forms the need for the personality to be realized in public life, raising the level of mass consciousness, transforming abstract knowledge into practical. It relates to those curricula that are outside the academic formal education system. That is, non-academic education is independent of state programs of education, helping a person in a short time to translate a dream into a professional plane.

scholarly journals THE SYSTEM OF NORMATIVE LEGAL SUPPORT OF PROJECT MANAGEMENT IN EDUCATION

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
E. P. Sedykh
Keyword(s):  
Project Management ◽  
Educational System ◽  
Education System ◽  
Mutual Influence ◽  
Theoretical Research ◽  
Educational Systems ◽  
Interconnected System ◽  
Educational Activities ◽  
Factors Affecting ◽  
Normative Documents

Introduction: the Changing educational policy, reform the content of education, the priorities of the educational activities and direction of the forecasted development is closely associated with the normative description of these processes. When studying the development of project management in the education system, determining priorities and key areas of modernization of educational activities, it is necessary to take into account a holistic hierarchical and consistently interconnected system of normative support of education, covering all its levels, regulating the priorities of development and the mutual influence of various educational processes both in the system of levels of education management (from Federal to municipal levels) and in the continuity of activities of educational organizations. Materials and methods: the research Methods of this article are determined by the specifics of the research topic and represent the analysis of normative acts of different levels regulating relations in the field of education. The study uses the methods of theoretical research (analysis, synthesis, induction, deduction, abstraction, generalization, comparison, etc.); the study of the work of other researchers on this problem. Results: all the processes of change and transformation of the educational system are reflected in the normative documents accompanying its development, moreover, studying the regulatory framework of the educational system can not only fix its state at the moment, but also to see the priorities of development, to predict its further transformation. The study of the system of normative legal support of project management in education will allow to trace the hierarchical relationships between the levels of education, to see the consistency of regulations among themselves and to determine the leading priorities of the education system in this direction. Discussion and Conclusions: the study of the system of normative legal support of project management in educational activities allowed to identify the factors affecting the development of educational systems at various levels, classify them as system-wide or private, to identify a set of General requirements for the development of the educational system.

scholarly journals Contemporary Concepts of Inclusive Education in North American and Ukrainian Studies

2019 ◽  
Vol 65 (2) ◽  
pp. 214-217
Author(s):  
Larisa Nakonechna
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Education System ◽  
North American ◽  
Professional Competence ◽  
The United States ◽  
Legal Framework ◽  
General Character ◽  
Educational Systems ◽  
Definition Of

Nowadays in Ukraine there is a dynamic progress in the dissemination of inclusive education. It determines the need to study and adapt the experience of other countries, taking into account the specifics of domestic realities. Of special interest are the countries of North America, in particular Canada and the United States, which have a fairly long history of inclusive education. The comparative analysis will enable us to identify the possibility of applying the most effective strategies of inclusion in the educational system of Ukraine Nowadays, in Ukraine, there is a certain dynamic progression of inclusive distribution. It is this that actualizes the need to study and use the experience of other countries, taking into account the specifics of domestic realities. Amid existence of a number of concepts of inclusive education in the world of educational space different approaches are distinguished in the methodological framework. Comparing the essential understanding of these approaches in North American and Ukrainian educational systems, there is unanimity of views in common positions. However, there are certain differences, particularly in recognizing the SEN position of the child as subject and object in the system: Western inclusive education system is fully regulated by law, while in Ukraine there is a gradual overcoming of the philanthropic vestiges through the expansion and improvement of the legal framework with the underlying international instruments. Awareness of the position of individual approach as the cornerstone of an inclusive education system in both educational scientific communities generally coincides. Unity of scientific views of North American researchers and Ukraine is also observed in the vision of status and role positions of all participants in inclusive education as a prerequisite for regulatory functioning education system. Unanimous scientists of both scientific schools and the professional competence of teachers as a key tool for coordinated activities in the inclusive class and the functioning of the educational system as a whole. The definition of common components and specific features of the development of inclusive education on the basis of ideological interpretations will help to determine the general character of the grounds for the inclusive form of education and to use the positive experience of Western countries in Ukrainian realities effectively.

scholarly journals POLA ASUH PEREMPUAN YANG BERSTATUS SINGLE PARENT PADA PENDIDIKAN ANAK (STUDI KASUS PEREMPUAN BERSTATUS SINGLE PARENT DI PASURUAN)

EGALITA ◽  
2012 ◽  
Author(s):  
Khoirun Nafidatul Muniro
Keyword(s):  
Educational System ◽  
Education System ◽  
Growth Process ◽  
Basic Education ◽  
Single Parent ◽  
Educational Process ◽  
Family Education ◽  
Educational Systems ◽  
Parent Functioning ◽  
Children Education

A family is as a basic means of education toward children’s growth process. In onther words, children education in family, basically, is an educational process of growth and competence as well as performance from birth. In this context, a family plays an important role as a significant basic education for an upcoming education system. However, how does a case of woman partially live as a single parent functioning her educational system? In this context, a writer does research on what Islamic concepts of a family education are. Empirically and methodologically, how are educational systems supposed to be developed in a family education?; And how is the influence of a woman-single parent’s educational system to her children based on gender perspective?

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