ABOUT PROFESSIONALS TRAINING FOR DIGITAL AGRICULTURAL

1970 ◽  
pp. 15-19
Author(s):  
V. I. Trukhachev
Keyword(s):  
Online Education ◽  
Digital Literacy ◽  
Agricultural Sector ◽  
Educational Programs ◽  
Training System ◽  
Digital Transformation ◽  
Personnel Training ◽  
Rural And Urban ◽  
Digital Competencies ◽  
Digital Agriculture

The article reveals essential issues of personnel training for digital agriculture. The results of the expert survey of 54 agricultural universities top management of the country, devoted to issues of personnel training for digital economy, have been described. As a result of the study, the ranking of competencies required by the specialists of the agricultural sector in the digital transformation of the economy has been made; the  project of competencies for the formation of pass-through digital literacy has been developed; the systemic contradictions and problems of personnel training in the conditions of digital transformation of the economy in general and agriculture in particular have been identify, grading of which will allow to increase digital literacy in the agricultural sector. The main obstacles for the development of personnel training system for digital agriculture have been highlighted: digital inequality between rural and urban population; insufficient development of the agrarian universities facilities; fragmentary formation of digital competencies; requiring a transition to the comprehensive education of these skills through the improvement of educational programs at the level of secondary vocational education, undergraduate, graduate and postgraduate studies; different speed of requirements change for the competencies of modern specialists and for educational programs updating; lack of effective technologies to form interdisciplinary competencies and skills in the educational system; insufficient flexibility of the existing system of personnel training in the agricultural sector of the economy due to the lack of practice in the formation of short “digital” competencies in the online education system. It has been concluded that even traditional professions in the conditions of the digital transformation of the economy require the formation of additional competencies, development of cross-functional qualities of a specialist, which requires a change in approaches to additional education and professional retraining, transition to lifelong learning and effective combination of training with professional activities.

DIGITAL AGRICULTURE INDUSTRY – CURRENT SITUATION ON THE BASIS OF EXISTING RESEARCHES AND SHARE FACTS

2020 ◽  
Vol 70 (3) ◽  
pp. 20-25
Author(s):  
Ilker Yahov ◽  
Andrey Elenkov
Keyword(s):  
Product Quality ◽  
21St Century ◽  
Rapid Growth ◽  
Agricultural Sector ◽  
Current Situation ◽  
Digital Transformation ◽  
Agriculture Industry ◽  
Digital Agriculture

Despite the big and rapid growth of technologies during the 21st century, there is still an industry that is lagging behind with the optimization and launch of its digital transformation. In fact, this is the agricultural sector. Therefore, in recent years, many attempts have been made to develop and implement optimized processes and technologies, in order to increase production and reduce costs while maintaining product quality. The purpose of this publication is to summarize the current situation on the basis of existing researches and share facts.

Ciudadanía y Literacidad Digital: retos de formación en estudiantes de la Facultad de Estadística e Informática (FEI) de la Universidad Veracruzana

2019 ◽  
Vol 6 (1) ◽  
pp. 37-43
Author(s):  
María Silvia García Ramírez ◽  
Virginia Lagunes Barradas ◽  
Carlos A. Ochoa Rivera
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Digital Literacy ◽  
Action Plan ◽  
Educational Experiences ◽  
Educational Programs ◽  
Digital Transformation ◽  
Science Faculty ◽  
Computer Science Faculty

La presente investigación tiene como objetivo conocer las competencias respecto a la Ciudadanía y Literacidad Digital que tienen los estudiantes de la Facultad de Estadística e Informática (FEI) en sus diversos Programas Educativos (Tecnologías Computacionales, Redes y Servicios de Cómputo e Ingeniería de Software) de la Universidad Veracruzana. De esta forma diseñar un plan de acción que permita atender los retos que impone la transformación digital, considerando el reforzar estas competencias -mediante un replanteamiento de contenidos en algunas Experiencias Educativas muy puntuales, elaboración de diversas campañas publicitarias y quizá la incorporación de una revista que promueva los dos saberes en cuestión-. The present research objective is to know about the competences of the Citizenship and Digital Literacy that the students of the Statistics and Computer Science Faculty (FEI) have, all of this in their different Educational Programs (Computational Technologies, Networks and Services of Computing and Software Engineering) of the Universidad Veracruzana. In this way, design an action plan that allows addressing the challenges imposed by digital transformation, considering strengthening these competences -through a rethinking of contents in some very specific Educational Experiences, elaboration of various advertising campaigns and maybe with the incorporation of a magazine that promotes the two knowledge in question-.

scholarly journals The importance of digital literacy in primary education

2021 ◽  
Author(s):  
Marinela Diana Coroi ◽  
Keyword(s):  
Primary Education ◽  
Digital Literacy ◽  
Educational Practice ◽  
Training System ◽  
Learning Activities ◽  
Digital Education ◽  
Use Of Technology ◽  
Digital Skills ◽  
Digital Competencies ◽  
And Training

The idea of digital literacy is adopted and put into educational practice by most countries in the world since it is the answer outlined by the need to develop a society dominated by information and technology. Digital education is a priority of the education and training system that aims at training and developing digital skills for lifelong learning and the professions of the future. The need to approach digital education in Romanian primary education would be the first step towards important digital literacy in optimizing online learning activities. The initiation from a young school age in the sphere of knowledge of safe use of technology can be materialized, through a systematic didactic approach, rising in the ranking of European states regarding the level of digital competencies.

scholarly journals Digital literacy of modern higher education teachers

2021 ◽  
Vol 273 ◽  
pp. 12035
Author(s):  
Maksim Vaskov ◽  
Artur Isakov ◽  
Vyacheslav Bilovus ◽  
Alexander Bulavkin ◽  
Natalya Mikhaylenko
Keyword(s):  
Higher Education ◽  
Psychological Health ◽  
Digital Literacy ◽  
Information Technologies ◽  
Human Life ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Technical Problems ◽  
Digital Competencies

The expansion of digital technologies in all spheres of human life determines the digital transformation of education. This is due to the fact that the digital transformation of education brings the educational system itself in line with the requirements of the technological revolution and allows students to obtain relevant digital competencies in order to be qualified personnel for the economic sector. In connection with the digitalization of education and the active use of information technologies in the educational process, the requirements to the faculty of higher education are also changing. This became especially noticeable over the past year, when universities worked in a remote format. Therefore, the authors of the article turn to the issue of digital literacy of modern higher education teachers. Based on the structurally functional theory of T. Parsons, the modernist concept of E. Giddens and the theory of determination of human behavior by A. Maslow, it is shown what competencies a modern higher education teacher has in the context of the digital transformation of education. Based on the analysis, it should be noted that digital competencies include competencies related to information literacy, skills for interaction in an electronic environment; the ability to generate digital content; ensuring the safety of the physical and psychological health of users; the ability to identify and eliminate technical problems when working with digital devices. Digital literacy of teachers is the mastery of a set of the listed competencies. In general, the digital literacy index of university teachers is quite high, but unlike young people, teachers trust technological innovations to a lesser extent, which reduces their willingness to actively work with the digital educational environment. In our opinion, modern teachers need to transform their attitude to digitalization with the help of high-quality training in working with a digital educational environment.

scholarly journals STRUCTURAL AND FUNCTIONAL MODEL OF PERSONNEL TRAINING OF GERMAN FEDERAL POLICE

2021 ◽  
Vol 23 (4) ◽  
pp. 142-155
Author(s):  
Ілона ІСАЄВА
Keyword(s):  
Learning Outcomes ◽  
Police Officers ◽  
Professional Training ◽  
Functional Model ◽  
Educational Programs ◽  
Training System ◽  
Educational Institutions ◽  
Personnel Training ◽  
Training Requirements ◽  
Professional Activities

The article substantiates the structural and functional model of professional training of the Federal Police of Federal Republic of Germany (GFP). The presented model takes into account the main components of the researched process, reproduces, simulates, reflects its properties, features and characteristics.The model is developed on the basis of the analysis of pedagogical literature, educational programs and curricula, the corresponding orders of the Federal Ministry of Internal Affairs of Germany, as well as the practical activities of educational institutions which provide professional training of the specified personnel. The presented model reveals the objective, content, procedural, institutional, diagnostic and resultative units. The objective unit reflects the needs in the field of professional training of the GFP personnel, reveals the objective, professional requirements, peculiarities of professional activities, tasks of professional training of the GFP personnel. The content unit of the structural and functional model takes into account the legislative and regulatory framework, which determines the areas of professional activities of the GFP personnel, its professional, legal status, training requirements, and reflects the content of curricula, educational programs, modules, competencies (general, professional, special, methodical, managerial), program learning outcomes, professional knowledge, skills, abilities and qualities of future police officers. The procedural unit of the model reveals the essence and defines the peculiarities of the organization and implementation of professional training of the GFP personnel, in particular the forms of education, stages of training, forms and methods of training, training and methodological support which enable to effectively achieve the goals outlined in the objective unit. The institutional component of the model shows the educational institutions where the training of the GFP personnel of each level is carried out. The diagnostic and resultative unit of the model provides for the verification of the goal achievement of the GFP personnel training and reveals the types and scales of evaluation of learning outcomes, forms of final examination that take place in the personnel training system, as well as qualifications obtained by the GFP personnel at the end of training. The implementation result of the presented structural and functional model is a trained highly qualified specialist of the German Federal Police.

Training managers of professional educational programs for work in the digital environment of the university

2020 ◽  
Vol 8 (2) ◽  
pp. 4 ◽  
Author(s):  
E. K. Samerhanova ◽  
M. A. Balakin
Keyword(s):  
Educational Program ◽  
Educational Programs ◽  
Educational Process ◽  
Digital Environment ◽  
Digital Competence ◽  
Education Management ◽  
Program Managers ◽  
Digital Environments ◽  
Digital Competencies ◽  
The University

Introduction. The article deals with the training of professional educational program managers for work in the digital environment of a university. The digital environment of the university is considered from the perspective of managing professional educational programs and is a complex open system that integrates system components for managing content, process, resources, contingent, finance and quality of programs that ensure the integrity and continuity of the educational process at all levels and in all respects. The implementation of a digital model for managing educational programs at a university on the basis of a single digital ring of services for an electronic platform for managing educational programs at a university dictates the need for digital competencies of managers of major professional educational programs (OPOP).By digital competence of the leaders of professional educational programs we mean the ability and willingness to perform labor functions in the design, implementation and replication of an educational program using digital technologies that ensure the effectiveness of activitiesThe way to identify professional deficiencies in the field of digital competencies of the leaders of professional educational programs was the personalized design of educational internship trajectories with tutorial support for the internship. The internship trajectory of the heads of OPOP has a modular structure and is aimed at eliminating professional deficits in the field of information, methodological, communication, technological and organizational component of digital competencies. The internship site (virtual laboratory) is a virtual educational space that provides training for educational program managers and online events: hackaths, quests, webinars, etc.Materials and methods. When writing an article, the following methods were used - theoretical and methodological analysis and synthesis of available special domestic and foreign scientific and methodological literature, conceptual analysis of scientific articles and publications on the topic; study and generalization of both domestic and foreign developments and implementation of projects to create digital environments in education management; application of generalization, comparison, forecasting methods, online surveys.Results. The structure of the digital environment for managing professional educational programs at the university is presented. Functionally described is the ring of digital services for the management of OPOP. The analysis of different approaches to assessing the digital competencies of educators is presented. The concept of digital competencies has been clarified in relation to the head of a professional educational program. The content of the components of digital competency is described: informational, methodological, communication, technological, organizational.Discussions and Conclusions. The developed modular program for eliminating professional deficits of heads of professional educational programs in the field of digital competencies, based on the personalized design of educational internship trajectories with tutorial support for internships, will allow you to effectively administer and manage BEP in the digital environment of the university.

scholarly journals Systematic Stakeholder Inclusion in Digital Agriculture: A Framework and Application to Canada

2021 ◽  
Vol 13 (12) ◽  
pp. 6879
Author(s):  
Hassan P. Ebrahimi ◽  
R. Sandra Schillo ◽  
Kelly Bronson
Keyword(s):  
Agricultural Sector ◽  
Food System ◽  
News Article ◽  
Test Case ◽  
Stakeholder Groups ◽  
Research And Innovation ◽  
Article Analysis ◽  
Digital Agriculture ◽  
Responsible Research

This study provides a model that supports systematic stakeholder inclusion in agricultural technology. Building on the Responsible Research and Innovation (RRI) literature and attempting to add precision to the conversation around inclusion in technology design and governance, this study develops a framework for determining which stakeholder groups to engage in RRI processes. We developed the model using a specific industry case study: identifying the relevant stakeholders in the Canadian digital agriculture ecosystem. The study uses literature and news article analysis to map stakeholders in the Canadian digital agricultural sector as a test case for the model. The study proposes a systematic framework which categorises stakeholders into individuals, industrial and societal groups with both direct engagement and supportive roles in digital agriculture. These groups are then plotted against three levels of impact or power in the agri-food system: micro, meso and macro.

The Experience of Digital Transformation of Business Processes of Applied Experimental Research by Using the Multitenancy of the Resources

2021 ◽  
Vol 27 (1) ◽  
pp. 41-50
Author(s):  
V. A. Komarov ◽  
◽  
A. V. Sarafanov ◽  
S. R. Tumkovskiy ◽  
◽  
...  
Keyword(s):  
Experimental Research ◽  
Business Processes ◽  
Training System ◽  
Digital Transformation ◽  
Laboratory Research ◽  
High Tech ◽  
Laboratory Equipment ◽  
Experimental Laboratory ◽  
Business Functions ◽  
End To End

As part of the digital transformation of various areas of human activity, the urgent task is to transform existing business processes (BP) in order to increase their variability according to the needs of the customer, to increase productivity, quality and competitiveness of products. The introduction of end-to-end digital technologies allows for this. The article examines the experience of transforming the BP of experimental research in solving a number of applied tasks in the field of electronic instrumentation, which is obtained as a result of the introduction of operation technology for test, research and laboratory equipment based on the concept of multitenancy. Developed on the basis of the experience of the authors, a number of industrial samples and prototype multiuser distributed measurement-control systems implementing this concept have allowed to transform the following processes: end-to-end BP of tests on-board electronic equipment of spacecraft (communications, relay, navigation, geodesy, remote sensing, etc.); BP of forming the operational load of the spacecraft's on-board relay complex; BP of conducting experimental laboratory research in the industry training system. The effectiveness of modernized BP was evaluated on the basis of their formalized models and a set of qualitative indicators. The key resulting effects of transformation: improving the quality of BP by improving the informativeness of individual business functions and the efficiency of the use of high-tech experimental equipment; reducing the number of gaps in BP by reducing the number of business roles involved in their implementation; reducing the duration of BP by significantly reducing material and time costs and improving the productivity of individual business functions; transition to a service model "Laboratory As Service" for access to high-tech equipment while performing experimental laboratory studies based on digital educational environments.

The place and role of analytical research of personnel training processes for the transport industry

2021 ◽  
pp. 94-101
Author(s):  
E. G. Shepilova ◽  
Keyword(s):  
Educational Institution ◽  
Training System ◽  
Process Models ◽  
Positive Development ◽  
Educational Institutions ◽  
Personnel Training ◽  
Educational Values ◽  
Transport Industry ◽  
Analytical Research

The defining role of analytical research of personnel training processes for the transport industry is indicated. In particular, the possibility of using the vicious Knall’s circles to identify problems in the development of transport education is investigated. The traditional functionality of the Knall’s circles has been expanded to the study of the mechanisms of positive development of the research object. Two types of models for describing these processes are proposed and analyzed, taking into account both additive and multiplicative effects of development. Using concrete examples, the methodology for constructing various types of process models, selecting the optimal type of model and predicting development is shown. A systematic approach to the study of transport education is also proposed to be implemented using the tools of cenological analysis, which takes into account all participants in the personnel training system in the industry. The scientific and educational values of transport education allow us to determine the completeness and stability of the educational system, the direction of development (degradation, positive development of the system), the role and place of an individual educational institution in the personnel training system. The cytological study is illustrated by the example of the analysis of the results of the activities of branch railway universities. Scientific and educational self-regulating organizations for training specialists for the regional transport system are considered as one of the mechanisms for managing transport education. It is proposed to create self-regulating organizations of personnel training that regulate the activities of educational institutions, both among themselves and with consumers of educational services.

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