scholarly journals ESTABLISHMENT AND CURRENT STATE OF SCHOOL PSYCHOLOGICAL SERVICES IN AZERBAIJAN AND TURKEY

World Science ◽  
2020 ◽  
Vol 3 (6(58)) ◽  
pp. 50-55
Author(s):  
Harun Oztas
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Psychological Services ◽  
State University ◽  
Psychology Laboratory ◽  
Current State ◽  
School Psychological Services ◽  
Pedagogical Institute ◽  
The Republic

The development of psychology in Azerbaijan is closely linked with the opening of the first higher education institutions in the country since the 1920s. In 1919, Baku State University, the first higher education institution in the republic, and in 1921, the first Pedagogical Institute were established. Departments of pedagogy and psychology and the first psychology laboratories were established in these universities. The first psychology laboratory in the country was organized in 1926 under the leadership of prominent psychologist F. Ibrahimbeyov at Baku State University, where psychological devices such as chronoscope, tachistoscope, visual adaptometer, audiometer, ergograph, etc. were installed.The development of psychology as a science in our republic began in the 20s and 30s of the last century, and at that time there were no national psychologists. Therefore, Russian scientists, Azerbaijani philosophers, pedagogues and neurologists taught psychology in the newly opened universities. Among them, the services of A.O. Makovelsky, A.K. Zakuzade, F.A. Ibrahimbeyov, H.B. Shakhtakhtinski, S.N. Hajiyev, V.I. Mustafayev and others should be especially noted.

Latviešu valodas kā svešvalodas apguve Āzijā

2020 ◽  
pp. 55-62
Author(s):  
Inga Laizāne
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Higher Education Institutions ◽  
State University ◽  
The European Union ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Study Programs ◽  
Directed Learning ◽  
The Republic

The Latvian language as a foreign language (LATS) is learned both in Latvia and abroad. It can be done in higher education institutions, as well as in different courses and self-directed learning. Outside Latvia, there are many countries and higher education institutions where it is possible to acquire LATS. In some higher education institutions, the Latvian language has been taught since the beginning of the 20th century. The oldest LATS teaching traditions are in North America, Germany, Sweden, Lithuania and Australia. In some universities, such as Stockholm University, Masaryk University, Saint Petersburg State University, etc., academically strong study programs in Baltic Studies were established. Over time, study programs have been closed for various reasons, at most leaving the Latvian language as an optional course. At some universities, the Latvian language course has been discontinued. Although in some higher education institutions outside Latvia LATS could be acquired starting from the beginning of the 20th century, the most significant interest in the Latvian language was after the restoration of independence of the Republic of Latvia. Then many higher education institutions in Europe established Latvian language and culture study programs. This interest was related to the geopolitical situation. People tried to get to know the post-Soviet countries through the language. When Latvia joined the European Union, interest in the Latvian language decreased in Europe. Nowadays, interest in the Latvian language has increased in Asia, especially in China. In Asia, it is possible to acquire the Latvian language in China and Japan. There are established different Latvian language bachelor programs in universities of China while in Japan the Latvian language is taught for somebody interested in Latvian culture and traditions more than in the Latvian language.

scholarly journals The Organization of Future Translators’ Self-Directed Learning at US Universities

2017 ◽  
Vol 7 (1) ◽  
pp. 87-94
Author(s):  
Alyona Nakonechna
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Independent Learning ◽  
State University ◽  
Self Directed Learning ◽  
Kent State University ◽  
Learning And Teaching ◽  
Communication Method ◽  
Directed Learning

AbstractThe article deals with studying the peculiarities in the organization of future translators’ self-directed learning at US universities. It has been stated that various researches on the problem prove the underestimation of self-directed learning that leads to insufficient professional competency of future translators. It has been found out that to create an environment favourable for self-directed learning educators should consider four factors, namely, autonomy and responsibility, complexity, duration, “voice and choice”. It has been indicated that the system of independent learning and teaching consists of three components – teacher, learner and communication method. The traits of autonomous learners have been listed. The functions of self-directed learning in US higher education institution have been presented. Six ways of supporting autonomy, namely, classroom-based, curriculum-based, teacher-based, learner-based, resource-based, technology-based, have been singled out and analyzed. The experience of the Kent State University in training future Masters of Arts in Translation has been analyzed. Based on the research performed, the positive aspects of the experience have been justified and relevant recommendations to improve the organization of future translators’ self-directed learning in Ukrainian higher education institutions have been outlined.

scholarly journals The Contribution of Innovative Changes to the Strategic Development of Universities in the Context of Achieving Sustainability

2022 ◽  
Author(s):  
Alina Suslenco ◽  
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Strategic Development ◽  
Republic Of Moldova ◽  
Research Fields ◽  
Innovation Potential ◽  
Innovative Potential ◽  
The Republic

This paper constitutes a scientific approach, where there have been highlighted the most important innovative changes that influence the development of a higher education institution and shape the activity of universities towards permanent adaptation to achieve their sustainability. The topicality of the research topic stems from the need to identify effective measures to achieve sustainability in higher education institutions. The aim of the research is to identify the innovative changes that have a positive impact on the strategic development of the universities. The problem of the research lies in highlighting the most important innovative changes that can affect the universities in achieving their sustainability. In this context, we can reiterate that innovative changes have been defined and analysed from the perspective of the need of university change in the direction of their assimilation within institutions. In addition, the innovative potential of the Republic of Moldova was evaluated from the perspective of the analysis of the categories of scientific researchers, of the research fields, of the expenses undertaken by the state for the development of scientific researches. The research methodology focused on the use of several methods: analysis, synthesis, induction, abduction, deduction, qualitative research through documentation, scientific abstraction. In conclusion, we can reiterate that the Republic of Moldova has a valuable innovation potential, which can lead the country to achieve sustainability. The best solution would be the efficient capitalization of the innovative potential of the country but also its direction towards ensuring an ecological-economic-social balance, in the context of applying a management of university sustainability within higher education institutions.

scholarly journals A research on transformation of social wellbeing and life attitudes in students from the occupied territories and the demarcation line at relocated higher education institutions from the east of Ukraine

2021 ◽  
Vol 104 ◽  
pp. 03010
Author(s):  
Iryna Trubavina ◽  
Olena Karaman ◽  
Dimitrina Kamenova ◽  
Viktoriia Stepanenko ◽  
Yaroslava Yurkiv
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Military Conflict ◽  
Life Attitudes ◽  
Current State ◽  
Social Wellbeing ◽  
The Social ◽  
Occupied Territories ◽  
State Higher Education

We connect the urgency of the article with the preservation of the integrity of Ukraine in the conditions of military conflict. The article describes the research on transformation of the current state of social wellbeing and life attitudes in students from the occupied territories of Ukraine under conditions of relocated higher education institutions. The goal: to study the transformation in social wellbeing and life attitudes in the mentioned strata of students under conditions of operation of a relocated state higher education institution. The methods: analysis, synthesis, generalization, specification, systematizing, comparison, documentation study, interviewing, mathematics statistics methods. Scientific novelty: theoretical foundations and the essence of reintegration of such students, as well as the measures are determined that facilitate it: information and explanatory work, socio-educational, psychological, pedagogical, socio-economic, and legal ones. It is proved that national-oriented upbringing is the priority in successful reintegration on condition of solving students' problems. The results: the efficiency in the use of the mentioned measures is proved by transformational changes related to overcoming the imbalance between the social wellbeing indicators (the level of life satisfaction, interest in life, general mood) and life attitudes (focus on process, result, freedom) of such students.

scholarly journals Sustainability Education and Organizational Change: A Critical Case Study of Barriers and Change Drivers at a Higher Education Institution

2019 ◽  
Vol 11 (2) ◽  
pp. 501 ◽  
Author(s):  
Edwin E. Akins ◽  
Elizabeth Giddens ◽  
David Glassmeyer ◽  
Amy Gruss ◽  
Maria Kalamas Hedden ◽  
...  
Keyword(s):  
Higher Education ◽  
Process Model ◽  
Critical Case ◽  
Higher Education Institutions ◽  
Education Institution ◽  
State University ◽  
Community Sustainability ◽  
Barriers To Implementation ◽  
Critical Case Study

Integrating sustainability within institutions of higher education can have a tremendous impact on students, faculty, and the larger community. Sustainability efforts also experience many barriers to implementation within higher education contexts. A change management perspective can help characterize these barriers and ways to overcome them. In this critical case study, we use a process model to examine the kinds of barriers Kennesaw State University (KSU) has faced regarding implementation of academic sustainability and to evaluate change drivers that can advance sustainability during a time of leadership change. The process model evaluates barriers and change drivers according to published frameworks, and provides a way for higher education institutions to identify the most difficult barriers, easily surmountable barriers, and areas where change drivers can have the most impact. At KSU, the process model identified the self-determination of middle-tier change drivers as the most important way to advance sustainable development in higher education institutions (SD in HEI) until new leadership emerges. The process model is iterative and modifiable, because the specific frameworks used in the process model may vary depending upon the needs of each HEI and stage of progression toward SD.

Higher Education Financial Sources and Models

2020 ◽  
pp. 317-340
Author(s):  
Milka Grbić ◽  
Milena Jakšić ◽  
Violeta Todorović
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Education Institution ◽  
Education Funding ◽  
Higher Education Funding ◽  
Financing System ◽  
Higher Education Reforms ◽  
Current State ◽  
Higher Education Financing ◽  
The Republic

The objective of the chapter is to evaluate trends in higher education funding using the example of EU countries and their comparative analysis, and to look at possible directions for improving higher education institution funding in the Republic of Serbia. In accordance with the defined objective, after the introductory notes, the chapter points to the importance of investing in higher education. What follows is an elaboration of the characteristic funding models and their (possible) effects on higher education, in particular the European model. The following segment focuses in particular on a comparative analysis of higher education funding in selected European countries. Then, in accordance with the process of higher education reforms, the current state and directions of future changes in the higher education financing system in the Republic of Serbia are examined.

scholarly journals СПЕЦИФІКА ВИКОРИСТАННЯ ПЕДАГОГІЧНИХ ТЕХНОЛОГІЙ ПРИ ВИКЛАДАННІ ЕКОНОМІЧНИХ ДИСЦИПЛІН

2019 ◽  
pp. 179-189
Author(s):  
I. О. Шпак
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Economic Education ◽  
Educational Institutions ◽  
Scientific Methods ◽  
Current State ◽  
Teaching Economics ◽  
The Usa ◽  
Effective Use

The current state of the development of Ukraine poses new requirements for the training of specialists. The task solution is related to improving the quality of economic education of specialists in all sectors of the society. With this in mind, improving the effectiveness of teaching economics in educational institutions of any level and profile is of particular value. The purpose of the article is to analyze the peculiarities of the use of pedagogical technologies in the process of teaching economic disciplines to students of higher education institutions. To achieve this purpose, such common scientific methods of research are used: analysis, synthesis, systematization, comparison, generalization in order to determine the specifics of the use of modern pedagogical technologies in the study of economic disciplines by students of higher education institutions. It has been found that the widespread use of pedagogical technologies began in the early 60s of the XXth century. This process was related to the reform of the American and European school. As it is known, the concept "pedagogical technology" was introduced to the scientific circulation for the first time in the USA. Today, the issue of determining the essence of pedagogical technologies, their classification and peculiarities of using them in teaching educational disciplines is envisaged in works of domestic scholars (V. Bespalko, V. Boholiubova, T. Ilina, M. Klarin, Z. Malkova, M. Nikandrov, Ye. Polat, H. Selevko, V. Chuprusov) and foreign ones (Anderson, J. Blok, B. Blum, R. Meidzher, etc.). According to the results of the research, scholars, who state the fact of the need to use pedagogical technologies in teaching economic disciplines in higher education institutions, express different points of view on this issue, which are significantly complementary. It is also important to consider scholars’ conclusions about the peculiarities of the use of pedagogical technologies in the activities of higher education institution in the process of teaching economic disciplines. Therefore, a modern pedagogical technology is a set of methods of pedagogical influence, involves specific techniques, methods, means. Effective use of pedagogical technologies in teaching subjects of the economic cycle helps the teacher to get a more effective result in teaching students and to enjoy the activities.

scholarly journals Subjective assessment by students ohigher education institution of their swimming preparation level (on Kherson State University example)

2021 ◽  
pp. 45-50
Author(s):  
I. Hlukhov ◽  
M. Pityn
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Subjective Assessment ◽  
Educational Process ◽  
Joint Involvement ◽  
State University ◽  
Higher Education Institution ◽  
First Year Students

Given the clear priorities underlying physical education of student youth, it is mandatory for them to mastering the system of applied skills. At the same time, the objectification of the orientation of content of the swimming instruction system for students of free higher education institution should be carried out taking into account the opinions of the subjects of this process, namely students. Addressing students of different courses, we tried to find ways to optimize swimming preparation of students of higher education institutions and to cover as large a contingent as possible. Purpose: to determine the subjective opinion of students of Kherson State University on the level of their own swimming preparation. Methods: theoretical analysis and generalization, study of documentary materials, sociological methods of survey (questionnaire), methods of mathematical statistics. Organization. There were involved in the survey (during September-October 2020) applicants of higher education of the first (bachelor's) and second (master's) degrees of Kherson State University. In total, there were 1513 respondents, including 646 of first- year students, 458 of second-year students, 164 of third-year students, 213 of fourth-year students, and only 32 of 5-6-year students (expressed a desire to participate in the survey). Results. The results of a student’s different courses survey on the subjective attitude to their own level of swimming skills points to gradual decrease of particles attributable to various answers, starting with the option "I cannot swim" and as swimming preparation requirements increase. It was revealed the necessity of the expressed pedagogical influences on a considerable quantity of students of higher education institutions concerning correction of abilities and skills of swimming. Despite a certain hierarchy of answers, for each of the options for the level of swimming skills, we provide a generalized goal and system of tasks for the educational process of swimming in physical education of higher education institution. It is worth emphasizing the need to differentiate the methodological and organizational parts of the swimming system, because, given the integrity of the student contingent, motivational priorities, the existing level of swimming skills, attracting students, joint involvement of even one academic group in swimming is a complicated process.

Sign in / Sign up

Export Citation Format

Share Document