scholarly journals PRACTICE OF ACTIVITIES OF HIGHER EDUCATION INSTITUTIONS AND SCIENTIFIC INSTITUTIONS FOR TRAINING SPECIALISTS FOR WORK IN THE FIELD OF ADULT EDUCATION

2020 ◽  
pp. 19-25
Author(s):  
Liudmyla CHERKASHYNA ◽  
◽  
Tatiana VORONA ◽  
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Educational Institution ◽  
Postgraduate Education ◽  
Teaching Staff ◽  
Factors Influencing ◽  
State Pedagogical ◽  
National University ◽  
Economic Zones ◽  
The Impact

ntroduction. The problem of lifelong learn-ing is not only the impact of scientific and technological revolution and globalization processes that significantly affect the socio-economic development of the world, but also the need for qualified personnel capable of lifelong learning, because investing in human capital brings the greatest and most profitable effect. not only to man but also to the economy as a whole. This question poses a new challenge to society – the urgent need for teaching staff to work with adults. As it turned out, free economic zones are not quite ready to train specialists for the sys-tem of non-formal and informal education.Analysis of publications.In the works of domestic sci-entists (O. Anishchenko, S. Arkhipova, O. Banit, O.Bodyk,L. Vashchenko, N. Demyanenko, O. Dubasenyuk, S. Iz-bash, L. Lukyanova, N. Nychkalo, O Samodumska, M. Skrypnyk, T. Sorochan, L. Tymchuk, T. Shanskova, etc.) the problem of andragogy training in Ukraine was raised.Purpose. Summarize the scientific and practical achievements of scientists in the training of andragogues in the field of adult education. Results. The data of the results of cooperation of Ukrainian and German scientists on the development of the project "On the way to the introduction of the scientific field" Adult education and postgraduate education in Ukraine "are presented. The author's project of the qualifi-cation characteristic of the profession (position) "Andra-gogue", developed by O. Anishchenko, is analyzed. Atten-tion is paid to the factors influencing the change of para-digms in education, as well as the change of the tradi-tional model of learning to andragogy. The conceptual bases of development of adult education, the leading factors influencing adult education are considered; exist-ing models of andragogy training: competence, cognitive, human-centered, communicative, reflexive; author's course "Practical andragogy", developed and implemented by M. Skrypnyk. Information on the activities of the Center for Adult Education of Tavriya National University named after VI Vernadsky. The scientific and practical activity of the Ivan Zyazyun IPOD of the National Academy of Peda-gogical Sciences of Ukraine is covered. Statistical data on the training of masters in the specialty 011 Educational, Pedagogical Sciences at Chernivtsi National University. Yu. Fedkovych, NPU named after M.P. Drahomanov and SHEI "Donbas State Pedagogical University" with speciali-zations "Adult Education", "Andragogy", "Fundamentals of Andragogy". The proposals of the Free Economic Zone to start training andragogues are highlighted. Attention is paid to the preparation of masters at SHEI "Donbass State Pedagogical University" in the specialty 011 Educational, pedagogical sciences. The important achievements of educators in developing a standard of higher education in Ukraine are indicated: the second (master's) level, field of knowledge 01 Education / Pedagogy, specialty 011 Edu-cational, pedagogical sciences. Conclusion. Thus, in the analyzed scientific works, the authors unanimously point out that there is an urgent need for specialists in adult education. We agree with the statements of the scientists of the National Academy of Pedagogical Sciences of Ukraine about the lack of monitor-ing between the existing inquiries of consumers and the proposals of institutions for the provision of educational services. We see that it is education that should be advanced in order to be able to predict the needs of mankind in the new specialists and prepare them in advance. It should be noted that teachers of public and private free economic zones must have a higher pedagogical education or the qualification of a teacher of a higher educational institution, an andragogue

scholarly journals Modification of working conditions of teaching staff of higher education institutions: legal aspects

2021 ◽  
Vol 52 (4) ◽  
pp. 547-565
Author(s):  
Svetlana Yu. Golovina ◽  
◽  
Olesya V. Shcherbakova ◽  
Keyword(s):  
Higher Education ◽  
Working Conditions ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Legal Regulation ◽  
Legal Aspects ◽  
Educational Process ◽  
Teaching Staff ◽  
Professional Burnout ◽  
The Impact

Introduction. Working conditions of the teaching staff of higher education institutions are not static, as they reflect the changes taking place in the outside world. The increase in the role of informatization, the acceleration of the information flow, the changing of the information field, the introduction of scientometric indicators, the recognition of the impact of stress in the workplace on the health of an employee – all this accompanies the work of the teaching staff. The analysis of these phenomena makes it possible to single out three large groups of working conditions for the teaching staff of higher education institution, which today are undergoing changes, to identify the prerequisites for their occurrence and to formulate their consequences for the entire educational process. The purpose of the study was to conduct a comprehensive analysis of the working conditions of higher education teachers, which are currently undergoing changes. Methods and methodology. The work used the methodology of a comprehensive study, including methods of document analysis, comparative analysis, secondary use of sociological, economic and medical data. The results of the study show that the digitalization of vocational education, including higher education, is carried out in different conditions than the digitalization of schools, which leads to the emergence of a new paradigm of interaction between higher education teachers and students. As a result of research, the absence of a centralized acquisition of skills in the use of digital technologies by teachers was confirmed: 45% of respondents carry out advanced training on their own, 41% – using online platforms, 31% – ask for help from colleagues in their educational institution, 30% – exchange experience with colleagues from others vocational institutions. In the absence of legislative regulation of the issue of mastering new digital competencies by the teaching staff of higher education institutions, the ways of solving this issue are proposed. The results of the research revealed that meeting the scientific productivity requirements for the teaching staff is one of the main sources of stress in the workplace (40% of respondents). It is concluded that in order to achieve quality indicators in the field of scientific activity, in order to prevent opportunistic behavior of the teaching staff, higher education institutions need to develop tools of internal motivation. The authors believe that an integrated approach to regulating the emotional burnout of teachers could also be applied in relation to minimizing the risks of professional burnout, that is, to adopt acts of legal regulation at the federal and local levels in order to prevent professional burnout.

scholarly journals Psychological Features of Pedagogical Interaction in the “Teacher-Student” System

2021 ◽  
Vol 7 (3) ◽  
pp. 78-86
Author(s):  
Olga O. Hreilikh ◽  
Natalia O. Vydolob
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Qualitative Assessment ◽  
Teaching Staff ◽  
Teacher Student ◽  
Teachers And Students ◽  
Higher Educational ◽  
Psychological Features

The relevance of the chosen topic is determined by the importance of interaction between teachers and students in modern higher education, as well as the need to cover the psychological features of such interaction from the point of view of developing a qualitative assessment of their role and place in the educational process of a higher educational institution. The purpose of the study is to formulate psychological aspects of “teacher-student” communication within the educational space to identify methods of its regulation. The leading approach of the research is a combination of theoretical analysis of the main aspects of pedagogical interaction between teachers and students in an educational institution taking into account the main functions and tasks of each of the groups under consideration and structural synthesis of the features of this type of interaction based on psychological factors of communication on the scale of a higher educational institution. The research considers issues related to the psychological features of pedagogical interaction between teachers and students in modern higher education. Qualitative indicators of communicative relations of subjects of the educational process, in particular teachers and students, are determined. The key psychological features of pedagogical interaction in the “teacherstudent” system are highlighted, including the development of trust in the authority of the teacher, taking into account students' individual factors in the process of studying subjects within the programme, maintaining a positive psychological climate in subject-subject relations. The necessity of developing a qualitative assessment of the level of communication between teachers and students as an objective factor for further assessment of the overall level of their pedagogical interaction effectiveness and the psychological characteristics of each of the groups under consideration is emphasised. The results and conclusions of the research are of practical value both for modern applicants for higher education and for representatives of the teaching staff of modern higher educational institutions concerned with the problems of building high-quality communication among each other, taking into account the individual characteristics and qualities of each group

scholarly journals SYSTEMATIC SUPPORT FOR THE DEVELOPMENT OF THE PEDAGOGICAL TEAM OF THE COLLEGE

2021 ◽  
pp. 45-52
Author(s):  
I. Bredikhina
Keyword(s):  
Educational Institution ◽  
Team Development ◽  
Clear Understanding ◽  
Team Members ◽  
Stage Of Development ◽  
Factors Influencing ◽  
Number Of Factors ◽  
Successful Work ◽  
College Staff ◽  
The Impact

The article states that in order to create a competitive educational institution, management needs to use team management technologies. The research considers the issue of creating systematic support for pedagogical teams, namely assessment and analysis of a number of factors influencing the successful work of the pedagogical team and the formation of systematic support for team development using retrospective techniques and team adjustments. According to the results of the research, which is based on the Michigan model of leadership, the existing difficulties in the functioning of college teams were analyzed. The survey identified that at this stage of development, not all members of the college staff teams have a clear understanding of the overall goal (86.9 %) and the impact of teamwork on the overall result (78.2 %). Their unequal contribution to achieving the goal was also noted (73.9 %). The survey indicates that not all teams have a combination of skills at the highest level, and team members who have certain skills are not always interested in helping colleagues (82.6 %). Teams are quite high spirited and motivated even in difficult periods (82.6 %), the teams hold constructive discussions about misunderstandings and problems, regularly find new opportunities to find information and solve complex problems, appreciate the achievements of colleagues (86.9 %). Thus, it turned out that team leaders motivate not all team members to successfully implement projects (78.2 %), but provide management and prompt feedback, consult with team members to remove obstacles and difficulties in the work and ensure team progress (86.9 %). Given the identified weak spots of the pedagogical teams of the college and the factors influencing their work, systematic support, which consists in the formation of psychological security, constant analysis of team development and retrospectives, swell as models of adjustment for team development to improve their efficiency were created.

scholarly journals Current state of educational services provision to future masters of educational institution management

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 179-187
Author(s):  
Olha Yeromenko
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Education Institution ◽  
Educational Process ◽  
Educational Services ◽  
Teaching Staff ◽  
Flexible System

The article raises the topical issue of training competitive professionals capable of working under modern market conditions. The transition to market relations changes the education policy and the system of educational services provision. The professional destiny of a future manager and the success rate of an educational institution depend on the quality of providing educational services to graduate students specialised in educational institution management. The purpose of the article is to analyse the results of a survey of graduate students aimed at determining the status of educational services given within the specialty 073 "Management" (specialization "Educational Institution Management") in various higher education institutions of Ukraine. Monitoring the state of the educational services provided to graduate students majoring in educational institution management has been carried out on the basis of general scientific and empirical cognition methods: comprehensive study of quality training of master-course students, observation, survey in the form of questionnaires, analysis of graduate students’ responses, analogy. The criteria enabling graduate students to assess the quality of educational services provided by higher education institutions have been defined: the fundamental nature of training; level of knowledge and experience of teaching staff; organization of the educational process; culture and communication level of teachers; reaction of teachers and administration of higher education institution to further demands of graduate students, etc. On the basis of the analysis and generalisation of the processed material, the basic demands of master-course students majoring in educational institution management for increase in the level of educational services have been defined: decrease in theorising of educational material; practice orientation; increase in the use of interactive teaching methods by teachers; expansion of the list of optional courses; increase in opportunities for individual counselling at a convenient time; involvement of leading specialists, experts, experienced educational institution managers in teaching; improvement of facilities and resources of an institution; increase in the level of additional educational services provision in higher education institutions. According to the results of the study, it has been concluded that it is necessary to establish a flexible system of training master-course students majoring in educational institution management.

scholarly journals Institutional Traps of Digitalization of Russian Higher Education

2021 ◽  
Vol 30 (3) ◽  
pp. 59-75
Author(s):  
M. A. Golovchin
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
New Technologies ◽  
Teaching Staff ◽  
Original Matrix ◽  
Russian Higher Education ◽  
The Matrix ◽  
Institutional Traps ◽  
The Impact ◽  
Russian Universities

In 2016-2018 the state in Russia adopted a package of program documents, which implies the transfer of education to the large-scale introduction of digital technologies. This phenomenon has been called “digitalization of education”. In scientific literature, electronization and digitalization are increasingly called one of the institutional traps for the development of Russian universities, since the corresponding institutional environment has not yet been formed due to the forced nature of innovations. As a result, the processes of introducing new technologies into education are still not regulated. Within the framework of the purpose of the study, the manifestations of the trap of electronization and digitalization of Russian higher education were analyzed on the basis of sociological data, and the theoretical modeling of the process of adaptation of educational agents to the institution of digitalization was carried out.In the course of the study, the approaches were summarized that have been developed in discussions on educational digitalization. The article presents the author’s vision of the studied phenomenon as an institutional trap; as well as understanding of the institutional features and characteristics of electronization and digitalization in education.The research method is the analysis of estimates obtained in the course of an expert survey which was conducted by the Vologda Scientific Center of the Russian Academy of Sciences among the representatives of the teaching staff of state universities in the Vologda region. In the course of this analysis, the indicators of educational digitalization as an effective innovation were clarified such as an increased accessibility of educational resources; simplification of communication and the process of transferring knowledge from teacher to student; increased opportunities for training specialists for the new (digital) economy; improving the quality of education in universities, etc. Based on the results of the empirical study, it has been determined that the conditions for the development of digitalization in Russian universities are currently ambiguous, which is closely related to the level of competitiveness of the educational organization.The scientific novelty of the research consists in the presentation of an original matrix describing the process of university employees adaptation to the conditions of digital transformation of education. The matrix is proposed on the basis of a sociological analysis of the impact of the trap of electronization and digitalization on the activities of educational agents. The matrix can be taken into account in the practice of higher education management.

What Makes Students to Participate in Online Collaborative Settings through Second Life?

2016 ◽  
pp. 1451-1476
Author(s):  
Nikolaos Pellas
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Second Life ◽  
Motivational Factors ◽  
Added Value ◽  
Educational Community ◽  
Key Factors ◽  
Educational Activities ◽  
Adult Participation ◽  
Factors Influencing

Motivational factors that may affect adult participation in educational activities have attracted educators' interests and probably are one of the most discussed topics in the field of adult education. The current study seeks to investigate the students' participation in collaborative online activities based on the interpretive framework of adult participation theories stapling to interpret motivational factors, and recommended by McGivney (1993). A qualitative (comprehensive) research was conducted and a voluntary sample of Higher education by eighty students (n=80) who participated in online collaborative settings through the virtual world of Second Life and wanted to share experiences from their participation. The added value of this effort is to understand the educational community theoretically based on the utilization of adult theories that might motivate adult participation in different aspects and more practically to enunciate the key factors influencing their decisions to participate in team-based activities held in Second Life.

What Makes Students to Participate in Online Collaborative Settings Through Second Life?

2014 ◽  
Vol 5 (1) ◽  
pp. 21-44
Author(s):  
Nikolaos Pellas
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Second Life ◽  
Virtual World ◽  
Motivational Factors ◽  
Added Value ◽  
Educational Community ◽  
Key Factors ◽  
Adult Participation ◽  
Factors Influencing

Motivational factors that may affect adult participation in educational activities have attracted educators' interests and probably are one of the most discussed topics in the field of adult education. The current study seeks to investigate the students' participation in collaborative online activities based on the interpretive framework of adult participation theories stapling to interpret motivational factors, and recommended by McGivney (1993). A qualitative (comprehensive) research was conducted and a voluntary sample of Higher education by eighty students (n=80) who participated in online collaborative settings through the virtual world of Second Life and wanted to share experiences from their participation. The added value of this effort is to understand the educational community theoretically based on the utilization of adult theories that might motivate adult participation in different aspects and more practically to enunciate the key factors influencing their decisions to participate in team-based activities held in Second Life.

EDUCATIONAL COMPLEX OF THE HERSON AREA: THE CURRENT STATE AND PROSPECTS OF DEVELOPMENT

2019 ◽  
pp. 23-29
Author(s):  
Y. Oliinyk ◽  
T. Nych
Keyword(s):  
Higher Education ◽  
General Education ◽  
Vocational Education ◽  
Postgraduate Education ◽  
School Education ◽  
Educational Institutions ◽  
Doctoral Studies ◽  
Demographic Situation ◽  
Post Graduate ◽  
The Impact

The essence of the educational complex of the Kherson region as a holistic socio-geographical formation is revealed. The importance, role and place of the educational complex in the economic and social development of the territory are highlighted. The most important factors in the formation of the educational complex are revealed. The attention is paid to the deterioration of the demographic situation and its impact on the development of education. The specific of the branch structure of the educational complex is characterized. The analysis of territorial features of functioning and placement of components of the educational complex: pre-school education, general secondary education, out-of-school education, vocational education, higher education, postgraduate education, post-graduate and doctoral studies, self-education, lifelong education. Particular attention is paid to the territorial differentiation of the network of preschool and general education institutions. The dynamic of the number of MES in the region and the problem of uneven placement is traced. The tendency towards the decrease in the number of general educational institutions is revealed, which is the result of a decrease in the number of students due to the deterioration of the demographic situation. The process of formation of basic educational institutions and the impact on them of united territorial communities are described, the system of vocational education is characterized, characteristic features of the development of higher education, placement of the network of institutions of higher education, types of training of specialists are determined, the main forms of preparation of scientific and scientific and pedagogical personnel are singled out. High-level qualifications in the field: post-graduate and doctoral studies. The attention is paid to the increase in the demand for higher qualification specialists. The modern transformational processes in the development of the educational complex of the region are highlighted. The main problems are described and perspective directions of further development of the educational complex are grounded.

A Delphi-based approach for detecting key e-learning trends in postgraduate education

2017 ◽  
Vol 59 (6) ◽  
pp. 590-604 ◽  
Author(s):  
Blanca Lopez-Catalan ◽  
Victor A. Bañuls
Keyword(s):  
Higher Education ◽  
Delphi Study ◽  
Methodological Approach ◽  
National Level ◽  
Three Dimensional ◽  
Postgraduate Education ◽  
Content Type ◽  
E Learning ◽  
Education Administrators ◽  
The Impact

Purpose The purpose of this paper is to present the results of national level Delphi study carried out in Spain aimed at providing inputs for higher education administrators and decision makers about key e-learning trends for supporting postgraduate courses. Design/methodology/approach The ranking of the e-learning trends is based on a three-dimensional analysis that combines the cost of implementation, the impact of each trend on learning outcomes and the diffusion forecast among postgraduate courses in the time horizon. The authors use the Delphi method for managing an expert panel. Findings Mobile learning, gamification, social media and open education are found as some of the key e-learning trends that might have greater educational impacts in postgraduate programs in the next years. These results are expected to help educational institutions to plan future positioning strategies depending on their starting positions, resources and intentions to innovate. Originality/value Educational managers and planners need to identify priority issues and principal trends in higher education in order to raise their innovative offer and to maintain competitiveness. The results might help them. Moreover the indicator and the methodological approach is a novelty in the field.

scholarly journals DEACTUALIZATION OF HIGHER EDUCATION ON THE EXAMPLE OF STUDYING FOREIGN LANGUAGES

2021 ◽  
Vol 33 (2) ◽  
pp. 130-142
Author(s):  
Oleksii Nalyvaiko ◽  
Olena Kalistova ◽  
Danylo Poliakov
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Foreign Languages ◽  
Teaching Staff ◽  
Study Programs ◽  
National University ◽  
Kharkiv Polytechnic Institute ◽  
The Times ◽  
The Cost

The article analyzes the main reasons for de-actualization of higher education in Ukraine on the example of teaching foreign languages. The authors identified four main reasons for the deactualization of higher education: a difficult socio-economic situation caused by an incompetent organization of the production forces of the Ukrainian economy, low quality of educational services, depopulation of the Ukrainian population and a decrease in the quality of the teaching staff, a permanent increase in the cost of higher education. To confirm our assumptions, we carried out an introduction of students from different parts of Ukraine who study a foreign language. We interviewed six respondents from different universities across Ukraine about the topic: V.N. Karazin Kharkiv National University, Horlivka Institute for Foreign Languages, Ivan Franko National University of Lviv, Kyiv National Linguistic University, National Technical University “Kharkiv Polytechnic Institute” and Ternopil Volodymyr Hnatiuk National Pedagogical University. Every respondent was given a name (A-F) in order to keep their anonymity. We have presented the results of the interview. Students say that problems do not always depend on universities, but personal traits of students and teachers and modern tendencies in labor market. We gave some recommendations: the curriculum must be corrected in favor of main subjects or even subjects that will make graduates more appropriate for some posts than people without degree; teaching staff must have special pedagogical degree in order to improve their pedagogical skills; universities need to employ native speakers of taught languages; universities need to elaborate such study programs that will make their graduates more attractive candidates in labor market. The main conclusion must be so: the system of higher education has to keep up with the times and change itself according to labor market, students’ beliefs and modern tendencies in science and technology.

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