scholarly journals LIFELONG PROFESSIONAL EDUCATION: CHARACTERISTICS AND CHALLENGES OF THE MODERN

2020 ◽  
Vol 1 (190) ◽  
pp. 109-113
Author(s):  
Natalia Malanyuk ◽  
Keyword(s):  
General Education ◽  
Professional Education ◽  
Developmental Stages ◽  
Social Systems ◽  
Educational Practice ◽  
Social Institutions ◽  
Educational Process ◽  
Educational Services ◽  
Modern Trend ◽  
Lifelong Education

The article reveals the essence of the definitions «lifelong education», «lifelong professional education», «system of lifelong education». An urgent problem today is to search ways to modernize and improve the system of lifelong professional education in order to make education meet the needs of society as a whole and each individual in particular at each level. The variability of surrounding reality is the basis for change in society and social institutions. Lifelong professional education cannot exist in isolation from other social systems. Education is the engine for the development of society (economic, political, social, etc.). The interpretation of the concept of «lifelong education» by different authors is analyzed, various contexts are considered (as a concept, as an aspect of educational practice, as a principle of educational organization, as a principle of state policy implementation, as modern trend, as a paradigm of scientific and pedagogical thinking). The roles of lifelong education (for an individual, for society, for the state, for the world community) are considered. Developmental stages of lifelong education (V. Onushkina, O. Tonkonoga, T. Desyatova, N. Nychkalo) are investigated. The problems of modern professional education are considered (subject education, elemental approach, separation of the subjects of the educational process from its results, the absence of quality requirements at each stage, etc.) and suggested ways to eliminate them. The characteristics of lifelong learning (duration, motivation, goals and objectives, network of educational services) are analyzed. The functions of lifelong professional education are considered: socio-cultural (developmental), general education (compensatory), adaptive and economic. The priority directions of lifelong professional education development are analyzed: intellectualization of education; personality-oriented approach; educational services market; modernization of all types of support; social partnership; international cooperation. The requirements for lifelong professional education at present stage of society development are formulated and characterized. The system of lifelong professional education is considered as a dynamic system that is in constant development.

THE CALIFORNIA ACADEMY OF SCIENCES AS A PRIME EXAMPLE OF THE AMERICAN MUSEUM

2021 ◽  
Vol 43 (2) ◽  
pp. 202-216
Author(s):  
Tatyana Liverovskaya ◽  
◽  
Marina Pikulenko
Keyword(s):  
Sustainable Development ◽  
San Francisco ◽  
Global Climate ◽  
Educational Practice ◽  
Social Institutions ◽  
Educational Process ◽  
Engineering Mathematics ◽  
California Academy ◽  
Science And Culture ◽  
Academy Of Sciences

The article is dedicated to one of the largest museum centers of natural history in the world - the California Academy of Sciences (San Francisco, USA), which is, since its founding in 1853, both a research and scientific and educational organization. The California Academy of Sciences, in its current version, presents a prime example of the development of basic museum’s concepts in USA: guardianship, corporate museum, museum communication, achieving the goals of sustainable development of society, the involvement in science the population on the basis of the system “STEM-education” (Science, Technology, Engineering Mathematics). The article analyzes the history and modern activities of the museum in terms of exhibition features, scientific and educational practice. Architectural, artistic and engineering solutions, features of internal infrastructure, themes, content and design of the exhibition complex reflect the stated national mission to "explore, explain and sustain"), in accordance with the implementation of the declared environmental concept of sustainable development (fighting global climate warming, the development of technologies of energy conservation, cleanliness and waste of production, etc.). On the basis of our own museum observations, analysis of literary data, we can conclude that museums as social institutions and interactive technologies used in the educational process are most suitable for the task of introducing the widest range of citizens to science and culture. The example of the California Academy of Sciences provides important guidelines for the development of museums in our country.

Dys-functionality of education in the context of the COVID-19 pandemic

2020 ◽  
pp. 7-11
Author(s):  
P.I. Ananchenkova ◽  
◽  
N.M. Novikova ◽  
Keyword(s):  
Social Systems ◽  
Social Institutions ◽  
Social Institution ◽  
Educational Process ◽  
Full Time ◽  
Technological Infrastructure ◽  
National Education ◽  
National Education Systems ◽  
Teachers And Students ◽  
Technological Modernization

Researched is the most significant event in socio-economic, political and other spheres of life in the period of 2019–2020 COVID-19 pandemic that significantly “reshaped” principles and technologies of functioning of certain social institutions that traditionally play a stabilizing function in society. The social institute of education is one of these systems. Under the influence of the coronavirus crisis, education as a social institution has shown its strengths and weaknesses in terms of providing a stabilizing function. The dys-functionality of education is most clearly manifested in the lack of readiness of its subjects for a rapid technological transition from full-time to distance learning. The article considers the main forms of dys-functionality of education, expressed in such types of unpreparedness as technological, infrastructure, personnel, skill, and mental, and presents their characteristics and main forms of manifestation. It is concluded that, on the one hand, the coronavirus crisis was a powerful factor in the destabilization of all economic and social systems and caused their dys-functionality. On the other hand, and this was most evident for the Institute of education, it accelerated technological modernization and the rapid transition to innovative forms and technologies of education, followed by an increase in technological literacy of teachers and students, revision of methodological and didactic materials, and a change in the paradigm of managing the educational process directly in educational institutions and in General national education systems.

scholarly journals Realization of author’s program of developing artistic abilities of schoolchildren on basis of continuity

2021 ◽  
Vol 113 ◽  
pp. 00061
Author(s):  
D.V. Legenchuk
Keyword(s):  
Higher Education ◽  
General Education ◽  
Professional Education ◽  
Training Programs ◽  
Educational Process ◽  
Solution Approach ◽  
Global Challenges ◽  
Definition Of ◽  
Russian Education ◽  
And Training

The definition of abilities and their correct development act as one of the most important pedagogical tasks that require special attention, solution, approach, especially during the period of changes in the content of the educational process connected with its reform. According to the author, to update educational approaches related to improving the effectiveness of the educational process, it is necessary to pay attention to the development of author’s training programs. They will control planned and systematic activities of all participants in the educational process, regardless of the form of its organization. The article considers the main provisions of the author’s program that contribute to the development of the artistic abilities of schoolchildren in the conditions of modernization and reform of modern Russian education, including the changes caused by COVID 19. The author’s program is designed to expand the content of the concept of the continuity of secondary vocational and higher education. Its structure includes content components of general education and training of future designers and teachers of technology and design in multilevel professional education as potential directions for its development in the context of global challenges.

scholarly journals USING QUALITY EVALUATION CRITERIA FOR EDUCATIONAL SERVICES IMPROVEMENT IN THE CHALLENGING POST-GRADUATE MEDICAL EDUCATION CONDITIONS

2017 ◽  
Vol 9 (2) ◽  
pp. 109-113
Author(s):  
O A Rizakhanova ◽  
E A Melnikova ◽  
V N Filatov ◽  
N T Gonchar
Keyword(s):  
Professional Education ◽  
Graduate Training ◽  
Objective Assessment ◽  
Evaluation Criteria ◽  
Educational Process ◽  
Educational Services ◽  
System Reform ◽  
Post Graduate ◽  
Post Graduate Training

The article is devoted to the research of evaluation criteria of the educational services' quality and search possibilities of these criteria analysis influence on educational process improvement. The work presents theoretical analysis of the problem of assessment of the quality of education in the conditions of additional professional education system reform in Russia. The article presents data from retrospec- tive analysis of questionnaires from the trainees of the department of Public Health, Economics and Management in Health Care System on the questions, related to the quality of educational process in the frame of the post-graduate training courses and primary professional education. The work presents retrospective analysis of the education quality assessment based on the testing methods of professional competencies of trainees. Approaches towards educational process, proposed in the research, aimed to help in the objective assessment of the readiness of the suppliers and end-users of educational services in the professional medical additional professional education to implement new forms of education in the conditions of the challenging professional education in Russia.

scholarly journals Mathematical Methods in Monitoring the Quality of Student Performance

2020 ◽  
Vol 2020 (3) ◽  
pp. 218-226
Author(s):  
Alla Portnova ◽  
Svetlana Lesnikova ◽  
Nina Rusakova
Keyword(s):  
Academic Performance ◽  
University Students ◽  
General Education ◽  
Student Performance ◽  
Professional Education ◽  
Educational Process ◽  
University Graduates ◽  
Adaptation Period ◽  
Mathematical Methods

The article deals with the statistical analysis of the effectiveness of the educational process at university. The research featured factors affecting the quality of training university students. The authors employed quantitative and qualitative indicators and organizational and pedagogical approaches, as well as methods of correlation and variance analysis. The indicators were systematized and generalized in order to identify the extent of their impact on the effectiveness of the factors under consideration. The reliability of the results was checked using the Pearson test. The methodology of the study was based on the identification of factors that affect the students’ achievements. A factor is a condition for good quality education. Based on the principles of general and professional education of the individual, the authors identified two groups of factors: 1) those related to the performance of the general education stage (academic performance, training profile); 2) those related to the results of higher education (academic performance, areas of training, course of study, academics). The academic performance of the first-year students did not depend on the results of the Unified State Exam and school grades. This dependence began to manifest itself during the second year, i.e. after the adaptation period. Statistical processing provided a mathematical model of the dependence of academic performance on the identified factors. The model can be used to predict the results of academic performance, as well as to adjust the learning process in order to improve the quality of university graduates' training, e.g. additional consultations, new information technologies, changes in the curriculum, level-based differentiation of content, tasks, individualized tasks, etc. The results are of interest for organizers of psychological and pedagogical support of professional self-determination for university students and their socio-psychological adaptation.

scholarly journals Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

2016 ◽  
Vol 18 (2) ◽  
pp. 105-118 ◽  
Author(s):  
Ausra Kazlauskiene ◽  
Ramute Gaucaite ◽  
Rasa Poceviciene
Keyword(s):  
Content Analysis ◽  
General Education ◽  
Educational Practice ◽  
Process Research ◽  
Educational Process ◽  
Theory And Practice ◽  
Self Directed Learning ◽  
Education School ◽  
Directed Learning ◽  
Practical Experiences

Abstract Implementation of the result-oriented (self-)education paradigm in the general education school requires sustainable changes in didactics not only on the strategic document plane but also in educational practice. However, its implementation in practice is complicated. The success of the interaction between theory and practice largely depends on the teacher’s professionalism. Therefore, the insights that have emerged in the context of teachers’ practical experiences applying self-directed learning are important identifying preconditions for sustainable changes in didactics. The semi-structured written survey and the content analysis enabled the authors to find out preconditions for changes in didactics, manifesting themselves through the teacher’’s personal self-actualisation, the student’s empowerment to learn and redistribution of powers of participants of the educational process. Research results suggest that identified preconditions for changes in didactics are interrelated and illustrate manifestation of sustainable changes in didactics.

scholarly journals Structural and functional model of the system of the future railway transport specialists professional education in the conditions of lifelong education

2020 ◽  
pp. 109-127
Author(s):  
Natalia Malanyuk
Keyword(s):  
Education System ◽  
Professional Education ◽  
Professional Competence ◽  
Functional Model ◽  
Individual Characteristics ◽  
Educational Process ◽  
Lifelong Education ◽  
Railway Transport ◽  
Functional Connections ◽  
The Future

The research is an attempt to substantiate the system of professional education of future railway transport specialists in the conditions of lifelong education as the unity of such blocks as purposeful, informatory, operational and effective. The components of each block are analyzed, as well as the relationships between them. The essence and analysis of key characteristics of the definition of «pedagogical system» are revealed. The professional education of future railway transport specialists must meet the demands of society, as well as reflect the level of development of science and technology. Future railway transport specialists must have professional competence, which is considered to be crucial quality of specialist in the context of European integration processes, labor market mobility and growing demands of employers. The system-creating factor is the goal, that is the formation of professional competence of future railway transport specialists in the system «college-university». The research purpose is to substantiate and build the structural and functional model of the system of the future railway transport specialists professional education in the conditions of lifelong education. The research methods are analysis of psychological and pedagogical literature on research problems, pedagogical modeling, comparative analysis, systematization and generalization of results. The results. Building an authorʼs system of professional education for future railway transport specialists should be an attempt to improve the traditional system of vocational education. Such system should be based on humanistic principles, according to which each individual is of the greatest value, along with its individual characteristics, inclinations and abilities. The key methodological approaches of professional education system of future railway transport specialists should be personality-oriented, activity-oriented and competence-forming. The key principles of building the system are continuity, professional orientation, system and consistency, continuity of education, «education for the future». Conclusions. To study the system of professional education of future railway transport specialists, a structural-functional model of such a system has been built, which reflects the functional connections between the structural components of the system. The development of the model makes it possible to search for ways to improve the system of professional education of future specialists in this field. The introduction of professional education system of future railway transport specialists in the educational process will increase the efficiency of the process of training future specialists at different stages of higher education.

scholarly journals Methods of determining nomenclature of topographic maps: theory and practice

2020 ◽  
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Educational Practice ◽  
Educational Process ◽  
Theory And Practice ◽  
Topographic Maps ◽  
Practical Implementation ◽  
Topographic Map ◽  
Empirical Observation ◽  
Geographical Education

The cartographic method is the main method of teaching geography in the institutions of general education in the New Ukrainian School, the basis for the formation of skills of each citizen. Aim of the research: to reveal the theoretical aspects of the methodology for determining the nomenclature of topographic maps for teachers and methodologists of geography of general secondary education institutions, students of higher education institutions and to provide appropriate methodological recommendations for their practical implementation. Main material. To achieve this goal, the following research methods were used: the method of comparative-historical analysis, which allowed to establish the causal and historical conditionality of the formation the methodology for determining the nomenclature of topographic maps; empirical (observation of the pedagogical process, conversations with students and teachers of geography, generalization of personal pedagogical experience, questioning of teachers and methodologists), which contributed to the substantiation of the need to develop and implement in the geography of the New Ukrainian School (NUS) effective methodology for determining the nomenclature of geographers nomenclature The pedagogical experiment made it possible to identify not only the links between the studied components of the nomenclature of topographic maps, but also to carry out qualitative analysis and accurate quantitative measurement of both changes made in the educational process and the results of the whole process. The analysis of curricula in geography involves mastering the concepts and terms «topographic map», «map layout», «map nomenclature», evaluation of certain types of nomenclature definition of topographic maps; encourages the theoretical substantiation of such a methodology based on the pedagogical experience of the teacher of geography in modern school. The main focus of the article is on the practical aspect of the methodology for determining the nomenclature of a topographic map; methodological recommendations are given regarding approaches to the evaluation of particular types of their definition. For the first time, methodological recommendations on the educational practice of determining the nomenclature of topographic maps for institutions of general secondary education, in particular the concept of «map layout» and «map nomenclature» and the like, are introduced into scientific use. They significantly influence the achievement of new socio-economic results of geographical education. Conclusions. The results of the experimental study confirm the importance of theoretical and practical aspects of the methods development for determining the nomenclature of topographic maps in educational practice, its content and methodological basis. The developed guidelines for practical implementation of the methodology for determining the nomenclature of topographic maps in institutions of General secondary education of the New Ukrainian school will contribute to improving the quality of knowledge on geography and the Ukrainian educational system as a whole.

scholarly journals The Content of the General educational component of training the future Manager of physical culture and sports to professional activity

2019 ◽  
pp. 101-105
Author(s):  
A. Svatyev
Keyword(s):  
General Education ◽  
Professional Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Individual Student ◽  
Physical Culture ◽  
Higher Educational Institutions ◽  
The Future ◽  
Higher Educational

In article on the basis of the analysis of psychological and pedagogical literature, it was found General education component context of preparation of the future of coach-teacher of professional activity, namely: «education», «professional education», «education», «education and development», «development of the personality». On the basis of theoretical analysis it was determined that despite the significant amount of research on the organization of process of training specialists in higher educational institutions, the problem of training of the future of Manager of physical culture and sports of professional activity are not well lit. Unresolved issues of compliance with the demands of society in the preparation of future specialists according to the new socio-economic conditions and the existing level of training of these specialists for professional activity. Exploring the issues related to preparation of the future of coach-teacher to professional activities, the author relied on the development of domestic and Russian scientists, who considered in their study various aspects of preparation of experts in higher educational institutions. The author is of the opinion that today, education is under active reconstruction as personal or individually oriented development and confronts researchers lot of questions. Personal interaction in the educational process should be based on the internal needs of the teacher to be the most disposed to dialogue with the student, on cooperation and co-creation. Humanistic position of the teacher should be based on maintaining a teacher of his personal integrity and understanding of the integrity of the individual student. Personal approach in education can be understood as a joint activity based on the realization of opportunities of the person as a pupil and teacher. The essence of this approach involves the integrity of the personality of the teacher.

scholarly journals Preparation of rural school teachers to work in conditions of inclusive education

2021 ◽  
Vol 2 (8) ◽  
pp. 126-136
Author(s):  
Liliya V. Zhavoronkova ◽  
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Inclusive Education ◽  
Rural Schools ◽  
Professional Education ◽  
Educational Programs ◽  
Rural School ◽  
Educational Process ◽  
Teaching Staff ◽  
Scientific Center

The problem of providing accessible and quality education for children with disabilities studying in rural schools is one of the main tasks of modern education. The need to include all children in the educational process, without exception, makes it relevant to discuss the problem of preparing teachers of rural secondary schools for the implementation of inclusive education. The author of the article examines the training of teachers on the example of one of the rural secondary schools of the Yaroslavl region. The article is presented from the standpoint of the implementation of the requirements for the labor function «Pedagogical activities for the design and implementation of basic general educational programs and adapted general educational programs». It is based on the professional standard «Teacher (pedagogical activity in preschool, primary, general, basic general, secondary general education) (educator, teacher)”. The article actualizes the competencies of teaching staff, which need to be formed to ensure inclusive education, it determines the priority areas of training teachers of rural schools to work in the inclusive educational process: normative; motivational – value; cognitive; procedural – technological; professional and competence. The author describes the components of training teachers of rural schools in the Yaroslavl region to work in inclusive classes: the possibility of mastering special defectological programs of different levels (higher education and master's degree); the possibility of obtaining additional professional education in the form of professional retraining or course improvement of qualifications; internships on the basis of leading inclusive educational organizations; participation in training events at various levels; activities as part of the problem group of the laboratory «Pedagogy of the rural school» of the Scientific Center of the Russian Academy of Education at the YaSPU named after K. D. Ushinsky, participation in implementing innovative projects at the municipal and regional levels.

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