TEACHING OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATIONAL INSTITUTIONS OF INCLUSIVE TYPE

2019 ◽  
Author(s):  
Anna Davydenko
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Human Development ◽  
Educational Institution ◽  
Full Range ◽  
Education Institution ◽  
Higher Education Reform ◽  
Open University ◽  
Special Educational Needs ◽  
Joint Research

The author of the article, on the example of the activity of the Higher International Open University of Human Development “Ukraine”, reveals the role and importance of active research and international activity of the modern higher education institution in Ukraine. The ongoing higher education reform in Ukraine poses many challenges to the modern scientific community. It is significant that universities, with minimal governmental funding, hold the bar and provide a full range of opportunities for their staff and students. It is the scientific communication with the countries of Europe and the world in general that contributes to the growth of the quality of educational services and faster progress in various fields of science. It is gratifying to realize that there is a growing generation of young scientists who will develop national science and worthy representation of the state at the international level, create their ambitious projects and make their lives better here and now. A modern university is able to open the door to Europe for anyone who wants to study and build a successful career internationally here and now - this is a clear demonstration of the experience of University “Ukraine”. First of all, it is a matter of science and research together with foreign partners. Today, the University has more than 40 agreements with foreign higher education institutions, the vast majority of them defining the directions and basic conditions for cooperation in the field of academic mobility and conducting joint research. The article deals with an analysis of the results of such cooperation. The best result is of course the fact that the Higher International Open University of Human Development “Ukraine” as the only inclusive educational institution in Ukraine has managed to create a reputation of a research-type university not only in Ukraine, but also abroad in less than 20 years of its activity.

scholarly journals ANALYSIS OF THE EXPERIENCE OF THE COUNTRIES OF EASTERN ASIA IN PREPARATION OF FUTURE PRIMARY SCHOOL TEACHERS BY THE IMPLEMENTATION OF DIGITAL TECHNOLOGIES

2019 ◽  
pp. 40-47
Author(s):  
Nastas Dariya ◽  
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Primary School ◽  
Effective Interaction ◽  
Education Institution ◽  
Higher Education Reform ◽  
Educational Process ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers

Digital and cloud-oriented technologies gained extremely powerful traction, Big Data and Web technologies are widely used, artificial intelligence is becoming popular as well as the Internet of things, smartphones and other devices have become an integral part of living in civilized society. Prompt digitalization predetermined the situation when learning is conducted spontaneously and informally. In today's realities educational process has to transform quickly and support gaining digital competence by all the participants. It is essential to follow the rules of secure and effective interaction with digital content, form media culture and media information literacy. To overcome challenges that appear in digital era it is necessary to provide high quality preparation of future teachers, that is why our aim was to research and analyze peculiarities of educational process of higher educational institutions of countries which have got significant gains in the field of creation and dissemination of the most modern IT technologies. The article analyzes the educational process of preparation of future elementary school teachers in East Asian countries, namely: South Korea, Japan, China (describes the levels of preparation in the higher education institution (HEI), specifies the peculiarities of the educational program and lists the educational goals that a future elementary teacher should achieve). It provides information on a study initiated and conducted by theThe Republic of Korean Research Foundation and outlines basic ideas for SMART education in understanding South Korean counterparts. Found out how future primary school teachers inThe Republic of Korea are trained in six core subjects with a combination of digital literacy to be taught in junior high. The vector of Japan's higher education reform is presented, which aims at developing conceptually new approaches to the organization of the educational space with a combination of classical pedagogy and IT, as well as information on the certification features of future and current teachers. The article focuses on educational innovations (interaction between IT and education), outlined by President Xi Jinping. The list of qualities that a Chinese teacher should possess in the 21st century is given.

scholarly journals Rethinking Open Universities

2019 ◽  
Vol 20 (4) ◽  
Author(s):  
Hanmo Jeong
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Educational Institution ◽  
Education Institution ◽  
Revolving Door ◽  
Open University ◽  
Distance Teaching ◽  
The United Kingdom ◽  
Open Admission ◽  
Admission Policies

This paper considers the current state of the United Kingdom Open University (UKOU) and the implications for the evolution of higher education, whether through open or traditional institutions. Although 50 years have passed since the establishment of UKOU, the first open university, such institutions seem to be losing their ground, notably because they face challenges in creating a clear identity for themselves. By definition, they have been distinguished from traditional universities by offering both open access and open admission. However, some cases of open access (i.e., distance teaching through the adoption of various technologies) are found in China, South Africa, the USSR, and the US. Even so, the introduction of open admission policies can be considered a core feature of open universities. Such policies have been criticized for creating a so-called revolving door, with students failing almost immediately. To counteract this, UKOU developed a particular quality assurance system, which allowed them to be an authoritative higher education institution. Specifically, they structured regional networks with shared responsibilities, to offer all the elements that make up a university including headquarters, regional offices, and even spaces for students. This form of networked university is what differentiates open universities from the traditional university model and constitutes a unique feature of this type of educational institution.

scholarly journals ESSENTIAL AND SUBSTANTIVE CHARACTERISTICS OF THE CONCEPT OF "TOLERANCE" AS A PROFESSIONAL QUALITY OF A TEACHER OF HIGHER EDUCATIONAL INSTITUTION

2021 ◽  
pp. 5-8
Author(s):  
I. BABENKO ◽  
G. KUZMENKO
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Educational Institution ◽  
Higher Education Reform ◽  
Future Research ◽  
Teaching Staff ◽  
Emotional States ◽  
Research And Teaching ◽  
Professional Quality

The article analyzes the essence of the concept of "tolerance", analyzes tolerance as a professional quality of a teacher of higher education, identifies its structural components. The author is of the opinion that the key constructs of personality tolerance are: tolerance as the opposite of egoism and egocentrism; tolerance as tolerance to others; tolerance as a path to goodness, truth and compassion; tolerance and norm (sense of proportion) as part of traditional culture. Based on the systematization of research on the phenomenon of tolerance in philosophical, psychological and pedagogical aspects, it was found that tolerance is a complex complex phenomenon, which is considered in various aspects and understood as acceptance of another person's personality and personality, ability to understand emotional states, desire for dialogue and cooperation in interaction, rejection of domination and violence. The structure of this psychological construct consists of personal, cognitive, emotional and behavioral components. The specifics of personal, cognitive, emotional and behavioral components of tolerance are analyzed.  The author considers the selected components as normatively necessary for the successful activity of the teacher in the modern conditions of higher education reform. All of them are closely interdependent, each subsequent one is productive only in the presence of the previous one, formed at a sufficient level. We see the prospect of further research in the further comprehensive study of ways to prepare future research and teaching staff to cultivate tolerance.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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