scholarly journals DIVERSIFICATION OF THE CONTENT OF EDUCATION IN THE VOCATIONAL TRAINING OF FUTURE SPECIALISTS

2020 ◽  
pp. 105-112
Author(s):  
Natalia Machynska ◽  
Oksana Bilyk
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Vocational Training ◽  
Professional Training ◽  
Educational Process ◽  
University Education ◽  
Educational Services ◽  
Necessary Condition ◽  
Educational Levels ◽  
Cultural Sphere

The article is devoted to certain aspects of diversification of the content of professional training of future specialists in the therms of university education. It is noted that the concept of “diversification” has found its application in interdisciplinary areas - linguistics, politics, education; It is shown that in education sphere the term “diversification” covers diversity, diverse development, expansion of educational services, mastery of new activities not previously inherent in this industry. The authors proved that the construction of a new educational system of vocational training is possible provided that the principles of diversification are integrated into the educational process, in particular: humanization of education as a process and result of individual inculturation; democratization of education as an opportunity to realize a free, creatively active personality; creative nature of education as a necessary condition of spiritual and moral and socially significant personality; availability of the educational system; continuity of education. It is emphasized that the main elements of the diversification system of higher education in the socio-cultural sphere are the goals and content of education, methods, technologies, organizational forms, content and structural links of educational levels and their interaction.

scholarly journals IMPROVING THE QUALITY OF HIGHER EDUCATION IN THE SYSTEM OF STATE REGULATION

2021 ◽  
pp. 35-42
Author(s):  
Ek.V. Agamirova ◽  
◽  
N.V. Kosareva ◽  
El.V. Agamirova ◽  
N.A. Ulyakina ◽  
...  
Keyword(s):  
Higher Education ◽  
Russian Federation ◽  
Educational System ◽  
State Regulation ◽  
Educational Process ◽  
Educational Services ◽  
Academic Mobility ◽  
Quality Of Higher Education ◽  
The Russian Federation

The article considers approaches to improving the quality of higher education in the system of state regulation. It is established that the reform of the educational system in the Russian Federation requires adequate changes in the internal management of universities, their transition to the principles of strategic planning, monitoring of the educational services market, personnel management, expansion of academic freedoms and academic mobility of all participants in the educational process.

scholarly journals TENDENCIES OF DEVELOPMENT OF UNIVERSITY EDUCATION OF EU COUNTRIES AS AN OBJECT OF INTER-DISCIPLINARY RESEARCH

2019 ◽  
pp. 294-305
Author(s):  
Kateryna Binytska
Keyword(s):  
Higher Education ◽  
European Union ◽  
Educational Process ◽  
University Education ◽  
Educational Services ◽  
Teaching Staff ◽  
The European Union ◽  
Eu Countries ◽  
Education Levels ◽  
The Eu

The article deals with the issue of the development of university education in the EU countries. The article presents statistical data on the number of students at each of the higher education levels of the European Union. The factors influencing the process of university education development have been discussed: European and national. It is generalized that the current tendencies of the development of higher education in the countries of the European Union are: the mass character of population obtaining higher education; increasing accessibility of higher education for citizens; internationalization. The general tendencies of organization of the educational process in universities of the European Union countries include: the use of higher education levels (bachelor and master); the use of credit-transfer system of training; the education quality control (developing common criteria for evaluating the quality of teaching and providing educational services); the expansion of academic mobility (creation of integrated educational programs and programs for conducting scientific researches); from teaching – to self-study; from skills – to competences and learning outcomes; orientation to achievement of goals and attention to the evaluation of achievements; dialogue between structures; from linearity – to dynamic thinking; providing the employment of graduates. It is noted that current trends in the development of higher education and specific activities of universities of the EU countries are increasingly affecting the socio-political and economic development of European countries. The objectives of the educational policy of the EU countries include: improving the provision of educational services, facilitating the employment of graduates and strengthening interaction with various sectors of the domestic and world economy, strengthening international cooperation activities, mobility of students and teaching staff, internationalization of higher education, which are crucial factors for advancement of our country in the global competition on the world market of goods and services. Taking into account the considered tendencies of the development of university education in the EU countries, recommendations have been offered to the domestic universities to improve their activity.

scholarly journals CONTINUITY IN THE PROFESSIONAL PREPARATION SYSTEM OF SOCIAL PEDAGOGES

2018 ◽  
Author(s):  
Vira Kornjat
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Learning Experience ◽  
Professional Preparation ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Main Factors ◽  
Main Component

The article deals with the problem of professional preparation of specialists is given in the article, in particular her continuity. Understanding is analysed scientists essence of concepts «professional education», «professional preparation». Professional education is understood as the totality of knowledge, skills and ability, the acquisition of which allows you to work as a specialist of higher and advanced qualifications; training in specialized educational institutions for the three-year activity in the national branch of the national economy, nauki, cultury; flashing chest system of education. It is shown that the main component of vocational education is vocational training; gives the people the opportunity to receive a certain professional quali fi cation that will determine her place in the society. The main factors in the process of professional training are the formation of an educated and solid personality, a healthy learning experience in life, a reformation of the professional education and a higher education, and the formation of a willingness to self-education. The main factors in the process of professional training are the formation of an educated and solid personality, a healthy learning experience in life, a reformation of the professional education and a higher education, and the formation of a willingness to self-education. The professional training of social educators is understood as a process that perpetuates the discipline of the professional personality orientation, the assimilation of the negligence of theoretical knowledge, the formation of practical skills and skills, the accumulation of experience, the result of which is the willingness to exploit socio-pedagogical activity. Professional training of social pedagogues is carried out in colleges, institutes, universities, at such educational levels as junior specialist, bachelor, master. The first link in the profession is a pedagogical college. The organization of the educational process has its peculiarities, in particular the following: possibility of obtaining general secondary education and vocational training; taking into account age characteristics of students in organizing the educational process, especially at the first and second courses; orientation of programs for further deepening of knowledge and skills during studying at the institute, university; practical orientation of education, which is expressed in different types of pedagogical practice, the number of their hours; Extended responsibilities and responsibilities of curators of student groups.

scholarly journals TRENDS OF COMPETENCE-ORIENTED PROFESSIONAL TRAINING OF FUTURE PROFESSIONALS IN THE UNIVERSITIES OF UKRAINE

2021 ◽  
Vol 1 (192) ◽  
pp. 19-22
Author(s):  
Natalia Savchenko ◽  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Professional Training ◽  
Professional Competence ◽  
Scientific Activity ◽  
Educational Process ◽  
University Education ◽  
Modern World ◽  
Professional Activity ◽  
Education Development

The article analyzes the current problems of educational policy in general and outlines the strategies for training future professionals and trends in competency-based training of future professionals in Ukrainian universities as its component. It is emphasized that the competence approach is the main direction of renewal of vocational education in the modern world, which provides a position in the educational process, which contributes to the experience of a holistic systemic vision of professional activity, systemic actions in it, solving new problems and tasks. Analysis of the works of leading scientists of today shows a significant interest in the problems of formation and development of professional competence in higher education, the application of the competence approach in the formation of future professionals; characteristics of competence in the education of foreign countries, the emergence and formation of a competency approach. The vector of higher education development makes it possible to identify a range of trends that confirm the transformation and allow to predict certain changes and design appropriate actions. Among them, we focus on those that are a direct indicator of changes in the organization and construction and conduct of the educational process in higher education institutions, in particular in universities: the accumulation of knowledge; gender policy; humanitarian knowledge; use of available resources; development of paradigms; development of scientific activity; development of the world ICT market; ethno-national processes; media globalization; development of the socio-cultural situation in society; innovation and investment activities, etc. This, of course, is not a complete list, but it is these positions that define the broad panorama of approaches that characterize modern university education. Сompetence (competency) is a dynamic combination of knowledge, skills, values ​​and personal qualities that describe the learning outcomes of the educational / curriculum and is the basis of the qualification of the graduate. Competencies are considered as the powers given to a person, the range of official (and other) rights and responsibilities. Thus, when talking about the implementation of the competency approach, we must outline the expected / obtained learning outcomes in accordance with the assigned qualifications.

scholarly journals The professional training of a future biology teacher: basic theories of natural scientific discourse

2019 ◽  
Vol 66 (3) ◽  
pp. 76-82
Author(s):  
Nadezhda Gramatik
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Biology Teacher ◽  
Biology Teachers ◽  
Pedagogical Training ◽  
The Future ◽  
New Formation

The dynamic development of modern society dramatically changes the educational orientations and priorities. This is especially true of the higher education system, which must respond in a timely manner to the new challenges for the preparation of competitive future professionals. The renewal of the philosophy of school natural education, due to the need for its correlation with the current level of scientific knowledge, as well as with the realities of the modern world. In this connection, there is a problem of professional training of the future biology teacher of the new formation, oriented on innovative pedagogical activity. The recognition of the modern teacher as the subject of innovative changes defines new targets in his vocational training system. The problem of professional training of the future biology teacher does not lose its relevance. The new paradigm of science education necessitates constructive changes in the professional training of the future teachersubjectist. First of all, the process of becoming a future teacher should be professionally and pedagogically oriented. An important component of the professional development of a modern biology teacher is his personal qualities formed in the process of pedagogical training that determine the professional orientation of the future specialist. In this regard, the professional training of the future teacher of the natural sector should integrate in the content of higher education the idea of developing the creative potential of the student's personality, the recognition of students as subjects of the educational process. And the process itself, the formation of the professional competence of the future teacher, should be guided by modern natural science knowledge. The peculiarity of teaching biology in high and high school requires the modern teacher to have specific qualities, which in the conditions of the New Ukrainian School are of particular relevance. Among the most significant are the responsibility of the teacher for the results of his teaching activities. At present, the modern school is waiting for a teacher of a new formation, which is characterized by creative thinking, innovative pedagogical activity, the ability to self-reflection, which significantly expands its role functions. The development of new directions in the training of biology teachers objectively requires a rethinking of the content, forms and methods of pedagogical education, development of new approaches to teaching. In addition, the focus on European educational standards, necessitates the study of foreign teacher training experience in the context of innovation. Thus, the European vectors for the development of higher education in Ukraine necessitate changes in the methodological and psychological-pedagogical foundations of modern higher education of future biology teachers. It is the practice-oriented character of the pedagogical training of the future teacher that will provide the updating of the content of the system of vocational training of future teachers, which will significantly increase its competitiveness.

SCIENTIFIC AND PRACTICAL BASIS FOR THE INTRODUCTION OF ELEMENTS OF DUAL TEACHING IN PROFESSIONAL TRAINING OF FUTURE TEACHERS

2021 ◽  
Vol 66 (2) ◽  
pp. 112-119
Author(s):  
U. Abdigapbarova ◽  
◽  
А. Smanova ◽  
A. Kenzhebayeva ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
Teacher Training ◽  
Vocational Training ◽  
Professional Training ◽  
Educational Process ◽  
First Century ◽  
University Graduates ◽  
Research Projects ◽  
Future Teachers

The article discusses the integration of dual teaching elements into the process of vocational training for future teachers. From the 30s of the twentieth century to the beginning of the twenty first century, the reflection of the elements of dual teaching in the educational process of pedagogical higher education institutions is based. Although it does not mention the introduction of the elements of dual education, it is noted that in recent years, due to the emphasis on the training of future teachers, special attention is paid to practical classes, internships. From 2014, domestic dissertation research and research projects covering dual learning will be thoroughly analyzed. Questionnaires were received from university graduates and employers. It will also be revealed that there are currently opportunities to integrate dual teaching elements into the process of future teacher training.

scholarly journals FROM THE HISTORY OF VOCATIONAL EDUCATION IN OSSETIA IN THE SECOND HALF OF THE 19th C

2017 ◽  
Author(s):  
Е.И. КОБАХИДЗЕ ◽  
E.S. Gutieva
Keyword(s):  
Public Education ◽  
Vocational Education ◽  
Educational System ◽  
Vocational Training ◽  
Professional Training ◽  
Local Population ◽  
Educational Process ◽  
Educational Institutions ◽  
North Caucasus ◽  
The Government

Бурные процессы капитализации всех сторон общественной жизни Северного Кавказа, возникшие в ходе проведения здесь буржуазных реформ, ставили новые задачи перед региональной системой народного просвещения. Установки правительства и высшего кавказского руководства определили общие контуры и направленность развития в регионе образовательного процесса, ориентированного прежде всего на профессиональную подготовку специалистов, способных эффективно работать в разных отраслях бурно развивающейся промышленности и торговли. Окончание Кавказской войны и переход к стратегии «гражданского» развития края создали предпосылки для формирования здесь системы народного просвещения, предназначенной для широких слоев местного населения. Одно из ведущих мест в ней заняли учреждения низшей и средней образовательных ступеней, в которых общеобразовательная составляющая дополнялась профессиональным, главным образом ремесленным, обучением. Первые подобные учебные заведения возникли в Осетии. Их эволюция шла в русле образовательных реформ, проводившихся Министерством народного просвещения в 60-х и особенно в 70-х гг. XIX в. С другой стороны, в деятельности этих учебных заведений активное участие принимали общественные институты и отдельные лица, оказывающие финансовую и техническую поддержку как самим заведениям, так и отдельным их ученикам. Благодаря общественной и частной инициативе открывались и новые учебные заведения, дополняющие казенные образовательные учреждения, в которых велась профессиональная подготовка. Реальное и ремесленное училища во Владикавказе, дополненные ремесленными курсами и специальными отделениями при низших училищах, представляли низшую и среднюю ступени региональной системы народного просвещения. Однако, несмотря на востребованность подобных учебных заведений, они не могли в полной мере удовлетворить все возрастающие образовательные запросы населения Осетии. В этих обстоятельствах общественная поддержка отчасти помогала разрешать противоречия между возможностями региональной системы народного просвещения и образовательными потребностями местного населения. Процессы становления профессионального образования в пореформенной Осетии и роль в них общественной инициативы и составляет предмет анализа в предлагаемой статье. The speedy processes of capitalization of all aspects of the North Caucasus public life arising in the course of bourgeois reforms put new challenges for the regional system of public education. The ideas of the government and the highest Caucasian administration determined the general contours and directions of the development of the educational process, oriented first of all at professional training of specialists able to work effectively in the different branches of rapidly developing industry and trade. The end of the Caucasian war and the transition to a strategy of “civil” development of the region created a background for forming here the system of public education assigned for different strata of the indigenous population. One of the leading positions in it were occupied by institutions of the lower and middle educational levels, where the general educational component was supplemented by professional, mainly vocational training. The first such educational institutions appeared in Ossetia. Their evolution was in line with educational reforms carried out by the Ministry of Public Education in 1860s and especially 1870s. On the other hand, public organizations and individuals took active part in the activities of these schools, providing financial and technical support both to the institutions and their students. Due to public and private initiatives new schools were also opened adding the state educational institutions providing vocational training. The vocational schools in Vladikavkaz, which were complemented by vocational courses and special departments at the lower schools, were the lower and middle levels of the regional educational system. But, in spite of necessity of such schools, they could not fully satisfy the growing educational demands of the population of Ossetia. In these circumstances the public support partly helped resolving the contradictions between an ability of the regional educational system and educational demands of the local population. The subject of analysis in the proposed article is exactly the processes of formation of vocational education in post-reform Ossetia and the role of public initiative in them.

scholarly journals The model of training foreign higher education students at V.N. Karazin Kharkiv National University

2019 ◽  
pp. 32-48
Author(s):  
Natalia Ushakova ◽  
Svitlana Domnich ◽  
Iryna Kushnir ◽  
Oksana Trostynska ◽  
Iaroslava Chyrva
Keyword(s):  
Higher Education ◽  
International Education ◽  
Personal Development ◽  
Vocational Training ◽  
Professional Training ◽  
Educational Process ◽  
Cultural Literacy ◽  
Educational Work ◽  
National University ◽  
High Level

The problems of developing a model of training of foreign higher education applicants at the VN Kharkiv National University. Karazin. Coordination of educational, scientific, methodological and educational work in order to ensure a high level of training of foreigners is carried out by the Educational and Scientific Institute of International Education. The scientific novelty of the research is that according to the tasks of teaching foreigners receiving higher education in Ukrainian HEIs, the scientific and methodological and cultural bases of designing the intercultural academic educational system have been determined, the process of modeling of educational and vocational training of educational migrants has been systematized, and characteristically characterized. , axiological, socio-cultural, adaptation), which form the basis of professional training of specialists of higher qualification, educational process, academic hell tion of the terms of study at a foreign university, cultural literacy. The stages of realization of tasks of vocational training of educational migrants (preparatory, university), levels of university model corresponding to modern educational levels (bachelor's, master's, training of doctors of philosophy) are determined. The functions of the educational language, which plays the role of educational discipline, the basis of professional, cultural personal development and continuous education of future specialists throughout life, are defined, the process of formation of communicative competence of different categories of educational migrants according to standardized requirements to the level of Ukrainian language by the Ukrainian language is described. The educational process at the university is characterized as an important factor in the adaptation of foreigners to the conditions of non-native educational and socio-cultural environment, describes the main forms and means of non-auditory cultural and educational work.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

scholarly journals INTEGRATION OF PRACTICE-ORIENTED AND THEORETICAL APPROACHES AS A NECESSARY CONDITION FOR THE TRAINING OF MODERN PERSONNEL IN VOCATIONAL AND PEDAGOGICAL EDUCATION

2021 ◽  
pp. 33-41
Author(s):  
N.A. Pakhtusova ◽  
◽  
A.V. Podmareva ◽  
I.G. Samsonova
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Active Form ◽  
Necessary Condition ◽  
Professional Activity ◽  
Professional Orientation ◽  
Theoretical Approaches ◽  
Priority Direction ◽  
Experimental Project

The article deals with the problem of improving the quality of training of teachers of vocational training by integrating practice-oriented and theoretical approaches for the implementation of the experimental project «Professionalism» as a priority direction in the development of secondary vocational education. It is noted that the professional activity of a teacher becomes more multitasking and requires the formation of professional skills while developing fl exibility of thinking, intelligence, and the ability to quickly respond to the demands of the labor market. The professional training of teachers provides for the integration of practice-oriented and theoretical approaches to form a competitive specialist. At the same time, the educational environment should diff er in the variability of approaches, educational technologies, didactic means and teaching methods. The article describes some forms of work with students that allow modeling the future professional activity of a teacher of vocational training and imply deepening and expanding the content of theoretical material and its refraction when performing practical tasks of a professional orientation. Noting the practice-oriented approach as an active form of organizing professional training of students, the authors consider the experience of working on the basis of the South Ural State Humanitarian Pedagogical University.

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