scholarly journals Involvement management as a way for schools to adapt to the challenges of the COVID-19 coronavirus pandemic

2021 ◽  
Author(s):  
М.В. Булаева
Keyword(s):  
United States ◽  
Distance Learning ◽  
General Education ◽  
Education System ◽  
The United States ◽  
Educational Process ◽  
Educational Systems ◽  
Teaching Staff ◽  
Agile Methodology ◽  
Independent Work

Автор освещает возникшие при пандемии проблемы дистанционного формата образования, в том числе с точки зрения социализации, а также базовые причины инертности методологии системы общего образования России. Для сравнения приведен пример опыта функционирования систем образования стран Запада и США. Изменить подход к управлению педагогическим коллективом и педагогическим процессом могут помочь принципы методологии Agile. Данная методология актуализируется при дистанционном формате обучения, так как требует самостоятельной работы обучающихся и как следствие вовлекает их в образовательный процесс. The article highlights the problematic issues of the distance education that arose during the pandemic, including those of socialization, as well as the main reasons for the inertia of the methodology in the general education system in Russia. To comparison, an example of the Western countries and the United States educational systems way of functioning is given. To change the management of the teaching staff and the pedagogical process itself, the author proposes the principles of Agile methodology. Agile methodology becomes relevant in the distance learning due to the requirements for students independent work and, therefore, their involvement in the educational process.

scholarly journals Education system readiness to switch to a remote mode of work: pandemic lessons reflection

2021 ◽  
Vol 2 (119) ◽  
pp. 8-18
Author(s):  
Angelina V. Zolotareva ◽  
Keyword(s):  
Distance Learning ◽  
Education System ◽  
Online Survey ◽  
Educational Process ◽  
Teaching Staff ◽  
Educational Organizations ◽  
Survey Analysis ◽  
Digital Ecosystem ◽  
System Readiness ◽  
Psychological Assistance

The article actualizes the problem of the education system readiness to switch to a remote mode of work based on research and reflection on the lessons of the coronavirus pandemic in spring 2020; it substantiated the need for digitalization of the educational process through analysis of trends in the development of education and training using information systems; disclosed approaches to the methodology of digitalization of education in such areas as digital didactics, digital transformation, digital education, digital ecosystem; the concept of «readiness for activity or action» is defined, a theoretical analysis of the organizational, motivational, psychological, material and technical, normative readiness of educational organizations and participants in educational relations for activities in the new conditions of distance learning is provided; it describes the results of a study of the readiness of regional education systems, educational organizations, participants in educational relations (teachers, students and their parents) to work in adistance, remote mode; disclosed research methods (online survey, analysis of websites of educational organizations, study and generalization of experience) and the data of the results of the study of normative, material and technical, informational, organizational readiness, the education system for a remote mode of work, the readiness of teaching staff for new working conditions, as well as the readiness of families of students to study in self-isolation; examples of the best practices for organizing the activities of schools and families of students during the period of the forced transition to distance learning, including forms of rapid response, targeted methodological support of educational organizations in the region, psychological assistance to children and parents in the process of transition to new digital relationship; identified and generalized problems, suggested ways of solving in the near future.

scholarly journals Digital transformation of education and the analysis of possible risks: results of a survey of teachers of general education organizations

2021 ◽  
Vol 53 (5) ◽  
pp. 446-462
Author(s):  
Robert A. Galustov ◽  
◽  
Irina V. Gerlach ◽  
Inna E. Kopchenko ◽  
Olga N. Spirina ◽  
...  
Keyword(s):  
General Education ◽  
Information And Communication Technologies ◽  
Working Conditions ◽  
Education System ◽  
High Speed ◽  
Digital Transformation ◽  
Educational Process ◽  
Federal State ◽  
Teaching Staff ◽  
Professional Standard

Introduction. Digital transformation of the educational space resulted in a new problem area associated with the search for solutions to eliminate the existing gap between the pace of digitalization of society and education and the preparation of teachers to work in the digital environment in the context of digitalization of the educational process. The article is aimed at monitoring and analyzing the possible risks of digital transformation in the general education system. Materials and methods. During the study of the possible risks of digital transformation in the general education system, a survey among teachers of general education organizations of Krasnodar region was conducted (122 people). The professional standard "Teacher (Pedagogical Activity in the Field of Preschool, Primary General, Basic General, Secondary General Education) (Educator, Teacher)" dated October 18, 2013 No. 544n and the Federal State Educational Standard of Higher Education (FSES HE 44.03.01 Pedagogical Education) were analyzed and compared. The results of the study. The study aimed at determining the possible risks of digital transformation in the general education system showed that a significant number of respondents noted the following factors as risk zones: technical working conditions of teachers (21.3% of teachers are not provided with the necessary equipment), their ambiguous attitude to distance education (against 72.1% of teachers) and digital transformation of education (against 29.5% of teachers), incomplete understanding of trends in the development of modern education, insufficient level of mastering information and communication technologies (more than 55% of teachers possess ICT at an average or low level). The identified risks are not fully reflected in the professional standard of the teacher, which gives grounds for its significant revision and updating. Discussion and conclusion. Based on the results of the survey of teachers the following recommendations are offered: a) to provide the subjects of the educational process with the necessary computer and telecommunications equipment with high-speed Internet access; b) to create optimal working conditions for teaching staff contributing to the improvement of professional competencies under digitalization; c) to involve more teachers in the development of academic materials posted on Russian educational online resources; d) to implement educational and enlightenment activities among teachers to form ideas about the directions, opportunities and prospects of digital transformation of general education, to generate a new way of thinking of a modern teacher under digitalization.

scholarly journals Legal mechanism for ensuring the right to inclusive education in the context of the COVID-19 pandemic in Ukraine and the United States

2021 ◽  
pp. 66-71
Author(s):  
T.V. Shlapko ◽  
O.P Sokolenko
Keyword(s):  
United States ◽  
Distance Education ◽  
Distance Learning ◽  
Secondary Education ◽  
Inclusive Education ◽  
The United States ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
The Right

The article investigates to the study of legal framework securing the right to inclusive education of inclusive education in the context of the COVID-19 pandemic. The authors of the article analyze the statistics of the effectiveness of distance learning to study the state of the organization in general secondary education distance learning in quarantine, introduced to prevent the spread of acute respiratory disease COVID-19 in Ukraine and the United States. It is proved that children with special educational needs need an individual approach to the organization of inclusive distance learning. At the same, time it is necessary to consider features of each child. The authors of the article pay considerable attention to the characteristics of the recommendations of the Ministry of Education and Science of Ukraine on the organization of the educational process in general secondary education institutions during quarantine by the way of distance education. From the analysis of the recommendations it can be concluded that the main burden during the organization and use of distance learning technologies will fall on the teacher's assistant and student's assistant. In addition, the article examines the features of the educational process with the help of a team of psychological and pedagogical support of a child with special educational needs during quarantine. The article examines the features of inclusive education in different areas of the epidemic level of danger: green, yellow, orange and red. The authors also pay considerable attention to the study of the implementation of inclusive learning using distance education technologies during the pandemic COVID-19, in particular the problem of involving children with special educational needs in the educational process at home. The article contains recommendations for improving the quality of education during the COVID-19 pandemic.

scholarly journals Mass Distance Learning as a Global Social Experiment to Divide People

2021 ◽  
pp. 31-35
Author(s):  
Andrey Makarov
Keyword(s):  
Distance Learning ◽  
Education System ◽  
Social Institution ◽  
Educational Process ◽  
Full Time ◽  
Social Experiment ◽  
Small Minority ◽  
Methodological Problems ◽  
Additional Education ◽  
Independent Work

The article analyzes the problems of education that have worsened during the crisis associated with the pandemic. This is a large complex of problems that threaten not only the development, but also the existence of the education system in Russia. These are methodological problems: the lack of methods and the necessary material and technical base for the implementation of the distance format of mass education. The problems of forming the motivational potential of participants in the educational process, which is very relevant in the conditions of the beginning of the degradation of the education system under the pressure of its bureaucratization. This is a problem of increasing the volume of independent work of students and schoolchildren, which is not provided for by the methods of full-time education. The author draws on Nassim Taleb's concept of "the dictatorship of the small minority". Nassim Taleb claims that the theory of "the dictatorship of the small minority" is quite applicable to such a social institution as science. The minority dictatorship promotes the expanded accelerated digitalization of the education system. This entails stimulating the transformation of society, the transition from an individualized society to a dividualized society. Distance learning should be only a part of education and should be introduced very carefully at the last stages of higher education and in the system of additional education. This thesis is proved in this article. The author concludes that ignoring the problems discussed in the article can lead to a catastrophe of the education system in Russia.

scholarly journals The Comparison of Education System in Australia and Indonesia

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Sri Marmoah ◽  
Roslinawati Roslan ◽  
Miratu Chaeroh ◽  
Mutiara Dana Elita ◽  
Muna Fauziah
Keyword(s):  
Education System ◽  
Basic Education ◽  
Educational Process ◽  
Educational Systems ◽  
Teaching Staff ◽  
Teacher Qualifications ◽  
Australian Curriculum ◽  
Unique System ◽  
Conceptual Data ◽  
Support Students

The education system is a method for directing the educational process. All aspects of learning must be regulated by the educational system. Because each country has a unique system, it is necessary to compare the education system in Indonesia to that of other countries in order to assess and evaluate it. This paper aims to explain and analyze differences in educational systems; and comparing the basic education curricula in Indonesia and Australia. This research is conceptual. Data collection methods are books, the internet, and journals. The study analysis was carried out by collecting and analyzing information about the education system in Indonesia and Australia. The results of the study show that: (1) Australia requires children to study for 10 years, while in Indonesia for 12 years, Australia holds a NAPLAN test and Indonesia holds a NE, and teacher qualifications must be undergraduate in Australia and Indonesia; (2) differences in the education system, among others, the level of material difficulty, assessment, rewards, learning atmosphere, teaching staff, education staff, and religious subjects; and (3) the curriculum in Indonesia has a relationship between education, customs, arts, and religions, meanwhile, the Australian curriculum is designed to support students to be successful, active, well-off and knowledgeable.

scholarly journals READINESS OF THE TEACHING STAFF FOR THE IMPLEMENTATION OF THE EDUCATIONAL INNOVATIVE PROJECT AS A STRATEGY FOR THE DEVELOPMENT OF THE EDUCATIONAL INSTITUTION

2021 ◽  
pp. 114-126
Author(s):  
Svitlana Kyrylenko
Keyword(s):  
General Education ◽  
Education System ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Motivational Orientation ◽  
Teaching Staff ◽  
Educational Innovations ◽  
Innovative Technologies ◽  
Educational Processes

The article considers the issue of innovation in content and nature of the dynamics of global trends in educational processes, which requires Ukraine to choose further development, which significantly affects the education system and its general education component. The readiness of the teaching staff to implement educational innovative technologies in the development of the new Ukrainian school is determined, the peculiarities of effective management of innovative processes in general secondary education institutions are revealed. There are educational innovations that are a purposeful process of partial changes that lead to modifications of the purpose, content, methods, forms of upbringing and education, adaptation of the learning process to new requirements. The core of innovative educational processes is the implementation of the achievements of psychological and pedagogical science in practice, education, generalization, and spreading of pedagogical experience, as well as certain components of readiness of teaching staff in innovative activity, namely: individual characteristics of teachers-innovators, motivational orientation, creative, analytical, organizational opportunities. The article states that the teaching staff of educational institutions is actively testing domestic and foreign educational technologies, an alternative to traditional, author’s schools are created, author’s educational programs, methods, technologies, etc. are developed and introduced into the educational process. The main stages of the process of introducing innovations into the practice of the school education system are analyzed and it is determined that one of the conditions for implementing innovative pedagogical technologies is the readiness of teaching staff to innovate the essence of which is the interaction of motivational, content and evaluative components. These components provide a creative orientation of the teacher; his awareness of innovative technologies; determining the level of readiness for innovation; a reasoned system of tools that allows the teaching staff at the theoretical, philosophical levels of transformation of pedagogical reality to professionally carry out innovative activities, significantly increase the developmental and cultural-educational impact of teaching and upbringing on the individual.

scholarly journals Comparative Analysis of Distance Learning Systems in the United Arab Emirates and the United States of America

2021 ◽  
Vol 26 (1) ◽  
pp. 74-85
Author(s):  
Oleksii Nalyvaiko ◽  
Albina Khomenko ◽  
Daria Vereshchak ◽  
Danilo Poliakov
Keyword(s):  
United States ◽  
Distance Education ◽  
Distance Learning ◽  
Comparative Analysis ◽  
Learning Process ◽  
The United States ◽  
Learning Systems ◽  
Educational Systems ◽  
Technical Requirements ◽  
The Usa

The article is devoted to the current problem of distance learning. In the theoretical field, various aspects of the functioning of distance education are considered on the example of the analysis of the works of leading scientists in this field. The main aims of this research are: to analyze some of the best educational systems in the world (including distance learning) – systems of the USA and the UAE; to describe the main features of distance education in the USA and the UAE; to make some proposals, based on the experience of these countries, to optimize the system of distance education in Ukraine; to analyze the opportunities of their implementation and adaptation in Ukrainian education institutions. The theoretical basis of the study was open sources of information and educational portals of leading higher education institutions in the UAE and the United States. The methodology is the following. The theoretical framework of the study presents the leading experience of implementing distance learning of students in the context of state and educational policy of the represented countries. A comparative analysis of educational systems in the UAE and the United States is done within the framework of the introduction of distance learning. The study presents the research results, they are the proposals for optimizing the process of distance learning in Ukraine based on the experience of the UAE and the United States. The main ones are: development of criteria, requirements and recommendations for distance learning based on the following indicators: a) the amount of educational material; b) course duration; c) duration of the lesson d) technical requirements (e.g., the availability of a headset, a stable Internet connection, etc.); providing students and pedagogical staff with the necessary material and technical resources and checking the compliance of material and technical support with the educational requirements; establishment of centers for quality control of the distance learning process. The conclusions present the prospects of the study: developing of future comparative studies of distance learning systems; finding the most effective ways to make distance learning process better; elaborating and reasoning new approaches of teaching in the conditions of distance learning; setting up new platforms, applications, videos and so on in order to provide the process of distance learning; finding perspective directions of developing distance education and so on.

scholarly journals DIGITAL TRANSFORMATION OF TOMSK REGIONAL SYSTEM OF GENERAL EDUCATION: PROFESSIONAL DEFICITS OF TEACHING STAFF

2021 ◽  
pp. 47-57
Author(s):  
Дмитрий Евгеньевич Кубарев
Keyword(s):  
General Education ◽  
Education System ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Teaching Staff ◽  
Management Personnel ◽  
Tomsk Region ◽  
Case Type ◽  
Digital Competencies

Рассматривается опыт реализации национального проекта «Образование», регионального проекта «Цифровая образовательная среда» на территории Томской области в части развития цифровых компетенций управленческого персонала и педагогических работников общеобразовательных организаций. Анализируются основополагающие федеральные и региональные нормативные правовые акты, определяющие стратегию развития региона по направлению цифровизации системы общего образования. Обозначены основные траектории цифровизации региональной системы общего образования, выделенные на основе мониторинга практики Томской области по развитию цифровой образовательной среды. Определены группы цифровых компетенций педагогических кадров системы общего образования, выявлены профессиональные дефициты педагогических работников и управленческого персонала общеобразовательных организаций Томской области путем использования авторских диагностических материалов на основе задач кейсового типа. The main directions of digital transformation and modernization of general education system in Tomsk region in the frame of implementation of “Education” national project and “Digital educational environment” local project are observered in the paper. The regional general education system is characterized. The practice and experience of its phased digitalization are described. Some fundamental federal and regional regulatory legal acts that determine the strategy to develop digitalization of the general education system are analyzed. The digital competencies of management personnel and pedagogical employees of educational organizations, which are necessary for effective cooperation and organization of the educational process in the context of creating a unified digital educational environment in the region, have been investigated. On the basis of the study, the groups of digital competencies for the teaching staff in general education system have been identified, and the qualitative characteristics of digital competencies necessary for the systemic and effective digital transformation of the general education system in the region have been formulated. The author’s diagnostic materials have been developed and described using case-type tasks, focused on identifying teachers’ professional deficiencies, corresponding to three groups of digital competencies. Examples of case-type tasks aimed at identifying professional deficits are given. Based on the data obtained, an analysis has been carried out, conclusions about the skills of mastering digital technologies, the ability to effectively use digital resources and services in the educational process have been described. Based on the results of the study, the tasks and prospects of the digital transformation of the general education system of Tomsk region have been identified.

scholarly journals MODERN APPROACHES TO DEVELOPMENT OF EDUCATION SYSTEM IN THE UNITED STATES

2019 ◽  
pp. 88-95
Author(s):  
Larisa Germanovna Chuvakhina
Keyword(s):  
United States ◽  
Labor Market ◽  
Education System ◽  
Vocational Training ◽  
Developed Countries ◽  
The United States ◽  
Educational Process ◽  
Educational Training ◽  
Public And Private ◽  
Global Labor Market

The article discusses issues related to the role of the education system in the economic development of the state. Intellectual production resources take priority. The main factor in the economy becomes a person with fundamental educational and professional knowledge. The principles of continuity of education, integration of general educational and vocational training become the leading ones. The system of training a qualified worker in the United States is being looked at carefully. In conditions of growing competitiveness in the global labor market the current problem is to provide secondary education for students and to train them for entering colleges and universities. Education is financed by public and private funds. Increasing the availability of education for various categories of citizens allows developed countries to dominate the world economy. There have been made the attempts to identify factors that both contribute to and hinder the development of the educational process. The hypothesis of a possible increase in the relationship between educational training and vocational training has been put forward. It has been stated that in all states of the US schools expand forms of specialized vocational training. In the educational program the focus is on disciplines that help school graduates to quickly adapt to the requirements of the labor market. Education in the United States is regarded as the main driver of employee success in the labor market and the stability of his or her employment.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

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