scholarly journals Innovations in the Content of Professional Training of Interpreters and Translators in Countries of Europe, the USA and Ukraine: Comparative Analysis

2019 ◽  
Vol 8 (4) ◽  
pp. 136
Author(s):  
Olesia M. Cherkashchenko ◽  
Tetiana M. Vysotska ◽  
Svitlana V. Korotkova ◽  
Yuliia O. Savina ◽  
Iryna V. Khurtak
Keyword(s):  
Comparative Analysis ◽  
Professional Education ◽  
Professional Training ◽  
Literary Translation ◽  
Practical Training ◽  
Foreign Companies ◽  
Legal Translation ◽  
Technical Translation ◽  
General Classroom ◽  
The Usa

The article deals with the analysis of innovations in the content of professional training of interpreters / translators at universities of Europe, the USA and Ukraine. It has been established that at European and American universities the innovation data involves directing professional education of translators and interpreters towards studying CAT-systems within the context of traditional disciplines, specialized disciplines, extracurricular courses, trainings and in the process of students’ translation/interpretation traineeship and study placement. Based on the comparative analysis of the curricula for specialists’ training in translation/interpretation in European countries, the USA and Ukraine, the conclusion is drawn that in higher education of Ukraine theoretical training traditionally prevails over practical field experience, general classroom hours are not sufficient for students, while Ukrainian universities’ curricula lack disciplines aimed at the formation of technological (information, computer) expertise of prospective interpreters and translators. The authors of the article recommend using the experience of western universities on implementing innovations within the content of professional training of interpreters and  translators at Ukrainian universities, namely: a) increasing the number of classroom activity hours in practical training of interpretation/translation students by means of reducing extracurricular hours; b) changing the ratio of disciplines of theoretical and practical training of future interpreters and translators in favour of the latter by decreasing the number of theoretical subjects; c) including disciplines aimed at the formation of prospective experts’ information competency into the curricula; d) providing both short-term and long-term traineeship in interpreter/translator training programs, preferably at international organizations (enterprises) operating in Ukraine or at foreign companies abroad; e) providing specialization of professional training of interpreters and translators (technical translation, legal translation, economic translation, medical translation, literary translation, etc.).

A Comparative Analysis of Models of Bachelors of Arts’ Professional Training in Applied Linguistics at the Universities of Ukraine and the Usa

2014 ◽  
Vol 4 (3) ◽  
pp. 70-76
Author(s):  
Vita Korniienko
Keyword(s):  
Comparative Analysis ◽  
Professional Training ◽  
Applied Linguistics ◽  
Developed Countries ◽  
The United States ◽  
Learning Technologies ◽  
Educational Systems ◽  
Practical Training ◽  
Bachelor Of Arts ◽  
The Usa

Abstract The analysis of scientists’ researches from different countries dealing with different aspects of training in the educational systems of developed countries was carried out. The models of Bachelors of Arts in Applied Linguistics professional training in Ukraine were considered. It was analyzed a professional training of Bachelor of Arts in Applied Linguistics in the USA and the comparative analysis of models of professional training of Bachelors of Arts in Applied Linguistics at the universities of Ukraine and the USA was carried out. Different and similar approaches of using new learning technologies, the structure and content of educational programs, assessment systems and scientific methods of teaching, practical training Bachelors of Arts in Applied Linguistics, accreditation and certification of Bachelor of Arts in Applied Linguistics qualifications were defined. The general positive characteristics of professional training of Bachelor of Arts in Applied Linguistics in the United States and Ukraine were determined.

scholarly journals Professional Training of Medical Specialists: International Experience

2018 ◽  
Vol 8 (4) ◽  
pp. 60-64
Author(s):  
Liudmyla Yakovyshena
Keyword(s):  
Medical Education ◽  
Professional Education ◽  
Professional Training ◽  
International Experience ◽  
Medical Professional ◽  
Practical Training ◽  
Medical Specialists ◽  
Advantages And Disadvantages ◽  
Canadian Experience ◽  
The Usa

Abstract The article deals with international experience in medical professional education and analyzes the modern trends in professional training of junior medical officers, specificity of their professional training in 1 and 2 accreditation levels institutions of higher medical education in the context of the European integration process. Subject Benchmark Statements of Ukrainian higher education were defined as a list of requirements for knowledge, abilities and skills in solving professional tasks. It is emphasized that targeted development of professional competecy is viewed as the most important practical objective of an educational institutions. It is specified that professional training of future nurses in Ukrainian medical colleges is characterized by certain advantages and disadvantages. Ukrainian and international experience in medical education was comparatively analyzed. The American, Canadian and European systems of professional training for medical specialists were considered. It is found that American colleges provide comprehensive and multilevel training for nursers. It is highlighted that integrated three-hour classes are the leading form of the education process organization in Canada. It combines theoretical and practical training. Considerable attention was paid to determining the current trends in the organization and functioning of nurse education in Europe, the USA and Canada. Based on the analysis of professional training junior medical officers in some European countries, the USA and Canada, it is concluded that it is esseintial to take into account positive aspects of European, American and Canadian experience in nure education while planning reforms in Ukraine.

scholarly journals Information technologies in corporate training: trends and approaches

2021 ◽  
Vol 18 (3) ◽  
pp. 238-247
Author(s):  
Anna O. Polushkina
Keyword(s):  
Professional Education ◽  
Budget Deficit ◽  
Information Technologies ◽  
Professional Training ◽  
Corporate Training ◽  
Online Training ◽  
Teaching Staff ◽  
The Past ◽  
Online Platforms ◽  
The Usa

Problem and goal. Within the framework of the study, based on the data of the Workplace Learning Report study, specialists from the USA, Canada and other countries, the transformation of corporate training over the past decades was analyzed, the main problems and challenges of companies/enterprises in the process of additional professional training of employees and ways to solve them were identified. The main problems of corporate training at the present time, as in the past, include budget deficit and search for free intervals in the schedules of employees for educational sessions. And the solution was the growth of online training, the use of online platforms, which made it easier to find time in the sche- dule of employees for training, create opportunities for flexible editing of educational content, and for managers it was easier to evaluate additional professional training thanks to the control tools built into online platforms. Methodology. However, it turned out that not all age categories of employees are ready to expand online training: older age workers prefer traditional or mixed training, as opposed to young people. Results. The study found that the degree of digitalization correlates with the size of the company: the comparative effectiveness of digital tools for additional professional education increases with the scale of the system in which they are applied: a deployed digital educational platform requires very few resources to expand to new branches and employees, rather than classical educational formats that require personal participation of teaching staff. Conclusion. The main trends in the development of corporate training in the coming years are described.

scholarly journals Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

2015 ◽  
Vol 5 (4) ◽  
pp. 39-45
Author(s):  
Nataliya Mukan ◽  
Svitlana Kravets
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
Great Britain ◽  
Public School ◽  
Professional Education ◽  
Research Methodology ◽  
Continuing Professional Development ◽  
Public School Teachers ◽  
School Teachers ◽  
The Usa

Abstract In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.

scholarly journals Social and welfare training in Denmark (from the experience of NVGU and UC SYD academic mobility)

2019 ◽  
pp. 10-17 ◽  
Author(s):  
E. A. Bauer ◽  
M. Neigaard
Keyword(s):  
Social Work ◽  
Professional Education ◽  
Professional Training ◽  
Training Programme ◽  
Practical Experience ◽  
Professional Activity ◽  
Practical Training ◽  
State University ◽  
Academic Mobility ◽  
Academic Exchange

Social work as a sphere of professional activity had formed in Europe by the middle of the XX century, but the experience accumulated in different countries did not result in uniform standard for the social welfare work and professional training. In Russia, social and welfare training is a relatively new training programme (since 1991), which needs to be substantially detailed by theoretical experience and practical recommendations from colleagues from around the world. In these conditions, academic mobility provides an opportunity to enrich the modern system of qualified social and welfare personnel training and expand our understanding of the structure of foreign professional education, as well as technologies, approaches and forms of student training. The authors show that various aspects of student social and welfare professional training are in the focus of domestic and foreign academic interest; two main sources of this problem are identified. The article dwells on the practical experience the students and teachers of Nizhnevartovsk State University and Aabenraa University College South Denmark accumulated through academic exchange. Regulations and statistical data analysis, observations, interviews, discussions and seminars helped to provide the necessary insight into the system of social and welfare training in Denmark. Research material may be of interest to students of Social Work programmes when studying such subjects as ‘Foreign Experience of Social Work’, ‘Social Education Fundamentals’; to teachers when developing bachelor training curriculum; to specialists of institutions when organizing student practical training.

scholarly journals METHODICAL ASPECTS OF PERSONAL WORK ORGANIZATION IN THE PROCESS OF PROFESSIONAL EDUCATION OF PROFESSIONAL TRAINING TEACHERS (AS EXEMPLIFIED BY STUDY OF PROFESSIONAL AND PRACTICAL TRAINING PROGRAM)

10.23856/2614 ◽  
2018 ◽  
Vol 26 (1) ◽  
pp. 108-116
Author(s):  
Svitlana Khotskina
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Training ◽  
Work Organization ◽  
Cognitive Activity ◽  
Individual Development ◽  
Practical Training ◽  
Priority Task ◽  
The Status ◽  
Pedagogical Aspect

Based on the status growth of professional development of future specialists when studying at higher educational establishments, the author of the article outlined the tasks designed to solve the specifics of the approach to independent work organization in the professional training process of future teachers of the first (Bachelor) level of higher education by example of studying profile and practical disciplines. The emphasis is made on a number of new tasks related to the education content update. Implementation of the function of deliberate development management lies in a combination of traditional education with modern electronic technologies. Therefore, in order to achieve the training objectives (the expected application of acquired competencies) and improve the quality of education, a student must master existing forms of self-education. The practicability of using electronic means in educational activities has been proved as most students are active Internet and programs users that help to interest them, concentrate students' attention on studying new material, motivate their active cognitive activity. Since it is a priority task of modern higher education establishments to create pedagogical conditions for the identification and development of students' abilities, satisfaction of their needs and interests, formation of competences, development of educational and cognitive activity and creative autonomy, purposeful regulation of independence development is carried out in the process of educational interaction by helping to form creative student activity experience. The pedagogical aspect of students' motivation for independent cognitive activity has also been analyzed in the article by the author. It has been proved that the formation of educational motives is directly proportional to the success and further individual development as a future specialist.

scholarly journals Comparative Analysis of Future Cooks’ Training in Vocational Institutions in Ukraine and Abroad

2017 ◽  
Vol 7 (1) ◽  
pp. 34-42
Author(s):  
Ihor Kankovsky ◽  
Hanna Krasylnykova ◽  
Iryna Drozich
Keyword(s):  
Comparative Analysis ◽  
Vocational Training ◽  
European Countries ◽  
Professional Activity ◽  
Practical Training ◽  
Eastern Partnership ◽  
Eastern Partnership Countries ◽  
The Usa ◽  
Competency Based ◽  
The Republic

AbstractThe article deals with comparative analysis of conceptual approaches and content of cooks’ training in Ukraine, European countries, the USA and Eastern Partnership countries. It has been found out that national vocational education is grounded on education standards and activity-based approach to forming the training content, subject-based structure of curricula and, surely, needs to become competency-based. It has been revealed that in Eastern Partnership countries there is a normative base of cooks’ vocational training and it is accorded with the competency-based approach. However, such states as the Russian Federation, the Republic of Belarus, the Republic of Kazakhstan implement study programs for training cooks in traditional institutions of formal vocational training of Post-Soviet type. At the same time, the training of future cooks in European countries is mainly oriented toward the concept of continuing education and is variable, multilevel, wide-profile, at most approximated to the needs of catering trade. The level-based curricula and dual system of cooks’ training in vocational schools of France, Austria and Italy have been characterized. In addition, the authors have defined the common feature of professional practical training of cooks in culinary schools in the USA, that is its organization under the conditions of real production that ensures a wide professional competency of future cooks, their acquiring knowledge and skills needed for professional activity. It has been concluded that positive aspects of foreign experience may assist in defining prognostic directions for the development of cooks’ vocational training in Ukraine.

scholarly journals Modern Comparative Analysis on Training of Future Security and Safety Specialists in Ukraine and the USA

2018 ◽  
Vol 8 (3) ◽  
pp. 31-36
Author(s):  
Dmytro Kyslenko
Keyword(s):  
Comparative Analysis ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
European Countries ◽  
Economic Knowledge ◽  
Professional Activities ◽  
The Usa ◽  
Information And Communication ◽  
Research Findings ◽  
High Level

Abstract The article deals with the peculiarities of security activities in Ukraine and the USA and, consequently, aims to comparatively analyze professional training of future security and safety specialists in these countries. The author has presented comparative description of future security and safety specialists’ training in Ukraine and the USA. It must be noted that research findings of Ukrainian comparativists on the peculiarities of security specialists’ professional training in the leading European countries are of great significance for the problem under study. Indeed, nowadays quality services can only be provided by those security companies, whose staff are equipped with modern technologies and have undergone relevant professional training. In Ukraine, however, professional training of security specialists should be improved in novel and comprehensive ways. The author has singled out some problematic aspects in professional activities of security specialists. The author concludes that taking into account modern requirements, future security specialists should master the foundations of economic knowledge, have a high level of culture, speak foreign languages, show initiative, be responsible, strive for self-development and self-study, introduce important innovations, acquire the skills of working with modern information and communication technologies that will enhance the quality of security activities. The prospects for further studies involve conducting comparative analysis on professional training of future security and safety specialists in the leading European countries.

scholarly journals PROFESSIONAL TRAINING OF MASTERS IN DENTISTRY IN MEDICAL UNIVERSITIES OF UKRAINE AND COUNTRIES OF THE EUROPEAN UNION IN TERMS OF EDUCATIONAL CURRICULA AND SYLLABI HARMONIZATION

2020 ◽  
pp. 118-125
Author(s):  
Ya. А. Kulbashna ◽  
Ya. Р. Nahirnyj ◽  
I. L. Skrypnyk ◽  
О. O. Skibitska ◽  
V. O. Zakharova
Keyword(s):  
Comparative Analysis ◽  
Professional Training ◽  
Organizational Context ◽  
Professional Activity ◽  
Practical Training ◽  
The European Union ◽  
Eu Countries ◽  
European Universities ◽  
National Medical ◽  
Medical University

The article analyzes, compares and summarizes the curricula for masters in dentistry used in medical universities of the EU countries and O. Bohomolets National Medical University. A comparative analysis of European and national universities’ curricula revealed that the professional training of masters in dentistry in medical universities of Ukraine and in European countries has significant differences in both content and organizational context. Curricula for professional training of future dentists in European universities differ in the number of disciplines and ECTS credits allocated for their study. Comparing of syllabi in NMU and EU countries allowed to state that the main differences consists in their intensity. It is established that the workload of students of national medical universities is very high on account of the large number of humanities and socio-economic disciplines, while European students have only two socio-economic disciplines in the program. Comparative analysis of curricula of national and European universities made it possible to determine the main tasks of reforming the system of dental education, particularly: improving the quality of medical education, ensuring its conti­nuity and consistency throughout the period of professional activity; reducing the workload on students; providing the optimal ratio of theoretical and practical training with increasing emphasis on clinical and practical training.

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