Supplementary professional education in Russia: key needs of teachers and headmasters

This article explores the results of the research which was held in January, 2021 among teachers and heads of educational organizations in Russia. The major problems, which can be solved by additional education, that were indicated by teachers: “increase the effectiveness of work” and “increase the quality of education”. From the chiefs’ of educational organizations points of view, the main problems of teachers are: “ensuring the quality of education” and “professional growth of school teachers”. In this article, the mechanisms and the destinations of adjustments the providers’ of additional education are shown marketing and communication strategies. The experience of the organization of personalized education in the case of implanting an innovative model of hub of additional education for children and adults which let, by acquiring the necessary professional and personal skills, to give an impetus to the development of the human resources potential of the general education system. The data, which is presented in this article, will be interesting to the directors of educational organizations, the employees of education management bodies at all levels, the specialists in the field of education of tutors and directors of schools.

Narrativas familiares e institucionales sobre las barreras de acceso a centros escolares en familias migrantes: Un estudio de caso en España

This article explores the barriers of access in migrant families to primary education, starting from the school institution itself and exacerbated upon arrival. Based on qualitative methodology of interviews to directors of schools of high immigrant concentration and migrant families in Granada, we analyze the discourses on educational policies in charge of the offer and demand for school vacancies and system regulations conditioning school choice. We also discuss the influence of the schools themselves in their role as students’ hosts and on their increasing autonomy to manage schooling vacancies and provide specialized education –special mention to charter schools-. Results obtained show the “institutional barriers” faced by families because of their migratory status when choosing school for their children, at two levels: structural or systemic, due to access regulations that penalize these families to a greater degree; and in particular, as a consequence of discriminatory practices of certain schools towards them.

Term Limits in Academic Public Health Administration

Objectives Term limits might be appropriate for leadership positions in academic public health. This study assessed the appointment processes and terms for deans, directors, and chairs of schools and programs of public health and their views on term limits. Methods A 10-question survey was developed for the Association of Schools and Programs of Public Health and provided electronically to 127 deans and program directors in November and December 2019, of whom 58 (46%) responded. Results Of 54 respondents to the question on term limits, 45 deans and directors of schools and programs of public health served with no terms or limits and 9 served with terms of 3-5 years with no limits on the number of terms. Respondents largely agreed with most arguments for or against term limits. Of 51 respondents, most indicated completely or moderately valid support for 2 arguments for term limits: diversity (n = 40) and succession planning (n = 40). Of 51 respondents, most indicated completely or moderately valid support for 3 arguments against term limits: stable and continuous leadership (n = 40), time for leadership development (n = 37), and loss of institutional memory (n = 35). Twenty-seven of 53 responding deans and directors viewed the most appropriate terms and limits as being more restrictive than their current terms; the other 26 viewed the most appropriate terms as being the same as their current terms. No respondents preferred less restrictive limits than their current terms. Conclusion Although term limits for deans, directors, and chairs are rare in schools and programs of public health, many deans and directors view term limits as appropriate. Schools and programs may reconsider their current policies for term limits.

Psycholinguistic Peculiarities of the Development of Communicative Competence of Teachers of Secondary Schools

The purpose of the article is to analyze psycholinguistic peculiarities of the development of communicative competence in the structure of social intelligence of teachers and directors of secondary schools in contemporary Ukrainian society. Methods of the Research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also we used empirical methods – the methods of observation, conversation, testing with the aim to study the structure of communicative competence and social intelligence of teachers; psychological and pedagogical experiment in a form of the research of the development of the structure of communicative competence and social intelligence of teachers. The results of the Research. In the content of communicative competence of teachers we can emphasize the ability to optimize interpersonal relationships in the group; social sensitivity; a set of communicative skills, behavior patterns and communication techniques; a communicative potential; the interpretative competence. Teachers with a low level of communication competence have characterized by communicative failures caused by a violation of their orientation onto the process of communication: non-motivated change of speech strategies, mental orientations and the register of speech; failure by the speaker communicate postulates; neglecting by the speaker the linguistic means, which involve the maxim of the tact; unsuccessful choice by the speaker the tone and the register of communication. Scripts of role deixis, explicit and implicit pragmatic constituents in the structure of teacher’s communicative competence were formulated, their content was revealed. Conclusions. Psycholinguistic peculiarities of the development of communicative competence of the teachers and the directors of schools were established: the composite assessment of the teacher’s communicative competence positively correlates with social intelligence, reflexive and empathic personal abilities; communicative competence of the teacher depends on the actualization of scripts of role deixis, explicit and implicit pragmatic constituents in its structure, etc.

Digital Management of Schools Contributions, Challenges and Constraints Case of Morocco

The integration of information and communication technology in school management is now becoming a necessity to adapt to the current global changes and to attach the motivation of leaders to join a process of planning and governance of high quality educational projects. Today, the implementation of digital institutions is characterized by two paths at two different speeds a first the implementation of ICT in the course of education whose subject occupies the interest and use the budget of all innovation projects and the other path that is the digitization of the administration is ranked second in the innovative priorities. Our intervention is part of a technical-pedagogic approach that will focus on an action research work in which, we will try: First, it is about implementing an accessible digital tool, facilitating and organizing strategic planning and project management, and providing ways to govern and control the quality of administrative acts. Then, We will show the first results of the experimentation of this tool in our research context represented by 335 directors of schools of the provincial delegation of Taza. Morocco, highlighting the contributions of the digital on administrative practices at all levels. Finally, we present the challenges identified by our system to improve the quality of school management and professionalize the act of management of human resources and material resources. On the other hand, we will focus on all the constraints and resistances that could hinder this development and innovation action

ACADEMIC LEADERSHIP IN THE CONTEXT OF NEOLIBERALISM

Driven by neoliberal principles, new managerialist demands for austerity and accountability are reshaping the practices of directors of Canadian schools of social work. In this paper, we discuss research that aimed to clarify how directors of social-justice-oriented social work schools engage in academic leadership in the context of new managerialism. We were especially interested to know how this engagement affects them. Our data come from five interviews and one focus group with five directors of schools of social work in Canada. Four themes emerged from the data: directors’ fight for resources; directors as agents for resource management; directors as ‘buffers’ to shield their faculty from stresses associated with resource cuts; and resistance through relationship-building. Pushed to act as resource managers, directors’ efforts are largely unknown and sometimes unappreciated by faculty members. Our findings will be useful to professional schools negotiating their future in the university system, especially at a time when social work faculties struggle to motivate individuals to take on leadership roles. Overall, the findings of this study help clarify the nature of leadership practices in schools of social work, contributing to a better understanding of the current situation, the requirements of leadership, and how to support leadership.

Professional Retraining of Deputy Directors of Schools on Educational Work in the Information Educational Environment of the Academy of Social Management

The article describes the system of professional retraining of the Deputy Directors of schools on educational work in the Moscow region. The importance of the activities of the Deputy head and modern requirements to professional competence are revealed. The results of microanalysis of the current state of the professional level of organizers of education are given, conducted by teachers of the Department of educational systems of the Academy of social management (ASOU). Next, special attention is paid to additional professional program of professional retraining «Management in education». It seems the structure, content summary, and technology implementation. The program is aimed at providing targeted assistance to the heads of educational institutions and teaching staff in the restructuring process of education and management on the principles of system- activity and competence approaches, and the definition of specific competences in the field of education. In the conclusion the main tasks of the nearest path of development of the faculty of professional retraining of pedagogical workers and ASOU are given, the expected results of their implementation are designed.

The Emergence and Development of a Regional Living Lab: The Case of San Luis, Argentina

The article describes the results of a field research on the characteristics and reaches of the Digital San Luis Program (San Luis Digital, SLD) promoted by the provincial government and in which the municipalities have been actively involved. The paper focuses on the use of information and communication technology (ICT) in the social innovation processes promoted by the Provincial Government through agreements with other social actors. Through the analysis of the SLD paradigm, the paper develops the hypothesis that the Province is an actual living lab. The research methodology was mainly meta research, i.e. the integration of models, theories, data and information from various local and international sources, validated with input from field surveys made ad-hoc in San Luis province by the Provincial Directorate of Statistics and Censuses. The scope and impacts were studied in 10 municipalities of the province through 108 interviews with leaders, participants and beneficiaries of San Luis Digital: responsible for programs, employers, providers, mayors, directors of schools, teachers, members of community organizations, teachers college, students, users of cyber AUI, centres of Digital inclusion, etc., and institutions or partners or recipients of San Luis Digital programmes. After analyzing the characteristics of San Luis Digital paradigm, the article describes its achievements.

Conclusions – Reflections on the Traces of the International Scientific-Practical Conference “Religious Component in Secular Education and Upbringing”

The instruction of the President of Ukraine to provide at the educational institutions of the country the teaching of an optional course with indeterminate content “Ethics of Faith” caused a stir both from the representatives of denominations and from the educators. The former have for some reason been seen as legalizing teaching in Christian Ethics schools, although it is not a subject of the Instruction. The so-called traditional Churches, which in their aspirations to seize the opportunity with the help of the state to bring back youth, sought to ignore the presence of not only Jewish, Muslim, Jewish, Orientalist denominations in the country, but also sought to ignore the presence of Catholics in the country . So, in Odessa the Moscow-Orthodox Church gathered allegedly on behalf of the city and regional state administrations of directors of schools with the instruction to them (from themselves, of course) already to begin in schools of studying of Christian ethics, and since there are no textbooks from the course, it was recommended to study the culture »According to the textbook of the Moscow author A. Borodina, where, of course, there is no longer a question about Ukrainian spirituality, the Russian spirit is in every possible way.

IMPROVEMENT OF ECONOMIC COMPETENCE OF HEADS OF SECONDARY EDUCATION FOR EFFECTIVE ACTIVITY OF GENERAL SCHOOLS

In the article the actual problem of improvement of economic competence of professional work of directors of schools for more efficient control of activity of general schools is considered.