Institutional Support of Euroregions “Carpathian” and “Bug”: A Case Study for Ukrainian-Polish Cross-Border Cooperation

This paper presents cooperation across boundaries as co-operative measures, being goal-oriented to the economic, social, scientific, technical, environmental, cultural, and other relations, initiating and deepening among territorial communities, local authorities both in Ukraine and in Poland. The methodological basis of the study consists of the following approaches to the study of Euroregions: geographical, political, administrative, functional. Definitions of the Euroregion as the main form of cross-border cooperation have been determined, and institutions promoting cross-border cooperation between Ukraine and Poland have been studied. The institutional support for cross-border cooperation within the framework of the “Carpathian” and “Bug” Euroregions has been examined. Features of the Ukrainian-Polish Euroregions – “Carpathian” and “Bug” have been characterized. Problematic issues concerning the Euroregion cross-border cooperation support have been identified. Moreover, recommendations on improving the institutional component of the Ukrainian-Polish CBC within the “Carpathian” and the “Bug” Euroregions are given herein.

Can Transnational Cooperation Support Municipalities to Address Challenges of Youth Migration?

In the cooperation project ‘YOUMIG,’ funded by the INTERREG Danube transnational programme, challenges of youth migration were discussed in a transnational consortium consisting of project partners from different countries from Central and Eastern Europe experiencing difficulties such as a declining population and outmigration, as well as immigration of young people, which necessitated the provision of an integration infrastructure. Project outcomes included strategies as well as pilot activities performed by local-level authorities. The following article will consider outcomes as well as experiences from stakeholders involved in the project and investigate individual and organizational learning processes throughout the project. It will elaborate on the question of the extent to which transnational cooperation can potentially facilitate sustainable institutional changes and transformation. The results confirm the potential of transnational cooperation towards triggering learning and institutional change. Nevertheless, they underline that in the context of the project, the learning processes that could be achieved were predominantly of an individual nature and that the tangible outcomes could not lead to sustainable institutional changes.

The Influence of Supervision of Learning and Communication on The Performance of Educators in Madrasah Aliyah YMPI Rappang, Sidenreng Rappang District

Implementation of educational programs requires supervision. Supervision is responsible for the effectiveness of the planned program. Educational supervision in schools is more directed at increasing the ability of teachers in order to improve the teaching and learning process with the principal as the supervisor. The results of research conducted at Madrasah Aliyah YMPI Rappang showed that the level of supervision of the principal was in the sufficient category, based on the established assessment criteria, namely: class visits, encouraging teacher work, providing curriculum understanding, developing learning methods, meetings and coaching as well as activities. routine outside of teaching hours. Meanwhile, the performance of teaching staff (teachers) at Madrasah Aliyah YMPI Rappang shows that the quality and quantity of work is good, because most of the respondents are in the good category (55.56%). Assessment of the quality and quantity of the teaching force is based on the quantity of work, cooperation, support, and positive feelings. In this study, the results of hypothesis testing were also obtained which indicated that there was a positive influence between the supervision of the principal on the performance of the Madrasah Aliyah YMPI Rappang teachers.

Peer Cooperation between Students and Teacher Support in Different School Subjects Classes / Međuvršnjačka suradnja učenika i učiteljska podrška u nastavi različitih nastavnih predmeta

Cooperation between students realises quality peer relationships while teachersupport encompasses the relations between students and adults. Abundant researchstresses the importance of both relationships. Not all students possess the skillsthat enable them to cooperate with others, so teachers have the role of helpingthem develop and perfect these skills. Teacher support significantly influences notonly students’ academic achievements but also their emotional, social and moraldevelopment. The research goal was to describe how students perceive their mutualcooperation and the support from teachers in different school subjects.The research included 650 students from the seventh and eighth forms of 11primary schools from Sisak-Moslavina County in the Republic of Croatia. Averageage of the participants is 13.4 years, and their subject teachers’ 69 years. The appliedquestionnaire consisted of two scales. Cooperation and Teacher Support. Thementioned scales were taken from the modified questionnaire What Is Happeningin This Class (Fraser et al., 1996). Both scales were implemented in three schoolsubjects: Croatian, maths and geography.The obtained results point to the fact that teachers are more directed to ensuringcooperation between students during lessons than to giving support in the work.Furthermore, teachers during whose class students realise better cooperation at thesame time give higher level of support. Students assess that they cooperate the mostin geography class, whereas at the same time they receive the least teacher supportin this class. The correlation between education degree and years in service was notfound when considering the results of the Cooperation and Teacher Support scales.Key words: cooperation; support; students; teachers.-Suradnjom među učenicima ostvaruju se kvalitetni međuvršnjački odnosi, dokpružanjem učiteljske podrške zahvaćamo u odnos učenika i odraslih osoba. Brojnaistraživanja ističu važnost oba odnosa. Svi učenici ne posjeduju vještine koje imomogućuju suradnju s drugima te je na učiteljima da im pomognu razvijati ih iusavršavati. Podrška koju učitelji pružaju učenicima značajno utječe ne samo nanjihova akademska postignuća, već i na njihov emocionalni, socijalni i moralnirazvoj. Cilj istraživanja bio je opisati kako učenici doživljavaju svoju međusobnusuradnju te podršku koju primaju od učitelja na različitim nastavnim predmetima.Istraživanjem je obuhvaćeno 650 učenika šestih i osmih razreda iz 11 osnovnih školaSisačko-moslavačke županije, Republika Hrvatska, prosječne starosti 13,4 godinate njihovih 69 predmetnih učitelja. Primijenjeni upitnik sastojao se od dviju skala,Suradnja i Podrška učitelja. Navedene skale preuzete su iz modificiranoga upitnikaWhat Is Happening In This Class (Fraser, Fisher i McRobbie, 1996). Obje skaleprimijenjene su na tri nastavna predmeta: Hrvatski jezik, Matematiku i Geografiju.Dobiveni rezultati ukazuju na to da su učitelji usmjereniji na osiguravanje suradnjemeđu učenicima tijekom nastave nego na pružanje podrške u radu. Nadalje, učitelji načijim se nastavnim satima ostvaruje bolja suradnja među učenicima, ujedno pružajui višu razinu podrške. Učenici procjenjuju da najviše surađuju u nastavi Geografije,ali istovremeno, na toj nastavi dobivaju najmanju podršku učitelja. Nije dobivenapovezanost stručne spreme i godina staža učitelja s rezultatima skale Suradnja i skalePodrška učitelja.Ključne riječi: podrška; suradnja; učenici; učitelji.

CONCEPT AND PROBLEMS OF PRODUCTION COOPERATION

One of the modern forms of cooperation between enterprises is industrial and territorial clusters. Researchers in the development of industrial cooperation processes and cluster projects highlight a number of problems, among which there are problems associated with the development of international cooperation, support for industrial cooperation at the state and regions of the state levels, the formation and implementation of joint projects, as well as the quality of labor resources. Today, an actual rejection of the systemic cluster policy in all directions is demonstrated, which is confirmed by the curtailment of direct support for industrial cluster projects, as well as the refusal to support regional cluster development centers. The main reason for this reversal seems to be the insufficiency of the cooperative component of domestic clusters.

Current state and prospects of the management tools development for territorial communities’ cooperation support in Ukraine

The article summarizes the arguments and counterarguments in the framework of scientific discussionof the subject area of territorial communities’s cooperation development in Ukraine, which is clarified inthe main normative documents, scientific, practical-oriented and methodical publications. It was stated thatin 2013–2018, in the field of scientific and methodological support for processes of territorial communities’cooperation, a number of analytical materials were prepared regarding the processes of concludingagreements on cooperation’s documentation and methodological recommendations on their basis, educationaland practical manuals were issued, several scientific studies were implemented, sections were created onspecialized web resources, a distance learning course was developed. It has been determined that these effortsproved to be inadequate, which results in a situation where the number of communities using the mechanismof intermunicipal cooperation in Ukraine remains relatively low. The state and dynamics of development ofintermunicipal cooperation processes in Ukraine have been analysed, which allowed formulating a scientificproblem that needs to be solved in the near future, namely: there is a contradiction between the urgent needfor the management tools development for territorial communities’ cooperation support in the conditions ofdecentralization in Ukraine and the lack of conceptual and methodological provision for these processes. A listof the main tasks of integrated scientific research aimed at solving this problem is given, in particular, the studyof existing models of territorial communities’ cooperation from the point of view of introducing the necessarychanges in the forms, methods and procedures of the domestic public administration bodies, clarification ofthe concepts of the study’s scope, the definition of the basic principles and practices approved and recognizedby the international community, the conceptual model of territorial communities’ cooperation support at theregional level formation, the development of methodological approaches to measuring the success and degreeof maturity in the field of territorial communities’ cooperation as the basis of continuous improvement.

READINESS OF FRONTIER CADETS FOR SOCIAL INTERACTION

The article presents the results of theoretical and experimental study of the readiness of frontier cadets for social interaction in the conditions of future professional activity. The relevance and scientific and practical significance of the study are outlined. The essence of social interaction of personality and readiness of personality to it is analyzed. The components, indicators of readiness of the individual for social interaction are distinguished. It offers methods and techniques for its research. The results of the ascertaining experiment of studying a number of indicators of readiness of groups of border cadets, which have its high and low level of formation, are presented. Characterization of their differences using methods of mathematical statistics is conducted. Future border guards with a high level of readiness for social interaction are more confident, correct, prone to compromise, cooperation, support of others in difficult situations. Students with a low level of readiness for social interaction can be characterized as inclined to dominate, emotionally not restrained, aggressive. The connection of readiness of cadets for social interaction with their communicative qualities and properties is established: communicative tolerance; sociability and affiliation.