A CLASSIC OF RESHETYLIVKA CARPET WEAVING LEONID SAMIILOVYCH TOVSTUKHA: A COMBINATION OF NEW WAYS AND FOLK TRADITIONS

The article examines the famous master of Ukrainian carpet weaving Leonid Tovstukha’s life and creative activity features; his contribution as a People’s Artist of Ukraine in the development of carpet weaving in Reshetylivka region and its popularization in Ukraine and abroad is analyzed. A wide range of opportunities to use the master’s achievements in the process of future labor education and technology teacher training are revealed. It is noted that the artist most vividly demonstrated his talent in thematic works at the beginning of his creative activity. These are carpets with an organic combination of portrait images with traditional floral ornaments. During his life, L. Tovstukha created about one and a half hundred carpets, real masterpieces, and a number of mass works. It is proved that Leonid Tovstukha sought his new ways in carpet weaving but always followed the basics and folk traditions. The article examines Leonid Tovstukha’s career from the head of the carpet shop, an artist, a chief engineer, to the head of Klara Zetkin Art Products Factory. It is noted that along with creative and administrative work Leonid Tovstukha was active in public life. Leonid Tovstukhas’ creative work and life as the People’s Artist of Ukraine, winner of the Taras Shevchenko National Prize, longtime head of the Klara Zetkin Art Products Factory, Honorary Citizen of Reshetylivka is characterized by the importance of achievements and significant personal contribution to Ukraine’s development and contribution to the world. It is proved that Leonid Tovstukha, preserving the traditions, said a fundamentally new word in art, which is valuable in the process of professional teacher training.

NATIONAL EXPERIENCE OF OUT-OF-SCHOOL EDUCATIONAL INSTITUTIONS IN TERMS OF PUPILS’ SCIENTIFIC AND TECHNICAL CREATIVITY

The article analyzes the peculiarities of the formation and development of the system of out-of-school institutions of scientific and technical direction in Ukraine as the institutions of pupils’ leisure organization; in retrospect, the network of regional stations for young technicians describes the forms of group work on children’s and students’ technical creativity, focused on solving the challenges of time and the demands of the younger generation. On the basis of generalization of sources of historical experience, the ideological, functional, educational, and production value of additional educational services in out-of-school institutions is revealed. These kinds of services are essential for modern society and are directed on comprehensive harmonious development, preparation for life, and pupils’ professional realization by means of scientific and technical creativity It is established that the current state of extracurricular education development is based on the spiritual experience of generations and the idea of ‘child-centeredness,’ aimed at the development of scientific and technical creativity in the global context. The significance and semantic peculiarity of the group work on technical modeling as the link that is decisive for the pupils’ further choice of the profile of education and primary pre-professional orientation is substantiated. The best experience of out-of-school education institutions, the uniqueness of their structure, and the importance of highly qualified staff are considered; some regional features and specifics of the organization of scientific and technical creativity in the activity of out-of-school educational institutions are found out. The principles of coordination of activity of institutions of a scientific and technical direction, bases of realization of educational partnership at the level of the country in the form of carrying out of organizational and mass actions on various profiles of activity are outlined; the new course of reforming out-of-school educational institutions is focused on building internal quality assurance of educational services through structure, indicators, and criteria.

THEORETICAL BASES OF PUPILS’ KEY COMPETENCES FORMATION AT LABOR EDUCATION LESSONS

The article, taking into account the modern social order for the education system for the upbringing of a person capable of self-realization and self-awareness in the realities of modern life, describes human competencies as indicators that determine a pupil’s readiness to participate in society and school labor education in this aspect. Key competencies are interpreted as a set of personal qualities combined into a complex of a certain level of knowledge, skills, attitudes that affect a wide range of activities (learning skills, general culture, citizenship, information and communication technologies, the desire to preserve health, etc.). The importance of developing pupils’ holistic thinking at labor education lessons in secondary school is described as the ability to see each problem as a whole, imagine its scale and significance, connect a large number of small details, and contextualize knowledge. Relevant pupils’ skills are defined, in particular the ability to work in a team, use information technology, think critically, and resolve conflicts. For teachers these skills are the ability to direct the arsenal of pedagogical influences on students, and to form key competencies. The factors of pupils’ key competencies formation at labor education lessons are singled out. They are the following: the attention of the pedagogical community to the issue; construction of a balanced content of the subject; development of pupils’ cognitive interests in labor training and technology.

ENVIRONMENTAL KNOWLEDGE AS A COMPONENT OF PUPILS’ ECOLOGICAL COMPETENCE

The article substantiates the importance of understanding the interdependence between the development of society, the state of the environment, and the content of education to address environmental threats and challenges. It is proved that environmental knowledge has a general cultural value. It is because the level of their formation depends on ecological worldview development, and hence the prospects for human survival. It is determined that studying Geography allows developing the basics of the strategy of preserving the living environment of mankind. The formation of pupils’ environmental knowledge as a component of ecological competence is essential for changes the individual’s consciousness and behavior, the harmonization of relations in the system ‘society-nature’. Accordingly, the geographical aspects of environmental knowledge are characterized by those that consist primarily in their space (chorological paradigm) and relationships with human society (paradigm of durable-sustainable, balanced development). Ecological competence refers to the integral development of personality, which combines normative, cognitive, emotional-motivational, and practical components, and provides the ability to identify, understand, and evaluate modern processes aimed at ensuring ecological balance and rational use of nature. The most favorable period for the formation of such competence is definitely the middle school age. Analysis of scientific and methodological literature on the issue allowed identifying personal, cognitive, and activity components of ecological competence. Scientific approaches to develop its theoretical provisions are scientific, systemic, value, normative, and personal activity approaches. It is proved that environmental competence, as a component of ecological competence, is inherently integrative. Its core is formed while teaching school subjects related to the Natural Science educational field and as the basis of ecological culture permeates the content of other school subjects.

MODERN TECHNOLOGY EDUCATION IN THE DEVELOPED EUROPEAN COUNTRIES

The article analyses the state of technology education integration in economically developed foreign countries in accordance with today’s requirements. The world’s leading trends in the context of providing comprehensive, equitable, and quality technology education as one of the leading goals of sustainable development, approved by the United Nations, are considered. The structure of technology education in Germany and the United Kingdom of Great Britain and Northern Ireland is described; features of technology education integration in France are considered. The importance of technological literacy and technological competence for the development of modern education, in general, is substantiated. The experience of such economically developed countries as Germany, the United Kingdom of Great Britain and Northern Ireland, France, and others shows that professional training for work in various fields is carried out today with the help of various educational disciplines. The content of these disciplines is a synthesis of new knowledge about nature, technology, and human activity in all spheres of life. Different terms of technology education are considered as synonyms of one universal goal of labour training by the world scientific and pedagogical community. It is the formation of students’ technological literacy through the development of knowledge and understanding of technology, developing technical skills, and understanding the links between technology and society. The main purpose of primary pupils’ technology education in these countries is the formation of technological literacy and technological competence. A characteristic trend of the studied countries is that the previously existing labor training in school, based only on the study of materials, tools, and technological processes of materials processing, is considered insufficient and outdated. Thus, the educational process in economically developed countries means primarily students who study changes in technology, and knowledge in this area should be flexible and provide a wide range of applications. Specific emphasis in the curriculum is made on practical activities, which include the following methods: work with means of labour; design product research; excursions and observations; project development; practical assessment; and history of technology development.

AUGMENTED REALITY PROJECT CREATION USING THE AUGMENTEDCLASS MOBILE APPLICATION FOR THE PRIMARY SCHOOL STUDENTS’ GRAPHIC COMPETENCE FORMATION

The article analyzes the new possibilities of using information and technical means in the educational processes of labor education in a secondary educational institution, in particular, in the process of primary school students’ graphic competence formation. The multimedia application AugmentedClass is defined as an effective means of constructing labor training lessons with drawing elements, which provides step-by-step visualization of complex and simple constructions. The aim of the study is a comprehensive analysis of the augmented reality technology introduction in the educational process of forming primary school students’ graphic competence, as well as studying the features of the technology adaptation in future labor education and technology teacher training. It has been found that the AugmentedClass application is specially designed for the use of augmented and virtual reality projects in the educational process. The authors describe a set of functions and capabilities for creating multimedia content using mobile and computer devices based on the Android operating system, which is available to teachers and pupils. It is concluded that the use of augmented reality using AugmentedClass in the process of forming primary school students’ graphic competence provides the following opportunities: to increase children’s interest in educational information through interactive content, to form components of competence with the help of augmented reality technology, and diversifies the educational process with innovative forms of work. It increases primary school students’ motivation to independent educational and cognitive activities through the implementation of game, competitive and cognitive stimuli, allows developing innovative types of visual learning tasks of generalizing and systematizing nature, which intensify primary school students’ educational work. The educational content development takes such an organizational form that is attractive to children, provides conditions for personal qualities development, and leads to increased independence and self-esteem of their academic achievements.

PRINCIPLES OF DESIGNING THE CONTENT OF PROFESSIONALLY-ORIENTED INFORMATION AND COMMUNICATION FUTURE VOCATIONAL EDUCATION TEACHER TRAINING

The article substantiates the theoretical and methodological principles of vocational education and training content modernization. It describes the modern principles of vocational education content designing for future vocational education teacher in the field of agricultural production training. Based on theoretical analysis and taking into account the features and requirements for information and communication future vocational education teacher in the field of agricultural production training, criteria for selection and construction of content-oriented information and communication teacher training are selected. They are the following: determination of this content by the structure of professional activity and object (subject) study; functional completeness; minimum required content; interdisciplinary support and professional expediency; compliance of the complexity of the time allotted for mastering the content with the established methods; typicality; the effectiveness of the elements of the organized training process to motivate future professionals to use ICT in future professional activities; relevance; compliance with the content of the existing educational and methodological support of classes. The necessity of using the offered criteria as a tool for evaluation and selection of content, which ensures the implementation of the training goals, information literacy, and professionalism of modern vocational education, which can be considered through the synthesis of competencies containing visual-methodical, psychological-pedagogical and ICT components.

ACHIEVEMENTS OF THE ALL-UKRAINIAN CENTER OF EMBROIDERY AND CARPET WEAVING IN RESHETYLIVKA: HISTORICAL MILESTONES AND PROSPECTS

The article describes the origins and prospects of the All-Ukrainian Center for Embroidery and Carpet Making in Reshetylivka, Poltava region. Its creation contributes to the implementation of state policy in the field of culture and provides the basis for the revival and preservation of embroidery and carpet weaving traditions as the oldest artistic craft. There is a problem of public awareness of the elements of intangible cultural heritage. The reason is the lack of information sources, communication technologies, and educational activities on relevant topics, as well as insufficient motivation to study these issues. It is emphasized that at the present stage of development of society in the world cultural space, there are significant changes associated with the comprehensive process of globalization, under the pressure of which languages disappear, traditions are forgotten and lost, weakened local cultures are on the verge of extinction. Traditional branches of Ukrainian culture contribute to the preservation of national identity, are a consolidating factor in the development of the nation, as well as an essential component of economic development. It is emphasized that due to the efforts of talented people, who make up the cultural center of Reshetylivka, the technology of «white-on-white embroidery» in 2017 was included in the National Register of Intangible Cultural Heritage of Ukraine, and «traditions of plant carpet weaving» of Reshetylivka was also included in the National Register of Intangible Cultural Heritage of Ukraine in 2018. On October 3, 2018, in accordance with the Resolution of the Cabinet of Ministers of Ukraine № 987, the state non-profit institution «All-Ukrainian Center of Embroidery and Carpet Making» was established in Reshetylivka on the basis of a former factory; this center of embroidery and carpet weaving is a cultural, educational, artistic, and research institution of culture, which belongs to the sphere of management of the Ministry of Culture of Ukraine. In the future, it is planned to study the history of famous Ukrainian families, dynasties, individual masters of embroidery, carpet weaving, weaving, publishing periodicals, scientific works on folk arts and crafts of embroidery and carpet heritage; participation in the training of scientific staff, in particular, craft researchers, museum specialists, culturologists, technology teachers; production of products and souvenirs decorated with artistic and national embroidery (clothing, interior, and ceremonial fabrics, hats, table and bedding accessories), manufacturing of carpets and artistic weaving products.

GRAPHIC DESIGN IN FUTURE LABOR EDUCATION TEACHER’S COMPUTER CULTURE FORMATION

The article considers the issues of modern graphic design of Ukraine from the perspectives of national orientation. The development of graphic design in Ukraine and the influence of regional factors on the peculiarities of its formation are highlighted. The absence of a general model of Ukrainian graphic design and the possibility of its development prospects is proved. The experience of introduction of graphic design in the process of future teachers’ computer culture formation is described. The role of graphic design tools in the formation of future labor education teacher’s computer culture is clarified. The basic principles of graphic design and its features as a tool of future labor education teacher’s professional activity are outlined. The peculiarities of computer culture formation using graphic design are substantiated. The means of graphic design, which form the future labor education teacher’s computer culture, are analyzed. The concept of graphic activity is considered as a component of design and emphasis is placed on the importance of such activity while making design. The current stage of future labor education teacher’s computer culture formation using graphic design is characterized. The role of computer training and knowledge of the relevant software packages is considered. The place of computer competence within future labor education teacher’s general professional competence is determined. The means of graphic design which are used in the process of future labor education teacher’s computer competence formation are allocated, their features are revealed, their efficiency and advantages of application at various stages of training are defined. Basic knowledge, skills, and abilities in the field of future labor education teacher’s computer culture formation are systematized.

ESSENCE, STRUCTURE AND FEATURES OF LIFELONG LEARNING COMPETENCE

The article considers the essence, structure, and features of competence to learn throughout life. To achieve this goal at different stages of scientific research a set of interrelated theoretical methods have been used, which are the following: analysis, classification, generalization of theoretical approaches of national and foreign scientists in the field of philosophy, sociology, pedagogy, and psychology for determining the nature, structure, and features of competence to learn throughout life. The paper aims to reveal the essence of the structure and features of human competence to learn throughout life. The semantic part of the components of the categories «competence», «learning», «human life» as the leading components of the phenomenon «competence to learn throughout life» is characterized. The authors’ formulation of the category «competence of lifelong learning» is given. It is considered as the formation of the person’s integrative quality, which contains components (life maturity, educational orientation, creativity and initiative in solving life situations, a high level of life events) and the formation of personal independence. The basic levels of lifelong learning competence formation are considered: primary, adaptation to the conditions of real-life activity, formation of individual style of educational activity, and ascent to the peaks of professionalism. It is proved that student youth achieve optimal levels of life development due to the formation of the individual’s life maturity and independence. Aspects of integration of conceptual and technological bases of preparation of the future teacher of labor training and technologies for the formation of pupils’ competence to learn throughout life in the educational environment of the institutions of general secondary education are outlined.