«Individual curriculum» as a way of planning by students of vocational and technical education of their employment

The article deals with the problem of student’s employment in the specialty of graduation at vocational education institutions. Considering the plans of some students on relearning or developing new skills in courses or internships, they need awareness of right specialty to choose and job preferably to find after graduation. The paper considers the relevant issue of research and development of individual planning methods for vocational education students in terms of their employment. The emphasis is made on this factor impact for future employment, namely its impact on the individual professional orientation and career, which can be planned through an individual curriculum i.e. balanced life planning. An individual curriculum is a set of activities that help taking responsibility for the future by combining educational activities at school, college, work and in general throughout the career. It determines the sequence, form and pace of mastering the educational program components, own experience and other successful experiences, methods and activities necessary for achievement of the main planning goal. An individual plan is important as planning efficiently turns knowledge into skills. The study considered based upon the "Individual curriculum" method and auxiliary test methods: "Success motivation and failure fear (questionnaire by Rean A.O.)", a test to determine the motive for a profession choice – the method of professional self-determination by J. Holland. The research was implemented on the basis of the Sumy Chemical-Technological Center for Vocational Education, consisting of two stages of online testing with further explanation to students and their individual curricula development. The first research stage involved students’ participation in an online quest, tests performance and obtaining explanations based on the methods of comprehensive interpretation. The second research stage involved the method of "individual curriculum planning" based on a plan template according to the study year.

The role of educational work in educational institutions in order to prevent the influence of harmful factors on the human body

The growing number of allergic diseases among people is a global problem. The article considers the role of educational work among students as an important component of knowledge formation about the causes of allergic diseases, prevention methods and maintaining a healthy lifestyle. It is established, that this problem is relevant in the world and requires the introduction of a system of measures to overcome it. The prevalence of allergic diseases has tripled in the last 10 years and to date allergies have reached pandemic proportions. The stages of allergic reactions and possible causes of allergic diseases (genetic, environmental, social) are indicated. The result of immunodeficiency as a result of allergies is the development of various complications or chronic diseases that can lead to disability and even death. The complex epidemiological situation in the world with a large increase in the number of allergic diseases requires constant monitoring to understand current trends. It is taken into account, that there are no statistical data on the level of prevalence of allergic diseases among the population of Ukraine, the study of epidemiological and preventive areas is relevant. The problem of allergic manifestations was considered among the applicants for education of Zhytomyr Pharmaceutical Basic Vocational College. It has been found, that students of the college already have certain professional competencies: demonstrate knowledge and understanding of the concept of "allergy", the manifestation of allergies, treat the causes and ways of the disease, methods of diagnosing allergens, are informed about historical aspects of disease recognition. It has been proven, that issues, related to allergies, worry students because of the causes of their allergic reactions and diseases. It has been found, that students want to continue to receive and deepen modern knowledge on prevention, causes and types of allergic manifestations and ways to eliminate them. As a result of the analysis the actual questions of students and the necessary answer to them, teachers and specialists-allergists have been revealed. The importance of information work among applicants for pharmaceutical education, which in their daily work will constantly use toxic substances, drugs and cosmetics that contain substances – allergens, has been traced. Substantiation of the need to develop effective systems of actions for prevention, diagnosis and provision of treatment and prevention care to the population has been presented

Formative assessment as a means of forming the pupil's learning trajectory

The article examines the types of assessment in the modern school. The importance of formative assessment for the formation and development of personality, to achieve the designed learning outcomes, their correction and selection of tasks for individual work by each pupil to improve results is analyzed. Models of teaching in a modern school are described, and those that promote the development of individuals with «growth intelligence», for which formative assessment is used, are identified. The authour determines the principles and functions of formative assessment, the methods of formative assessment and the list of most often used methods in practice by teachers. Particular attention is paid to the benefits of using digital tools for formative assessment and to the fact of their active use by teachers, especially in blended learning. The paper proposes to design the assessment process: designing assessment by a teacher in a course and in a topic with the creation of a visualized plan for pupils and designing assessment in class with pupils through joint setting of diagnostic goals, involving pupils in planning learning activities in accordance with principles of systematicity, planning, differentiation. The value of feedback for the formation of an individual educational trajectory is determined and the conditions of its effectiveness are given. The paper notes the importance of both formative and final assessment and their integrated use: formative assessment – to provide feedback and correction of learning, final – to record learning outcomes. Conclusions are made on improving the progress of pupils in learning when planning a course, topic and lesson, which includes assessment planning, with the active position of each, conscious participation in the creation of the educational process, adjusting their own trajectory

Model of adaptive management of formation of digital competence basics of primary school students

The study is devoted to the issues of modeling the processes of adaptive management of the formation of digital competence of students in the process of obtaining primary education. The key aspects of the theoretical foundations of management of socio-pedagogical systems are revealed. Especially, the principles and approaches to management in general and adaptive in particular are described. It is described, that the essence of management of social and pedagogical systems consists in purposeful influences on the managed subsystem for its ordering. It is determined, that the main task of such management is to ensure the purposefulness, consistency of operation and development of the managed subsystem. The essence of adaptive management is specified, which, taking into account the main characteristics of classical management, is based on the processes of dialogic adaptation of managed and managing subsystems. The characteristics of the key definitions of the research are described, and the structure of the model of adaptive management of the process of formation of digital competence of students in the process of obtaining primary education is presented. The model consists of interconnected structural components, which together give an idea of the process of forming digital competence of students to ensure the success of their lives. The model was built on the basis of system and activity approaches using certain stages of the modeling process. The essence of four blocks of the model is described: target, theoretical, content-technological; and final-reflexive. It is noted, that the pedagogy of partnership is a key component of the formula of the New Ukrainian School and a component of the built model of adaptive management of the formation of digital competence of students in the process of obtaining primary education

Peculiarities of the nostrification of higher education diplomas

This article examines the problems of nostrification of foreign diplomas in Ukraine and the recognition of educational programmes, taken by graduates of foreign universities. Ukraine today is a wide market of professions, where our citizens with foreign diplomas and foreigners, who were educated at home, find jobs. The state is also guided by the educational process, which takes place in European countries and has its own characteristics and traditions. Work on universalization of education should have a positive impact on faster and better implementation of programmes of exchange of scientific and pedagogical experience between countries, academic mobility of students, postgraduates, teachers, etc. The article also mentions the traditional exchange of students and professors, the exchange of scientific achievements between universities in different countries, building mutually beneficial partnerships, which is why Ukrainian universities have to focus on the European labour market. The article also discusses the peculiarities of the document flow for nostrification of diplomas, lists the main documents and reveals the problems, associated with their processing. The research problem has an interdisciplinary status, because it raises problems of documentation work, recognition of diplomas and problems, faced by graduates of foreign universities

The use of online technologies in the process of training future music teachers

Modern graduates of higher educational institutions should be able to independently process information and be ready to acquire and use knowledge throughout their professional life. The actual task of education in the conditions that have formed in the world is the development of new educational technologies, which are added almost every year. The virtual world is becoming more and more diverse. The use of digital platforms is a pressing issue at a time when almost all information and activities are moving into the virtual world. The article substantiates the use of digital platforms Zoom and Padlet, which are new in teaching technology. The issues of implementation of educational technologies in the process of training future teachers of musical art are considered. The capabilities of the web interface, which is the Padlet interactive whiteboard, which makes it quite popular in the education system, are analyzed. Using the capabilities of a virtual online whiteboard refers to new educational technologies. In-depth capabilities of work on the Zoom platform are shown. It has been shown, that the use of a multifunctional service affects the development of communicative and organizational skills of students. The process of connecting digital platforms Zoom and Padlet with music computer technologies is shown with specific examples. The organizational issues of conducting a practical lesson on arranging musical works using digital platforms are considered. The stages of preparation for arrangement are presented. An algorithm for creating a phonogram of a school song using Zoom and Padlet technologies, individual work and work in groups, which is one of the main issues of modern education, is shown. At the same time, the development of an integrated approach to the organization of effective educational activities in the conditions of an information and educational environment is relevant at the present time

Finding genetic factors associated with cognitive abilities

The article provides an overview of the results of modern genetic studies of human cognitive abilities. Finding genetic factors, associated with cognitive abilities, will have far-reaching ramifications at all levels of understanding from DNA to brain and to behavior. Despite its complexity, cognitive ability is a reasonable candidate for molecular genetic research because it is one of the most heritable features of behavior. The first attempts to find genetic factors, associated with cognitive abilities, focused on genes, involved in brain development and function, but this direction proved to be unproductive, as it turned out that there are about 18.000 genes, and it was too difficult to detect among them those genes that are involved in cognitive processes. In addition, a considerable number of genetic factors of human traits are single-nucleotide polymorphisms (SNPs) which are in non-coding DNA regions rather than in traditional genes. The effect of each separate SNP is unimportant, and a clear expression of the general cognitive ability is noticeable only if all the associated SNPs are involved. Currently, over 11,000 such SNPs have been identified, which are uneven in different functional regions of the genome: over 60 % in gene introns, almost 30 % in intergenic DNA regions, about 5 % in gene exons, and about 5 % in transcribed regions (downstream, upstream) and frame regions (UTR'5, UTR'3) of genes. Also there are found 74 SNPs, associated with school achievements. These SNPs are disproportionately located in genes that regulate transcription and alternative splicing of other genes, which are expressed in nerve tissues of the brain during its prenatal development. Finding genetic factors that explain the inheritance of cognitive abilities is important for both science and society. Information about these factors can be used in other fields of human science – human genetics and medicine. It will open up new scientific horizons for education too owing to understanding of the genetic aspects of learning and memory

Global imperatives of economic component development of general secondary education in Ukraine

A literary analysis of economic issues of financing education by the state, in accordance with international law and globalization of the world economy in order to implement the right to quality education is presented. A conceptual analysis of the system of improving the financing of educational institutions in Ukraine, in particular the specifics and various mechanisms for raising funds and international cooperation of developing countries with developed countries and international programs has been conducted. In addition, the results of international assistance to Ukraine, including financial assistance at the level of general education – international charitable assistance in the form of an international project "House of Europe", within the international programs "Erasmus +" and "European Solidarity Corps" are analyzed. The international program "House of Europe" is presented, which supports creative cooperation between Ukrainian organizations, educational institutions and their partners from the EU and the UK, finances the development of cultural infrastructure and educational programs for young people. Also presented is the Erasmus + Program (2021–2027), an EU program to support and develop education, training, youth and sport in Europe. The program focuses on the social integration of young people, the environmental and digital development of developing countries, and the participation of young people in democratic life. According to the results of joint activities within the international program / project "House of Europe", the international program "Erasmus" and the European Solidarity Corps, the most defined criteria for the quality of general secondary education are identified, namely: objective assessments of educational institutions - student performance tests, the probability of successful entry into prestigious colleges and universities after graduating from primary and secondary school; as well as subjective assessments - attendance of classes, received assessments (success), students' interest in certain training courses / programs, taught in an educational institution. Statistics on the activities of the "ESC Summary" / European Solidarity Corps and "Erasmus +" for 2019–2020 according to the reporting "ESC Summary" / European Solidarity Corps and "Erasmus +" are presented

Development and use of the program of automatic problem solving when conducting practical classes in physics at the university

The creation of a virtual educational environment, consisting of an information space that ensures the availability of unlimited educational material through communication means, a virtual or real communication channel between a student and a teacher, increases the role of self-education, the dominance of learning over teaching. Paraphrasing [1], we can say that physics is owned not by the one who knows the formulas and definitions, but by the one who, with their help, can solve physical problems (PP). Similarly to the words of E. Fermi [2]: "A person knows physics if he/she can solve problems." The ability to solve PP contributes to the concretization of students' knowledge; without it, there is a separation of theoretical, lecture, educational material from the main task of any learning process – the practical application of accumulated knowledge and skills. Solving of PP contributes to the development of mental activity, the formation of creativity, intelligence, observation, independence and accuracy, is one of the forms of repetition, control and assessment of knowledge. At the same time, it is the solution of problems that is the most difficult element of physical education, causing methodological, didactic, psychological, and mathematical difficulties. It is known, that along with the traditional methods of solving PP: arithmetic, algebraic, geometric, graphic, experimental, since the beginning of the 2000s, information technology, computer technology, and programs - answer books have been actively used. The traditionally difficult issue of solving problems in physics requires both the improvement of classical methods and the development of new software tools for solving problems. The paper discusses the possibilities of using computers to solve various types of physical problems, the use of a site, created by the author, with considered examples of solving more than 2500 problems in physics, a developed program for automatic solution of problems in physics (APS - automatic physics solver) during practical exercises.

Methodological principles for improving the professional training of doctors in the process of studying biological and bioorganic chemistry in the aspect of chemical safety

Chemical safety is a component of general and professional competencies of future doctors, namely: general culture (handling of chemical substances, household chemicals); promotion of a healthy lifestyle; prevention of diseases of the population; protection and preservation of public health; providing emergency medical care in emergencies (related to chemical accidents). The article substantiates the method of improving the professional training of future doctors by integrating modern aspects of chemical safety into biochemical training. The potential of the discipline "Biological and Bioorganic Chemistry" as a tool for the formation of competence in chemical safety of future physicians, due to a combination of theoretical training (training material on the mechanisms of inhibition of enzymatic reactions by toxicants; inhibitors and disintegrants of oxidative phosphorylation; molecular mechanisms of action of toxicants; formation and disposal of endogenous toxins; biotransformation of xenobiotics) and laboratory workshops (handling of chemical reagents; modern approaches to hazard labeling and labeling of chemicals; toxicants’ action modeling) is substantiated. The method of studying the educational material of the discipline "Biological and Bioorganic Chemistry" in the context of modern ideas on chemical safety is described. It provides a comprehensive application of modern teaching methods (design, solving situational problems, laboratory experiments, simulating the action of hazardous chemicals, testing) and teaching aids (glossary of terms on biochemical aspects of chemical safety; video lectures and methodical recommendations for independent work of students). The stages of the study method realization of the "Biological and bioorganic chemistry" discipline’s educational material in the context of modern ideas on chemical safety are described. These are the substances’ handling culture formation; formation of biochemical aspects of chemical safety; integration of modern ideas in the field of chemical safety and biochemical components