HIGHER EDUCATION AS A FACTOR IN THE DEVELOPMENT OF VALUE ORIENTATIONS OF UKRAINIAN YOUTH

The article describes the concept of «value», «value orientations»; a generalized classification of values is given. Based on the results of national opinion polls, the priority basic values of Ukrainian youth have been identified. The article shows their attitude to the current political and socio-economic situation in the country, the acute problems of society. Besides, the level of their public activity is outlined. The role of education as one of the dominant factors in the formation of universal and civic values of the individual ir revealed. Moreover, the article shows the problem of education of students as a component of the educational process in higher education institutions. Furthermore, it sheds the light on the decisive role of social and humanitarian disciplines in education of active civil position of students. Finally, the main teaching methods that contribute to the moral, ethical and civic development of students are identified. It is concluded that on the basis of knowledge acquired in higher education and acquired competencies, a young person develops his values of the world, a conscious perception of the processes of state formation, an adequate attitude to current socio- political events.

THE IMPORTANCE OF GRANDPARENTS FOR THE THIRD GENERATION IN A MULTIGENERATIONAL FAMILY

Despite the changes in the model of a modern family, extended families are still functioning. Their role and functions are significant due to intergenerational contacts, based on interaction. The subject of the considerations undertaken in this study is the importance of the third generation in the life of the first one in the cognitive, behavioral, emotional and socio-economic spheres of a family. The grandparents’ importance for their grandchildren is related to the mutual benefit and pleasure from the presence of the closest people in life.

UNIVERSITY VALUES AT HIGHER EDUCATION INSTITUTIONS OF UKRAINE AND THE POLISH PEOPLE'S REPUBLIC: STUDENTS' VIEW

On the basis of the personal experimental research, a comparative analysis of the students’ attitude at Ukrainian and Polish higher educational institutions to university academic values, has been carried out in the article. It has been noted that the moral and ethical values of academic culture, formulated in the “Declaration concerning Ethical Values and Principles for Higher Education in the Europe Region”, are implemented in all aspects of the universities’ activities, in particular at Polish ones. Ukraine, whose strategic goal is to join the European Union, is reforming its education system in accordance with the values of the European Higher Education Area. It has been emphasized that the system of common values, relationships, norms, habits, traditions, forms of behavior and rituals, not only declared, but also supported by all members of the university community, is an important element of the unique corporate culture of a higher education institution; it determines its organizational success, contributes to education quality improvement. The study, conducted on the basis of the students’ survey at Pedagogical Institute of Kyiv Borys Grinchenko University and the Pedagogical Faculty of the Jesuit University Ignatianum, revealed that Polish students show a greater commitment to European values, which are declared and are consistently implemented in the European Higher Education Area; Ukrainian students are more focused on individual values. These results confirm the differences in the political and axiological status of both countries.

FORMATION OF PRACTICEOLOGICAL COMPETENCE OF MASTERS OF DENTISTRY: MOTIVATIONAL COMPONENT

The article deals with the content of motivational maturity for professional activity of future masters in terms of praxeological competence development. The manuscript also identifies the components and stages of its development. The notion of motivational maturity of future masters in dentistry is defined as a dynamic personal feature, characterized by the development of professionally important qualities, the stability of internal motives for choosing job and the ultimate goals of professional training and external ones like the attractiveness of job in the context of person’s life support and professional fulfillment. The motivational and praxeological components of future masters’ in dentistry maturity are characterized. Besides, the article presents the results of the survey among the graduates of the dental faculty of Bogomolets National Medical University. It identified a set of motives that contribute to the maturity for performing practical activities. The orientational, synergetic and corrective stages of formation of motivational maturity for future masters in dentistry are revealed. The first one – orientational stage of professional maturity is established as the most important one as it occurs when a student adapts to a new educational environment of a medical university. The next synergetic stage is characterized by accumulation of knowledge and skills necessary for professional competence formation when contingence of training motivation and professional one occurs. The last corrective stage deals with motivation to professional activity based on the integration of motives. It is proved that the presence of stable professional motives in future dentists contributes to their successful mastery of future professional activity and the formation of motivational maturity for it.

COMPLIANCE OF PROFESSIONAL TRAINING OF SPECIALISTS IN CIRCULAR ECONOMY WITH FINLAND’S OBJECTIVES OF ECONOMIC DEVELOPMENT

The article focuses on the analysis of the experience of Finland in specialists’ training in the circular economy under the goals of the national economy aimed at the transition to a new economic model. This analysis is based on the review of authentic sources available on this issue, including the EU and Finnish strategic plans, economic reports, road maps, publications, and guidelines for training in the circular economy developed by Finland. It is shown that Finland is one of the first countries in the world that began the national economic transformation to move to a circular model and started implementing the circular economy principles at all the levels of education in 2017. Thus, despite the short term, Finland has managed to gain some educational experience and disseminate it to other countries. It is concluded that the Finnish experience provides for the higher education transformation, particularly in training in the circular economy under the goals of the national economy aimed at the transition to a new economic model. Such a transformation of higher education means employers’ active involvement in training in the circular economy on project-based methods. Furthermore, it is noted that essential aspects of didactics and education in a circular economy are the development of systemic thinking and innovative competencies, as well as involving students in networking between all participants in the educational process, including students, teachers and all other stakeholders.

ETHICAL ASPECTS OF DISTANCE EDUCATION IN THE EPOCH OF THE COVID-19 PANDEMIC

The article focuses on the ethical issues of distance learning as a challenge faced by education during the COVID-19 pandemic. The author considers the moral and value aspects of distance learning at different levels - from problems of an international nature to individual communication between teacher and student. The range of problems related to the ethical component of distance learning is quite wide: digital inequality, digital literacy, pedagogical relations between "digital aborigines" and "digital immigrants", features of the use of digital material, etc. The author demonstrates the ambiguity of the problems that arose in the era of the pandemic. Thus, on the one hand, distance education requires a complete transition to digital format, on the other - both sides of the educational process are not ready for this format, because they do not have the necessary technical knowledge. Ethical issues are often financially related, such as addressing digital inequality or digital literacy. The article emphasizes that the digitalization of education requires a high level of responsibility and trust from all participants in the educational process. The most important condition of ethical behavior is awareness of digital etiquette and the effectiveness of penalties for its violation or incentives for its observance: compliance with ethical standards is a fundamental condition for success in the format of distance learning. At the same time, this requires first of all the development of distance learning principles and a corresponding code of ethics at the level of a specific educational institution.

FORMATION AND DEVELOPMENT OF CORPORATE EDUCATION IN POLAND IN THE SECOND HALF OF THE 20TH – EARLY 21TH CENTURY

The article represents an overview and substantiation of the peculiarities of the formation and development of corporate education in Poland in the second half of the 20th - early 21th century. The definition of ‘corporate education’ in the context of adult education is clarified in the text. The importance of the experience of corporate education of the Republic of Poland as a component of adult education for the Ukrainian education system was noted. The purpose of the article is a theoretical substantiation of the peculiarities of the formation and development of corporate education in Poland in the second half of the 20th – early 21th century. It was found that during the existence of the People’s Republic of Poland (1952–1989) no special legislation and regulations on the organization of corporate education were adopted in the country. The problems of formation of corporate education, which have been being solved by the People’s Republic of Poland in the 50-70s of the last century were singled out. In the article was proven the importance of the adoption of the Labor Code (1974), the Employment Act (1989), The Law On the Education System (1991), the Act on Employment and Social Protection in case of Unemployment (1994), the document «Continuing Education Strategy till 2010»; (2003). The following features of formation and development of corporate education in Poland in the second half of the 20th – early 21th century are established as: the centralizing the management of educational institutions and ideologically biased content of education; the transition from the administrative-command method in the management of formal education institutions; the spread of the decentralization of education; laying the foundation for the democratization of corporate education in Poland; the emergence of a regulatory framework for broad autonomy of informal corporate education; the adapting the legal framework of education to European Union standards; the integration of Polish corporate education into the European Community. In the future, it is necessary to study the trends of updating the content, forms and methods of vocational training of adults, taking into account the requirements of international standards for training competitive professionals for the global labor market.

PROGRAMS OF FOREIGN STUDENTS’ EDUCATIONAL AND CULTURAL ADAPTATION TRAINING IN THE HIGHER EDUCATIONAL INSTITUTIONS OF THE USA

The article analyzes the programs of educational and cultural nature, which are used in the practical activities of American higher educational institutions during the foreign students’ adaptive training. The aim of the article is to study these programs to formulate a potential direction for the development of the system of foreign students’ adaptive training in the HEIs of Ukraine. It is emphasized that the cultural training of representatives of other countries is an important component of the formation of competence of interpersonal interaction. However, the most effective is to use the cultural and educational programs simultaneously, which will allow to perform a rapid transition from the theoretical component to the practical and vice versa. The areas of educational and cultural nature that should be implemented to the Ukrainian educational space of foreign students’ adaptive training are picked out. These areas include: the formation of communication skills with help of discussion groups using, which allow to improve foreign student’ language skills and to conduct an informal communication with representatives of other countries, as well as the students of the host country; application of programs that provide historical and social immersion of foreign students to a new culture, that will reveal the distinctive features of their cultural characteristics and, thus, to accept the differences of the host country, which is necessary for overcoming the effects of culture shock; involvement of foreign students to the preparation of traditional holidays of the host country, which will help to get acquainted with the cultural features of the new society; organization of general education activities where foreign students can get the theoretical information about the host country, hold the discussions with experts and other students and, subsequently, extrapolate this knowledge to the practical flatness during the joint trips, etc.; attracting the foreign senior students who have overcome the effects of culture shock as an experts, because they can explain to the students who have entered the educational institution, what difficulties they will have to face and how the most effectively adapt to the features of the new socio-cultural space.

STRATEGY AND TACTICS ADOPTED BY THE INDEPENDENT UKRAINE’S GOVERNMENTAL POLICY IN GENERAL SECONDARY EDUCATION

This paper will substantiate the author’s version of the historical and genetic analysis of the governmental policy that independent Ukraine has applied in the field of general secondary education. The main methodology tool, employed by the author, was the historiographical analysis of selected documentary, archival, scientific, and sociological sources, traced on the basis of historical-genetic approach in combination with such methods as systemic analysis, which enabled the authors to provide a holistic study of the educational policy, and comparative approach, which is the basis for interpreting changes in educational policy. The article critically reviews the development of the state educational policy on reforming school education through the activities of the Ministry of Education and Science of Ukraine within the timeframe of the initial fifteen years of Ukraine’s independence. The objectives of the study are to substantiate the most prominent strategies and tactical steps, as well as programmers for their implementation in high school practice based on a discursive analysis of an array of documentary and scientific sources. Th author proposes and substantiates the notion of «a tendency in the State’s educational policy», explains the demarcation between the offered term and the concepts of «a direction of educational policy»; at the same time, the concept of «educational policy of the state» is specified. The author proves that changes in strategic goals in education are a consequence of changes in the political course of the country. Therefore, on gaining sovereignty, the first key strategy of Ukrainian education was aimed at building national statehood; consequently, the development of school education, as well as the educational sector in general, was directed towards nation-building priority. Finally, the study discusses the process of building and adopting the following strategy for the development of Ukrainian education, including school education, at the turn of the century, that is, the European integration policy direction of the country’s development on the whole and its education sector in particular

EVOLUTION OF EDUCATIONAL PARADIGMS IN MODERN SCIENTIFIC DISCOURSE

The article analyzes the phenomenon of the educational paradigm as a philosophical and pedagogical category. The article states the importance of educational paradigms for the modernization and development of the educational sphere as a catalyst for shifts and qualitative transformations in it. The aim of the article is the methodological substantiation of the educational program in the context of modern transformations in society. Attention has been focused on the definitions «paradigm», «pedagogical paradigm», «educational paradigm». The discourse of scientists about these concepts has been provided and the general and distinctive shades between them have been clarified. Various types of educational paradigms have been highlighted and grouped depending on the goals they carry in their contents. Depending on the analysis carried out, it has been indicated that an educational paradigm always, in any historical era, acts as a paradigm idea of the development of education. It has been noted that the mission of pedagogy is in the change and dynamics of the educational paradigm as the one which provides the basis for innovative approaches to the development of education, the contents and organization of training and interaction among the main subjects of education. The synergetic paradigm has been indicated as a new and innovative educational paradigm. Education can be considered as a synergetic system whose self-organization processes can be fully described by such categories as bifurcations, fluctuations, attractors, dissipative structures, etc. This circumstance leads to a revision of the established, traditional ideas about education and makes the basis for qualitative changes in its development.