“TRENDS OF SCHOOL EDUCATION DEVELOPMENT IN THE EU COUNTRIES, USA AND CHINA” (2018-2020): RESEARCH RESULTS OF THE COMPARATIVE EDUCATION DEPARTMENT, INSTITUTE OF PEDAGOGY OF NAES OF UKRAINE

The aim of the paper is the presentation of the research results of the scientific work of the Comparative Education Department (Institute of Pedagogy NAES of Ukraine) “Trends of School Education Development in the EU countries, USA and China (2018-2020). The Department staff – O. Lokshyna, Dr. Sc., Prof. (research director); O. Glushko; A. Dzhurylo, PhD; S. Kravchenko, Ph.D; N. Nikolska, PhD; M. Tymenko, PhD; O. Shparyk, PhD – studied the transformations of the school education in the European Countries (Germant, Poland UK) in USA and in China/ The authors recealed the unification character of the globalization on the development of education in these countries; stated the impact of the strategic benchmarks of the international organisations (UN, UNESCO, OECD, EU) on education policies; underlined the importance for Ukraine to harmonise its education development with the global and European tendencies within the framework of equal access to education and quality education.

PRESCHOOL EDUCATION IN UKRAINE: ACHIEVEMENTS, REALITIES, PROSPECTS

The purpose of the article is to summarize the experience of the preschool education modernization in Ukraine as a sovereign state, namely in Ukraine in the 90s of the 20th century and at the beginning of the 21st century. The paper highlights the first steps of the preschool education development in the 90s of the 20th century as well as its active development phase at the beginning of the 21st century: the development of variable programs, the Basic Component of Preschool Education, the Law of Ukraine “On Preschool Education”, the First Congress of Preschool Education. Scientific achievements in the field of higher preschool education, training of scientific and pedagogical staff are considered. Perspective directions for further modernization of the preschool education sector have been identified.

GENDER DIFFERENCES IN EXPERIENCING AND COPINGWITH A SENSEOF GUILT IN INTERPERSONAL AND INTERGROUP RELATION

The article deals with the results of the study aimed at evaluation of both genders representatives’ sense of guilt that arises at different levels of communication. Gender peculiarities of experiencing and coping with the sense of guilt in interpersonal and intergroup relationships were detected on the basis of three surveys of Ukrainian students (582, 63, and 34 persons). It is shown that majority of differences between women and men are consistent with existing stereotypes in the mass consciousness. Women are more clearly oriented on guilt that occur in the narrow circle of communication and more often emphasize its emotional and communicative content. Instead, men are more interested in superpersonal contexts and prefer instrumental positions. At the same time, the differences were recorded that contradict gender stereotypes. In assessments of students’ guilt women more frequently pay attention to effectiveness/inefficiency, while men emphasize the importance of such negative moral trait as dishonesty. In the sphere of broad social contacts women relatively more actively accuse the government authorities and insist on the need to increase effectiveness of all Ukrainians.

CORRELATION OF SOCIAL PARAMETERS AND INDIVIDUAL INDICATORS OF INTELLIGENCE

It was investigated which of the social parameters are the oldest and most stable structures of our brain, and therefore the most stable regulators of human behavioral strategy. The social parameters that were included in the formation of the neural network of intelligence (in chronological order) were revealed and studied from the most elementary levels of eubacteria to the Australian aborigines at each stage of evolution and ranked in a hierarchy (in chronological order). An empiric research is realized in order to identify the relationships between the intellectual, motivational, characterological and psychophysiological properties of the individual to find ways to optimize the development of academic giftedness. Using the evolutionary tools, the authors identified social parameters that were included in the formation of the neural network of intelligence and presented their paradigm in chronological order. An empiric research has been realized with the aim of identifying the interrelations between intellectual, motivational, characterological, and psycho-physiological properties of an individual to find ways to optimize the development of academic talent. Social parameters significant for the process of formation were included in the package of methods for studying the correlation of behavioral tactics and intellectual indicators. Their results led to the conclusion that the correlation between social parameters and intellectual parameters, which was put forward as a hypothesis, exists.

DIVERSIFICATION OF THE CONTENT OF EDUCATION IN THE VOCATIONAL TRAINING OF FUTURE SPECIALISTS

The article is devoted to certain aspects of diversification of the content of professional training of future specialists in the therms of university education. It is noted that the concept of “diversification” has found its application in interdisciplinary areas - linguistics, politics, education; It is shown that in education sphere the term “diversification” covers diversity, diverse development, expansion of educational services, mastery of new activities not previously inherent in this industry. The authors proved that the construction of a new educational system of vocational training is possible provided that the principles of diversification are integrated into the educational process, in particular: humanization of education as a process and result of individual inculturation; democratization of education as an opportunity to realize a free, creatively active personality; creative nature of education as a necessary condition of spiritual and moral and socially significant personality; availability of the educational system; continuity of education. It is emphasized that the main elements of the diversification system of higher education in the socio-cultural sphere are the goals and content of education, methods, technologies, organizational forms, content and structural links of educational levels and their interaction.

LINGUISTIC PERSONALITY IN UKRAINIAN LANGUAGE EDUCATION OF DEAF EDUCATION DIRECTION

The article is devoted to the disclosure and comparative analysis of the category of linguistic personality in the modern general and special language education of deaf education direction. Attention is drawn to the fact that the formation of a linguistic personality depends on many aspects. The specificity of the linguistic personality formation of a person with hearing impairment is central to the development of the scientific foundations of the special education system for people with hearing impairments (Í 90, Í 91), which would be as adequate as possible to the methods and techniques of learning and usage the Ukrainian Sign language together with the Ukrainian language, taking into account the State Standard for Primary Education, the project of Basic State Standard for General Secondary Education. The author shows that the content of the linguistic personality of a hearing-impaired person is influenced by various factors. On the basis of the author’s complex of the formative language education methodology, the tendencies of restructuring of the educational process are grounded, taking into account the current norms of the legislative base, development of new content of language training, the use of strategies, which generally contribute to the formation of a linguistic personality of a hearing-impaired person.

EU AND UKRAINIAN INNOVATIVE EXPERIENCE IN EDUCATION: THE ORIENTATION POINT FOR VET OF UKRAINE

The article analyses the EU policy for innovations in the sector of vocational education and training (VET). It reveals the activity results of the European network “Innovations in vocational education and training” leading by the European Centre for the Development of Vocational Training (Cedefop). The paper identifies main development directions in VET systems and reviews its best practices of the EU countries based on the analysis of the experience of Campus of Occupations and Qualifications (France), Centre for Management, Training and Employment of Youth (Italy) and Centres of (Vocational) Excellence (Great Britain). Additionally, the following research covers some best practices in public and private educational sectors of Ukraine e.g. two university-based models of innovations eco-system realised via innovation hubs and startup schools, STEM-centres and Fabrication Laboratories. Therefore, the main ideas of positive European experience are identified being the valuable tool for developing the modern policy for innovations and VET in Ukraine. The identified local practices in education sector can be adapted to the capacity and needs of VET sector after additional and more detailed study.

MODEL OF FUTURE TEACHERS’ PROFESSIONAL TRAINING FOR TUTORING IN THE INFORMATION AND EDUCATIONAL ENVIRONMENT OF AN INSTITUTION OF HIGHER EDUCATION

The article is based on a review of scientific and methodological literature, it analyzes the existing models of future teachers’ professional training for tutoring. The aim of the article is to design a model of future teachers’ professional training for tutoring in the information and educational environment of the institution of higher education. As a result of scientific analysis, carried out on the basis of a systematic approach, theory and practice of tutoring, training for tutoring in Ukraine and abroad, the components of training for tutoring have been identified (target, philosophical, theoretical-methodological, informative-processual, criteria-evaluative, resultative). Each component of the designed model has its implementation in the information and educational environment. This model is a set of information and communication technologies (distance learning technologies, general purpose ICT and ICT for tutoring support), which are integrated into the educational process.

GENERAL SECONDARY EDUCATION IN UKRAINE IN THE CONTEXT OF EDUCATION IN OTHER EUROPEAN COUNTRIES: DURATION AND STRUCTURE

The aim of the paper is the comparative analysis of the structure of the general secondary education system in Ukraine and the education systems of thirty eight countries participating in the EU Erasmus+ Programme (27 EU Member States, as well as Albania, Bosnia and Herzegovina, Iceland, Liechtenstein, Norway, Northern Macedonia, Serbia, Turkey, Montenegro, Switzerland, United Kingdom).The authors have analysed the duration of education and the structure of an academic year in Ukraine and in other European countries and made conclusions on the compatibility of the instruction time and holidays length in the Ukrainian general secondary education institutions with those in the foreign ones. Basing on the analysis of the main development trends in the European education area countries the authors have formulated proposals to improve the instruction organisation in the Ukrainian schools in compliance with the transformations currently taking place in general secondary education in Ukraine.

ACADEMIC STAFF DEVELOPMENT PROGRAMME TO ENHANCE RESEARCH COMPETENCE: A CASE STUDY

Findings from this study include a summary of best practices in terms of Academic staff development programme (ASDP) to support the implementation of the Research modules to enhance the university teacher’s research competence. Mixed methods (qualitative and quantitative) approach and the case study were used to explore the problem, to find out the result of Research modules implementing into the practical space where university teachers had the opportunity to engage in active training. The authors highlighted general principles of active/ research-based learning in practical space training environments, focused specifically on the content of Research modules for lectures – Early-Stage Researchers, Doctoral candidates (Gr. A, the RM I); for PhDholders, professors, doctoral degree holders (Gr. B, the RM II). The teaching and learning strategies used in the modules were a combination of workshops, case studies, small group discussions, pair peer review and independent study including a literature review of relevant research. The research has shown that competency enhancement programme with Research modules is effective and crucial for developing Academic staff research competence at universities. The evaluation of competence research components has revealed the positive changes and confirmed the effectiveness of the Research modules. The programs of the Modules have effectively contributed to the development of Academic staff research competence. The proposed ASDP can be applied to other universities. Some recommendations for Academic staff developers, Curriculum development managers, coaches are suggested for consideration and using to support the professional development of academic and research staff.