“OLD” IDEAS IN NEW SOCIAL CONTEXT. UNIVERSITY AND CHALLENGES OF THE GLOBAL MARKET OF EDUCATIONAL “SERVICES”

The level of education is an increasingly important factor that determines both social-economic changes and the systems of norms and values. On the one hand, globalization processes offer the richness and variety of the goods of culture, and the access to “broad” knowledge. On the other hand, they reinforce the tendency for unification and standardization of many areas in an individual’s life. In order to properly refer to modern changes a university is subject to, we should trace historical changes that affected this institution and analyse modern expectations that are shaped by the global market of services. This article focuses on the analysis of the process of science globalization. Such approach to science is characterized by the analysis of features that define science as a social institution. In this context, the most important challenges and difficulties related to the specific features of the global exchange market have been presented

KAZIMIERZ MARCINIAK'S VIEWS ON SCIENCE TASKS

This article is devoted to the person and his views on the role of scientific activity in the life of the university and its significance for the social life. Kazimierz Marciniak represented geography and he specialized in climatology and bioclimatology. His extensive academic experience, gained through studies and scientific work at several Polish universities and in the Institute of Balneology in Poznań, made him not only an excellent researcher, but also a scholar whose views on the role of science in the life of the university and in social life were influencing the generation of representatives of many sciences who worked at the WSG University in Bydgoszcz. The convictions of the scholar in question, his broad vision of science not only as an enterprise calculated on commercial values, place him among the outstanding Polish scientists and philosophers. He shared with them not only the conviction about the cognitive function of science, which was engaged in economic activity, but also noticed its highly humanistic and ennobling role in relation to the researcher, in which the creative aspects of his work are present. Scientific work also contributes to the improvement of the educational process. Participation of a student, in any form of scientific activity, shapes his intellectual and even moral skills, educates in the spirit of the culture of the word, especially the written one. In the opinion of the discussed author, the main function of science for the entire social life is to forecast phenomena. Exploratory and exploratory functions are important, however, they are subordinated to the former. His methodological and philosophical views on the structure and dynamics of scientific theories were characterised by inductivism and probabilism. Some of his views on the questions of the nature of phenomena, the structure of reality and the relation between scientific theory and reality, were not presented in an unambiguous way; it also seems that they evolved towards anti-phenomenalism, anti-foundationalism and essentialism, which distanced him from scientism, as a worldview quite characteristic of representatives of the natural sciences of the 20th century.

PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN SOCIAL SPHERE IN THE CONDITIONS OF MULTICULTURAL SOCIETY

The article is devoted to the problem of professional training of future specialists in a multicultural society. The author analyzes researches and publications on this topic. The author notes that in the era of globalization, when the separate existence of different people and cultures becomes impossible, when there is a question of combining national values, there is a rethinking of goals and objectives of education and it becomes clear that the current content of education does not sufficiently fulfill the needs of society. New paradigms of education are discussed, and such concepts as multicultural education, culturological approach and intercultural competence are used. According to the National Doctrine of Education Development of Ukraine, the main goal of education is to form a high culture of interethnic relations of future specialist who is ready to intercultural interaction. The multinational society is an integral feature of the modern developing world. The growing awareness of the increasing social confrontation in the world between the growing level of the multinational society where people live and work, and their unpreparedness for these changes have led to the need for proper training. Today, it is important to establish positive relations between people in a multinational society. Professional training is defined as a system of organizational and pedagogical activities. It ensures the formation of a person's professional orientation, knowledge, skills, abilities and readiness for professional activity. Intercultural competence is the ability to recognize, respect and effectively use differences in the perception, thinking and behavior both in your own culture and foreign culture. The formation of intercultural competence in the process of training for professional activity in a multinational society presupposes readiness to interact with other systems of cultural orientation and is based on respect other cultural values.

PRACTICAL TRAINING OF STUDENTS AT POLISH UNIVERSITIES USING WSG UNIVERSITY IN BYDGOSZCZ AS AN EXAMPLE

Reflections about strategic development of vocational education require not only a reliable diagnosis of selected socioeconomic conditions, but all the above forecasts based on this diagnosis. Modern education is a symbiosis of relations with its socioeconomic environment. In recent years these relations have been generally one-sided, the so called environment has tried to influence the directions and programs of vocational education. As a result, educational institutions have been under pressure from the labor market. Nowadays, there is the two-side connection in which institutions of vocational education begin to affect - through their graduates – the labor market.

MANAGING SELF-DEVELOPMENT (SELF-CREATION) BY THE TEACHER

The aim of the presented article is to draw attention to the considerations related to self-formation, which are more and more vivid in the pedeutological discourse. Constant professional development in the teaching professions determines the effectiveness of teaching as students’ achievements depend mainly on teacher’s skills. Contemporary expectations towards teachers are definitely different than years ago. It results from changing reality, which imposes the necessity to constantly increase one's own competencies, not only the professional ones, but mainly those related to personal development. Personal growth is a significant aspect of professional development. Managing one's own development (self-creation) assumes that a man is a self-creator and the space of self-creation is a new method of experiencing the world and one's place in it. The article analyses the determinants of the self-creation process and its structure as well as the transgressive behaviours involved in the process. The analysis of the teacher's functioning as a co-creator of himself is embedded in the trend of the concept of humanistic, emancipatory and cognitive psychology

CIRCULAR ECONOMY EDUCATION: EXPERIENCE OF FINLAND

Since the announcement of the National economic strategy 2030, the transition to a circular economy has become an agenda for Ukraine. In these conditions searching for good experience and practices is an essential priority for national higher education. The research focuses on analysing educational experience in the circular economy in the Republic of Finland. The Republic of Finland has become the first country to provide degree programmes in the circular economy. This theoretical research is based in particular on literature review as well as analysis of Finnish universities websites for studying the degree programmes (their learning content and structure), methods and forms of education. The article presents a generalised analysis of the bachelor, master and doctoral programmes in the circular economy or related sciences. The main findings are methods of education in circular economy distinguished according to the following principles: historical (project-based), priority in the pedagogy implementation (teaching and learning), students activities (combined methods), teaching strategies (heuristic methods), source of knowledge (direct or indirect study of reality). The project-based method dominates when a multidisciplinary student team designs the project. The education format varies from traditional to online.

QUALITY OF BASIC, TERTIARY EDUCATION AND ADULT LEARNING IN THE EUROPEAN UNION: THE KEY TRENDS

The quality of education and training is considered in the European Union (EU) as a subject of the highest political priority. In all member states high levels of professional skills, social competencies and knowledge are considered to be the very basic conditions for active citizenship, social cohesion and employment. High quality of education and lifelong learning are the most important means of shaping one’s future on a professional and personal level – they are essential in the light of labour market strategies, and the free movement of workers within the European Union. The EU has already achieved one of its six 2019/2020 benchmarks for education and training and is close to meeting three others. The target of raising the share of the population aged 30 to 34 that has completed tertiary or equivalent education to at least 40 % was met in 2019. In addition, the EU is well on track to meeting its 2019/2020 benchmarks for early leavers from education and training and for early childhood education and care. The share of employed recent graduates has also increased over the past five years. However, the situation is less favourable as regards the remaining two others benchmarks: education outcomes – as measured by pupil’s performance in the Programme for International Student Assessment (PISA) study for reading, maths and science – are moving away from the respective EU target. Moreover, due to the stagnation in the proportion of adults participating in the learning process, the benchmark of raising this share to 15 % in the years to come will likely be missed.

THE ROLE OF DIALOGUE IN PREVENTING AGGRESSION AT SCHOOL

Authentic dialogue is one of the most mature forms of interpersonal contacts, and at the same time it grows only on the ground of proper interpersonal relations. The role of dialogue in the field of education is more and more frequently recognized as a way of regulating contradictions and limiting aggressive behaviour directed against others or oneself. Dialogue, as a consequence of the meeting of entities (including educational ones), is a form of contact that brings certain values connecting these entities. We can learn the dialogical form of contact mainly by experiencing it. In the case of educational dialogue, it requires defined competencies on the part of teachers who are to educate to dialogue, respecting the rules of social relations. Therefore, conducting an educational dialogue may be treated as a specific prophylactic action preventing pathological phenomena, including aggression among children and adolescents. The notion of aggression, its typologies and reasons, as well as the relation to the lack of dialogue at school have been described in the article below.

POSSIBILITIES FOR SUPPORTING THE DEVELOPMENT OF CHILDREN DISLIKED BY PEERS DUE TO ANTI-SOCIAL BEHAVIOUR

The article presents the theoretical foundations of an interaction program addressed to children who are disliked by their peers from the school class due to their anti-social behaviour. The program is addressed to students aged 10-11, and its aim is to create conditions for participants to develop emotional self-control, interpersonal decentration and formation of their self-esteem. The quality of the program is evidenced by the changes that occurred in children participating in the activities compared to children in the control group. The program is an example of selective prevention, the actions of which are targeted at high-risk groups exposed to social maladjustment and emotional disorders in adolescence and adulthood.

ASSESSMENT OF THE NEEDS OF FAMILIES RAISING CHILDREN WITH DISABILITIES IN THE PRACTICE OF THE UKRAINIAN NON-GOVERNMENTAL ORGANIZATIONS

Social services in Ukraine are still in the process of formation and development. It is necessary to significantly improve the quality of social services, modernize the funding mechanisms, and expand the range of possible providers of these services. Families raising children with disabilities need special services and attention not only from government agencies, but also from non-governmental organizations (NGOs), which are increasingly supporting them. The study was conducted in Ukraine and had several objectives: 1. To find out whether NGOs work with families with children with disabilities; 2. If so, do they assess the needs of families and children with disabilities; 3. What methods are best to use when assessing needs?