Thematische Bibliographien / Institution for the Formation of Character

Auswahl der wissenschaftlichen Literatur zum Thema „Institution for the Formation of Character“

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Veröffentlicht am 26. Juli 2024

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Zeitschriftenartikel zum Thema "Institution for the Formation of Character"

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Supriyadi, Supriyadi, Ika W. Utamining Tias und Amrina Izzatika. „The formation of character among students of primary school teacher education in a public higher education institution in Indonesia“. International Journal of Educational Studies in Social Sciences (IJESSS) 1, Nr. 1 (05.02.2021): 44–48. http://dx.doi.org/10.53402/ijesss.v1i1.8.

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The national education system so far has not been satisfactory. Looking at this situation, several solutions have been proposed, e.g., updated version of curriculum. However, this solution is not adequate because educators are also expected to be able to prepare students' attitudes and behavior so that they can face the demands of the current situation and the dynamics of change that are rapidly developing. Changes that occur are not only in knowledge and technology but also in aspects of moral values in social life. In addition to family as a center of education, a higher education institution environment also requires a function of character education to shape students’ personality be more positive as expected. In other words, the process of character formation and habituation is the responsibility of not only students’ parents within family domain but also formal higher education institutions. With the various problems that exist at higher education level, character building for primary teacher education (henceforth PGSD) students is needed that they are expected to be able to improve and apply their knowledge, study, appreciate and apply character values in their daily life behavior. Therefore, the purpose of this study is to identify PGSD students’ character formation and ensure the results of the character formation process in a higher education institution in Indonesia.
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Sergeev, Andrey M., Irina M. Shadrina und Vladislav V. Gromov. „Murmansk Arctic State University – Institution with the Northern Character“. Higher Education in Russia 28, Nr. 3 (08.03.2019): 97–105. http://dx.doi.org/10.31992/0869-3617-2019-28-3-97-105.

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The article focuses on the issues of the formation of a conceptually new target model of a regional flagship university. Based on the experience of the formation and development of the Murmansk Arctic State University, which acquired the status of a flagship one in 2017, the authors analyze the origins of the formation of the model, its specificity, which is substantively and formally defined in the parameters of the Arctic perspective. The major intensively developing areas of MASU’s activity in the past two years have been focuses on two important factors of regional development, implemented in the form of two strategic flagship university projects. The first strategic project – “MASU is the scientific and technological hub of the region” – is aimed at solving the most acute regional task of effectively using both the economic and scientific / innovative potential of the region. The second strategic project – “Creative City is a Territory of Development” – reflects the interaction of the creative communities of the region, the Russian Federation and the world with prospect consumers represented by the regional government, municipalities, institutions and industrial enterprises. MASU is the main platform for combining a variety of strategies and searches aimed at changing urban and township sociocultural spaces, an integrator of various areas of design, creative technologies and cultural practices that affect the improvement of the quality of life and human capital development. The key role is determined by the role of the flagship university as a driver of the regional socio-economic development. The developing dialogue between the university, business and government is affirmed as an indispensable condition for the University’s successful functioning and a pledge for its further development.
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Idris, Akhmad, und Darni Darni. „Tokoh Amelia Sebagai Teladan untuk Siswa Perempuan Pendidikan Dasar“. Efektor 6, Nr. 1 (04.03.2019): 7. http://dx.doi.org/10.29407/e.v6i1.12590.

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Education holds a central role in the formation of the character's protégé. Through educational institutions are expected to take shape a child's intelligent and moral. Then, how if the institution was only able to give birth to a child who is smart, but not moral? This occurs because of less awareness of moral literacy. Literature as a means of teaching at the same time, the entertainer is expected to be a breakthrough to form a generation of moral literate. Amelia’s character in novel Amelia by Tere Liye can be used as a role model for female students in elementary education.
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Prasanti, Ditha, und Dinda Rakhma Fitriani. „Pembentukan Karakter Anak Usia Dini: Keluarga, Sekolah, Dan Komunitas? (Studi Kualitatif tentang Pembentukan Karakter Anak Usia Dini Melalui Keluarga, Sekolah, dan Komunitas)“. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 2, Nr. 1 (10.06.2018): 13. http://dx.doi.org/10.31004/obsesi.v2i1.2.

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Without realizing it, the development of the child's character does not appear spontaneously. There is a process that is experienced and passed, one of which is the development phase. The earliest character development period is for early childhood. How important are parents to notice the formation of the character of the early childhood they have. When talking about the formation of early childhood characters, we become reminded of the environmental and family factors that are close to the child. In this article, the author wants to discuss about the process of character building early childhood in three elements; family, school, and community. Based on the results of the study conducted, the authors found that the process of forming the character of early childhood, beginning from the family, then followed by the school, and the community followed by these early childhood. This community includes the play community, the tutoring community or the talent development course institution that the early childhood participates in. But, the main determining factor is the family as the smallest and first community for the children.
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Shofiyah, St, und Shofwatul Fu’adah. „PERAN LINGKUNGAN BELAJAR DALAM PEMBENTUKAN KARAKTER PESERTA DIDIK DI LEMBAGA PENDIDIKAN PONDOK PESANTREN SALAFIYAH SYAFI’IYAH SUKOREJO“. Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam 6, Nr. 1 (24.07.2021): 39–47. http://dx.doi.org/10.35316/edupedia.v6i1.1320.

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Educational institutions are a learning environment that is a planned container that is believed to be able to change or shape children's character to be better than before with all their potential. The learning environment should be understood as an important factor in shaping the character of students after the family environtment. The thing that needs to be considered in the success of character education in schools is a conducive-academic environment.The school environment can affect the child's personality, and from the environment, students will learn and shape their character naturally.The result showed the things that affect to character formation in educational institution at Pondok Pesantren Salafiyah Syafi’iyah area conducive learning environment and then in its implementation exemplary models, habituation, and discipline from all parties so that there is a real role model for students how to give examples of real character in life.
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Rivadah, Migfar, Muhamad Arya Rahmandhani, Nurfadila Nurfadila und Ma’rif Hidayat. „Kepemimpinan Pendidikan Islam Berdasarkan Perspektif Muhammadiyah“. YASIN 2, Nr. 1 (01.02.2022): 61–71. http://dx.doi.org/10.58578/yasin.v2i1.191.

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This study aims to find out how leadership plays a major, centered and very vital role in the formation of a good institution, especially in Islamic educational institutions. Muhammadiyah is an Islamic organization founded by KH Ahmad Dahlan who has a desire to create an Islamic educational institution that aims to form a noble character and a good scientific mindset. From there, Muhammadiyah has the view of one of the leaders of Muhammadiyah, namely KH. AR Fakhrudin about leaders who have Islamic character who are not selfish, arrogant and become role models for the best Islamic education leadership to run. The research that we use is qualitative research which uses a descriptive approach with library research, the method used is to analyze the existing literature systematically such as articles, books, journals, and documents related to the problems discussed.
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Qoni'ah, Siti. „Pengembangan Kecerdasan Spiritual pada Peserta Didik melalui Aktivitas Keagamaan“. MODELING: Jurnal Program Studi PGMI 6, Nr. 2 (27.09.2019): 159–75. http://dx.doi.org/10.36835/modeling.v6i2.469.

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The effort of the formation or establishment of spiritual intelligence on the students is done by planting Islamic religious values in PAI learning and character planting which then implemented in the form of daily behavior that reflects the character or identity of each individual learners and is supported by the religious program that have been compiled by the school institution. This study aims to (1) Describe and analyze the process of the formation of spiritual intelligence on students or learners (2) Describe and analyze the implementation of religious activity programs in shaping spiritual intelligence in learners (3) Describe and analyze the impact of the formation of spiritual intelligence in learners through the implementation of the religious program. This research uses qualitative research approach. The type of research used in this research is case study and case studies and multiple cases design. Data collection uses observation, interview and documentation. The results showed that in SD Plus Nurul Hikmah the formation of spiritual intelligence is done by planting the values of faith and pillars of Islam as well as the implanting of characters in learning PAI and applied through the program of religious activity and application of character, while in MIN Konang the formation of spiritual intelligence done by planting The prophet characteristics and the prophet`s story in learning PAI as well as the planting of characters applied in the form of religious activity and the application of character. The formation of spiritual intelligence in both schools can be concluded that overall spiritual intelligence in learners has been formed, it is known from attitudes, behaviors and religious activities always performed by learners at both school and at home, although the results have not reached one hundred percent, But both school is always working in terms of improving the strategy of the formation of spiritual intelligence in learners.
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Astuti, Astuti. „Collaboration Between PAI Teachers and Class Homeroom Teachers in Shaping Character Honest and Religious at Elementary School 02 Sapan Sawahluto“. Ruhama : Islamic Education Journal 7, Nr. 1 (28.05.2024): 37–44. http://dx.doi.org/10.31869/ruhama.v7i1.5420.

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Collaboration is something that is needed in the successful achievement of planned goals, among the goals that every educational institution must achieve is the formation of student character. Therefore, this study aims to find and analyze the forms of collaboration carried out by Islamic religious education teachers with homeroom teachers at 02 Sapan Elementary School in shaping the honest character and religious character of students. The research was conducted with a qualitative approach, the data sources were Islamic religious education teachers, homeroom teachers and students selected by snowball sampling technique. Data were collected from informants using observation, interview and documentation study techniques. The results of this study are: First, the collaboration of Islamic religious education teachers and homeroom teachers in shaping honest and religious characters at Elementary School 02 Sapan is by instilling discipline to students to perform daily worship, avoiding students from lying to everyone; Second, the impact of the collaboration of Islamic religious education teachers and homeroom teachers is the realization of students who have honest and religious characters. Third, the inhibiting and supporting factors in shaping honest and religious characters at elementary school 02 Sapan are: lack of time, encouragement and cooperation from all resources at school. Keyword :Collaboration; Honest Character; Religious Character
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Qoni’ah, Siti. „PENGEMBANGAN KECERDASAN SPIRITUAL PADA PESERTA DIDIK MELALUI AKTIVITAS KEAGAMAAN“. AHSANA MEDIA 5, Nr. 1 (15.02.2019): 60–72. http://dx.doi.org/10.31102/ahsana..5.1.2019.60-72.

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The effort of the formation or establishment of spiritual intelligence on the students is done by planting Islamic religious values in PAI learning and character planting which then implemented in the form of daily behavior that reflects the character or identity of each individual learners and is supported by the religious program that have been compiled by the school institution. This study aims to (1) Describe and analyze the process of the formation of spiritual intelligence on students or learners (2) Describe and analyze the implementation of religious activity programs in shaping spiritual intelligence in learners (3) Describe and analyze the impact of the formation of spiritual intelligence in learners through the implementation of the religious program. This research uses qualitative research approach. The type of research used in this research is case study and case studies and multiple cases design. Data collection uses observation, interview and documentation. The results showed that in SD Plus NurulHikmah the formation of spiritual intelligence is done by planting the values of faith and pillars of Islam as well as the implanting of characters in learning PAI and applied through the program of religious activity and application of character, while in MIN Konang the formation of spiritual intelligence done by planting The prophet characteristics and the prophet`s story in learning PAI as well as the planting of characters applied in the form of religious activity and the application of character.The formation of spiritual intelligence in both schools can be concluded that overall spiritual intelligence in learners has been formed, it is known from attitudes, behaviors and religious activities always performed by learners at both school and at home, although the results have not reached one hundred percent, But both school is always working in terms of improving the strategy of the formation of spiritual intelligence in learners.
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Yusutria, Yusutria. „Peran Syeikh dalam Pembentukan Karakter Generasi Ranah Minangkabau Sumatera Barat di Lembaga Pendidikan Surau“. JIE (Journal of Islamic Education) 6, Nr. 1 (09.04.2021): 73. http://dx.doi.org/10.29062/jie.v6i1.208.

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A good nation is a nation that has a character that is manifested in thoughts, feelings, attitudes, behaviors, and configurations that are based on religious, legal, customary, religious, and cultural values. Not a drug addict, which will damage the morals of religion and culture. To realize a generation of character, the role of the Syeikh is needed in the formation of the character of the generation of the Minangkabau realm of West Sumatra in the Surau educational institution. The purpose of the study is to study the character shape of students, the role of the Syeikh in character formation. As a result of research, research is conducted by collecting data through interviews, observation, documentation. While the forms of character instilled religious values, discipline, honesty, independence is hard work full of creativity, curiosity with the full sense of responsibility. Sheikh managed to become a good character, instilling good and responsible habits, encouraging and innovating.
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Dissertationen zum Thema "Institution for the Formation of Character"

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Chen, Norman Y. „The formation of Christian character“. Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

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Gray, Franklin Henry. „A study of character formation in spiritual leaders“. Theological Research Exchange Network (TREN) Access this title online, 1994. http://www.tren.com/search.cfm?p030-0050.

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McCabe, Bree A. „Character Strengths and Positive Institutions: Effects on Psychological Wellness“. University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291053100.

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Garnett, David John. „Curriculum and institution : a model; discourse formation and professional education“. Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335258.

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PEREIRA, DOUGLAS LUIZ. „FORMATION OF CHARACTER AND REFLEXIVE JUDGEMENT IN KANT S PHILOSOPHY“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24523@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
É no contexto da proposta kantiana para a prática da moralidade que a tese está centrada. Dentro desse contexto, o foco principal é o problema da educação, pois a educação para a moralidade tem pressupostos e requer determinadas práticas, que são melhor compreendidas se levamos em conta o âmbito do sistema kantiano. De acordo com Kant, a razão humana cumpre não só uma função teórica, voltada para o conhecimento da natureza, mas também uma função prática, voltada para ideia de liberdade. Isso faz com que a questão da moralidade e da educação tenham seu cerne na ideia de liberdade. Em função dessa ideia, segundo Kant, a razão é capaz de determinar a vontade e o agir do ser humano, possibilitando um agir autônomo. É com vistas à constituição de sujeitos autônomos que a tarefa da educação moral se faz necessária, tarefa que requer um longo caminho de formação do caráter e do aprendizado pela liberdade, aprendizado cujos pressupostos residem nos princípios da razão pura, os únicos que possibilitam a moralidade.
This thesis is centered on Kant s proposal for the practice of morality. In this context, the main focus is the problem of education, since education for morality has principles and requires certain practices that make better sense if we take into consideration the realm of Kant s system. According to Kant, the human reason fulfills not only a theoretical function, aimed at the knowledge of nature, but also a practical function, aimed at the idea of freedom. Therefore, the question of morality and education has its roots in the idea of freedom. Reason is capable of determining the will and the actions of human beings, making an autonomous action possible. Aiming at the constitution of autonomous subjects, the task of moral education is necessary, and it requires a long path of formation of character and learning through freedom. The foundations of this learning reside in the principles of pure reason, the only ones to make morality possible.
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Colborn, Robert Mark. „Adult Development of Positive Personality Traits Through Character Formation Mentoring“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2442.

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Positive psychologists have published hundreds of empirical studies correlating positive personality traits with improved outcomes in mental health, physical health, academic and career success, resilience, relationships, and personal happiness. But there remains a dearth of research on the emergence and development of positive personality traits. This grounded theory, qualitative research sought to discover whether positive personality traits can be developed in adult mentoring relationships. Sixteen participants responded in structured interviews about the benefits of their mentoring experiences, and in addition to performing coding analysis as described by Strauss and Corbin (1990), the researcher also compared the answers to Peterson and Seligman's taxonomy of positive traits (2004). Unprompted participant responses overwhelmingly asserted increase of positive traits, as well as five other benefit categories. Improved traits appeared across a wide range of mentee characteristics, and situations, including negative ones, as long as mentors communicated unconditional positive regard and possessed desirable competencies. Social considerations of this research include the possibility that, in combination with therapies to address negative aspects of a client situation, therapists using intentional positive trait development could support recovery, resilience, hope, wisdom, thriving, and all of the benefits positive psychology has correlated to the presence of positive personality traits. Future studies building on this research may include a longitudinal study to understand what situations and character types are most conducive for positive trait development, as well as questions regarding which traits appear in which mentoring situations.
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Barnaby, Nicole. „The Biography of an Institution: The Cultural Formation of Mass Incarceration“. The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1459887258.

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Biermann, Joel D. „Virtue ethics and the place of character formation within Lutheran theology“. Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Sharma, Pradeep. „Identity formation, newcomer dynamics and organisational change in a higher educational institution“. Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/12625.

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This research looks at the dynamics of identity formation in a higher education organisation during a strategic branding project, the arrival of a newcomer and my role as the dean of a school of art and design. Most branding literature focuses on the key stages of how a brand proposition is formed and assumes the straightforward roll out of the identity for the organisation. In this research I focus on what goes on around me as ideas are formed and presented back to the organisation, rather than on the idealised process of what should go on. The method takes a “withness” approach to the narrative rather than a synoptic case study approach, focusing on my experience and practice. This highlights the social context of organisational life – the context of human power relationships in which people enable and constrain each other on the basis of human attributes such as identities, anxieties, values, emotions, fear, expectations, motives and interests. The research shows that intention is only a part of the narratives about strategy and identity in organisations. I argue that notions of certainty that are inherent in intentional brand strategies are often based on arbitrary inferences and that by nature brand propositions are abstractions and therefore only representative of a partial reality. To present them in a rigid sense and develop vigilant strategies for identity preservation seems artificially limiting and devoid of context. Branding has played an important role in the world of objects and transactions. It has indicated a sense of ownership, a promise of quality and performance, and more recently an indication of self-image and identity. Yet when branding is applied to organisations it is problematic. Taking principles from a context of objects and applying them to social life has led to branding often being about the preservation of a specific concept of identity and not about the ongoing dynamic process of identity formation in organisations. It is frequently seen as manipulative and controlling, yet is also seen as an important indicator of personality, differentiation, togetherness and is linked to notions of loyalty and trust. Paralleling Mead’s notion of the “I-me” dialectic, an organization can also be seen to be emerging in the context in terms of its presentation in everyday life. The notion of certainty in this sense of organizational identity denies the dynamics of the situation and one could argue that vagueness is present in all aspects of social life and essential for creative action as it allows space for newness. Any articulation of identity is a simplification of an identity that is constantly evolving. But at what level are these simplifications and abstractions useful and not debilitating? This is not to argue that intention and strategy are not essential parts of joint action. The process of negotiating is an essential part of working together towards joint action. It is a process in which we reveal our intent and discover important aspects about each other and ourselves as we emerge in the social; it is about intention and attention. However we cannot really know how people will respond to our gestures and actions, and it is in the actions that we reveal the sincerity of our intent. Managers and strategies do not solely determine organisational identity, and neither are employees free to choose their identities, attitudes, expectations and actions. We are both enabled and constrained by our own pasts and social relationships. We inform the organisational identity as well as being informed by it in an on going process of relating. This way of thinking has implications for the way that we think about brand strategy in organisations – it is not a deterministic process of control, and neither is it a process of anarchic behavior, of open resistance to management intention. Branding is a social act and is performed by human agents who are inherently complex, individual and collective at the same time. The role of the practitioner is to make sense of what is going on between us and pay attention to what emerges – after all, it is not what a brand is but what a brand does.
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Bonnet, Bernard. „La formation professionnelle des adultes : une institution et ses agents : 1934-1994“. Paris 10, 1994. http://www.theses.fr/1995PA100040.

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C'est à l'initiative du patronat de la métallurgie qu'un premier dispositif de FPA est élaboré dans les années trente. Les principes fondamentaux d'une rationalisation pédagogique seront repris et massivement diffuses sous vichy, appliques a la formation professionnelle des adolescents. A la libération, c'est le syndicalisme ouvrier, en l'occurrence la CGT, qui s'empare de ce mode de formation pour l'articuler aux intérêts de la classe ouvrière. Les trente glorieuses consacrent l'ancrage ouvrier de la FPA : elle se décline essentiellement sur le mode de la qualification ouvrière dans le BTP et le travail des métaux. Au cours de ces deux dernières décennies, la volonté publique d'intégrer l'AFPA au sein des politiques d'emploi exacerbe les tensions entre une logique de gestion du chômage et une logique de qualification de la force de travail. L'investigation se déplace ensuite au sein des établissements de l'AFPA, à la rencontre des formateurs. Leurs pratiques pédagogiques portent en elles la marque des contradictions entre les caractéristiques singulières de leur morphologie sociale et les fonctions aujourd'hui assignées a l'AFPA. Majoritairement issus des catégories populaires, entres précocement dans la vie active, ils ont eu recours a la formation continue pour gravir un à un les échelons conduisant aux fonctions d'encadrement et d'agent technique. A l'issue de ces exceptionnels mouvements de mobilité professionnelle, ils deviennent enseignants au sein d'une institution qui accueille de plus en plus les exclus du système scolaire
For more than 60 years, AFPA (national association for adult vocational training) has been following economic and social changes, whether in periods of crisis or development. Today, the largest adult training organization in Europe (5 000 trainees and 600 psychologists) is confronted with contradictions between its economic and social functions
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Bücher zum Thema "Institution for the Formation of Character"

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M, Mason Charlotte. Formation of character. Wheaton, Ill: Tyndale House, 1989.

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Lin, Justin Yifu. Endogenous institution formation under a catching-up strategy in developing countries. [Washington, D.C: World Bank, 2008.

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Yang, Eric. Exemplars, Imitation, and Character Formation. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032648392.

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Boylan, Anne M. Sunday school: The formation of an American institution, 1790-1880. New Haven: Yale University Press, 1988.

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Boylan, Anne M. Sunday school: The formation of an American institution, 1790-1880. New Haven: Yale University Press, 1988.

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Makarova, Svetlana, und Semen Reznik. Undergraduates of the Russian University: management of social behavior and professional training. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1137904.

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The textbook discusses the main approaches to the formation of the conceptual foundations of the social state, which in modern conditions ensure the consolidation of the model of the modern state, focused on the consistent development and implementation of social projects, and effective social policy. Special attention is paid to the consideration of socio-anthropological and value-normative approaches that provide a more complete study of the features of the formation of the social character of the state, along with formal and legal ones. Special attention is paid to the formation of competencies necessary for the activities of employees of social institutions, state and municipal employees, volunteers and other participants of public associations.
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Carafano, Vinnie. Developing godly character. Seattle, Wash: YWAM Pub., 2007.

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Harak, G. Simon. Virtuous passions: The formation of Christian character. Eugene, OR: Wipf and Stock, 1993.

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Harak, G. Simon. Virtuous Passions: The Formation of Christian Character. New York: Paulist Press, 1993.

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S, Popkewitz Thomas, Hrsg. The Formation of school subjects: The struggle for creating an American institution. New York: Falmer Press, 1987.

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Buchteile zum Thema "Institution for the Formation of Character"

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Itegi, Florence M. „Towards character formation“. In Quality Assurance in Higher Education in Eastern and Southern Africa, 157–64. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003141235-18.

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Hartman, Edwin. „Aristotle on Character Formation“. In Handbook of the Philosophical Foundations of Business Ethics, 67–88. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-1494-6_46.

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Ho, Ming-sho. „Rethinking Institution, Solidarity, and Resistance“. In Working Class Formation in Taiwan, 181–92. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137399939_8.

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Wieland, Josef. „Moral Character Formation, Leadership Excellence and Corporate Character“. In Governance Ethics: Global value creation, economic organization and normativity, 229–44. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07923-3_14.

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Arthur, James. „Character formation and theological challenges“. In A Christian Education in the Virtues, 1–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003141877-1.

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Cobb, Aaron D. „Exemplar Communities and Moral Formation“. In Exemplars, Imitation, and Character Formation, 27–40. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032648392-4.

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Kayange, Grivas Muchineripi. „African Character-Based Ethics“. In Ubuntu Virtue Theory and Moral Character Formation, 22–40. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003395683-3.

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Engelen, Bart, und Alfred Archer. „Imitating or Emulating?“ In Exemplars, Imitation, and Character Formation, 41–56. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032648392-5.

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Oord, Thomas Jay. „Imitating God“. In Exemplars, Imitation, and Character Formation, 187–99. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032648392-15.

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Reilly, Timothy. „Traditions and Exemplars in Spiritual Formation“. In Exemplars, Imitation, and Character Formation, 116–35. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032648392-11.

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Konferenzberichte zum Thema "Institution for the Formation of Character"

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Herman und Darman Manda. „Organizational Culture in the Formation of Character of Students Taking Care of Student Institutions Faculty of Social Science Makassar State University“. In 3rd International Conference on Social Sciences (ICSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201014.133.

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Hrivnák, Michal, Peter Moritz, Lucia Laginová und Jana Jarábková. „Vznik sociálnych inovácií v kontexte formovania inovačných sociálnych klastrov“. In XXVI. mezinárodní kolokvium o regionálních vědách. Brno: Masaryk University Press, 2023. http://dx.doi.org/10.5817/cz.muni.p280-0311-2023-24.

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Grassroots initiatives represent various formalized institutions emerging from the initiative of active local communities, in order to address local challenges or global challenges at the local level. Based on theory and existing empirical results, they can be considered as important social innovators who capitalize the resources of civic communities and the knowledge accumulated through the rich cross-sectoral ties in order to generate new, socially beneficial products and services. The contribution focuses on the evaluation of the importance of cross-sectoral ties for the introduction of innovative products and services with a public-beneficial character by grassroots initiatives. The influence of the breadth of inter-sector networks on social innovation is investigated using econometric tools. In the case of specific 5 social innovators, we demonstrate the formation of social innovation clusters and compare their sectoral composition. The results indicate that grassroots initiatives manage to introduce social innovations mainly due to the accumulation of experience, human capital and inter-sectoral cooperation.
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Cojocaru, Carmen. „E- MENTORING IN OPERATIONAL NAVY LEADERSHIP“. In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-063.

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The study aims to analyze the issue of mentoring and e-mentoring processes within the context of naval-operational Leadership, with a focus on individual, team and organizational peculiarities along with the socio-economic factors that influence the shipping industry. The "Mircea cel Batran" Naval Academy is a prestigious institution of higher education whose mission is to prepare effective leaders both in the navy, and in the merchant marine domains. What we understand by naval operational leadership is a process of social influence in which the leader causes changes in the attitude and behaviour of their followers in order to explicitly and efficiently achieve the tasks entrusted. Attitudinal changes are primarily based on cognitive, affective and motivational structures, at personality level; hence, the rhetorical interrogation whether the leader, be them military or merchant marine, is a mentor. We include the processes of mentoring and e-mentoring in the broader area of social learning and life-long learning in an organizational framework, since we consider the military a "learning organization". We support this by checking the criteria proposed by Senge (1990): personal mastery, mental models, team learning, shared vision, systematic thinking. By further study of concepts, we believe that we can bring into question a certain type of learning, i.e. apogetic learning, as peak or innovative- anticipatory learning, opposed to constant and maintenance learning. In the formative educational process, mentoring and e-mentoring are valuable tools in shaping the character of students in accordance with the requirements of their profession, as well as in the career development and promotion. The last part of the study advocates and exemplifies the need for e-mentoring by adapting traditional mentoring strategies to permanent changes in the shipping industry. We compare here the formal and informal organizational e-mentoring of the higher education military institution (e-learning platforms, tutoring, simulations, peer-mentoring ....) with the e-mentoring imposed by international missions (modern technology training-ECDIS, modern training technology including distance learning and web-based learning, etc.).
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Krundyshev, Boris. „MEDICALLY SOCIAL INSTITUTION FORMATION FACTORS“. In 17th International Multidisciplinary Scientific GeoConference SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgem2017h/63/s27.116.

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Chepeleva, Kristina, und Zhanna Shmeleva. „The entrepreneurial environment formation at the educational institution“. In PROCEEDINGS OF THE II INTERNATIONAL SCIENTIFIC CONFERENCE ON ADVANCES IN SCIENCE, ENGINEERING AND DIGITAL EDUCATION: (ASEDU-II 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0104132.

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Yuyik Lulita Sari, Yuyik, Yuyik Lulita Sari, Djum Djum Noor Benty und Ahmad Nurabadi. „Internalization of Character Values in Learning at Institution of English Course“. In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.153.

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Djum Noor Benty, Djum, Yuyik Lulita Sari und Ahmad Nurabadi. „Internalisation of Character Values in Learning at Institution of English Course“. In Proceedings of the 4th International Conference on Education and Management (COEMA 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/coema-19.2019.20.

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Zaman, Safdar, Kanwal Anwar und Riaz Khan. „Image character through signal and pattern formation“. In 2016 13th Learning and Technology Conference (L&T). IEEE, 2016. http://dx.doi.org/10.1109/lt.2016.7562865.

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Zaina, Hofifatus, und Itok Wicaksono. „IMPLEMENTATION OF RT / RW FORMATION POLICY AS A VILLAGE COMMUNITY INSTITUTION“. In Call for Paper ICOGISS 2019 - International Conference on Governance Innovation and Social Sciences. Universitas Muhammadiyah Jember, 2019. http://dx.doi.org/10.32528/pi.v0i0.2524.

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Su’aibatul Islamiyah, Su’aibatul, Su’aibatul Islamiyah und Ahmad Yusuf Sobri. „Correlation between Implementation of Character Education Strengthening and Teacher’s Teaching Behavior with Student’s Character Formation“. In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.149.

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Berichte der Organisationen zum Thema "Institution for the Formation of Character"

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Pilkevych, Ihor, Oleg Boychenko, Nadiia Lobanchykova, Tetiana Vakaliuk und Serhiy Semerikov. Method of Assessing the Influence of Personnel Competence on Institutional Information Security. CEUR Workshop Proceedings, April 2021. http://dx.doi.org/10.31812/123456789/4374.

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Modern types of internal threats and methods of counteracting these threats are analyzed. It is established that increasing the competence of the staff of the institution through training (education) is the most effective method of counteracting internal threats to information. A method for assessing the influence of personnel competence on institutional information security is proposed. This method takes into account violator models and information threat models that are designed for a specific institution. The method proposes to assess the competence of the staff of the institution by three components: the level of knowledge, skills, and character traits (personal qualities). It is proposed to assess the level of knowledge based on the results of test tasks of different levels of complexity. Not only the number of correct answers is taken into account, but also the complexity of test tasks. It is proposed to assess the assessment of the level of skills as the ratio of the number of correctly performed practical tasks to the total number of practical tasks. It is assumed that the number of practical tasks, their complexity is determined for each institution by the direction of activity. It is proposed to use a list of character traits for each position to assess the character traits (personal qualities) that a person must have to effectively perform the tasks assigned to him. This list should be developed in each institution. It is proposed to establish a quantitative assessment of the state of information security, defining it as restoring the amount of probability of occurrence of a threat from the relevant employee to the product of the general threat and employees of the institution. An experiment was conducted, the results of which form a particular institution show different values of the level of information security of the institution for different values of the competence of the staff of the institution. It is shown that with the increase of the level of competence of the staff of the institution the state of information security in the institution increases.
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Dzhioeva, Aina Rufinovna, Zalina Kolumbovna Malieva und Aza Gersanovna Besaeva. Formation of personal value orientations in the educational process of a general educational institution. DOI СODE, 2021. http://dx.doi.org/10.18411/doicode-2022.051.

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Demchenko, Dmytro. DEMASSIFICATION OF SOCIAL PROCESSES IN THE CONTEXT OF DIGITAL COMMUNICATION (TO THE PROBLEM OF THE DICHOTOMY OF “ELITE-MASS” AS A POLITICAL COMMUNICATION PARADOX). Ivan Franko National University of Lviv, März 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12171.

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The article aims to analyze a complicated process of the society’s main components – elite, mass communication, and masses – in their interaction and interdependence from the historical perspective. Due to industrialization and modernization of the life quality, the social life changes radically, and the essence of every component of the society changes as well. The elite loses its dynastic character. The media stop to play the role of a mediator taking on the obligations of a collective agitator and propagandist, and the mass stops to be cloth for wiping shoes. It starts to form a mass audience and, by that, obtains new forms that must be taken into account by social institutions. Together with that the collective views are substituted by the views which are stronger than the ones of a separate individual. One of the main conclusions of the investigation is as follows. The formation of the “consumer society” and the strengthening of the mass communication role resulted in the appearance of “mediocracy” which factually introduced an absolute elite dependence on it and conferred the right of media to set the social agenda. The mass turned out to be a silent majority, a unity of conformity-oriented people. These people become simultaneously a product of mass communication impact because they dictate what one must read, listen to, and watch from the media menu. They force MMC to satisfy their unassuming needs making the content trivial and commodificated. In other words, the mutual process of the interaction of the media, “impossible independence” and the conscious “communicative consensus” of individuals who are willingly united with the mass audience takes place. The creation of the internet due to “digital anonymity” and the autonomy of the consumer formed the conditions for the self-determined citizens and gave the elite a modest place in the “cyber democracy”. However, the increase in individual self-isolation leads to his gradual loss of “social capital,” and that threatens to replace the direct experience with a virtual environment that will make it very difficult to differentiate reality from fiction. Keywords: elite, mass, media, mass communication, information space, globalization.
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KALUGINA, N., und N. BELAN. FORMATION AND DEVELOPMENT OF PROFESSIONAL SUBJECTIVITY OF STUDENTS IN THE EDUCATIONAL ENVIRONMENT OF A HIGHER EDUCATIONAL INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-40-47.

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The author presents the results of a study of the resourcefulness of the educational environment of the Far Eastern Federal University from the perspective of a subjective approach, which involves students’ awareness and acceptance of the availability of objective resources, and concludes that there is a need for tutor support of their educational and practical activities.
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Dixon, J. Character and origin of thick sandstone bodies in the Middle Triassic Doig Formation of Western Canada. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/285386.

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KORSAKOV, A. DIAGNOSTICS OF THE FORMATION OF MILITARY PROFESSIONAL MOBILITY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-67-75.

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Diagnostics of the components of professional mobility is presented in the form of a set of methods aimed at measuring individual qualities of the personality of cadets of a military university. The selection of diagnostics was made in accordance with the structure of professional mobility, which includes the personal and social components of professional mobility. Each component is measured by an individual number of criteria, indicators and diagnostics. The aggregate indicator for each diagnosis makes it possible to assess the state of each component of military-professional mobility as a whole. The group of respondents included 1st and 4th year students of three military universities in Russia. The number of cadets surveyed was more than 600 people. The complex of the proposed methodological techniques and diagnostics makes it possible to make a qualitative analysis of the level of formation of military-professional mobility of cadets of a military higher educational institution.
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Shyshkina, Mariya P. Сервісні моделі формування хмаро орієнтованого середовища вищого навчального закладу. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2449.

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The article is devoted to creating and development of the cloud based educational and scientific environment of higher education institutions, using modern approaches to the ICT infrastructure design, based on the different types of service models, including public, corporate or hybrid clouds. Object of the study: to conduct the theoretical analysis of the research trends of the cloud based higher education institution ICT infrastructure modeling in the context of the tendencies of the ICT development and standardization. Object of the study: the process of formation and development of the educational and research environment in the higher education institution. The purpose of the article: to reveal the current trends of the cloud-based service models of the learning environment design and implementation. The methods of the study: The analysis of scientific and educational literature on pro-research problems; domestic and foreign experience on the emerging ICT implementation in the learning process. Results: The main types of the service models of design and deploy the cloud-based infrastructure of the educational institution are revealed; the advantages and disadvantages of the cloud-based approach are considered; the promising ways of implementation are considered. Conclusions: there are promising ways of the learning environment cloud-based service models design and application, taking into consideration its preferences and disadvantages for the certain case study.
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Shyshkina, Mariya P. The Problems of Personnel Training for STEM Education in the Modern Innovative Learning and Research Environment. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2664.

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The aim of the article is to describe the problems of personnel training that arise in view of extension of the STEM approach to education, development of innovative technologies, in particular, virtualization, augmented reality, the use of ICT outsourcing in educational systems design. The object of research is the process of formation and development of the educational and scientific environment of educational institution. The subject of the study is the formation and development of the cloud-based learning and research environment for STEM education. The methods of research are: the analysis of publications on the problem; generalization of domestic and foreign experience; theoretical analysis, system analysis, systematization and generalization of research facts and laws for the development and design of the model of the cloud-based learning environment, substantiation of the main conclusions. The results of the research are the next: the concepts and the model of the cloud-based environment of STEM education is substantiated, the problems of personnel training at the present stage are outlined.
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Kramarenko, T. H., O. S. Pylypenko und O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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Pylypenko, Olha S., Tetiana H. Kramarenko und Ivan O. Muzyka. Application of GeoGebra in Stereometry teaching. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3898.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of cloud technology. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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