Zeitschriftenartikel zum Thema „Work situation of the special educational needs coordinator“

The volume “Building bridges: Promoting wellbeing for family. Handbook for parents ”, published by Lumen Publishing House from Iași in 2018, was developed within the project “Building bridges: Promoting social inclusion and well-being for the families of children with special needs (PSI-WELL)”, and is the result of a cross-sectional and transnational study on social inclusion, stress levels and the well-being of families with children with special needs, carried out in each of the 6 countries that were partners in the project (Romania, Spain, Portugal, Croatia, Turkey and Lithuania). The volume coordinated by Assoc. Prof. PhD. Aurora Adina Colomeischi provides concrete results of the extensive research undertaken within the project and seems to be a viable starting point for the development of an educational policy for parents and families of children with special needs. The work is very well substantiated scientifically, and is especially useful for parents who face the special needs of their children, but also for the specialists who undergo therapy with them. In our opinion, the book deals with desirable aspects in the development of social intervention programs often aimed at parents with children with special needs, programs dealing with improving personal resources and parenting skills needed to solve various special and difficult situations presented by children.

Abstract The study includes the possibility of extending tutoring over gifted children at a younger school age. Ability is defined as a complex of innate predispositions and abilities that in favorable conditions enable the student to achieve significant successes in a certain type of activity. In this sense, the creation of educators fosters the gifting of life and educational space. The authors present an aesthetic approach to realizing the specific educational needs of a talented child who has been developing dynamically in Ukraine in recent decades. Ability is treated as a phenomenon of achieving a special level of development of mental and emotional processes, manifesting itself especially in the child’s movement, sensory, perceptual responses to the surrounding world. Tutor in the work with gifted children should be a coordinator of development of his abilities, moderator of creative situations. It must also give the child an individual development trajectory. Tutor’s task is to lead a talented child into a „field of creative achievements”, where he will have the opportunity to perceive the ideal cultural patterns of relation to the world and to carry out his own creative attempts based on personal impressions and fascinations. An algorithm for individual tutoring has been proposed, which aims to provide a child capable aesthetic and educational environment based on creative correlation with nature. Examples of how the tutor organized the linguistic creativity of a talented child during the minutes of admiring nature.

Education of students in today’s conditions requires new ideas and concepts that are related to the peculiarities of the socio-economic situation in society, namely: revaluation of values, changes in priorities of prestigious professions, contradictory attitude to education in the labor market, lack of a clear youth policy, adequate to modern conditions.Today’s education should become not just one of the subsystems of the social sphere, which satisfies a number of personal needs, but also a specific domain of social life, in which the future is modeled, resources of development are formed, and the negative effects of the functioning of other social institutions are compensated. As a result, the education system essentially extends its sphere of influence. One of the most important characteristics of student youth is its social needs, a large proportion of which is implemented in the field of education. Concerning higher education, certain requirements are put forward regarding the implementation of social needs of student youth; at the same time it is the institutional environment that mostly influences the formation of student social.Defining the development vectors of the education system requires the search for answers to questions relating to contemporary students, its social needs and expectations in relation to higher education, as well as the clarification of the conditions correspondence that education creates to realize its demands. The article highlights the peculiarities of student social needs in the field of education and their implementation; the content of such concepts as «needs», «social needs», «educational needs» were clarified.It was emphasized that social needs are connected with the inclusion of the individual in the family, in various social groups and communities, in the various spheres of production and non-production activities, in the life of society as a whole. These are the needs for work, social and economic activity, as well as spiritual culture, that is, everything that is a product of social life. They are needs of a special kind, the satisfaction of which is necessary to support the life of the social person, social groups and society as a whole.Social needs are met by the organizational efforts of society members through social institutions. Satisfying needs ensures social stability and social progress, dissatisfaction generates social conflicts. Social institutions are the leading components of the social structure of society, which integrate and coordinate the actions of society members, social groups and regulate social relations in various spheres of public life. Four groups of social needs were defined:- Vital for the social person needs, whose dissatisfaction leads to the elimination of a social person or the revolutionary transformation of social institutions, within which this satisfaction occurs;- Needs, the satisfaction of which ensures the functioning of the social person at the level of social norms, as well as allows the evolution of social institutions to be realized;- Needs, the satisfaction of which occurs at the level of minimum social norms, which ensures the preservation of the social person, but not its development; - Needs, the satisfaction of which provides comfortable (for data of socio-cultural area and social time) conditions of operation and development.The article gives attention to the relation between the concepts of «social needs» and «educational needs» and shows where they overlap. The existence of educational needs is an essential feature of students. Educational need is a need arising from the contradiction between the existing and necessary (desired) level of education and encourages the person to eliminate this contradiction.Educational needs were defined as the needs for the formation of the education means of those personal qualities that contribute to personal self-realization and the formation of personal qualities in the field of education that will enable them to obtain the desired social benefits and improve the social well-being of the individual. Such qualities are: high level of intellectual development; theoretical knowledge and practical skills necessary for professional activity; communicative skills and a high level of culture; personal qualities (integrity, workability, creativity, etc.). Education itself is a factor that allows the formation and accumulation of socially significant qualities in an individual’s arsenal that enable them to receive the benefits, satisfy the urgent needs and be realized as an active and active-oriented member of society.It was emphasized that in today’s conditions, students according to their characteristics are quite different from all other sections of the population, first of all ideological formation, influence mobility and their kinds of needs, which to a great extent determine its social well-being.Social needs of students are considered in connection with the functions of education, primarily with the functions of intelligence reproduction of society, vocational, economic and social. The article used data from nationwide surveys of students «Higher Education in Ukraine: Students’ Public Opinion» and «Higher Education in Reform Conditions: Changes in Public Opinion» conducted by Ilko Kucheriv Democratic Initiatives Foundation in 2015 and 2017 respectively; the data of a sociological survey «Values of Ukrainian Youth», conducted in 2016 by the Center for Independent Sociological Research «OMEGA», by request of Ministry of Youth and Sport of Ukraine.Based on the data of sociological research, we concluded that the level of social needs satisfaction of students in the field of higher education is not high. We need more detailed analysis of students who are studying at various educational institutions, as well as to identify the trends that are characteristic for education sections in different areas of study.

Abstract Introduction: In order to build a quality inclusive environment (not only in education) it is not enough to have material and personal capacity. The students themselves also need to be included via quality assessment of this environment. Research focused on the attitudes of university students with special educational needs (SEN students) towards the inclusive environment quality at a specific educational institution in Slovak conditions has never been done before. Methods: The research team aimed to identify SEN students’ attitude (N=20) to the quality of inclusive university environment. To maintain anonymity, university will not be specified; as for students, only their degree of study and gender will be listed instead of their age (65% were females). An attitudinal questionnaire developed by the authors was used to identify how the respondents perceived the quality of inclusion in the respective university environment. Results: SEN students’ attitudes show the highest score in emotional components (AM=3.607; SD=0.602). Additionally, there is a statistically significant relation between their attitudes and the coordinator’s work quality. A statistically significant difference was measured between the attitudes of those SEN students who were satisfied with the work of their coordinator and those who were not (p-value 0.008). We noted a strong deviation in favour of the satisfied students. Discussion: SEN students generally perceive the inclusive environment at the faculties at which they are currently studying as positive, which can result from the fact that coordinators are appointed specifically to cater to their needs. A distance course has also been created to improve the inclusive environment for students; it helps to improve the effectiveness of communications between coordinators and students, and quickly resolve any issues related to education. Limitations: Both the size of the research sample and the fact that the survey was conducted at only a single university were limiting factors. Thus, we cannot generalize our findings to the entire university SEN student population nor to all Slovak universities. Conclusions: In the conditions of the institution in question no research of this nature has ever been done before. In order to increase the internal quality of the school environment a reflection on the inclusive environment quality from SEN students is necessary. Looking forward, we recommend carrying out a more detailed observation of the inclusive environment quality in relation to the coordinator for students with special educational needs (hereinafter SSEN coordinator), their work quality and expertise.

For the past several years I have been engaged in graduate study in anthropology, with special focus on applied and especially educational anthropology. During this time economics have necessitated my employment outside academia, primarily in the field of child care and early childhood education. Since June 1994, I have worked with one child-care provider in particular: a large, public, for-profit, preschool and day-care company. I began in the Special Needs Program, but recently moved into the position of Training Coordinator. Rather than working directly with the children, I now work with the teachers who work with the children.

The article deals with the historical process of integration/inclusion of children with special needs into mainstream educational establishments in Latvia since 1998 when the pedagogical staff in Latvia was introduced the term “inclusive education” broader for the first time and there were offered practical recommendations for school and class work; afterwards some educational establishments started implementing inclusive education; the current situation regarding inclusion/integration of children with special needs in mainstream educational establishments is evaluated in the questionnaire provided to the heads of educational establishments. There are provided the data of the provided questionnaires regarding the readiness of mainstream schools in Latgale and Vidzeme regions and real situation in the integration of children with special needs.

The article presents the opinion of teachers and parents concerning the educational situation of students with special educational needs at general education schools. The qualitative research, which was carried out by means of a semi-structured interview with teachers and parents, helped to determine that students with special educational needs are included in the general education school on a theoretical rather than practical basis. Despite the fact that the school advocates the inclusion of students with special educational needs and provides various special support services, informants observe a number of weaknesses in the system that do not provide an opportunity for the subject to receive the support one requires. It is alleged that teachers working at general education schools are not trained to work with such students and there is a lack of means and facilities for individual work. There are too many students in classes. Due to the following reasons, education that the subject receives is not always efficient. It was also revealed that specialists working with the subject have difficulties in communicating with each other and working as a team in order to set and achieve a common goal. All interviewees work as they think is best. Poor parent-subject work at home was also emphasized. For the given reasons, there is a lack of continuation in the education of the subject, which is one of the most important factors influencing the educational success of students with special educational needs.

The article is an attempt to present the model of work of a school counselor. It reviews the approaches to the styles and concepts of school counselors work described so far in the literature. It was assumed that the model is a certain image of reality, its possible shape. In the case of the school counselors, the model refers to the process of educational interactions. It always results from the existing school situation, tasks assigned to the educational psychologist and school counselor, the needs of students, parents and teachers, and the educational environment. Six models of the pedagogue's work were distinguished and described: a tutor and social activist, therapist, creative educator, mentor of children and youth, a pragmatist and coordinator of educational work at school, and an interventionist pedagogue. The presented models of work may constitute a proposal for effective planning of activities undertaken as part of psychological and pedagogical support.

The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative); decrease in self-regulation, programming and control; lack of position dynamics in partnership etc. The paper also provides a review of the new basic professional education programme in “Correctional and Developmental Work with Children” designed in modules and based on networking. It is argued that students graduating in this programme have mastered all competencies required for working with children with special needs.

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

<p>The training aims at: 1) providing essential knowledge to parents of Special Educational Needs (SEN) students in inclusive primary schoolsin Lopburi Provinceand 2) learning the parents’ perspectives on how to presently work with their children with special needs. Eighty-five inclusive schools, from the first and the second school districts participated out of the pool of all regular public schools in LopburiProvince by suggesting parents’volunteer to participate in thesetraining sessions. Two parents of SEN students from each school were allowed to attend the trainings. The first school district had 80 parents attending from 40 inclusive schools, while the second school district had 89 parents joining the training from 45 inclusive schools, equating to 169 totalparticipating parents. Qualitative research reports from the parents’ sharing and brainstorming session emerged into three different themes accordingly: 1) knowing more rights and support for their children, 2) have better knowledge, increase awareness, and a better understanding for living with children with special needs, and 3) managing children with disabilities as if this was a result of their “Bad Karma.”</p>

This article focuses on how children with special educational needs, psychological and pedagogical opinions and advice and guidance on how to work with them, and their parents are coping in a distance learning situation. Four research problems have been formulated, i.e., What changes do parents notice in the child’s motivation to learn during distance learning education? What limitations and difficulties arise with distance learning education? What are the attitudes of children during distance learning in the opinions of their parents? Do parents notice any progress in their children’s learning during distance learning education? For research on the key methods used and interview technique. The research was conducted on the basis of the opinions of parents, who during distance learning education were stronglyinvolved in the educational processes of their children, and often took on the role of a teacher. Self-study for children is limited by the challenge, cannot be met, and remote learning evokes great emotions in them. In the opinion of parents, distance learning education tools are not conducive to the focus of attention on the part of their children.

A child is a member of a vulnerable group in societies. Children's rights are equal for all children and they cannot be denied, because they are a birthright. However, throughout the world, children with disabilities and their families constantly experience a barrier in regard to the enjoyment of their basic human rights and to their inclusion in society. Their abilities are overlooked, their capacities are underestimated and their needs are given low priority. The barriers they face are more frequently a result of the environment in which they live rather than a result of their impairment. The situation began to change only when requirements to include disabled children in the education system were introduced in legislation. Following the example of other countries worldwide, the Republic of North Macedonia introduced inclusion of children with disabilities in the mainstream educational process, because the right to education is a right for all children, including the ones with special educational needs. For this purpose, the Republic of North Macedonia implemented a series of changes in the educational system for successful inclusion of children with special educational needs. Hence, the main aim of our paper is to represent the actual situation in Macedonian schools regarding the problem of educational inclusion of students with disabilities in the regular school system. The research methods are based on document studies and case studies about changes in social and educational policies for students with disabilities and special educational needs who are included in primary and secondary education. At the same time we shall present some guidelines for teachers who work with these children and future directions for a proper inclusion system in the Republic of North Macedonia, because every child has a fundamental right to education and must be given the opportunity to achieve and reach an acceptable level of learning. In this frame, school societies try to support full participation of students with disabilities in areas of their lives on equal terms, conditions, social justice and basic human rights.

Chinese pedagogical science always had rather complex relationship with the concept of «giftedness» as a social and educational reality because only the person's social success (good position, social and professional demand, maximum compliance with the social ideal of society) was seen as the sign of the person's giftedness in traditional Chinese pedagogy. Online education always considered to be a supporting form of education service in China or a variant of education service providing for special categories of children (hard-to-reach children, children with special physical and educational needs, those who are in difficult life situations: imprisoned, in hospital etc). However the 2020 pandemic situation faced the whole world and China in particular with the need to reconsider views as to the place of distance education. All pedagogical and educational work in the world has been moved online and work with gifted children is of no exception. The article aims to present the Chinese experience of online work with gifted children (especially the communicatively gifted ones) by the means of special education platforms and programs. To write the article, a complex of theoretical and empirical research methods was used (аbstraction method, analysis of pedagogical literature, induction and deduction, observation etc.).

The curriculum connotes defining goals and tasks of learning with regard to content, teaching methods and forms applicable to the teaching situation and evaluation of student achievement and its capabilities. The national curriculum is a document issued at the state level of a certain state educational policy. There is a school curriculum and curriculum of instruction. Contemporary curriculum is focused on student and her/him abilities. The concept and content of the individualized curriculum appears as an answer to the question of competence development of students with special needs (gifted students and students with learning and/or developmental disabilities), and their successful integration. The aim of this paper is to analyze the terminology and purpose of the individualized curriculum and its normative basis in the Croatian education policy. The purpose is to highlight the importance of individualized approaches to teaching and timely development of competencies of the students with special needs, and encourage the creators of educational policy to the value of education and training teachers to work with students with special needs for the purpose of the successful drafting and implementation of an individualized curriculum.

The article analyzes the educational situation of students with disabilities in Vietnam. The author reviews legal acts regarding inclusive education. He also presents research aiming to determine the preparation level of preschool and school teachers in four Vietnamese regions to work in inclusive education. The results of the survey were compared with data obtained through direct observation of teachers' work in inclusive settings. It turned out that the declared level of teachers' preparation for inclusive education did not coincide with their real competences. Teachers overstated their degree of preparation to work in inclusion with students with disabilities. The author formulates a number of recommendations that are intended to improve the quality of education for students with special educational needs in Vietnam.

Aim. In order to provide psychological counselling, it is necessary to properly diagnose and study the psycho-emotional states, psychological makers of parents raising children with special educational needs (SEN). Methods. In the diagnostic and practical work with parents of children with SEN, we used the text analysis method and the biographical method (including projective techniques lifeline, my autobiography), which combine diagnostic and psychotherapeutic scientific results. Family sociogram technique (Eidemiller, 2002) and its modified version (Tkachova, 2014) are used to study interpersonal family relationships and the nature of communication. The article analyses the scientific data and approaches to the study of problems faced by parents, arising from the condition of their child; emotional states of parents raising a child with SEN; stage of experience of the birth of their child. Results. Intervention is focused on the present and future. If the experience of the past comes up, it is used for the benefit of achieving certain goals. An important result of the study to be worked on is that parents of special children mention only their family and children, but forget about their own wellbeing. Children with SEN are surrounded by care and love, parents seek symbiotic relationships with children trying to satisfy all their needs, protect from difficulties, offer boundless love and sometimes over-protection. Conclusion. Knowledge of psychological stages identified within the theory of grief helps professionals understand when and how it is better to intervene in the situation taking into account the characteristics of a particular family and individual reactions.

The importance of inclusive education for the education system and more effective social inclusion of students with special educational needs (SEN) and care for its quality in schools is an issue raised both in Europe and more widely at international level. In 2017, a modification of legal provisions in the field of providing psychological and pedagogical assistance to pupils with special educational needs in Poland was introduced. A year later, the Children’s Ombudsman conducted a diagnostic survey, which aimed at getting to know parents’ opinions about the state of inclusive education and the support offered to pupils with SEN in mainstream schools. The obtained data suggest that in the opinion of parents76 schools participating in the study, situation of SEN students can be assessed as satisfactory. Nearly 80% of children attend schools in the vicinity of their place of residence. The teachers and specialists employed in schools are rather well prepared to work with pupils with SEN, they often implement recommendations contained in the opinions issued by psychological and pedagogical counseling centers.

The article shows how the achievements of the Polish science of teaching people with visual impairments are used in a country that is completely culturally different. Analysis of the use of the method of work centers in the Center for Blind People in Kibeho, Rwanda, is preceded with the discussion of the disability model used in African countries and the presentation of basic data on the economic and social situation of people with visual impairments in Rwanda. The main part of the article describes the theoretical and practical principles of the method of work centers in the context of satisfying blind students' special educational needs. It presents methodological solutions used during the successive stages of a daily work center, giving special attention to the principles of conducting non-visual observation. It shows the adaptation of the curriculum to Rwanda's cultural, geographical, political and social conditions. It describes the aims, form and course of training sessions on planning and carrying out activities according to the method of work centers, emphasizing difficulties in conducting them resulting from the specific nature of African teachers' working style and mentality. Learning about, understanding and respect for a different cultural sphere facilitated mutual agreement between Polish special educators and Kibeho teachers, and the improvement of the quality of the educational offer for students with visual impairments. The training project of the Ministry of Foreign Affairs and the Hear Africa Foundation described in the article proved that the method of work centers is universal as a form of educational and rehabilitation interventions for blind children and can be effectively used both in Poland, and in Rwanda.

In the article, the authors analyze ways to increase the professional competence of teachers of multidisciplinary IEP teams. This allows the conclusion that that the use of coaching is appropriate for mastering support specialists with inclusive technologies, as well as the ability to work in a team interaction mode. Despite the obvious advantages of teamwork, in Ukraine this format of work is still not mastered in an inclusive educational environment. In the article the authors present the structure of the training program based on the team management model for significant achievements (R. Hackman). We conducted a training program for 10 IEP teams, aimed at increasing the level of team interaction and inclusive competence of specialists. Formative influence was done directly during the professional activity of teachers and was accompanied by prolonged expert coaching. In their study, the authors applied a special design scheme for teamwork. This scheme was concretized in the fact that the participants of the IEP teams used the experience gained in the training sessions in the practice of their professional activity, critically comprehended and analyzed their new experience, sought to comprehend the factors of both success and failure. Together with the coordinator and experts, all participants of the IEP teams developed rules for the team, established feedback, sought to influence the focus on mastering the modern approaches of the inclusive process at the level of the entire educational institution. In turn, this maintained the necessary level of motivation and joint intentions to introduce a competently constructed educational environment. To assess the state of inclusive competence formation before and after the training program, we used teacher self-assessment method «Professional Development Tool for Improving the Quality of Practice in primary school». As a result, all teachers have achieved a significant increase in the effectiveness of interdisciplinary support for children with special needs, which have reflected in the positive changes that have occurred in teachers at the professional, interpersonal and personal levels.

The article reveals the essence of the concepts of «professional activity» and «training for professional activity» and approaches to their interpretation in modern scientific research. The general definition of «professional activity» is given; we define this notion in our study as a systematic human activity of a specialist in a particular field, who has special training, definite responsibilities and professional tasks should be performed to meet its own needs and to develop a socially significant product, or to provide high quality services. The purpose of the article is to substantiate the importance of students-pharmacists training for future professional activity during the study of the block of chemical disciplines at all stages of degree education in the system of college and medical academy. The authors` understanding of approaches in training for professional activity in the system of college and medical academy is shown; the professional activity is developed by the formation of chemical competence due to organization of chemical disciplines trainings which as much as possible model real industrial situations for a worker of pharmaceutical branch. The article presents some results of an anonymous questionnaire about organization of the chemical disciplines block distance learning in the educational platform «Moodle», they confirm the key role of a teacher in the educational process and recognize the prerogative of live communication over the virtual one. A number of measures have been identified to help to train future pharmacists for their professional activities, they include: adjusting the curriculum, adding professional topics to the curricula of chemical disciplines, adding a lot of laboratory and practical work lessons that simulate the professional activity of a pharmaceutical worker, expanding the base of tasks and situational tasks, coordination of the system of interdisciplinary relations, creation of information support didactic complex for the block of chemical disciplines training. There is emphasized the special role of information and communication technologies in the chemical disciplines block teaching while the pharmacists training for a professional activity. The directions of further researches are defined; they are directed on studying approaches to the organization and functioning of the home chemical laboratory which could be in use of talented students and its influence on a level of educational achievements in the chemical disciplines block learning, the formation of the future pharmaceutical branch workers professional identity and approaches to their choice of individual educational trajectories. The study used data from psychological and pedagogical sources and from scientific research. The comparative method of analysis is applied.

The article is devoted to the current issues related to the COVID-19 pandemic, which was announced by the WHO on March 11 2020. The fight against a new, unknown until now disease takes a place all over the world, including our country. All the activities are aimed primarily at stopping the transmission of infections, which is progressing rapidly. One of the prevention actions is lockdown, which is being announced in many countries. It includes the closing of schools and universities and the learning takes place online. Schools, teachers, students and their parents are facing many organizational, technical and adaptation difficulties, which are connected with a distance education. There are many questions, e. g.: “How to overcome the technical problems? What should be more important: the completion of the syllabus or the emotional state of the student? How to work with a student, especially with the younger one or with a special educational needs? The author attempts to show the current situation in the area of realization of online education and care activities in schools. She discuss it basing on the literature and the research with the use of surveys among performed by teachers. The surveyed teachers define the threats and difficulties that are being caused by the necessity of online education. They assess the possibility of completing the tasks for students, especially for those with the special educational needs.

This article presents the results of a field study of the state and development of the human capital in the Karelian Arctic as a factor in sustainable development of the region during the transition to a new economic and legal regime. The focus of the scientific research is the assessment by the citizens of the level of their well-being and the ability to meet various family needs, personal income planning possibilities, correspondence of the current place of work to the training received in an educational institution. Brief conclusions are made on the indicated aspects of the development of the human capital in the Karelian Arctic region. Data were obtained and an analysis of the situation was made both for the Karelian Arctic as a whole, and for individual municipal districts included in this region. Further research activities to deepen scientific knowledge about the state and trends in the development of the human capital in Arctic Karelia and the Arctic zone of Russia as a whole have been identified. The issues under study are one of the key ones in determining the parameters of the created special economic and legal regime, which applies to Arctic Karelia.

In this article the author speaks about the ways of modernization of current educational system. The desire of society to develop the system of additional education of children due to new requirements for the level of education of a person, which is determined not so much by the formation of special knowledge of the individual, as its versatile development. In this regard, measures are increasing to change the situation in additional education of children, the decision of which is entrusted to the system of pedagogical education. In this regard, measures are increasing to change the situation in additional education of children, the decision of which is entrusted to the system of pedagogical education. However, the difficulties in their implementation are due to the contradiction between the needs of society in the teaching staff, able to creatively solve professional problems in the field of additional education of children, and the unwillingness of graduates of pedagogical universities to work in the specific conditions of this sphere. Step-by-step development and formation of professionally significant qualities of the personality corresponding to the specific purposes and tasks of activity in system of additional education of children is the solution of this contradiction.

The article substantiates pedagogical conditions of preparation of future rehabilitation teachers to work in the conditions of inclusive teaching of students. It is revealed that the realization of the first condition (formation of students of stable positive motivational orientation to inclusive learning through the use of interactive forms and active teaching methods) was ensured through the use of interactive forms (psychological-pedagogical practicum, lectures-discussions) , panel talk (panel debate), panel discussion, closed discussion in microgroups, small group work, psycho-gymnastics), active teaching methods (question-answer here, the “half-voice discussion” method, the clinic method, heuristic questions, the reproduction of the professional situation, business games, game therapy, relaxation exercises, selection and creation of individual portfolio, scenario method, brainstorming, gateway method a holistic view of students' level of motivation was used by the “Map of Social Motives Development”. socio-pedagogical work with children with special educational needs) provided for updating the content of disciplines ("Fundamentals of inclusive education" "Correctional psychopedagogy", "General pedagogy", "Psychological and pedagogical bases of correctional and educational work); use of organizational forms (seminar, discussions, debates, abstracts, research, pedagogical practice, out-of-class activities), methods (roleplaying games, analysis of pedagogical situations, performance of creative tasks, complex of psychological and pedagogical exercises, planning of rehabilitation) . It is proved that the realization of the third pedagogical condition (realization of quasi-professional activity aimed at mastering the ways and experience of performing specific professional actions during inclusive student learning) was carried out with the use of technologies: game technologies, technologies of correction and rehabilitation work, technology of formation of technology.

We prove the relevance and educational purposefulness of the “Creative Abilities Development” discipline for master’s degree students. We emphasize that there is constant social need in active and ambitious members of society, who are able to see new problematic areas, find new answers for non-standard questions, in other words, the society needs creative individuals. We consider the object, the tasks of the discipline and the demands of the study. The discipline gives a possibility to deepen the knowledge and form the competencies, which are defined by the content of basic disciplines; it also allows master’s degree students to gain skills for future successful pro-fessional and educational activities. We emphasize the special significance of individual work of master’s degree students during their studying. We suggest the following types of individual work: comprehension and assimilation of the lecture contents with a support on the educational and methodical literature recommended by the lecturer, use of information educational resources, preparation for practical classes, preparation of reports on the discipline, abstracts, essays, creation of the creative project, work with primary sources, visiting libraries, museums, exhibitions, concerts for the purpose of collecting and accumulation of information and broadening of horizons. We also emphasize the role of a lecturer in the organization of students’ cognitive activity. We prove that active development of cognitive activity of master’s degree students depends on the organization of non-traditional forms and methods of study: business and role play, training, discussions, implementation of information technologies, using pedagogical methods, which are adequate to the situation. Planning the content of “Creative Abilities Development” classes is possible due to integrative approach to the study, polyartistic development of master’s degree students.

Продолжено рассмотрение ситуации, сложившейся в белорусской психологии в период Великой Отечественной войны, и роль этого этапа истории в ее дальнейшем развитии. Представлен малоизученный факт использования житейских психологических знаний в организации и ведении партизанской войны. Показано, что специфика партизанской войны с необходимостью требовала от бойцов и командиров применения психологических знаний и умений. При этом, несмотря на отсутствие документов, официально подтверждающих наличие лиц со специальной психологической подготовкой в боевых партизанских соединениях, данные задачи выполнялись достаточно эффективно. К числу подобного рода задач и специфики партизанской борьбы относятся: психологические аспекты организации и координации деятельности партизанских отрядов, особенности командования в них, необходимость учета этнонациональных особенностей как противника, так и членов партизанских отрядов, особенности взаимодействия и коммуникации между гражданскими и военными лицами внутри партизанских отрядов, психологическая подготовка бойцов (наряду с профессиональными навыками) партизанских отрядов (воспитание мужества, стойкости, готовности и т.д.). Также значительное место в боевых действиях партизан занимало осуществление психологической войны в тылу врага и параллельное проведение идеологической и воспитательной работы среди населения оккупированных территорий при необходимости эффективного функционирования в длительной экстремальной ситуации и в ситуации неопределенности, развитие устойчивости к ней. Важной задачей являлся психологический отбор, в первую очередь связанный с необходимостью определения потенциальных предателей и оценки возможностей использования помощи местного населения и др. Таким образом, в истории белорусской психологии в период Великой Отечественной войны сложилась уникальная ситуация широкого использования житейских психологических знаний и их спонтанный переход на уровень прикладных. Тем не менее, прямого развития этой отрасли психологической науки после Великой Отечественной войны в белорусской психологии не произошло. The article continues to consider the situation in Belarusian psychology during the Great Patriotic War and the role of this stage in further development. The little-studied aspect is presented - the use of everyday psychological knowledge in the organization and conduct of guerrilla warfare. It is shown that the specifics of guerrilla warfare necessarily required fighters and commanders to apply psychological knowledge and skills. At the same time, despite the lack of documents officially confirming the presence of persons with special psychological training in combat guerrilla units, these tasks were performed quite effectively. Such tasks and specifics of guerrilla struggle include: psychological aspects of organization and coordination of guerrilla units, features of command in them, the need to take into account ethno-national characteristics of both the enemy and members of guerrilla units, features of interaction, communication within guerrilla units of civilians and military personnel; psychological training of fighters (along with professional skills) of guerrilla units (education of courage, perseverance, readiness, etc.). Also, a significant place in the guerrilla operations was occupied by the implementation of psychological warfare in the enemy's rear, parallel ideological and educational work among the population of the occupied territories, the need to function effectively in prolonged extreme situations and situations of uncertainty, development of resistance to it. An important task was psychological selection, primarily related to the need to identify potential traitors and the possibility of using the help of local people, etc. Thus, in the history of Belarusian psychology during the Great Patriotic War there was a unique situation of widespread use of psychological knowledge and their spontaneous transition to applied. Nevertheless, there was no direct development of this branch of psychological science in the Belarusian psychology after the Great Patriotic War.

The article is devoted to the matter of the interconnection of social services and the image of their recipients. Among the latter, special attention is paid by scientists and practitioners to elderly people in an ageing population. The authors promote awareness of the importance of the social work principles with the elderly and its compliance with spectrum, level, and hierarchy of their social needs. The range of needs of the elderly people, which are met through social services, is constantly expanding; conditions and approaches to their typology and satisfaction are also changing. The authors offered to consider the image of the elderly people in a deeper sociological dimension: through the views of experts in social work about this group of social service recipients. During the expert survey, conducted by the authors among specialists of the territorial centres of social services for the city of Kharkiv and Kharkiv region inhabitants, it was revealed that the image of the elderly people is fixed through the emotional perception; the idea of what is missing for the elderly people (their needs that are not satisfied); associations that appear towards them as a problem group. Elderly people at the social work professionals’ emotional level (regardless of their gender, age, signs, educational potential, accommodation) bring out mostly positive emotions, setting them up to perform their professional duties. Differences in the views of experts on the needs of elderly people are due mainly to a spatial factor – a place of residence. It is shown that the views of social work specialists about the image of their clients are formed based on the acquired in the process of professional activity, specific sensory impressions about the elderly. The authors determined the requirements for the views of social work specialists about the elderly. The latter must correspond to the triad: to be creative, critical and productive. The creative imagination of social work specialists is in demand, which involves their independent creation of new images of the elderly people as recipients of social services depending on the specific time, life situation and personal strategies of social participation/social exclusion of the elderly.

Introduction. The relevance of the study is to prepare teachers to solve the problems of providing comprehensive support to vulnerable categories of children, children in difficult life situations. Every child needs conditions that ensure his rights and interests in versatile development and positive socialization. A modern teacher needs training in this direction. Such a statement of the question objectively forms the need to study the professional difficulties and needs of teachers in working with special categories of children. The purpose of the study is to analyze the problems and professional deficiencies of teachers who support children in difficult life situations. Materials and methods. The research materials were the results of an anonymous online survey. The study involved 1,587 teachers from 54 regions of the Russian Federation. The study took place in February-March 2021. The article was prepared as part of the research work of the state task of the RANEPA. Results. The analysis of the data obtained during the online survey showed that all the study participants have some professional difficulties in working with children who are in a difficult life situation. The main problems are in the sphere of building relationships and communication with children and their parents. Among the reasons, 60% of teachers lack professional training in working with special categories of children. The teachers participating in the survey noted the presence of professional deficits in the field of legal support of activities and methodological support from organizations of additional professional education. According to the results of the study, 45% of teachers need to master the technology of organizing psychological and pedagogical trainings, 42% – psychological and pedagogical diagnostics, 40% – art-therapeutic practices. Every third teacher expressed professional interest in such areas as designing individual routes, inclusive education, working with the case. Prospects for further research. The results of the conducted research can be useful in the development of educational programs for training teachers to work with children in difficult life situations at different stages of professional development. They can be in demand in the process of designing a system of methodological support for teachers, taking into account their professional deficits and needs in this field of activity.

High competition in the educational service market and the necessity to provide advanced level of quality in training of specialists require introducing into traditional educational form a new format based on information technologies and interactive methods of educational process by research and educational staff of higher education institution. The specific of MOODLE using for distance learning during the quarantine COVID-19 is considered and its advantages and disadvantages for training management and administration specialists are discussed in the article. The questionnaire which was carried out by authors among students of the Accounting and Finance Faculty of the Centralukrainian National Technical University in terms of their attitude about LMS MOODLE use for distance training during spring semester of 2019–2020 academic year students shows the next results: Most of the students had a positive attitude to distance learning – 48,3 %, negative – 34,5 %, neutral – 17,2 %. From students prospective the main advantages were the opportunity to study and work at the same time (32.4 %) to plan more flexible study schedule (29.7 %). Existence of such negative situation as wish to cheat while performing tests and tasks in MOODLE. Difficulties for lecturers to control stand-alone basis tests and tasks performance by students. The main problem was the independent study of lectures and practical tasks by students without teachers’ support. To improve the effectiveness of training asynchronous Moodle or Google Classroom platforms and learning sessions in Zoom, Meet, Skype, etc should be combined. This approach allows visualizing educational material with presentations and simplifying training materials by students, as well as expanding opportunities for students with special educational needs to obtain professions in management and administration.

The paper examines the features of establishing of the education system and training for the needs of textile production in pre-revolutionary Russia. Early 19 century is characterized by a rapid growth of already existing manufactories and emergence of new ones. This situation caused intense competition among their owners. Understanding the importance of education among workers comes first to the most advanced of industrialists. Representatives of large enterprises saw that education may increase labor productivity, reduce the number of accidents at work caused by drunkenness or a low technical culture, reduce the number of theft of factory products, and improve mutual understanding between manufacturers and workers. Besides, the paramount task was to provide textile manufactories with their own, domestic qualified specialists capable of understanding technological processes of creating fabrics, as well as designing highly artistic printed drawings for various purposes. All this prompted many owners of textile industries to open schools at factories, where not only children of workers of enterprises, but also the workers themselves, who showed interest in self-development and advanced training, could be trained. Throughout the 19 century, industrial enterprises opened schools and craft schools that trained specialists to meet their own needs of enterprises. A special place in the series of factory schools is occupied by educational institutions of art and industrial direction. Here the foundations of the national secondary and higher professional education were laid. The curricula and programs of craft educational institutions took into account the experience of secondary art and industrial educational institutions. At school, in addition to general subjects, they studied linear drawing (i.e. drawing) and pattern drawing. Future masters learnt to analyze the best samples, fostering analytical thinking. The combination of theory and practice in the training system became the start for developing project creativity.

The current situation in the youth segment of the labour market is characterized by high unemployment and instability. The mechanisms regulating relations between the labour market and the educational services market do not ensure that the educational process of young people meets the needs and requirements of employers. In this regard, a necessary condition today is to improve the mechanisms with greater adaptive capacity, which would effectively solve the problem of youth employment. Thus, the purpose of this article is to study the practical mechanisms used in the UrFU to improve the adaptive capacity of young professionals and to assess the views of graduates on their application in the University. To this end, the empirical material obtained in the study of the opinion of students aged 20 to 21 years, on the basis of UrFU in Yekaterinburg, was analyzed using the questionnaire method. The relevance of the study is due to the existence of the problem of adaptation of young people in the labor market, which requires improvement, and is enhanced by the fact that it has a practical orientation. The materials of the work can be used in subsequent research of the youth segment of the labor market, as well as in the preparation of textbooks and reading training courses in universities on the basics of employment technologies and the effective behavior of young people in the labor market. The results of the study showed: 1. UrFU pays special attention to the promotion of employment and adaptation in the labor market of graduates, using mechanisms that have a more General (universal) character, but do not contain targeted (individual) assistance to graduates. 2. To solve the identified problems, the authors develop a special training course «technology of effective employment», aimed at improving the adaptive capacity of graduates of UrFU.

Em uma investigação apoiada pelo MCTI/CNPq, realizada em parceria interinstitucional entre a UFPE, a UFSM e a UFPR, buscamos examinar as práticas pedagógicas adotadas pelos docentes que atuam em disciplinas cuja finalidade é o ensino de criação publicitária. Atenção especial recai ao processo de orientação - estratégia de ensino em que o professor acompanha os estudantes de forma sistemática e colabora na superação de dificuldades. Observamos, a partir do trabalho de campo ancorado em gravações de aulas em áudio e vídeo, que o professor publicitário necessita de contínua formação para converter a atividade de orientação em um instante estratégico de troca de conhecimento, interação e produção de sentido, a fim de favorecer a mediação e a formação de um ambiente adequado para aprendizagem em que o estudante queira se lançar nos desafios do querer aprender criatividade.Palavras-chaveEnsino. Criação publicitária. Processo de orientação. Formação publicitária. Trabalho docente. AbstractIn a leaning investigation for MCTI/CNPq, accomplished in a inter-institutional partnership among UFPE, UFSM and UFPR, seeking to examine the pedagogic practices adopted by the teachers that act in disciplines whose purpose is the teaching of advertising design. Special attention relapses on the orientation process - teaching strategy in that the teacher accompanies the students in a systematic way and it collaborates in the overcoming of difficulties. We observed, starting from the field work anchored in recordings of classes in audio and video, that the advertising teacher needs continuous formation to convert the orientation activity in a strategic instant of knowledge change, interaction and sense production, in order to favor the mediation and the formation of an appropriate atmosphere for learning that the student wants to set in the challenges of wanting to learn creativity.KeywordsTeaching. Advertising design. Orientation process. Advertising formation. Educational word.

The Far North is the most important territory for Russia, which largely determines the pace and prospects of socio-economic development. This means that its development requires special attention. One of the main drivers for the development of the Far North is the system of general education, which meets the needs of the society and the economy of the macro region. The article considers it in two ways. First, a comparison is made between the Far North and the rest of the country of the dynamics of indicators that characterize the training of the most talented and motivated children. For this purpose, the number of winners and prize-winners of the all-Russian subject Olympiads since the academic year 2011/2012 is ana-lyzed. It is shown that their number is significantly lower than the national average. Second, the dynamics of number of educational institutions, children attending them, and teachers working there are considered. The conclusion is made about the significant deterioration of the indicators, which is associated primarily with unfavorable demographic dynamics. The problems faced by the education system are considered and measures aimed at improving the situation are proposed. The most important of them are the concentration of efforts on the development of the mass system of general education, preparing children for work and living in rural areas, and improving the information support of the implemented policy.

In computer-aided learning (CAL) usage in higher education, five stages can be identified: (1) complete unfamiliarity, (2) orientation, (3) introductory, (4) regular, and (5) integrated usage. Many faculties now find themselves somewhere between stages 3 and 4, which is characterised by sorting out or establishing policies, creating budgets, finding a coordinator and developing an implementation scheme or protocol. For help at implementing CAL during stage 4 we use the metaphor, "hitting the bull's-eye", to identify four important impact points. The first is to clearly recognize the critical success factors that normally accompany effective CAL usage. In total we identify 11 factors that can be divided into three hierarchical levels: the strategic, the organisational, and the operational levels of an educational institute. On the basis of an investigation, those responsible can uncover in which part(s) of an organisation conditions are most favourable for successful implementation. The next step would be to place the target, e.g. project type most likely to succeed, in the most appropriate environment. An inquiry can be held among all teaching staff involved in the curriculum that has been identified as most propitious. Questions to be included in the inquiry should address themselves to a portion of a teacher's course and should be rated on six criteria: (1) the basic teaching objective(s), (2) desirability/need for improving education, (3) teaching staff cooperation, (4) stability of learning materials, (5) target group size, and (6) the cost of training. The higher a particular course component scores on these criteria, the more likely it is to become chosen for a CAL solution. The third step is to follow the experience of the master; those who have already made successful usage of CAL. Twenty-one successful applications of CAL have been collected in a book titled, 'The merits of CAL' (De kwaliteiten van computerondersteund onderwijs, Mirande, 1994). Therein it appears that in higher education, CAL is successful in five different ways: (1) removing deficiencies, (2) increasing practice opportunities, (3) substitution for group work, (4) renewal of lab work, and (5) efficient testing and test preparation. The fourth point is to continue trying until the shot has hit the bull's-eye. This can be seen as a form of quality control or fine tuning of a product with special attention to didactic and content needs in the program under development.

The processes of globalization and universal digitalization have a transforming effect on the education system. To succeed in the profession, a modern specialist needs to have not only special skills, but also be able to navigate in a situation of uncertainty, be prepared to change his occupation, and constantly improve his educational level. The importance of philosophy as an academic discipline in the system of university education is considered. The relevance and argumentativeness of the question of the methodology of teaching philosophy are shown, taking into account the special tasks of the discipline, the focus on the formation of the philosophical and methodological culture of man. The focus is on teaching the student philosophizing, the development of critical thinking skills. It substantiates the refusal to teach in the form of translation of historical and philosophical knowledge and the productivity of the “Socratic dialogue”, which requires the student to search intellectually and creatively. The method of small groups is analyzed as an interactive teaching method, which involves changing the nature of the interaction between the student and the teacher, shifting the emphasis towards student activity and turning the learning task into a search-oriented, research-oriented one. The process of organizing a seminar on philosophy in accordance with the methodology of small groups on the example of the topic «Consciousness» is presented. The results obtained during the implementation of this method in seminars are studied. The conclusion is drawn, as a result of which the small group method seems productive and effective in organizing philosophical work, since not only is the student assimilating other people’s philosophical constructions (connecting to the philosophy of teachings and systems, according to M.K. Mamardashvili), but also building a version of his personal philosophy taking into account their attitudes, programs and values (real philosophy).

PurposeDespite dealing with special educational needs (SEN) students, many teachers feel unprepared for this task. This situation reveals the urgent need for studies in different areas, directed toward the inclusion of students in regular classrooms. Therefore, a diagnosis about the situation of inclusive education and the resources available in schools offering regular teaching becomes of paramount importance. Therefore, the purpose of this paper is to present the results of an investigation that sought information on pedagogical work in inclusive education and in the use of support materials by teachers of basic education in Brazil and Portugal.Design/methodology/approachIn order to carry out this investigation, a questionnaire was developed by a partnership between researchers from the Pontifical Catholic University of São Paulo, Brazil and the University of Minho, Portugal, and applied to mathematics teachers. The study participants consisted of 197 mathematics teachers, working in primary school, secondary school and young people and adult education. Data collection was carried out through a questionnaire, available online and designed in Google Forms, with 48 questions (both open and closed formats).FindingsFrom the results obtained, there is a clear need not only for promoting initial and further teacher training that takes into consideration the profile of this teacher, but also for promoting the development of support materials (games, software, devices and assistive technology) in a collaborative way, involving users, teachers, engineers in a way to ensure a good usability and adequate adaptability. Thus, the inclusion of SEN students in schools must not take place only with their physical integration, but also must consider their integration at social, emotional and educational levels.Originality/valueIt is understood that the teacher should receive a solid training in successful inclusion experiences in terms of technological, educational and didactic experiences. Another problem that seems to be recurrent is that support materials have been developed in a way that is somehow disconnected from the reality of the classroom. The context in which the support material is inserted is fundamental to the success of its utilization. What is more, it cannot be isolated from the individuals who will use it. It thus becomes urgent to prepare the school environment for the reality of inclusion. This involves aspects from changes in infrastructure and development of assistive technology to assist the student with SEN in their learning, to the establishment of public policies that involve teacher initial and further training, specialized support and curricular discussions.

The article analyzes the migration situation taking into account the social and economic development of the Russian Federation. The statistical data on labor migration, illegal migration, as well as indicators of demographic development and the labor market have been adduced. The forecast of changing the demographic situation has been considered. The main trends in the distribution of foreign workers taking into account the professional-qualification structure have been revealed. The authors stated the growing role of migration in the formation of labor potential and its placement in the country’s territory. The main legal instrument in the sphere of migration, according to authors, is the Concept of the State Migration Policy of the Russian Federation for the period 2019-2025, approved by the President of the Russian Federation, which defines the goals, principles, tasks, main directions and mechanisms for implementing the state migration policy of the Russian Federation. The implementation of the Concept activities will improve the migration legislation, using labor market tools related to determining the needs of the Russian economy for foreign workers, simplifying the entry, exit and stay of qualified foreign specialists, entrepreneurs and investors, and the development of educational and academic migration. Improving the mechanisms for foreign citizens to work on the basis of patents from Russian individuals, to facilitate the territorial mobility of Russian citizens are important aspects of the state migration policy. First of all, economic trends in the management of the state migration policy should be aimed at a balanced distribution of labor resources in the territory of the Russian Federation. Special attention has been paid to the international cooperation in the migration field. Attention has been paid to international treaties, aimed at the implementation of labor activity of migrants, the suppression of illegal migration, as well as international treaties on readmission. The prospects of effective management of migration processes in the Russian Federation on the basis of interaction of various levels of power have been determined.

Relevance. On one hand Catholic schools have a tradition of caring for the weakest, of paying attention to each person and to his or her needs; on the other hand, factually, they do not differ from other schools in the aspect of integrating of people with disabilities, as shown by the sources studied. Why is there a discrepancy between the paradigm of Catholic education and its realization? Authors (J. M. Barton (2000), M. E. Blackett (2001), J. Ruškus (2002), D. A. Bello (2006), T. J. Long, M. J. Schuttloffl (2006), A. Galkienė (2008), M. Scalan (2009), C. Ch. Grima-Farrell (2012), who have studied inclusive Catholic education pay more attention to the pedagogical or administrative questions raised by inclusive education than to the philosophical basis of such a choice. As a matter of fact, the analysis of Catholic education under the aspect of inclusive education is a new thing in Lithuania. The practical use of the research is the evaluation of the situation, with the identification of the weak aspects of inclusive education in Lithuania. This would allow, in the future, modeling the organization of the education of pupils with special needs on the basis of the paradigm of Catholic education. Problem question for the research: what is the situation of inclusive education in Catholic schools in Lithuania? How is it related to the conception of inclusive education expressed by the documents of the Catholic Church? The aim of the research: on the basis of empirical research find out the tendencies of inclusive education in Catholic Schools in Lithuania according to the documents of Catholic Church. The objectives of the research: 1. Make a survey of scientific literature about inclusive education in Catholic schools. 2. Analyze the vision of inclusive education contained in Church documents and the Church’s declarations about persons with a handicap, their needs and their rights. 3. Analyze the inclusive education in catholic schools according to the documents of Catholic Church. Methods of the research: 1. Survey of scientific literature and research results on inclusive education in Catholic schools. 2. Analyze documents of the Catholic Church from Vatican II on Catholic education and persons with a handicap. 3. Case study on the education of people with disabilities in Catholic schools. The analysis of the understanding of inclusive education in Catholic schools shows that: 1. It is obvious that students with disabilities should be integrated – this is understood as a norm and as a natural consequence of the Christian understanding of the value of each human person. 2. We underline the qualitative aspect of inclusive education – how it can be organized while, at the same time, maintaining the major components of Catholic education. 3. Practical research shows that, although Catholic education is favorable to inclusiveness, there are many obstacles to its qualitative realization: there is often a lack of financial and human resources, and, as a result, a gap between theory and practice. The documents of the Catholic Church show very clearly the theological grounds of inclusiveness: the person is accepted for his/her own valuable and unquestionable contribution to the community as a human person, since the definition of a Catholic school corresponds to that of a Christian community in which various persons, joined by a common aim live out the values of the Gospel and collaborate. The empirical method was applied in 17 Lithuanian Catholic schools, all of which were analyzed not as multiple cases, but as part of one case-situation of Catholic schools in Lithuania. The empirical research findings reveal that inclusiveness often means that students with disabilities are accepted in the common educational process, but without adapted conditions necessary for a full participation in this process and for personal success. As far as religious education is concerned, students with special needs are integrated in common programs, but there is practically no adaptation or personalization of pastoral work or moral education. The role of the disabled person in forming a community with other students is enhanced, but the vertical, transcendental dimension of his/her mission, which is underlined by the theological approach of the documents, is not mentioned by the schools authorities. Comparison between declarations of the Church documents on people with special needs and the information received from the schools shows a discrepancy between the aim and the reality as evaluated by school authorities, which is more functional than philosophical.

The review article critically analyzes the monograph on medialinguistics. It emphasizes the relevance of the elaborated topic, representativeness of the illustrative research base, and importance of the obtained results for understanding the nature of language changes’ determinism. Content dominants of the scientific work are outlined in accordance with its structure. The reviewer notes that with the beginning of this century the phenomenon of functional-style dynamics has clearly affected the development of the Ukrainian language. The lexical-semantic subsystem naturally turned out to be the most open to changes. Mass media communication became its organic medium as its imminent purpose is instant response to the demands of society, in particular, its linguistic and cultural needs. The author of the peer-reviewed book comprehends the factors, trends and facts that influenced the lexicon of modern Ukrainian periodicals and eventually formed it. The word consistently reflects intra-lingual processes, for example, inter-style interaction, and extra-lingual situation – political and legal, socio-economic, cultural and educational – which defines them. In the language of Ukrainian media, bookish elements are clearly updated – as a means of primary/secondary nomination, in particular, terms of various knowledge areas as well as acronyms. Media style actively assimilates the attributes of a colloquial style, and this affects the expression level of newspaper discourse. The dialogue effect is often achieved through the use of substandard units, such as slang. Confessional vocabulary, which mostly implements primary semantics, has a special place in periodicals’ thesaurus. The widespread use of various style means in the researched texts demonstrates the diffuseness of contemporary Ukrainian mass media lexicon.

The article is devoted to the urgent problem of humanization of educational activities. It indicates the interdependence of preschool and higher pedagogical education as important links of the national educational system. The article discusses the theoretical foundations of the education of the educational system, which integrates the efforts of the subjects of the educational process in preschool and higher pedagogical educational institutions. The ways of educational activity that allow to activate and form the emotional orientation of the future specialist in the field of preschool education by means of creative activity are also considered. Modern educational processes are characterized as dynamic and controlled systems in which the teacher is the coordinator of education and the student is a complex object. The student audience is considered as a target audience with their dreams, desires, needs, interests, experiences and values, therefore, one of the important tasks in working with them is the need to consider all possible communication channels, planning an educational and communicative strategy for the emotional involvement of future preschool educational process in a higher school. The article sounded the expediency of connecting the professional training of future educators of preschool children with the corresponding emotional orientation of the educational process and an attempt was made to prove the expediency of forming a positive emotional mood of future educators in their professional development, since the psychological structure is inherent in pedagogical activity: motive, goal, object, means, result. The creative activity of future preschool education specialists is considered as an important component of the educational process in the conditions of higher educational institutions, taking into account the mutual emotional influences of future preschool education specialists. The article also outlines the importance of considering the emotional and motivational aspect of the formation of the personality of future preschool education specialists as such that increases the attraction to pedagogical activity, in particular, creative activity with the presence of a healthy psychological response. Considered pedagogical conditions as important components of the structure of pedagogical activity. The first pedagogical condition for the formation of the emotional orientation of future preschool education specialists by means of creative activity is the development of which provides for involvement in the collective search for a solution to the pedagogical situation. The second pedagogical condition of the indicated process was recognized as the relationship of target pedagogical orientations and versatile and creative work to achieve them. According to the result of a qualitative analysis of the consistency and expediency of professional training of future workers of preschool institution of their emotional orientation.Key words: emotional feedback, professional activity, professional development, creative potential, cognitive and sensory experience, pedagogical conditions. Стаття присвячена актуальній проблемі гуманізації освітньої діяльності. У ній окреслено взаємозу-мовленість дошкільної та вищої педагогічної освіти як важливих ланок вітчизняної освітньої системи. У статті розглядаються теоретичні основи створення виховної системи, що інтегрує зусилля суб’єк-тів освітнього процесу в дошкільних та вищих педагогічних навчальних закладах. Також розгляда-ються шляхи освітньої діяльності, які дозволяють активізувати й формувати емоційну спрямованість майбутнього спеціаліста у царині дошкільної освіти засобами творчої діяльності. Сучасні навчальні та виховні процеси охарактеризовано як динамічні та керовані системи, в яких викладач є координа-тором освіти, а студент є складним об’єктом. Студентська аудиторія розглядається як цільова зі своїми мріями, бажаннями, потребами, інтересами, переживаннями й цінностями, тому одним із важливих завдань у роботі з ними визнано необхідність розглянути всі можливі канали комунікації, планування навчально-комунікативної стратегії емоційного включення майбутніх фахівців дошкільної освіти до освітнього процесу в умовах ВНЗ. У статті озвучено доцільність пов’язувати професійну підготов-ку майбутніх вихователів дітей дошкільного віку з відповідною емоційною спрямованістю освітнього процесу та зроблено спробу довести доцільність формування позитивної емоційної налаштованості майбутніх вихователів у їхньому професійному самовдосконаленні, оскільки педагогічній діяльності притаманна психологічна структура: мотив, мета, предмет, засоби, результат. Розглянуто творчу діяль-ність майбутніх фахівців дошкільної освіти як важливу складову частину освітнього процесу в умовах ВНЗ з урахуванням взаємних емоційних впливів майбутніх фахівців дошкільної освіти. У статті також зазначено важливість розглядати емоційно-мотиваційний аспект формування особистості майбутніх фахівців дошкільної освіти як такий, що употужнює потяг до педагогічної діяльності, зокрема творчої, з наявним здоровим психологічним відгуком.Розглянуто педагогічні умови як важливі складники структури педагогічної діяльності. Першою педа-гогічною умовою формування емоційної спрямованості майбутніх фахівців дошкільної освіти засобами творчої діяльності визнано розробку завдань, виконання яких передбачає включення до колективного пошуку рішення педагогічних ситуацій. Другою педагогічною умовою зазначеного процесу визнано вза-ємозв’язок цільових педагогічних орієнтацій та різносторонню й творчу роботу для їх досягнення.За результатами якісного аналізу дослідження у статті визнано логічність та доцільність професій-ної підготовки майбутніх працівників закладів дошкільної освіти з паралельним формуванням їхньої емоційної спрямованості.Ключові слова: емоційний відгук, професійна діяльність, професійне вдосконалення, творчий потенціал, пізнавальний та чуттєвий досвід, педагогічні умови.

The purpose of the article is to study the economic and legal problems of financing the education of persons sentenced to imprisonment, realization of their constitutional right and to propose to eliminate existing gaps in the legislation. Methodology. The survey is based on an analysis of the principles of financing education, including prison education, on the procedure and problems of financing education for persons sentenced to imprisonment. The principles, good practice and problems of providing educational services in Singapore, Japan, Hong Kong, South Korea, Finland, the Netherlands, Canada, Poland, Germany, Ireland, Great Britain, the USA, Estonia, Kazakhstan, Ukraine, the Russian Federation are considered. Sourcing of education (state, non-state and mixed) are investigated. The analysis of macro indicators of social and economic development of the countries, in which certain system of financing of education operates, is carried out. Emphasis is placed on the fact that the country's development largely depends on the share of gross domestic product spent on research. Only if the cost of science exceeds 0.9% of gross domestic product, it can be said about the impact of science on the development of the state economy. It is concluded that most European countries use the so-called principle of "funding formula", according to which the state allocates financial resources to higher education institutions in amounts determined by special indicators, such as high quality of education, number of students, labor intensity and material consumption of the education process. Results. In the process of studying the state policy on financing the educational system, it has been concluded that tthe most developed countries with a sufficiently high level of gross domestic product per capita have the state system of financing higher education. The main positive feature of penitentiary educational systems is their focus on the prisoner as an individual to provide his or her needs, the opportunity to acquire professional skills and, in the future, to integrate into society and restore his or her social status easily. The authors also conclude that due to certain difficulties in obtaining education by prisoners, namely, most of these persons cannot get an education because they are in isolation from society, their attendance at school is impossible, the way out of this situation is distance learning. Practical implications. . Proposals have been made, according to which higher education for persons sentenced to imprisonment should be regarded as paid activity along with work, and the possibility of obtaining distance education should be enshrined in law. Value/originality. The article provides proposals for amendments to the legislation in the field of education for persons sentenced to imprisonment in some post-Soviet countries for the harmonization of regulations.

Contemporary changes in the whole system of education and training require the teacher to be a person of trust, educator, counselor, friend, organizer, coordinator, associate, innovator, assessor, mentor; in another words, a contemporary and modern person. In the modern school (even more in the future) the role of the teacher is far wider. He needs to be active in school, outside of school, within free activities, as well as cultural and public activities of the school. A good teacher does not resist the influence of a student, because his or her extremely responsible role can be successfully achieved, if they work well with them. To cooperate in this context does not mean that only the teacher listens to the student's suggestions, although that is also very important, but cooperating means accepting the student's proposal, if they are objectively acceptable or explain why a particular proposal cannot be realized. It is not possible to work well and democratically in the classroom if the student's influence is not accepted. If the teacher's behavior and style of work are not necessarily limited to the work and behavior of a student, then there is no interaction, and the teaching process must be an interaction. Changes in the society affect school changes, and changes in school play the most important role in changing the position of the teacher and his role and the style of work in the teaching process. The survival and future of the school is reflected in its educational role. In order for a teacher to be an educator, to fulfill his or her educational role, he/she must love or sympathize with the kids, respect their opinion, encourage them to achieve good results, but also to share with them possible misunderstandings and failures. The success and superiority of teachers as educators depends more on the quality of the relationships established, and less on the knowledge of the subject being taught, even though this component cannot be ignored.Thanks to the good work style, the teacher can achieve better results in the educational process. This does not only apply to the choice of working methods, but the style of work is reflected in the overall individual pedagogical practice of teachers. In the style of work the teacher expresses his / her independence, creativity, initiative, democracy or authoritarianism, lack of competence, irresponsibility. In modern school, children need to play a central role, and the school should become a place where they are exploring, examining, solving problems and to lead them to a deliberate dialogue. Students need to experience the school as a place where the child develops in cognitive, emotional and social sense, and where the child's motivation to work is at a high level. Active teaching (active learning, active school) is an original pedagogical creation based on theoretical settings and practical attempts of transformation of a traditional school into an active school, i.e. a school in which both the student and the teacher have an active role. Thinking about active learning is inspired by the works of Kerenstahner (work school), Laj, Dekrol (school for life and life), Klapard (school by sea), Djuij (pragmatic conception), Montesori, Fereira (active school) Frenoa, Dalton plan, Vinteka-plan, etc. The summary of their research endeavors and theoretical endeavors, aimed at constituting an active school, is the following Piaget's statement, which for active teaching has an absolute programmatic meaning: "In one of the words, the basic principle of active methods should be inspired by the history of science and can be expressed in the following way: Something means self-discovery or reconstruction through re-discovery and it is necessary to adhere to that principle if in the future we want to shape people who will be capable of producing and creating and not just repeating what already exists. " To reach a comprehensive and precise concept of active learning, the activity of children in the learning process is of paramount importance. From the cited Piaget's theoretical point of view, for the active learning, three are very important elements: An important component of activity as an internal (mental) activity is defined: this activity (or at least one of its, important for school learning) is the passage through the intellectual processes through which it came to science when it came to discoveries and finds. So, the student briefly reconstructs these thought processes; The object of thought activities is not only their own immediate experience but also the intellectual content of certain scientific disciplines; The basic goals of school learning through active methods are: a good understanding of what is in science but also the adoption of intellectual arts for productive and creative activities. The traditional school works on pre-defined plans and programs and the goal of the curriculum is to adopt the program. The basic teaching method is the lecture (verbal transfer of knowledge) with the occasional use of teaching resources. The student has a mostly passive role of a listener who has to understand, remember and reproduce the compulsory material. Evaluation, whether verbally or in writing, consists in verifying the measure in which the required degree has been adopted. Learning motives are largely external to nature (appreciation, praise, reward, punishment ...) In a traditional school, the child is looked upon as a pupil, that is to one who should, with understanding, repeat the course more profoundly. An active school is more focused on a young man who is treated as a whole person whose intellectual potentials need to engage more in the teaching process. The active school is based on compulsory education standards based on which the orientation plans and work programs are designed. Such access also implies a part of teaching that is flexible and varies depending on the student's interest. Learning motivation is personal (internal). In teaching, active learning methods are based on work and intellectual engagement of students and research activities. The goal of an active school is not only the adoption of a curriculum, but also the versatile personality development of students. The active school evaluates not only the degree of competence of the knowledge defined by the educational standards, but also the progress of the children in comparison with the initial situation, the motivation and interest of the students for work and activity, the development of the personality and the satisfaction of the student's teaching that is realized.

A Review of: Julien, Heidi and Cameron Hoffman. “Information Literacy Training in Canada’s Public Libraries.” Library Quarterly 78.1 (2008): 19-41. Objective – To examine the role of Canada’s public libraries in information literacy skills training, and to ascertain the perspectives of public library Internet users with regard to their experiences of information literacy. Design – Qualitative research using semi-structured interviews and observations. Setting – Five public libraries in Canada. Subjects – Twenty-eight public library staff members and twenty-five customers. Methods – This study constituted the second phase of a detailed examination of information literacy (IL) training in Canadian public libraries. Five public libraries located throughout Canada were selected for participation. These comprised a large central branch of a public library located in a town with a population of approximately two million, a main branch of a public library in an urban city of about one million people, a public library in a town with a population of about 75,000, a library in a town of 900 people and a public library located in the community center of a Canadian First Nations reserve that housed a population of less than 100 persons. After notifying customers via signage posted in the vicinity of computers and Internet access areas, the researchers observed each patron as they accessed the Internet via library computers. Observations focused on the general physical environment of the Internet access stations, customer activities and use of the Internet, as well as the nature and degree of customer interactions with each other and with staff. Photographs were also taken and observations were recorded via field notes. The former were analyzed via qualitative content analysis while quantitative analysis was applied to the observations. Additionally, each observed participant was interviewed immediately following Internet use. Interview questions focused on a range of issues including the reasons why customers used the Internet in public libraries, customers’ perceptions about their level of information literacy and their feelings with regard to being information literate, the nature of their exposure to IL training, the benefits they derived from such training, and their desire for further training. Public service librarians and other staff were also interviewed in a similar manner. These questions sought to ascertain staff views on the role of the public library with regard to IL training; perceptions of the need for and expected outcomes of such training; as well as the current situation pertinent to the provision of IL skills training in their respective libraries in terms of staff competencies, resource allocation, and the forms of training and evaluation. Interviews were recorded and transcribed. Data were interpreted via qualitative content analysis through the use of NVivo software. Main Results – Men were more frequent users of public library computers than women, outnumbering them by a ratio ranging from 2:1 to 3.4:1. Customers appeared to be mostly under the age of 30 and of diverse ethnicities. The average income of interviewed customers was less than the Canadian average. The site observations revealed that customers were seen using the Internet mainly for the purposes of communication (e.g., e-mail, instant messaging, online dating services). Such use was observed 78 times in four of the libraries. Entertainment accounted for 43 observations in all five sites and comprised activities such as online games, music videos, and movie listings. Twenty-eight observations involved business/financial uses (e.g., online shopping, exploration of investment sites, online banking). The use of search engines (25 observations), news information (23), foreign language and forum websites (21), and word processing were less frequently observed. Notably, there were only 20 observed library-specific uses (e.g., searching online catalogues, online database and library websites). Customers reported that they used the Internet mainly for general web searching and for e-mail. It was also observed that in general the physical environment was not conducive to computer use due to uncomfortable or absent seating and a lack of privacy. Additionally, only two sites had areas specifically designated for IL instruction. Of the 25 respondents, 19 reported at least five years experience with the Internet, 9 of whom cited experience of 10 years or more. Self-reported confidence with the Internet was high: 16 individuals claimed to be very confident, 7 somewhat confident, and only 2 lacking in confidence. There was a weak positive correlation between years of use and individuals’ reported levels of confidence. Customers reported interest in improving computer literacy (e.g., keyboarding ability) and IL skills (ability to use more sources of information). Some expressed a desire “to improve certain personal attitudes” (30), such as patience when conducting Internet searches. When presented with the Association of College and Research Libraries’ definition of IL, 13 (52%) of those interviewed claimed to be information literate, 8 were ambivalent, and 4 admitted to being information illiterate. Those who professed to be information literate had no particular feeling about this state of being, however 10 interviewees admitted feeling positive about being able to use the Internet to retrieve information. Most of those interviewed (15) disagreed that a paucity of IL skills is a deterrent to “accessing online information efficiently and effectively” (30). Eleven reported development of information skills through self teaching, while 8 cited secondary schools or tertiary educational institutions. However, such training was more in terms of computer technology education than IL. Eleven of the participants expressed a desire for additional IL training, 5 of whom indicated a preference for the public library to supply such training. Customers identified face-to-face, rather than online, as the ideal training format. Four interviewees identified time as the main barrier to Internet use and online access. As regards library staff, 22 (78.6%) of those interviewed posited IL training as an important role for public libraries. Many stated that customers had been asking for formal IL sessions with interest in training related to use of the catalogue, databases, and productivity software, as well as searching the web. Two roles were identified in the context of the public librarian as a provider of IL: “library staff as teachers/agents of empowerment and library staff as ‘public parents’” (32). The former was defined as supporting independent, lifelong learning through the provision of IL skills, and the latter encompassing assistance, guidance, problem solving, and filtering of unsuitable content. Staff identified challenges to IL training as societal challenges (e.g., need for customers to be able to evaluate information provided by the media, the public library’s role in reducing the digital divide), institutional (e.g., marketing of IL programs, staff constraints, lack of budget for IL training), infrastructural (e.g., limited space, poor Internet access in library buildings) and pedagogical challenges, such as differing views pertinent to the philosophy of IL, as well as the low levels of IL training to which Canadian students at all levels had been previously exposed. Despite these challenges library staff acknowledged positive outcomes resulting from IL training in terms of customers achieving a higher level of computer literacy, becoming more skillful at searching, and being able to use a variety of information sources. Affective benefits were also apparent such as increased independence and willingness to learn. Library staff also identified life expanding outcomes, such as the use of IL skills to procure employment. In contrast to customer self-perception, library staff expressed that customers’ IL skills were low, and that this resulted in their avoidance of “higher-level online research” and the inability to “determine appropriate information sources” (36). Several librarians highlighted customers’ incapacity to perform simple activities such as opening an email account. Library staff also alluded to customer’s reluctance to ask them for help. Libraries in the study offered a wide range of training. All provided informal, personalized training as needed. Formal IL sessions on searching the catalogue, online searching, and basic computer skills were conducted by the three bigger libraries. A mix of librarians and paraprofessional staff provided the training in these libraries. However, due to a lack of professional staff, the two smaller libraries offered periodic workshops facilitated by regional librarians. All the libraries lacked a defined training budget. Nonetheless, the largest urban library was well-positioned to offer IL training as it had a training coordinator, a training of trainers program, as well as technologically-equipped training spaces. The other libraries in this study provided no training of trainers programs and varied in terms of the adequacy of spaces allocated for the purpose of training. The libraries also varied in terms of the importance placed on the evaluation of IL training. At the largest library evaluation forms were used to improve training initiatives, while at the small town library “evaluations were done anecdotally” (38). Conclusion – While Internet access is available and utilized by a wide cross section of the population, IL skills are being developed informally and not through formal training offered by public libraries. Canadian public libraries need to work to improve information literacy skills by offering and promoting formal IL training programs.

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. 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The labor market is an important object of social and general economic policy of the state, it is there that the mechanism is implemented to ensure the coordination of prices and working conditions between employers and employees. Market performance affects important socio-economic problems and therefore require special attention from the state. Of particular relevance is the study of the labor market in today's transformational economy and under the influence of a pandemic, when changing the needs of employers and working conditions, the growing threat of mass unemployment. The prospects for the development of the labor market of Ukraine remain a debatable issue in the modern period, which necessitates a comprehensive study of the state of this market in the context of globalization and the general economic crisis. According to researchers, the modern period is characterized by instability, forced decline in economic activity and inconsistency with the market of educational services. The situation is considered to be a crisis and one that produces: labor poverty, expansion of forced labor without decent pay, stratification of the population into socially vulnerable groups, inconsistency with the market of educational services and reduced quality of labor potential and motivation for productive activity. The article deals with the research of the labor market by modern Ukrainian scientists. On the basis of statistical data, a study of demographic indicators and the state of the labor market in Ukraine in general and by region was carried out. The factors that have the greatest negative impact on the effective functioning of the market and meeting the needs of Ukrainian citizens for work have been identified. Disproportional shifts in the number and economic activity of the working-age population by region have been revealed. It is noted that the main negative factors of influence are the low level of wages; insufficient compliance of the training system; high unemployment (supply significantly exceeds demand); unsatisfactory working conditions; lack of opportunities for re-profiling, especially in older people.

Nineteen per cent of world’s children live in India. Of all the children in the world, one in five is an Indian. India is home to more than one billion people, of which 42 per cent are children, defined as persons under 18 years of age. Women and children constitute seventy two percent of the population of India. The women and children homogenous whole. A great deal of heterogeneity exist. The form of marginalize and vulnerable group of sc, st, obc, and other religious minorities suffer multiple challenge. Women from these group and even more disadvantages as they are subject to additional discrimination on account of societal construct of gender and the consequently adverse power balance. The main problem with the minorities is that no proper database of these have been done. The Integrated Child Development Services (ICDS) Scheme since 1975 for delivery of an integrated package of services relating to health, nutrition and non-formal education to children in the age group 0-6 years, pregnant women and nursing mothers. This package is aimed at improvement in the nutritional and health status of children in this age group, reduction in the incidence of mortality, morbidity, malnutrition and school drop-out rates, and enhancement of the capability of the mother to look after the health and nutritional needs of the child through proper nutrition and health education In short, these objectives which envisage the laying of the foundation for the proper psychological, physical and social development of the child, with appropriate support from the mother, aim at the ultimate goal of human resource development, in its broadest sense. The twin objective of this strategy being comprehensive child development and family welfare, effective coordination in the states, between the departments and agencies that are responsible for the major inputs in the program Wherever this convergence of the maternal and child health services and the ICDS program have been achieved Early childhood period (0-6 years) deserves special attention. It is due to the fact of accumulated scientific evidences that powerfully demonstrates in instituting either family and or centre based early childhood interventions so as to nurture (i) psycho - social development (cognition, motor, social, emotional and language) through maturation and interaction in an properly designed appropriate environment suiting to the child and (ii) generating long term social, economic and educational benefits in terms of lower rates of grades repetition; increased earning potential; reduction in juvenile delinquency; increased social mobilization; reduced social and economic inequalities; psycho - social readiness for school; reduction of drop out rate ; expanding universalization of elementary education ; improved parent - child interaction and finally reducing high developmental costs at later stage of life due to inadequate care. Numerically also, children less than 6 years of age constitute about 15 % of the total population. Of the total child population, 2.07 crore (6 per cent) are infants who are below 1 year; 4.17 crore (12 per cent) are toddlers in the age group of 1-2 years; and 7.73 crores (22.2 per cent) are pre scholars in the age group of 3-5 years. Thus one of the salient demographic features of our country is that it has a sizeable proportion of young population. India is not only home to 21 per cent of developing world’s young children but its young child population size is larger than the total population size of many countries. In 2016, about 25 million infants were immunization services and their mothers will require maternal health services. Similarly, pre school education services will need to be provided for 72 million children in 2016. No other nation in the world including China is likely to enjoy the benefits of such a large young population. This was done with the help of ICDS Programe. By using group work Today, social workers are not only the bridge linking clients to other helpers, they also provide their clients with hope, and encourage their first steps towards a new life. Social workers usually stand in the front line, and reach out to the clients soon after problems occur. They provide an initial assessment of the situation and mobilize other needed services. Social work uses a team approach and is multi-disciplined. Its goal is to provide a service to those who need help.

As English is used more and more in professional fields and is an important communication tool at work, the teaching of English for Special Purposes at universities and colleges in Vietnam needs more and more attention. more. With the aim of improving the effectiveness of teaching and learning English for Special Purposes, this article explores the current situation of teaching English for Special Purposes at Tan Trao University, evaluates programs, materials, teaching methods and topics. Exams for English for Special Purposes courses. Through surveying students, interviewing teachers, attending teachers who are directly involved in teaching and learning English courses, and analyzing documents related to English for Special Purposes courses, research The research has pointed out the advantages and disadvantages of the English for Special Purposes courses and proposed improvement solutions to improve the training efficiency of the modules. The research results have reference value for other Vietnamese universities with the same educational background.

The article examines the competent requirements for concertmasters of educational institutions of Ukraine. In late 2010s Ukrainian government revises the requirements for the staff of educational institutions. These revision needs to be issued in three aspects: impact on the quality of the educational process, new com-petencies of educational staff required, and the aim of those revisions. Each of the aspects mentioned requires a separate study for each of the educational areas. The aspect we have chosen is competence, which has become especially acute in the context of the COVID-19 pandemic, which has prompted the authorities to limit and, in some cases, completely bans face-to-face classes in educational institutions. It is shown that the competencies of concertmasters are the ability to play in an ensemble, which requires a high level of playing the instrument, the ability to read notes from a sheet, including scores with a large number of staves, an ability to transpose music and a deep feeling of a soloist playing. However, the new realities, caused by Ukrainian government activities led to new competency requirements for concertmasters working in Ukrainian educational institutions. Namely, these requirements are the ability to work with documents, to conduct organizational and methodological work, to carry out scientific research as well. Moreover, the rise of distance education during Covid-19 pandemic made real-time practice with concertmaster impossible due to imperfections of the Internet communication, namely due to the audio signal latency occurred while using digital communication systems. In this situation, concertmaster should be able to prepare phonograms or remote ensemble recordings, which are performed alternately by the accompanist and soloist. This form also requires special skills, namely an ability to work with information technologies, in particular multimedia. It is concluded that concertmaster of Ukrainian educational institutions is required to be competent not only in piano ensemble playing but also in a lot of other fields not connected to music performance such as office work, scientific research and information technologies.

Problem setting. The modern world is characterized by rapid changes towards democracy, which have a positive impact on the humanitarian component of society. Education reforms are affected by many negative factors, including unstable political and economic situation in the country, and 2020 introduced the concept of “pandemic learning” into the educational process, which certainly did not improve the overall situation. However, despite these problems in the field of education, the issue of involvement of children with mental and physical disabilities into the educational environment of Ukraine remains extremely important. This trend of integration of children with mental and physical disabilities into the educational environment is relevant around the world, but in Ukraine attention has been paid and appropriate steps has been taken to improve the critical educational situation for this category of children only in the last few years. Also, the Association Agreement with the EU, which came into force in 2017, prompted the government to take certain steps for political, economic, social and cultural reforming of all spheres of life that affect the quality of provision and receipt of educational services. Recent research and publications analysis. Elaboration of theoretical and methodical basics of inclusive education can be found in the works by: N. Bastun, S. Bohdanova, L. Zdanevych, T. Zubarieva, E. Ketrysh, T. Kozhekina, K. Kolchenko, O. Kuzmina, T. Kuchai, N. Lalak, O. Lesher, O. Martynova, G. Onykovych, M. Semago, N. Semago, I. Smirnova, N. Sofiy, M. Tomchuk, N. Shmatko, O. Yarska-Smirnova, etc.Highlighting previously unsettled parts of the general problem. Analysis of current legislation and scientific literature allows us to conclude that inclusive education in Ukraine opens up great opportunities for children/people with special educational needs, but is not explored fully. These sources emphasize that creation of optimal conditions for qualitative education for children with mental and physical disabilities has its social, economic and psychological characteristics and problems, which are quite complex and require further research and development. That is why there is a need to work systematically and purposefully on introduction of inclusive process in educational institutions to implement the right to education of every citizen of Ukraine. Paper main body. The article considers specific features of introduction of inclusive education in Ukraine in the context of European integration. Dynamics of implementation of inclusive education in the context of education system reform is analyzed. Components of preparation to implementation of the inclusion process both for teachers and for children with special educational needs and main problems of the educational environment were considered. Conclusions of the research and prospects for further studies. Analysis of development of inclusive education in Ukraine indicates a positive trend in the number of children with special educational needs enrolled in comprehensive schools, as indicated by the dynamics from 2720 pupils in the 2015 – 2016 school year to 18643 pupils in the 2019 – 2020 school year. Opening of 638 inclusive resource centers is an important step towards introduction of inclusive education not only in big cities but also in the regions. However, existing economic (ensuring architectural accessibility of interiors, accessibility of appropriate transport and transport infrastructure for children/persons with mental and physical disabilities, campuses, sports and cultural facilities, dormitories, etc.) and social (complex process of socialization both for children with special educational needs (as well as their family members) and for relatively healthy children; change of psychological and value attitudes of teachers and increase of their professional competencies in an inclusive form of education, etc.) problems are complicated by partial or complete distance learning during a pandemic, and solving these problems will facilitate the reception of educational services by the specified category of citizens of Ukraine.