Journal articles: 'Educational equalization – Great Britain'

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Walford, Geoffrey. "Educational Choice and Equity in Great Britain." Educational Policy 6, no. 2 (June 1992): 123–38. http://dx.doi.org/10.1177/0895904892006002003.

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Chelnokova, E. A., and Z. I. Tyumaseva. "Tutor system in educational practice in Great Britain." Vestnik of Minin University 7, no. 2 (June 7, 2019): 6. http://dx.doi.org/10.26795/2307-1281-2019-7-2-6.

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Breen, Richard, and John Ermisch. "Educational Reproduction in Great Britain: A Prospective Approach." European Sociological Review 33, no. 4 (July 19, 2017): 590–603. http://dx.doi.org/10.1093/esr/jcx061.

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Tooley, James. "The Quality of Educational Research: A Perspective From Great Britain." Peabody Journal of Education 76, no. 3 (January 1, 2001): 122–40. http://dx.doi.org/10.1207/s15327930pje763&4_8.

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Tooley, James. "The Quality of Educational Research: A Perspective From Great Britain." Peabody Journal of Education 76, no. 3-4 (October 2001): 122–40. http://dx.doi.org/10.1080/0161956x.2001.9681994.

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Postolenko, Iryna. "PRACTICAL IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN MODERN SCHOOLS IN GREAT BRITAIN." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 13–19. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247507.

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The article considers the practical implementation of educational programs in modern schools in Great Britain. The main methodological approaches to the implementation of the content of educational subjects are studied. The peculiarities of the organization of the pedagogical process during the study of core and basic subjects in British schools are studied in detail, namely, English, mathematics, science, art and design, citizenship, technology and design, geography, history, ICT, modern foreign languages, music, physical education, personal, social, health education, religious education. The pedagogical process in terms of the educational component, organization of extracurricular work with students is also analyzed. It is noted that the involvement of students in extracurricular activities helps to improve their academic performance. Students are mainly involved in the following activities: Dance, Drama, Life-saving, Swimming, Gymnastics, Athletics, Volleyball, Netball, Football, Badminton, Aerobics, Basketball. They also have the opportunity to attend science and mathematics clubs, computer clubs, languages and technology clubs, additional Mathematics groups, participate in the choir and the School Orchestra. Leisure clubs allow students to unite in common interests, engage in music, dance, theater, scouting, sports, games, design, decorative jewelry, and more. In their free time, students visit other schools, industrial enterprises, and farms. Students also have trips to the sea, local churches, art galleries, museums, theaters, etc. In addition, students participate in sports competitions not only among students in the school but also students of other schools in the county. Keywords: educational programs; educational activity; methodological approaches; key stages of education; British schoolchildren; core subjects; basic subjects; extracurricular activities.

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Perevozniuk, Viktoriia. "METHODS OF FORMATION OF ENGLISH TEACHERS’ SELF-EDUCATIONAL COMPETENCE IN GREAT BRITAIN." Ukrainian Educational Journal, no. 4 (December 24, 2021): 48–53. http://dx.doi.org/10.32405/2411-1317-2021-4-48-53.

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The article reveals the experience of English teachers’ self-educational competence formation in the UK. The essence of the teacher’s self-educational competence has been defined as his ability to learn throughout life. Forms and methods of self-educational competence formation in higher education institutions in the UK have been characterized, namely: the creation of individual educational route, compiling a portfolio, independent work of students, implementation of research projects, active teaching methods, etc. The difficulties arising in the process of English teachers’ self-educational competence formation in the UK have been revealed, namely: excessive independence of students in choosing subjects; dependence of success of educational and research work from tutor’s ability to interest the student; lack of criteria and a single system for evaluating the effectiveness of independent work, etc.

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Zorochkina, Tetіana. "FEATURES OF ACCESSION AND EDUCATION IN HIGHER EDUCATIONAL ESTABLISHMENTS IN GREAT BRITAIN." Pedagogìčnij časopis Volinì 3(10), no. 2018 (2018): 20–25. http://dx.doi.org/10.29038/2415-8143-2018-03-20-25.

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Sousounis, Panos, and Gauthier Lanot. "Social networks and unemployment exit in Great Britain." International Journal of Social Economics 45, no. 8 (August 13, 2018): 1205–26. http://dx.doi.org/10.1108/ijse-04-2017-0137.

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Purpose The purpose of this paper is to examine the effect employed friends have on the probability of exiting unemployment of an unemployed worker according to his/her educational (skill) level. Design/methodology/approach In common with studies on unemployment duration, this paper uses a discrete-time hazard model. Findings The paper finds that the conditional probability of finding work is between 24 and 34 per cent higher per period for each additional employed friend for job seekers with intermediate skills. Social implications These results are of interest since they suggest that the reach of national employment agencies could extend beyond individuals in direct contact with first-line employment support bureaus. Originality/value Because of the lack of appropriate longitudinal information, the majority of empirical studies in the area assess the influence of social networks on employment status using proxy measures of social interactions. The current study contributes to the very limited empirical literature of the influence of social networks on job attainment using direct measures of social structures.

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Palekha, Olha. "TECHNOLOGY OF ORGANIZATION OF FUTURE FOREIGN LANGUAGE TEACHERS’ INDEPENDENT LEARNING AT BRITISH UNIVERSITIES." Aesthetics and Ethics of Pedagogical Action, no. 16 (September 9, 2017): 172–83. http://dx.doi.org/10.33989/2226-4051.2017.16.176004.

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Theoretical and technological bases of independent learning of future foreign language teachers in Great Britain are researched in the article. It is determined that in the process of future foreign language teachers training at higher educational institutions in Great Britain, there is a convergent combination of classroom and independent foreign language learning therefore independent learning has a significant superiority.The author has characterized technology of independent learning of future foreign language teachers at higher educational institutions in Great Britain. It has been stated that the technology is realized on three stages. Those stages are projective-constructive, organizational-technological and productive. At the projective-constructive stage, the students’ preparation to mastering the content of independent learning at higher educational institutions is being implemented. In particular: the purpose and tasks of independent learning of future foreign language teachers are determined; the common pedagogical and specific principles of organizing independent learning are singled out; its content is obtained on the basis of clearly defined criteria and value-conceptual (traditional, practically-oriented, cognitive, empirical, socially-oriented) approaches; resource support is provided (material, personnel, educational, methodical and informational, resources of control and evaluation).It has been indicated that independent learning is carried out autonomously or partly autonomously. The diversity of learning activities is defined by meaning and purpose of the course, the place of performance and the nature of cognitive activity of students and provided by traditional, electronic and human resources.Pedagogical conditions of effective implementation of future foreign language teachers' independent learning at higher educational institutions of Great Britain are characterized.The productive stage of organization of independent learning of future foreign language teachers at UK universities involves the implementation of independent learning to master skills in professional activities.

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Terniievska, Yevheniia. "DEVELOPMENT OF THE NATIONAL CONCEPTOSPHERE IN GREAT BRITAIN." Scientific Journal of Polonia University 53, no. 4 (November 15, 2022): 143–50. http://dx.doi.org/10.23856/5316.

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The article analyzes the peculiarities of the process of the national conceptosphere development in Great Britain. It was found that the national conceptosphere is a set of categorized, standardized, processed concepts in the consciousness of the ethnic group. The conceptosphere expands with the enrichment of historical experience, culture of the nation, its art, science and literature. As a result of the analysis of modern linguistic sources it is determined that the main concepts of the British linguistic picture of the world are correlated with the features of the national character of the British. English people usually talk about themselves as quiet, reserved people who are dominated by common sense and who are not inclined to make rash decisions. At the same time, the Scots, Welsh and Northern Irish present themselves as the complete opposite, namely as romantic, impulsive and energetic people. In Victorian era such concept as “Englishness”, or English national identity, arose. In that period new traditions, new educational system, and new standards of the English language were emerging. Thus, the political, economic, cultural events and shifts in the history of the British nation at the turn of the XIX and XX centuries led to the formation of the modern conceptosphere of the people. This period in the life of Great Britain gave new meanings to many culturally marked signs embodying the material and immaterial culture.

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Shaposhnikova, N. Y. "Individual Educational Paths in the Universities of Russia and Great Britain: Theoretical Aspects." MGIMO Review of International Relations, no. 3(42) (June 28, 2015): 128–33. http://dx.doi.org/10.24833/2071-8160-2015-3-42-128-133.

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The author of the article points out that the Federal Law on Education and FSES HPE of the third generation require that higher education institutions should form and realize students' individual educational paths in the learning process. The article presents an overview of the different approaches to the definition of the term "individual educational path". It also gives a brief overview of the existing terms in Russian sources, which are close in meaning to the term above. The author formulates her own tentative definition of the term "individual educational path" which is based on the analysis made. The article further addresses the solution to the problem of the individualization of higher education learning process in Great Britain, which is described through the term "Personal Development Planning". The meaning of the term is shown through the set of actions, which include: planning, doing things, recording the experience of self, reviewing and evaluating this experience, using the personal knowledge derived from reflection and understanding of self as well as the learning abilities of self to plan future actions. In conclusion, the meanings of the terms "individual educational path" and "Personal Development Planning" are compared. The author stresses the importance of studying Great Britain's experience - the practice of solving problems connected with the individualization of the university learning process and the possibilities to use it to facilitate the implementation of students' individual educational paths in Russian higher education institutions.

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Chychuk, Antonina. "The System of Teacher Education Management in Great Britain." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 80–86. http://dx.doi.org/10.1515/rpp-2015-0070.

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Abstract The system of teacher education management, namely, forms and principles of teacher education management according to the normative base (Education Reform Act (1988); Education Act (1992; 1993; 1996; 1997; 2002); School Standards and Framework Act (1998); Higher Education Act (2004), etc.), monitoring and participation of the public in its management have been analyzed. It has been proved that lately the democratization process in British education management has been combined with the increased attention of the state to monitoring, requirements to appropriate activity of educational establishments and trends seem to be forward education quality enhancing, democratization of evaluation, monitoring and information providing processes. Changes in education management in the historical context have been considered. The organizations participating in education management in Great Britain have been outlined. The data has been presented that enabled to distinguish similarities and differences in the functioning of the organizations participating in education management in Great Britain and ensure the existing of independent management authorities within them.

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Mudra, Olena. "MODERN PRINCIPLES OF ORGANIZATION AND FUNCTIONING OF THE PROFESSIONAL FOREIGN LANGUAGE COMMUNICATION COURSES IN GREAT BRITAIN." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 831-832 (2021): 231–40. http://dx.doi.org/10.31861/gph2021.831-832.231-240.

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The objective of this article is to analyze the content of the professional foreign language communication courses at the universities of Great Britain – Oxford, Cambridge and London School of Economics. The purpose of our project is to identify the features of the organization and functioning of the professional foreign language communication courses at universities of Great Britain and to substantiate the possibilities of using the British experience in Ukraine. According to the purpose of the project, the following main tasks of our research are defined: to study the state of the problem research; to investigate the directions of reforming courses in Great Britain; to describe the organization and functioning of the professional foreign language communication courses; to carry out a comparative and pedagogical analysis of language policy in Ukraine and Great Britain and to exemplify some recommendations for the possible implementation of the experience of Great Britain in the practice of higher education in our country. The object of the project is the professional foreign language communication courses in universities of Great Britain. The subject of the study is the content, forms, methods and technologies of the above mentioned courses. During our research it has been proved that an important incentive for the creation of courses is the introduction and practice of both compulsory and optional elective courses in British universities. The practical significance of the obtained results of the project lies in the possibility of using the experience of organizing and functioning of professional foreign language communication courses in universities of Great Britain in higher educational institutions of Ukraine.

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Shaposhnikova, N. Yu. "Individual Educational Paths in the Universities of Russia and Great Britain (Theoretical Aspects)." MGIMO Review of International Relations, no. 1(40) (February 28, 2015): 263–68. http://dx.doi.org/10.24833/2071-8160-2015-1-40-263-268.

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The author highlights the necessity for higher education institutions to form and realize students' individual educational paths in the learning process, which is stated in the Federal Law on Education and FSES HPE of the third generation. The article presents an overview of the different approaches to the definition of the term «individual educational path» (IEP). It also gives a brief overview of the existing terms in the Russian terminological system, which are close in meaning to the term above. The author formulates her own tentative definition of the term «IEP» which is based on the analysis made. The article further addresses the solution to the problem of the individualization of higher education learning process in Great Britain, which is described through the term «Personal Development Planning». The meaning of the term is shown through the set of actions: planning, doing things, recording of the self experience, reviewing and evaluating, using the personal knowledge derived from reflection and self understanding as well as own learning abilities to plan future actions. In conclusion, the meanings of the terms «IEP» and «PDP» are compared. The author emphasires the importance of studying Great Britain's experience - the practice of solving problems connected with the individualization of the university learning process and the possibilities to use it to facilitate the implementation of students' individual educational paths in Russian higher education institutions.

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Proper, Eve. "Bringing educational fundraising back to Great Britain: A comparison with the United States." Journal of Higher Education Policy and Management 31, no. 2 (April 27, 2009): 149–59. http://dx.doi.org/10.1080/13600800902825850.

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Tholen, Gerbrand. "Graduate employability and educational context: a comparison between Great Britain and the Netherlands." British Educational Research Journal 40, no. 1 (November 29, 2012): 1–17. http://dx.doi.org/10.1002/berj.3023.

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Zorochkina, Tetiana. "Legal Enforcement of Teacher Education in Great Britain." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 67–75. http://dx.doi.org/10.1515/rpp-2017-0052.

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Abstract The article deals with legal enforcement of teacher education in Great Britain. It has been found out that in Great Britain, the sources of education legislation are statutes and acts adopted by British government. All current statutes relating to education are classified either as public or private. Public laws contain general rules, that is, designed for all individuals and for repeated application. They operate throughout the country, addressed to all subjects of educational relations. Private statutes accumulate private norms, which refer to specific legal entities or individuals and contain strictly defined directives for them. They are addressed to a particular country or specific organization or group of individuals. It has been indicated that the system of education legislation in Great Britain in the context of teacher education is provided by a range of legal acts, such as the Education Reform Act of 1988, the Further and Higher Education Act of 1992, by the Teaching and Higher Education Act of 1998, The Education Act 2002, The Education Act of 2005, The Education and Inspections Act of 2006, The Education and Skills Act of 2008, The Education Act of 2011, The Education and Adoption Act 2016, The Higher Education and Research Act 2017 as well as legal acts of European authorities. It has been concluded that the orientation of the content of British legal acts toward quality teacher training should be successfully implemented into Ukrainian education legislation so that the national system of teacher training may be improved. It has been suggested that the prospects for further researchers are seen in studying the legal enforcement of teacher education in leading European countries (Sweden, the Netherlands, Germany, France, Switzerland etc.).

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Антон Андреевич, Коновалов,, and Ожиганова, Дарья Анатольевна. "TRAINING OF VOCATIONAL EDUCATION TEACHERS IN GREAT BRITAIN AND CHINA." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 4(117) (December 30, 2022): 109–16. http://dx.doi.org/10.37972/chgpu.2022.117.4.014.

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Актуальные социально-экономические условия поднимают проблему быстрой и качественной подготовки специалистов среднего звена, условия реализации которой зависят от кадрового обеспечения педагогического состава образовательных организаций. В связи с этим выделяется необходимость изучения зарубежного опыта с целью модернизации существующей системы профессионально-педагогического образования. Ведущими методами в исследовании стали анализ и обобщение содержания научной литературы, государственных сайтов различных ведомств и образовательных организаций, нормативных и локальных документов. В результатах исследования представлено сравнение зарубежных моделей профессионально-педагогического образования, в частности в Великобритании и Китае, с российской. Общие тенденции по профессионально-педагогической подготовке педагогических работников сферы профессионального образования в анализируемых зарубежных странах могут быть учтены при модернизации и развитии национальной системы подготовки педагогов СПО в России, прежде всего по тем направлениям, которые сегодня в России не реализуются. Current socio-economic conditions raise the problem of rapid and high-quality training of middle-level specialists, realization of which depends on the staffing of educational personnel. In this connection, the need to study foreign experience in order to modernize the system of vocational education and training is highlighted. The basic methods in the study are the analysis and generalization of the content of scientific works, national sites of various departments and educational organizations, regulatory and local documents. The study results present a comparison of foreign models of vocational education and training system, in particular Great Britain and China, with the Russian model of vocational and pedagogical education. General trends in the vocational and pedagogical training of vocational teachers in the foreign countries under analysis can be taken into account in the modernization and development of the national system for vocational education and training system in Russia, first of all, those trends that are not implemented in Russia today.

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Malytska, Iryna D. "ВИСОКИЙ РІВЕНЬ ІК-КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ – ЗАПОРУКА ЦИФРОВОЇ ГРАМОТНОСТІ УЧНІВ (ДОСВІД ВЕЛИКОЇ БРИТАНІЇ)." Information Technologies and Learning Tools 56, no. 6 (December 30, 2016): 164. http://dx.doi.org/10.33407/itlt.v56i6.1534.

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In the article the approaches to the teacher’s, administrator’s and head teacher’s IC-competency assessment in Great Britain are considered. It is noted that the assessment process is based on the national standards, regulatory documents, as well as the “Model staff appraisal and capability policy”, developed and recommended by the educational institutions together with the Department of Education of Great Britain. There are described methods for the teacher’s IC-competency assessment, as well as the most recognized tools: Atomic Learning, Future Learn, TES Global, Network Computer at School and the Network of Excellence and etc.

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Akimova, Olga, and Olena Shamanska. "APPLYING OF INNOVATION TECHNOLOGIES IN ADULT EDUCATION IN MODERN TERMS OF UKRAINE DEVELOPMENT." Academic Notes Series Pedagogical Science 1, no. 204 (June 2022): 12–16. http://dx.doi.org/10.36550/2415-7988-2022-1-204-12-16.

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The article determines the features of adult education in Great Britain including the historical aspect of development. In general the adult education is the important part of continuous education. Among European countries Great Britain and Denmark are the leaders in distribution of professional studies and adult educations. There have been created new programs and projects of international educational processes supporting in these countries. In such projects considerable attention is paid to planning and training of adult individuals. At the same time, the adult education in Great Britain is one of priorities of public policy and bases on old historical traditions, high-quality indexes, sound scientifically-pedagogical researches, and practice of realization led to the effectiveness. The analysis of scientific literature showed that there have been used plenty of terms of continuous education conception in Great Britain, among them continuing education, andragogy, andragogics, andragology, recurrent education, adult education, permanent education, adult pedagogy, lifelong learning, оpen learning, and further education. The Open University became one of main universities of Great Britain that developed the idea of adult education. The author also admitted, that at the end of 70th the mechanism of government control of adult education system in Great Britain changed enough. These changes touched the part of scientific and technical progress of general economic crisis on a background passing of the country to the system of free market relations. At the same time, in majority universities of Great Britain there were founded centers of adult education. Such centers proposed the academic courses of different forms of studies and offered the ideas of forming knowledge in a counterbalance classic and called as transferring of knowledge from a teacher to the student. The introduction of innovative technologies in the system of adult education will change the reproductive nature of the acquisition of knowledge, skills and abilities of an adult.

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Zakharova, Larisa M., and Tatiana A. Chibisova. "Formation of intercultural competence among schoolchildren in Great Britain." Revista Amazonia Investiga 10, no. 37 (March 5, 2021): 146–54. http://dx.doi.org/10.34069/ai/2021.37.01.15.

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The study identifies the term intercultural competence and distinguishes its main components. The authors examine the experience of Great Britain in the formation of this competence among schoolchildren in the historical perspective from the beginning of the twentieth century to the present. The study of the main methods used in multicultural classes in Great Britain and in many countries of Europe made it possible to group them according to the components of intercultural competence. In order to identify the level of development of this competence among future teachers themselves, there were interviewed the students of Ulyanovsk State Pedagogical University named after I.N. Ulyanov. The diagnostic assessment was also conducted for British students who showed a significantly higher level of tolerance compared to Russian students. Therefore, it was thought appropriate to refer to the experience of teacher training in Great Britain that has developed a certain system of training future teachers who are ready to work in a multicultural environment. The comparative analysis of the curricula of 15 leading universities in Great Britain revealed a number of features in teacher training, including the development of their readiness to work in a multicultural educational environment. The experience of Great Britain in the formation of intercultural competence among schoolchildren and future teachers made it possible to determine the directions and trends of their development in modern Russian education at two levels: at the level of school education and at the level of higher education related to the preparation of teachers for work in multicultural classes.

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Korzh-Usenko, Larysa, Olena Sydorenko, and Marina Chykalova. "PECULIARITIES OF NON-STATE HIGHER SCHOOL DEVELOPMENT IN THE USA AND GREAT BRITAIN." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 42–49. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247519.

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In the era of information systems and digital technologies, the urgency of developing non-state higher education is primarily related to economic progress and the challenges of a risky society. The investigation is devoted to revealing the peculiarities of the development of non-state higher education in the United States and Great Britain.On the basis of historiographical analysis, the degree of elaboration of the selected problem is determined. Using a retrospective analysis of the development of the world educational space, the historical origins of the emergence and formation of non-state higher education institutions in these English-speaking countries, related to the implementation of church, private and public initiatives. With the help of synchronous analysis of the course of innovation processes in higher education, the peculiarities of the development of the non-state higher school in the USA and Great Britain at the present stage are outlined. The method of synthesis summarizes the main advantages and disadvantages of non-state higher institutions in these English-speaking countries, as well as identifies prospects for further research.The importance of church, private and public initiative in the origin and formation of non-state schools in the United States and Great Britain is revealed, the dominance of the non-state higher education sector over the public in terms of quantity and quality of educational services in these countries.There is a growing tendency to popularize and democratize higher education in the context of the implementation of “ideas of free higher education”, primarily due to the spread of the movement for “Enlargement of the University” in the second half of the nineteenth century from Britain and the United States. The role of open universities in providing quality educational services in developed English-speaking countries at the present stage is presented. Keywords: development; non-state higher school; free university; free higher school; internationalization; globalization; massification; democratization; quality of educational services.

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Shapovalova, O. V., N. M. Pavlushenko, V. H. Butenko, and О. S. Biler. "Organizational functions of generalized educational institutions in the great britain and ukraine: comparative analysis." Science and Education a New Dimension IX(245), no. 96 (February 22, 2021): 50–53. http://dx.doi.org/10.31174/send-pp2021-245ix96-10.

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Müller-Brettel, Marianne, and Roger A. Dixon. "Qualitative Ratings of Human Development Journals in France, Great Britain and West Germany." Human Development 28, no. 2 (1985): 84–93. http://dx.doi.org/10.1159/000272944.

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Zorochkina, Tetiana. "Innovative approaches to improving qualifications of the primary school teachers in the Great Britain." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 95–100. http://dx.doi.org/10.33310/2518-7813-2019-65-2-95-100.

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The article examines the approaches to improving the skills of primary school teachers in the UK. Criteria for upgrading and retraining UK teaching staff are highlighted. Teacher training courses are held at different educational institutions: at institutes of pedagogy of higher educational institutions, with independent advisory groups, with the Department of Education and Science, at teacher centers, with local educational authorities, at school. Short-term advanced training courses are divided into: one-day; three days; five to six day courses; vacation courses. Long-term courses include three-year advanced training courses. During the courses of advanced training teachers are engaged in research activities under the direction of university tutors. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers. The teacher education system serves a prominent system of public education. Understanding the need for organizing mass retraining of teachers in Britain has been growing in pedagogical circles since the last century, when intensive primary education was developing. Since then and to this day, discussions about the most rational ways of updating the teacher education system are not dying. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. Both local and national authorities of this service are actively involved in the analysis and evaluation of the effectiveness of all work aimed at supporting and developing the professional skills of school teachers. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers.

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Mokromenko, O. "Examples from practice of the elementary education in Great Britain of the 19th century (R. Owen’s private initiative on people education)." New Collegium 1, no. 103 (March 30, 2021): 119–22. http://dx.doi.org/10.30837/nc.2021.1.119.

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The article studies the issue of the theory and practice of the elementary education development in Great Britain of the 19th century. A correlation between private initiative and State assistance in the formation process of the elementary schools net has been defined and proved by the samples from the history of the elementary education development. Special attention is given to the investigation of R.Owen’s private initiative on people education activity. Three periods in this activity have been identified according to changing R.Owen’s philosophy, publishing new works, searching for new forms of his private initiative on people education activity. New Lenark’s period in his education activity has been considered. The main trends of R.Owen’s education activity in the denoted period have been characterized. The goal of R.Owen’s public and education activity has been determined as paying attention of people and British government to the issue of creating and activity of elementary education schools. Assistance for two British educational specialists has been defined as one of the main trends in R.Owen’s education activity. Taking a part in the creating standards base of the elementary education development including Factory Acts (1802-1819) has been described as a considerable contribution in R.Owen’s education activity. R.Owen as a founder of kindergarten in Great Britain in 1816 ( a part of his Institute) has been ascertained in the investigation. R.Owen’s studying both native and foreign educational specialists experience has been pronounced the significant part of his education activity. It is concluded that elementary education school activity in Great Britain of the 19th century is characterized by private initiative. R.Owen’s education activity has received recognition in the elementary education development in Great Britain of the 19th century.

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Nurse, Lyudmila Koklyagina. "Patterns of transition into work in Russia and Great Britain." YOUNG 6, no. 1 (February 1998): 3–18. http://dx.doi.org/10.1177/110330889800600102.

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Shelestyuk, E. V. "Ethos as a part of corporate culture (case study of educational institutions of Great Britain)." Yazyk i kul'tura, no. 2(34) (June 1, 2016): 106–19. http://dx.doi.org/10.17223/19996195/34/9.

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Adamyan, Elena I. "Hospital schools in Great Britain and the United States: educational goals and infrastructure under creation." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2 (2022): 59–71. http://dx.doi.org/10.31862/2218-8711-2022-2-59-71.

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Kostovicova, Denisa. "The Albanians in Great Britain: Diasporic identity and experience in the educational perspective since 1990." Journal of Southern Europe and the Balkans 5, no. 1 (May 2003): 53–69. http://dx.doi.org/10.1080/1461319032000062651.

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Hogg, Peter. "Advanced Clinical Practice for Radiographers in Great Britain: Professional Roles, Accountability and the Educational Provision." Canadian Journal of Medical Radiation Technology 35, no. 4 (December 2004): 6–12. http://dx.doi.org/10.1016/s0820-5930(09)60162-6.

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Kozubovska, Iryna, and Iryna Popovych. "Training Of Teacher-Researcher As Prior Consideration Of Professional Training Of Pedagogues In Great Britain Abstract." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 47–51. http://dx.doi.org/10.1515/rpp-2015-0039.

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AbstractThe article is devoted to the problem of professional training of pedagogues in foreign countries. Special attention has been paid to the experience of Great Britain. It has been underlined that the teacher has to acquire thorough knowledge in profession as well as to master the methods of teaching. Nevertheless, this is not enough to reach success in a professional field. The educational system today needs a teacher-researcher. It has been proved that the process which provides scientific and educational unity by means of involving students into scientific work is stirring up in European pedagogical institutions. The problem of orientating the teachers to be on research work is considered to be the most important condition of their personal professional self-determination and professional culture. A new teacher-researcher training pattern in British higher educational system has been made. This pattern includes some interdependent components and is successful under certain pedagogic conditions: the possession of research position by a teacher-to-be; ensuring creative interaction and cooperation among students and teachers; introduction of special educative modules with research orientation; the use of project technologies; the arrangement of creative educational atmosphere; establishing friendly relationships among university teachers (lecturers), students and school teachers. The accent is made on the urgent necessity of implementation of British experience in Ukraine.

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Meltzer, Howard. "Childhood Mental Disorders in Great Britain: An Epidemiological Perspective." Child Care in Practice 13, no. 4 (October 2007): 313–26. http://dx.doi.org/10.1080/13575270701488683.

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Melnyk, Nataliya. "FEATURES OF PROFESSIONAL PREPARATION FOR PRESCHOOL IN THE GREAT BRITAIN." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 98–108. http://dx.doi.org/10.28925/1609-8595.2018(1-2)98108.

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The article is devoted to the analysis of the concept meaning «qualification» in the European scientific terminology, analyzes its contextual peculiarities. It is distinguished that what is meant by qualification requirements is characterized by documents certifying the qualification of a teacher in European countries, as well as the terminology «qualified preschool teacher» in the context of the European dimension of higher education is explained. The author outlines the analysis of peculiarities of pre-school teachers’ qualifications in the UK. Among the key competencies of the pre-school teacher, which governs the qualification requirements for «Early Years Professional with EYP Status» in the UK, the following are identified: Knowledge and understanding of the peculiarities of the planning, organization and implementation of the educational process, effective professional activities, mutual understanding and cooperation with children, communication and ability to work with families and caregivers, teamwork and cooperation, professional development. The factors influencing the formation of qualification requirements and the content of professional competence are determined. The main professional profiles and profiles of the professional competence of preschool teachers in Britain are described in the article; the main contradictions in the attribution of qualifications are outlined in the issue. Proficiency profiles for UK preschool teachers include a description of the requirements for working with children, parents, colleagues, the public and self-development competencies for the qualification of «Early Years Professional with EYP Status». The research’s results identifies, that the qualification requirements for preschool teachers in the UK, despite on the diversity of the administrative system and the functioning of the three models of vocational training, are characterized by similarity and, in general, are of an integrated nature. In the restructuring of pre-school teacher training in the United Kingdom, in particular, professional competence, the content of training, the development and improvement of professional profiles have been prioritized.

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Baker, Anthony W., and Sylvia P. Duncan. "Child sexual abuse: A study of prevalence in Great Britain." Child Abuse & Neglect 9, no. 4 (January 1985): 457–67. http://dx.doi.org/10.1016/0145-2134(85)90054-7.

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Androshchuk, Iryna, and Ihor Androshchuk. "Peculiarities of Future Technology Teachers’ Training in Poland and Great Britain." Comparative Professional Pedagogy 7, no. 1 (March 1, 2017): 51–55. http://dx.doi.org/10.1515/rpp-2017-0007.

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AbstractThe importance of studying foreign experience to enhance the efficiency of teacher training in higher education institutions has been justified. Peculiarities of future technology teachers’ training in Poland and Great Britain have been considered. Special attention has been paid to revealing the ways of enhancing the level of teachers’ professional competency while and after studying at university. The requirements for technology teachers’ have been specified. It has been indicated that apart from the requirements for professional training, future specialists should follow moral rules, cooperate with the participants of the education process and manage information and communication technologies. Qualification categories of teachers in Poland as well as educational routes for future technology teachers’ training in Great Britain have been found out. Based on the generalization of the study results, the authors have singled out the main cycles of professional disciplines needed for professional training of technology teachers’ training in Great Britain. The role of school placements in future teachers’ training for professional activity has been considered. It has been proved that the great amount of hours is allotted for practical training of students and forming of those skills and abilities needed in professional activity. Relative stages of students’ practical training in higher education institutions have been identified.

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Danylenko, Oleksandr. "Forming Readiness in Future Navigators for Professional Activity in Maritime Universities of Great Britain." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 16–21. http://dx.doi.org/10.2478/rpp-2019-0024.

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Abstract The article is devoted to the problem on training of maritime specialists in universities of Great Britain; in particular, it is a question of training navigators. It was noted that there are dozens of maritime educational institutions and a long tradition of training maritime specialists in the country. The system of maritime education in the United Kingdom is effective, and the level of training of specialists, including navigators, allows them to qualitatively perform their official duties on ships, which, in its turn, guarantees the safety of navigation. The peculiarity of professional training of navigators is that the educational program is focused on practical activities in accordance with the requirements of the rules of the International Convention on the Training and Certification of Seafarers, recommendations of the International Maritime Organization and other regulatory documents. It was found out that the UK Nautical Institute is working on the continuous improvement of the educational level of specialists operating maritime vessels. The article also discusses the training of navigators at the Maritime Centre of the University of London and at the University of Plymouth. The training of navigators on simulators is considered as a type of practical training and is conducted in accordance with national and international requirements for a computer simulator complex and software training complexes. The author of the article draws attention to the sufficient number of modern simulators, training equipment and laboratories, which are used to work out practical skills of future navigators. It has also been clarified that in all UK maritime higher education institutions the mandatory condition for successful completion of training is the completion of maritime professional practice. The number of hours for such practices is determined by the relevant regulations. The high ranking of British maritime education institutions attracts students from around the world. For international students there are comfortable conditions for admission, study and residence. They can improve their English language skills and take preparatory courses for admission.

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Perevozniuk, V. "FORMATION OF ENGLISH TEACHERS’ SELF-EDUCATIONAL COMPETENCE IN THE PROCESS OF THEIR TRAINING IN HIGHER EDUCATIONAL INSTITUTIONS IN GREAT BRITAIN." Pedagogy of the formation of a creative person in higher and secondary schools 2, no. 68 (2020): 90–95. http://dx.doi.org/10.32840/1992-5786.2020.68-2.18.

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Haraschuk, K. "Importance of British Experience of Structural Reforming of the System of Secondary Education for Ukrainian Schooling." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (July 22, 2017): 67–72. http://dx.doi.org/10.35433/pedagogy.3(89).2017.67-72.

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A large-scale reformation of Ukrainian schooling aimed at organizing modern educational process more efficiently and providing better services, thereby enhancing the competitiveness of each individual school and the education system as a whole, can benefit to a great extent from significant foreign experience. The article focuses on notable productive restructuring of British secondary education, which resulted in the essential raising standards in this sphere of the last decades, and therefore can be of special interest for Ukrainian educators. An attempt is made to analyze general results of structural reforming of secondary education in Great Britain at the end of ХХ – the beginning of ХХІ century. The possibilities of their creative implementation in Ukrainian schooling are considered. The investigation presupposed the use of the following methods: generalization , analysis, synthesis, comparison and generalization in the process of education documents study; typological and component analysis methods to define the specific activity of innovative schools in Britain; method of scientific extrapolation to define the innovative potential of British reforms for further development of Ukrainian secondary education. One of the major factors of successful reforming of secondary education in Great Britain is the consistency of schooling policy during the chain of political cycles. The awareness of British statesmen of the necessity to follow the consistent continuity of reforming processes is pointed out. The analysis of practical results of British education reforms reveals a range of perspectives for Ukrainian schooling: extending diversification in secondary education, developing a more diverse spectrum of schools with equal access to education and social justice; practical implementing of personalized studying; extending innovative school network (a complex of educational establishments united by the common innovative idea and activity which is aimed at the increase of the teaching and educational process efficiency); considering networks as an effective way of innovative educational development management under the conditions of the decentralization processes; transforming schools into the centre of community life by means of extended educational and social services. Further research of the issue can be focused on the problems and results of implementing the policies of the DfE's White Paper 'Educational excellence everywhere'.

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Kupchyk, Oleh. "Taras Shevchenko Kyiv State University’s international cooperation with scientific and education institutions of Western countries in 1944–1975’s." European Historical Studies, no. 22 (2022): 71–85. http://dx.doi.org/10.17721/2524-048x.2022.22.5.

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The article reveals the international cooperation of Taras Shevchenko Kyiv State University with scientific and educational institutions of Western countries in 1944–1975. It was noted that at the end of the Second World War (1944–1945), Kyiv University couldn’t establish ties with educational and scientific institutions of Western countries due to the reconstruction of the city and the university itself. During the period of post-war reconstruction (1946–1950), the Soviet-Western confrontation was added to the mentioned problems, which then turned into the Cold War. However, the liberal social and political changes in the USSR associated with de-Stalinization (1953–1956) and the Khrushchev «Thaw» (1956–1964) had a positive impact on the international activities of the Soviet higher school and KSU named T. G. Shevchenko. It is indicated that since the mid-1950s, delegations and individual scientists from France, Austria, Belgium, and Sweden began to visit Kyiv University. Since the second half of the 1950s, teachers and scientists from Finland and Great Britain, as well as Communist Party leaders, and representatives of student and trade union organizations from Western countries visited Kyiv University to give lectures and deliver scientific reports. However, in 1959–1960, plans for the teaching work of Taras Shevchenko Kyiv State University in the Great Britain universities remained unrealized. Nevertheless, since then, teachers and scientists of Kyiv University have actively participated in international scientific events held in Western countries (Madrid, Paris, London, Vienna, and Stockholm). Some teachers completed internships at universities in Italy, France, and Great Britain. Students also did internships in these countries. Mostly, these were senior-year students of the Faculty of Philology who were studying foreign languages. It is noted that the scientific works and teachers of Taras Shevchenko Kyiv State University were published abroad. Among them were Professor Mytropolskyi Yu. (in Great Britain and Sweden), Professor Vsekhsvyatskyi S. (in Great Britain and Belgium), Professor Bileckyi A. (in Greece), Professor Marynych O. (in Great Britain and Sweden) works. Scientists of Kyiv University worked with colleagues from universities and scientific institutions of the West on common scientific themes. The international book exchange of Kyiv State University, as of July 1, 1965, was held with such universities as the Taylor Institute at the University of Oxford, the University of Oslo, the Mathematical Institute at the University of Bonn, Liège (Belgium), Besanson and Cannes (France) universities, and also by the academies of sciences of Denmark and Ireland. The emergence of an international détente in the relations between the West and the USSR at the end of the 1960s had a positive effect on the ties of Taras Shevchenko Kyiv State University with the countries of the West. The number of their youth at Kyiv University continued to grow. Thus, if in 1969 one representative of a Belgian and a Frenchman studied at the university, then as of January 1, 1975, 60 students from the «capitalist countries» studied at the university. In turn, the cooperation of Taras Shevchenko Kyiv State University with educational and scientific institutions of Western countries in 1975–1991 remains understudied. However, this is the subject of the next scientific research.

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Kettemann, Bernhard. "How effective is CALL in ELT?" ReCALL 7, no. 1 (May 1995): 49–53. http://dx.doi.org/10.1017/s0958344000005103.

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Recently the NCET (National Council for Educational Technology) published a survey of the results of various studies on the evaluation and effectiveness of computer assisted teaching in Great Britain.1 This survey lists several positive effects of computer assisted teaching in a wide variety of educational applications. These range from increased motivation and eagerness to learn by disturbed or handicapped children to an increase in the performance of good learners by e.g. training analytic and divergent thinking.

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Adamyan, Elena I. "HOSPITAL SCHOOLS IN THE NATIONAL EDUCATIONAL SYSTEMS OF GREAT BRITAIN AND THE USA: INTRODUCING A STUDENT." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 1 (2022): 51–59. http://dx.doi.org/10.31862/2218-8711-2022-1-51-59.

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Adamyan, Elena I. "HOSPITAL SCHOOLS IN THE NATIONAL EDUCATIONAL SYSTEMS OF GREAT BRITAIN AND THE USA: INTRODUCING A STUDENT." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 1 (2022): 51–59. http://dx.doi.org/10.31862/2218-8711-2022-1-51-59.

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Lancashire, E. R., C. Frobisher, R. C. Reulen, D. L. Winter, A. Glaser, and M. M. Hawkins. "Educational Attainment Among Adult Survivors of Childhood Cancer in Great Britain: A Population-Based Cohort Study." JNCI Journal of the National Cancer Institute 102, no. 4 (January 27, 2010): 254–70. http://dx.doi.org/10.1093/jnci/djp498.

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Massiera, Bernard, Ben Mahmoud Imed, and Long Thierry. "Comparison of Sporting Values in Europe: Effects of Social Institutionalization in Three European Territories." Journal of Human Values 24, no. 3 (July 19, 2018): 208–22. http://dx.doi.org/10.1177/0971685818781242.

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This study examines the representations conveyed by sports practitioners and the ideologies that govern sports institutions in three European countries. Sports organizations seem to construct identitary references for practitioners through the values they convey and the forms of sociability that they develop. This international study compares the practices and representations of sport based on a questionnaire sent to a sample of practitioners in Cardiff, Great Britain; Nice, France; and Pitesti, Romania. The findings indicate some differences. In Great Britain, sports practices remain imbued with educational values, in line with the ideals that were at the origin of the sporting movement. In France, sports practices seem more rooted in an orthodoxy promoted by community supervision. In Romania, sport remains attached to a therapeutic vocation and social mobility in connection with the communist past.

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Smith, Andrea. "A Dream Deferred?" Journal of Underrepresented & Minority Progress 4, no. 1 (February 17, 2020): 44–64. http://dx.doi.org/10.32674/jump.v4i1.1239.

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The history of education in the United States abounds with double themes and purposes for education: schooling for democratic citizenship and schooling for second-class citizenship. Conceived as a means for great equalization, history echoes the intense disapproval of formal education for African Americans since the conception of the United States. The article places the discussion against the larger backdrop of national events within a political, cultural, and economic context. It further offers fresh insights into the African American commitment to education as they persisted in their struggle to develop an educational system in accordance with their own needs and desires with the hope that their work would transcend generations to come.

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Cooke, Claire Ann. "Young people's attitudes towards guns in America, Great Britain, and Western Australia." Aggressive Behavior 30, no. 2 (2004): 93–104. http://dx.doi.org/10.1002/ab.20009.

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TUFAR, Ioana, and George ANDRONIC. "Sign language interpreting in the educational context-a theoretical and pragmatic perspective." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VI, no. 2 (October 30, 2020): 69–79. http://dx.doi.org/10.26744/rrttlc.2020.6.2.07.

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Taking into consideration that the Sign Language interpreting field is a vivid and useful one, the present paper tries to draw the profile of the educational interpreter starting with a theoretical frame and continuing with pragmatic issues. The study undertaken involved 30 Sign Language interpreters from Great Britain and Romania and the analyzed data provided information on qualifications needed to assure the quality of interpretation, challenges that can appear on the way of interpreting, the role of the professional development programs, the importance of the code of ethics and some practical advices were included.

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Tsibikov, V. A. "The foreign experience in training public procurement specialists on the example of the USA, Great Britain and China." Upravlenie 7, no. 4 (January 27, 2020): 16–23. http://dx.doi.org/10.26425/2309-3633-2019-4-16-23.

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The article reveals the features of the training of specialists in public procurement in countries with different types of economies and forms of state power in terms of the training system, applied pedagogical forms, methods and tools. The training programs for training foreign educational institutions, which are characterized by sufficient variability and adaptability in accordance with the needs of students, the intensity of the use of various forms of training: full-time (classroom), distance (in the mode of video conferencing during webinars), as well as by sending educational material and monitoring performance via email have been analyzed. The content of other educational documents and official publications in the media, as well as the results of correspondence (through chatting and e-mail) with representatives of training courses and leading training centers, answers to information requests to state authorities responsible for functioning contract system, – have been taken into account.Based on the results of the analysis, the following key positions, allowing us to observe fundamental differences in the training of public procurement specialists in the West and East countries: the degree of state participation in the regulation of the training system and the degree of severity of the educational function in the formation of the necessary level of legal awareness of procurement specialists have been highlighted. It has been established, that in the United States and Great Britain, private licensed organizations compete with each other in providing such educational services to those involved in the training of public procurement specialists. In China, due to the presence of problems in the fight against corruption in the actions of state customers, the closest attention is paid to the formation of the necessary personality traits of officials to minimize the risks of committing offenses in contractual legal relations.

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Journal articles on the topic 'Educational equalization – Great Britain'

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