Journal articles on the topic 'Educational program components'
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Omelchuk, L. L., and N. G. Rusina. "Comparing of educational programs in terms of achievement of competencies and learning outcomes of compulsory educational components." Bulletin of Taras Shevchenko National University of Kyiv. Series: Physics and Mathematics, no. 3 (2021): 129–36. http://dx.doi.org/10.17721/1812-5409.2021/3.25.
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The most important elements of educational programs are the educational components (disciplines), as well as the competencies and learning outcomes they provide. The article presents a comparative analysis of some compulsory disciplines of the educational and professional program "Informatics" of the first (bachelor's) level of higher education in the field of knowledge 12 "Information Technology", specialty 122 "Computer Science" with disciplines of educational and professional programs of the same level and specialties of other institutions of higher education. The work analyzes the educational and professional program "Computer Science" of the first (bachelor's) level of higher education in the specialty 122 "Computer Science". It is implemented by the Faculty of Computer Science and Cybernetics of Taras Shevchenko National University of Kyiv in terms of comparing compulsory educational components educational-professional program "Informatics" and provided (achievable) standard learning outcomes and competencies with compulsory educational components of other educational programs.
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Guzeva, Tatiana A., Alexander V. Baldin, Pavel S. Perepelitsa, Juliya B. Makarova, and Tatiana Yu Tsibizova. "The Formation of Educational Programs in the Digital Environment." ITM Web of Conferences 35 (2020): 02004. http://dx.doi.org/10.1051/itmconf/20203502004.
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All the components of the university basic educational program and its formation in one system with the choice of the formation unit – academic discipline are presented at the modeling level. A model, which is a unique system for the formation of educational programs and their components, is proposed. It allows to increase the mobility of all university departments that implement educational programs during licensing, accreditation and other examinations.
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Chang, Liu, K. Mamonov, and L. Kovalenko. "CHARACTERISTICS OF THE EDUCATIONAL COMPONENTS OF THE IMPLEMENTATION OF THE PhD PROGRAM IN THE SPECIALTY OF GEODESY AND LAND SURVEYING." Municipal economy of cities 3, no. 177 (May 26, 2023): 120–24. http://dx.doi.org/10.33042/2522-1809-2023-3-177-120-124.
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It has been proven that the development and implementation of educational programs that shape the educational space and the possibilities of ensuring territorial development at various levels are of particular importance for training a qualified specialist. In this context, the characterization of the educational components of the implementation of PhD programs in geodesy and land management is a relevant and timely issue. The implementation of the PhD educational program is aimed at training a highly qualified, competitive specialist in the field of geodesy and land management by deepening and improving theoretical knowledge and practical skills, professional skills in the field of architecture and construction in the field of geodesy and land management, improving language and philosophical competences, forming the ability to conduct research and creation of modern systems of geospatial support and land use for the development of cities and regions. As a result of the study, the educational components of the implementation of the PhD program in geodesy and land management were characterized. Within the framework of the educational and scientific program, it is proposed to additionally characterize the components of the territorial development of land use in the regions. In particular, geospatial components are defined, where cartographic support, directions and possibilities of application of geoinformation systems and technologies are characterized, territorial, functional, socio-economic factors are distinguished. Urban planning, investment and ecological factors of territorial development of land use in the region are characterized. The educational components of the implementation of the PhD program in geodesy and land management are characterized. Competences are defined, which allows for the formation of a systematic approach to the training of specialists. It should be noted that the implementation of the educational program is formed through a range of issues related to the training of highly qualified specialists who are able to formulate and solve complex scientific and practical tasks in the field of geodesy and land management and implement the results of scientific research. Features of the application of the program include the possibility of taking into account the directions and features of territorial development and the efficiency of land use at the regional level. Mastering the presented program allows you to form an educational environment that takes into account the possibilities of using modern geodetic and geospatial tools, the provisions of the theoretical and methodological platform, and is aimed at ensuring the territorial development of the region and increasing the efficiency of land use. Keywords: educational components, PhD, educational programs, geodesy and land management, territorial development of the region, land use, geodetic and geospatial support.
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Syrymbetova, Gulzat, Zhazira Mukatayeva, Bakdolot Kosobaeva, Assem Uzakova, and Meldebek Zhaxibayev. "Educational program for teaching chemistry with regional component in higher educational institutions." Scientific Herald of Uzhhorod University Series Physics, no. 56 (April 20, 2024): 1936–45. http://dx.doi.org/10.54919/physics/56.2024.193sl6.
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Relevance. The research explores the implementation of a regional component in chemistry education programs at higher education institutions in Kazakhstan. Its relevance stems from the need to improve and update university chemical education by incorporating regional specificities. Purpose. The purpose of the scientific work is to investigate these problems and to propose specific ways of improving and updating the system of university chemical education based on the idea of regionalization. Methodology. The methodology involved a three-stage experimental study conducted at Abai Kazakh National Pedagogical University, with 60 second-year bioorganic majors divided into experimental and control groups. The study utilized surveys, assessments of student skills, and implementation of a modeled program with problem tasks and independent research. Results. Results showed that incorporating a regional component in chemistry education expanded students' knowledge about their region, increased motivation and interest, and fostered patriotism. The experimental group demonstrated significant improvement in research skills compared to the control group. Conclusions. The study concludes that regionalizing chemistry education can enhance learning effectiveness and material mastery. It recommends implementing regional components in chemistry programs to increase subject relevance and student engagement. The research also highlighted the importance of selecting appropriate teaching methods and organizational forms when incorporating regional material into curricula. Keywords: natural sciences; territorial principle; method of teaching; experimental work; student survey
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Bespalko, Ruslan, Taras Hutsul, Ivan Kazimir, and Ivan Smaga. "HAVING EXPERIENCE IN DEVELOPING THE EDUCATIONAL PROGRAM “GEODESY AND LAND MANAGEMENT”(SPECIALIZATION “LAND MANAGEMENT AND CADASTRE”) AT THE YURI FEDKOVYCH NATIONAL UNIVERSITY OF CHERNIVTSI." Technical Sciences and Technologies, no. 2(28) (2022): 177–88. http://dx.doi.org/10.25140/2411-5363-2022-2(28)-177-188.
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Substantiation of the educational program that provides training of highly competitive professionals who are able to actively operate in a market economy and social partnership; development of scientific priorities and innovation component. Improving the published educational and professional program within thecyclical process of development and implementation of educational and professional programs in accordance with the methodology of student-centered learning.In the process of development and further implementation of the educational program applied definition, generalization, identification, analysis, synthesis, induction and deduction, idealization, analogy, selective and continuous observations, control measurements, inventory, systematization, expertise, technological research, method of hypotheses, experiment and modeling.The structure and features of the standard of higher education approved by the Ministry of Education and Science of Ukraine at the first (bachelor's) level of knowledge 19 –Architecture and Construction, specialty 193 "Geodesy and Land Management" are analyzed. The current level of information and methodological support for the development of educational programs has been clarified. The peculiarities and essence of each of the stages of development of the educational program inaccordance with the methodology of student-centered learning are considered.The author's educational program that ensures the achievement of additional learning outcomes is proposed and measures to achieve them are justified. The spheres of use and potential users of the educational-professional program are presented. The educational and professional program is published on the official website, and the features of its components –in this publication in order to share experiences, receive recommendations, comments, suggestions on its content, components, specifics of implementation and optimization.The article is review and informative
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Fisher, Colleen, Laurel Hitchcock, Ashley Neyer, Stacey Moak, Sarah Moore, and Scott Marsalis. "Contextualizing the Impact of Faculty-Led Short-Term Study Abroad on Students’ Global Competence: Characteristics of Effective Programs." Journal of Global Awareness 3, no. 1 (May 24, 2022): 1–35. http://dx.doi.org/10.24073/jga/3/01/03.
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Short-term faculty-led study abroad programs are high-impact pedagogical practices designed to enhance students' global competency. However, there is a gap in our understanding regarding the specific educational components of short-term faculty-led study abroad programs that promote global competency. This systematic review examined nearly two decades of research on such programs (n=86) to assess the educational components associated with increases in students' global competencies using Steinberg's (2017) educational components as a framework. Results indicated that the educational components included in global competency-building education abroad courses varied substantially across programs and global regions. The components most strongly supporting enhanced global competency were pre/post program sessions and meeting with experts in the host country. Overall, the study findings offer educators and administrators insights into best practices for designing, implementing, and evaluating short-term study abroad courses designed to enhance global competence among undergraduate and graduate students.
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Ellett, Chad D., and Margaret C. Wang. "Assessing Administrative and Leadership Components of Program Implementation in an Innovative ECE Program." Journal of Research in Childhood Education 2, no. 1 (June 30, 1987): 30–47. http://dx.doi.org/10.1080/02568548709594920.
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Kachurivskyi, Volodymyr, and Hanna Kachurivska. "Modeling of the Information and Documentation System for the Presentation of the Educational Components of the Educational Program." Central Ukrainian Scientific Bulletin. Technical Sciences 2, no. 6(37) (2022): 17–25. http://dx.doi.org/10.32515/2664-262x.2022.6(37).2.17-25.
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The article presents the concept of the information and documentation system model for the presentation of documents of the educational components of the educational program in the form of a road map for obtaining an education. This system contributes to the implementation of the principle of openness and publicity in the activities of the institution of higher education. The function of communicative management is assigned to the information system. The database model was developed, the entities and their attributes were described, and the relationship between them was established for operational management. A list of the following entities is defined: educational component, educational program, department, semester of study, year belonging, specialty. Each entity has its own attributes and relations that make up the database. When designing the database, we defined the following relations: one educational program corresponds to a set of educational components; several educational programs can be implemented in one specialty; one department can provide the study of several educational components; a document of one educational component may belong to more than one educational program; one educational component may correspond to several academic semesters. To identify the file of the educational component, the methods of file storage organization and file name encryption rules defined by the authors were used. Working with the information system requires defining user roles and delimiting their access rights to functional services. Users of this system are assigned the following roles: developer, administrator, manager, user. A diagram of precedents was developed and their grouping by roles was carried out. The sequence of interaction of objects in time for programming the functionality of the system is proposed. The technically presented information system must be implemented using computer equipment and information technologies based on client-server architecture with further integration on the official website of the educational institution or as an independent information system. The software implementation of the information system is based on the LAMP stack.
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Raviv, Ayala, and Ester Aflalo. "The Effect of Nutrition Educational Programs on the Composition of Home Prepared Children’s Breakfasts." Athens Journal of Education 9, no. 4 (October 12, 2022): 699–710. http://dx.doi.org/10.30958/aje.9-4-9.
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The study aimed to examine the effectiveness of two intervention programs in improving dietary habits in two groups of preschool and fifth-grade students. The programs were tailored to the target age group. The composition of each of the children’s breakfasts that were brought from home was recorded both before and after the intervention program. Every food item received a score according to its nutritional quality, and each meal was summed accordingly. T-tests were performed in order to determine the significance of differences between the nutritional quality of the children’s breakfast items before and after the intervention. It was found that the nutritional quality of all breakfast components and its overall health quality improved significantly in both age groups. The study’s results indicate that the intervention program is effective for a range of young ages. It is recommended to conduct such programs starting in preschools, and subsequently in schools. Keywords: nutrition educational program, health education, meal components
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Fulmer, Connie L. "Redefining Teaching and Learning in Educational Administration." Journal of School Leadership 4, no. 4 (July 1994): 451–60. http://dx.doi.org/10.1177/105268469400400407.
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Recent attention to alternatives for traditional educational leadership program delivery models is part of an evolutionary process that serves to redefine teaching and learning. The conventional linear relationship between content, teaching, and learning is being transformed by these alternative models. The assumptions and components of an experiential learning model are presented to bring focus to this process and to offer one way to redefine teaching and learning in educational leadership preparation programs. This redefinition describes teaching and learning as a transactional process of creating personal knowledge through experiential alternative learning environments. The model has design implications for individual lessons, courses, projects, or an entire program. Two examples of experientially-based course projects are presented.
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Robey, Philip V., Qi Shi, and S. J. John Savard. "Ethics, Equity, and Community Engagement: Urban School Administrators Rate Their Preparation Programs." Journal of School Leadership 29, no. 2 (February 27, 2019): 167–84. http://dx.doi.org/10.1177/1052684619832152.
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School administrators from three mid-Atlantic cities were surveyed regarding the levels of emphasis given to components from their university-based leadership preparation programs. Three components—ethics, equity, and community engagement—are explored for this article due to their influential relationship with school response to changing demographics. Using a sliding scale, participants indicate that tasks related to all three components were emphasized in their programs, with ethics highlighted the most and community engagement highlighted the least. Negative statistical significance was found between the independent variable, time since program completion, and the components equity and ethics. This indicates that those who completed their programs longer ago perceive less emphasis on the two components. An analysis follows on how educational leadership program standards may influence what programs emphasize.
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Preston, Jennifer, Heather Trepal, Ashley Morgan, Justin Jacques, Joshua D. Smith, and Thomas A. Field. "Components of a High-Quality Doctoral Program in Counselor Education and Supervision." Professional Counselor 10, no. 4 (December 2020): 453–71. http://dx.doi.org/10.15241/jp.10.4.453.
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The doctoral degree in counselor education and supervision is increasingly sought after by students, with the Council for Accreditation of Counseling and Related Educational Programs (CACREP) reporting a 27% enrollment increase in just a 4-year span. As new programs are started and existing programs sustained, administrators and faculty may be seeking guidance in how to build a high-quality program. Yet no literature currently exists for how doctoral counseling faculty define a high-quality program. This study used a basic qualitative research design to examine faculty perceptions of high-quality doctoral programs (N = 15). The authors analyzed data from in-depth interviews with core faculty members at CACREP-accredited doctoral programs. Five themes emerged from the data: relationships, mission alignment, development of a counselor educator identity, inclusiveness of diversity, and Carnegie classification. The findings of this study can be important for faculty and administrators to consider when establishing and maintaining a counselor education and supervision doctoral program.
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Huda, Zainul, and Ahmadi M. "TRIPUSAT PENDIDIKAN ISLAM YANG INTEGRATIF DALAM PENGEMBANGAN PROGRAM PENDIDIKAN ISLAM DI SEKOLA." Edupedia 3, no. 2 (January 8, 2019): 87–94. http://dx.doi.org/10.35316/edupedia.v3i2.256.
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The responsibility of Islamic education cannot be carried out unilaterally. Ki Hajar Dewantara stated that it requires the cooperation of three components which called as tripusat pendidikan (center of three in education), they are families, educational institutions, and society. Those three components are one unit and complement each other in realizing educational goals. No matter how good the curriculum in madrasah (school), it was not be optimal if do not supported by family and society and otherwise. Therefore student failure is the fault of all components, not just the fault of educational institutions or teachers.
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Levchenko, Nataliіa. "Contents of training of future youth work social workers: from the experience of Uman State Pedagogical University." Social work and education 8, no. 3 (September 30, 2021): 352–63. http://dx.doi.org/10.25128/2520-6230.21.3.4.
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The relevance of the study is that modern youth is the subject of special attention of modern society, because the change of socio-economic and political system of Ukraine has had an ambiguous impact on the consciousness and behavior of the younger generation. Today, democratic processes are observed in various spheres of life, civil society is being developed, and opportunities for personal development, initiative and creativity are being provided. The future of the state largely depends on the civic position of the younger generation, this fact increases the importance of managing the processes of national-patriotic formation of future youth work social workers in the process of studying in a higher education institution. The purpose of the article is to analyze the specifics of the educational and professional program "Social Work (Youth Work)" to prepare future youth work social workers at Pavlo Tychyna Uman State Pedagogical University. Research methods: systematic, problem-targeted, normative-comparative analysis of sources; content analysis of documentation, educational programs, curricula, content of active educational programs of educational components; screening of websites of higher education institutions that train future social workers for youth work. The article highlights the relevance of the introduction in the educational process of training future youth work social workers such disciplines as “Theory and practice of youth work”, “Youth in the modern community”; the content and structure of compulsory educational components of the educational-professional program “Social work (Youth work)” are revealed; methods of teaching and learning, criteria for evaluating learning outcomes of a program are presented; general and professional competencies and learning outcomes of a program are regulated and analyzed - regulated by academic disciplines. The peculiarities of the educational program for the preparation of future youth work social workers from the experience of the Faculty of Social and Psychological Education of Pavlo Tychyna Uman State Pedagogical University are determined.
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Storozheva, S. P., E. G. Strukova, and R. D. Shilin. "Communication practices to maintain the student contingent in the distance education system." Professional education in the modern world 10, no. 4 (January 30, 2021): 4190–201. http://dx.doi.org/10.20913/2618-7515-2020-4-03.
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Modern educational programs of distance education are gaining popularity and demand among applicants with different educational needs. Such programs are aimed at overcoming educational inequality and equalization of educational opportunities, solving problems of inclusive education, incorporation in the system of continuous education. The study objective is to identify the role of educational communications and their effect on preserving the student contingent in distance education. The paper focuses on identifying the reasons to discontinue by students their studies in vocational educational programs conducted using distance learning technologies; determining the communication aspects of the problem to maintain a contingent of students in the professional educational programs of Bachelor and Master.The authors determine the motives for choosing the program, involvement in educational communications, satisfaction with the educational process and its components, as well as difficulties in mastering the program based on the student opinions in «the group at risk of expulsion» and studied in such educational programs, but for various reasons do not complete the studies. The research has solved the following tasks: considering educational communication practices in the system of distance learning; identifying the reasons of difficulties and expulsions of students in obtaining higher professional education by the programs of distance education; forming proposals on the organization of educational communications aimed more successful mastering of the educational program and preservation of the student contingent in the distance learning system. The study results should be used to organize communication and methodological support of professional educational programs of distance education.
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Drach, Anna S. "ТЕХНОЛОГІЯ РОЗРОБЛЕННЯ ПРОГРАМНИХ ПРОДУКТІВ ДЛЯ НАВЧАННЯ ЧИТАННЯ ХУДОЖНІХ ТЕКСТІВ (НА ПРИКЛАДІ «ENGLISH FOR PHILOLOGISTS: ASPECT OF READING»)." Information Technologies and Learning Tools 67, no. 5 (October 30, 2018): 161. http://dx.doi.org/10.33407/itlt.v67i5.2136.
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The article considers the issue of educational computer program development: the stages, blocks, aspects and peculiarities. The definition of an educational computer program as a means of information and communication technologies, created for the development of skills and abilities related to foreign language competence is given taking into account the psycholinguistic patterns of reading a text, methodical approach to teaching reading fiction via information and communication technologies . It was distinguished that educational computer program as a software for educational purposes can be offered as a system consisting of two main components: informational and software implementation. The development of educational computer programs suitable for educational institutions involves continuous interaction between the author of educational materials and the programmer. The process of creating a qualitative educational computer programme consists of certain stages: preparation of source materials; development of the programme structure of educational computer program; creation of a software product; aligning and adjustment; implementation of educational computer program; testing software product; educational computer program updating and error correction. The article describes the created educational program "English for Philologists: aspect of reading" that meets the criteria of correspondence and the criteria for evaluating computer programs for teaching foreign languages taking into account the peculiarities of digital text. The experimental introduction of the computer program «English for Philologists: aspect of reading», comparison of the average indicators of pre- and post-experimental sections in experimental groups and the growth by12% have showed that the training for future teachers of English language reading fiction via the educational computer programme «English for Philologists: aspect of reading» has proved to be effective: all the groups have reached the required level of reading comprehension.
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Piatkova, Alla, Lilija Gyzhko, and Svitlana Gvozdii. "Educational Complex Geographical Practice in Student-Centered Learning." Problems of Education, no. 2(97) (November 11, 2022): 169–89. http://dx.doi.org/10.52256/2710-3986.2-97.2022.10.
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The article presents the problem of creating an optimal list of components of educational and professional programs in geography. It is noted that the Concept of student-centered learning provides for the mandatory involvement of students in the formation of educational programs, and therefore in the formation of the content of individual disciplines - a component of educational and professional programs.
The purpose of the article is to determine the ways to optimize the process of forming students' competencies in the context of «soft skills» and «hard skills» based on the results of the study on the analysis and evaluation of the content and method of geographical practice. The study was conducted with students of the first (bachelor's) level of higher education (educational and professional program «Geography») at the Odesa I. I. Mechnikov National University. To analyze and evaluate the content of training, an educational complex geographical practice was chosen as a component of the educational and professional program «Geography». The respondents were students and graduates of 1980-2020. The survey questionnaire contained 12 questions, which were divided into 4 blocks: 1) age and sphere of employment of respondents; 2) received «hard skills»; 3) received social and life safety skills; 4) emotional assessment of the practice and recommendations for improving the practice program. The obtained results proved that the survey of applicants should serve as an additional source for monitoring and modernization of both the program of the discipline and the educational and professional program of the specialty as a whole.
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Suklani, Suklani. "Evaluation Model and Its Urgency on Elementary Education Programs." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7, no. 2 (March 19, 2023): 1639–50. http://dx.doi.org/10.31004/obsesi.v7i2.4201.
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Evaluation of an education program is a process of systematic activity to see how successful the planned education program is and to provide information to stakeholders in order to make a decision. The problem that often occurs is that the object of evaluation in education is still focused on the learning process, even though the evaluation includes all educational components and programs in a comprehensive manner. The purpose of this research is to describe program evaluation models and their urgency in evaluating educational programs. The novelty of this study is the implementation of various evaluation models in elementary education. The results of this study indicate that there are more than 50 program evaluation models, of which there are five program evaluation models that can be applied in evaluating educational programs, namely the Context, Input, Process, Product (CIPP), outcomes (CIPPO), Provus, Countenance (Stake), and Kirkpatrick evaluation models. The contribution is that with this evaluation information will be obtained about the achievements of the educational program, including its quality, effectiveness, efficiency and productivity, so that a decision can be made whether the program is worth continuing, revising, stopping or reformulating so that goals, objectives, processes can be found from the previous one
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Larina, T. V. "Educational and Professional Components of Electromechanics Training Program in German Technical Colleges." Education and Pedagogical Sciences, no. 2 (163) (2014): 48–55. http://dx.doi.org/10.12958/eps.2(163).larina_t_v.
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McCaughey, Michael P. "Synchronizing a Tape Recorder to an Educational Computer Program." Journal of Educational Technology Systems 15, no. 4 (June 1987): 401–6. http://dx.doi.org/10.2190/qve4-c466-43ed-dxbf.
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We present a new method for adding a voice track to either educational or training computer programs. The voice track is prerecorded and played back on a standard cassette recorder. A problem with tape recorders has, in the past, been a lack of synchronization between the computer-generated screen and the tape recorder output. We have developed a low cost controller which interfaces the tape recorder and also provides the required synchronization. We explain how the controller is used within a computer program and describe the controller's components. This new method of providing a voice track offers several advantages over methods involving voice synthesizers.
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Samerhanova, E. K., and M. A. Balakin. "Training managers of professional educational programs for work in the digital environment of the university." Vestnik of Minin University 8, no. 2 (June 3, 2020): 4. http://dx.doi.org/10.26795/2307-1281-2020-8-2-4.
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Introduction. The article deals with the training of professional educational program managers for work in the digital environment of a university. The digital environment of the university is considered from the perspective of managing professional educational programs and is a complex open system that integrates system components for managing content, process, resources, contingent, finance and quality of programs that ensure the integrity and continuity of the educational process at all levels and in all respects. The implementation of a digital model for managing educational programs at a university on the basis of a single digital ring of services for an electronic platform for managing educational programs at a university dictates the need for digital competencies of managers of major professional educational programs (OPOP).By digital competence of the leaders of professional educational programs we mean the ability and willingness to perform labor functions in the design, implementation and replication of an educational program using digital technologies that ensure the effectiveness of activitiesThe way to identify professional deficiencies in the field of digital competencies of the leaders of professional educational programs was the personalized design of educational internship trajectories with tutorial support for the internship. The internship trajectory of the heads of OPOP has a modular structure and is aimed at eliminating professional deficits in the field of information, methodological, communication, technological and organizational component of digital competencies. The internship site (virtual laboratory) is a virtual educational space that provides training for educational program managers and online events: hackaths, quests, webinars, etc.Materials and methods. When writing an article, the following methods were used - theoretical and methodological analysis and synthesis of available special domestic and foreign scientific and methodological literature, conceptual analysis of scientific articles and publications on the topic; study and generalization of both domestic and foreign developments and implementation of projects to create digital environments in education management; application of generalization, comparison, forecasting methods, online surveys.Results. The structure of the digital environment for managing professional educational programs at the university is presented. Functionally described is the ring of digital services for the management of OPOP. The analysis of different approaches to assessing the digital competencies of educators is presented. The concept of digital competencies has been clarified in relation to the head of a professional educational program. The content of the components of digital competency is described: informational, methodological, communication, technological, organizational.Discussions and Conclusions. The developed modular program for eliminating professional deficits of heads of professional educational programs in the field of digital competencies, based on the personalized design of educational internship trajectories with tutorial support for internships, will allow you to effectively administer and manage BEP in the digital environment of the university.
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Levchenko, Nataliia. "FORMATION OF INDIVIDUAL EDUCATIONAL TRAJECTORY OF DOCTORS OF PHILOSOPHY IN SOCIAL WORK IN THE CONTEXT OF PREPARATION FOR YOUTH WORK." Social work and social education, no. 1 (8) (May 27, 2022): 171–82. http://dx.doi.org/10.31499/2618-0715.1(8).2022.262713.
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Reforming all systems of modern society is an important stage in the development of education and science in Ukraine. Training of scientific and scientific-pedagogical staff in the field of social work in accordance with modern requirements of society, issues of research that will be potentially implemented and integrated into the educational process, in the field of social services. The training of doctors of philosophy in social work in Ukraine is an important component of higher education institutions and research institutions. The purpose of the article is to carry out a comparative analysis of selected components of educational and scientific programs in the specialty "Social Work" for the preparation of doctors of philosophy for youth work. The study used such methods as analysis, comparison, and generalization of various sources on the researched problem; comparative analysis of selective components of educational programs for the training of doctors of philosophy in social work in Ukraine in the context of youth work.The article highlights the main educational institutions that train doctors of philosophy at the third (educational and scientific) level of higher education; educational and research programs have been covered, that include the study of selected components related to youth work and youth policy; the names of educational programs of educational institutions and research institutions that provide educational services are given; working programs, syllabi, catalog of selective components of educational and scientific programs of the third (educational and scientific) level of higher education in the context of youth work are analyzed. The publication presents a comparative analysis of the selective educational components of the Social Work educational program of the institutions of higher education and research institutions, identifies and summarizes the number of hours, credits, forms of control, purpose, and main topics of the discipline.It is concluded that according to the comparative analysis of selective educational components of educational and scientific programs of training of doctors of philosophy of the third (educational and scientific) level of higher education it is found that the disciplines have in common credits, hours, forms of control. but different content and purpose, which is a feature that can be attractive to the applicants.
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Ballard, Jaime, Lynne Borden, and Daniel Francis Perkins. "Program quality components related to youth civic engagement." Children and Youth Services Review 126 (July 2021): 106022. http://dx.doi.org/10.1016/j.childyouth.2021.106022.
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Lymarenko, L. "CERTIFICATE PROGRAM «ORGANISATION AND DIRECTING OF CULTURAL AND ARTISTIC PROJECTS» WITHIN THE EDUCATIONAL PROCESS OF KHERSON STATE UNIVERSITY." Aesthetics and Ethics of Pedagogical Action, no. 26 (December 25, 2022): 241–51. http://dx.doi.org/10.33989/2226-4051.2022.26.273193.
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Over the last decades, the system of higher education in Ukraine has been constantly changing. This situation is caused by the search for a domestic strategy of professional training in the context of modern European requirements. Of course, the directions, conceptual principles, and strategic objectives of professional training are determined by state documents of Ukraine. However, the implementation of the tasks is designed to be made by teachers of higher educational institutions, which encourages the teaching staff of universities to effective research. Thus, due to the fact that Ukraine has chosen the European vector of development for integration into the world community, it is necessary to study advanced foreign ideas and achievements and implement them in domestic universities, which is currently happening. The author focuses on the topical issue of finding new ways to improve the quality of higher education and argues that one of such ways is the introduction of certificate programs in the educational process of universities. The researcher admits that the renewal of the educational process in universities is taking into account the achievements of the past and, of course, the present. A review of scientific publications and regulations on certificate programs shows that Ukrainian educational institutions have begun to implement certificate programs actively to meet the individual educational needs of higher education students in acquiring additional professional competencies within the specialty or related specialties and fields of knowledge, including obtaining professional qualifications. The requirements of higher education for the creation of modern certification programs (short-term, medium-term, long-term) have been determined and their advantages have been revealed. Guided by the Regulations on Certificate Programs of Kherson State University (Order of 29.04.2021 № 529-D), in accordance with the Law of Ukraine «On Higher Education», the Resolution of the Cabinet of Ministers of Ukraine «On approval of paid services that can be provided by establishments and institutions of the education system belonging to the state and communal form of ownership» dated 27.08.2010, it has been stated that the certificate programs are in fact specialized training courses or a specialized set of interconnected components (educational components) of established duration, which provides professional targeted training of students. The author's certificate program «Organisation and directing of cultural and artistic projects» has been proposed, which is designed for applicants of higher education at the master's level, while obtaining a bachelor's degree. The program has an applied direction; its structure meets the requirements of higher education. The structure of the long-term certificate program provides general information, defines the purpose of the program, presents its characteristics, and suitability of graduates for employment and further study lists program competencies and program learning outcomes, describes the process of teaching and evaluating achievements in this course, mobility, the list of components of the certificate program and their logical sequence, the form of certification of applicants for higher education, the matrix of compliance of program competencies and ensuring program learning outcomes have been analyzed. Conclusions were made on the expediency of introducing certificate programs in the educational process of professional training of applicants of higher education.
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Yemelyanova, Yemelyanova, Tadeush Tadeush, Anna Gamarnyk, Mykhailo Yatsura, and Bohdan Rachiy. "Defining the role of the educational program in the educational and methodological support of the study of disciplines in higher education institutions (Review)." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 1 (134) (March 25, 2021): 82–89. http://dx.doi.org/10.24195/10.24195/2617-6688-2021-1-11.
Full textAbstract:
At the moment, the creation of methodological support for academic disciplines is an urgent problem of organizing the educational process in higher education institutions. As you know, the methodological support for the study of an academic discipline consists of four independent methodological documents: the program of the academic discipline, the working program of the academic discipline, the syllabus and the electronic educational and methodological complex of the discipline. The purpose of the study is a comparative analysis of these documents to determine their role in the organization of the educational process. The program of the academic discipline is the main normative document that determines the place and significance of the discipline in the implementation of the educational and professional training of the student, its content, the amount of knowledge, skills and abilities determined by the relevant competencies, as well as the sequence and organizational forms of studying the academic discipline. It is developed by one of the highly educated teachers of the department, discussed at a meeting of the department and approved by it, after which it becomes a working methodological document of the department. Based on a comparative analysis of the structure and content of the program, work program, syllabus and educational-methodological complex of the discipline, which are the main components of educational and methodological support for the study of the discipline, it has been established that all components of the work program in one form or another are repeated in the syllabus and educational-methodological complex discipline. At the same time, in contrast to the work program of the discipline, in the last two methodological components, these components have a large semantic content that is necessary in the educational work of students. In addition, the information contained in the syllabus and the educational-methodical complex of the discipline, the student can use at any time, since these documents are contained in electronic form on the websites of libraries of higher educational institutions and departments, which own the discipline, and the work program of the discipline is stored in paper form at the department and students' access to it is limited. The conducted comparative analysis leads to the conclusion that the work program of the academic discipline is not a necessary link in the methodological support of the discipline study.
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Sulaimanova, G., and H. Anarkulov. "Studying the Level of Components of Professional and Pedagogical Preparation of Primary Education Teachers." Bulletin of Science and Practice 9, no. 12 (December 15, 2023): 375–82. http://dx.doi.org/10.33619/2414-2948/97/52.
Full textAbstract:
As part of the experimental work, a plan-program was developed for increasing the level of professional and pedagogical preparedness of primary education teachers and a plan-program for a continuous study-seminar based on a systematic and practical approach. The plan-program is designed to solve a number of problems: the adoption by primary education teachers of the ideology of the new State educational system of school general education; mastering more effective methods of digitalization technology, pedagogical technology, methods of educational and cognitive activities aimed at achieving the intended results for students; teachers’ mastery of the modern system of requirements for objective assessment of students’ activities. After organizing a continuously ongoing study-seminar, planning and conducting the educational process using a set of digitalization and software tools, reflection was carried out on the professional and pedagogical activities of primary education teachers. The educational and cognitive system of experimental work provided for the creation of pedagogical prerequisites, which are: the reality of the needs of primary education teachers in restructuring their professional and pedagogical activities by increasing the level of preparedness using an accessible information and educational environment; educational and cognitive support of pedagogical activities, carried out through continuous study-seminars; providing direct assistance to teachers in planning and conducting the educational and cognitive process; active participation in activities for objective self-assessment based on the activation of one’s reflection.
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FEDOROVA, Victoria, and Mykhailo SHULIAK. "CRITICAL ANALYSIS OF MODELS OF IMPLEMENTATION OF A HIGHER EDUCATION SEEKER’S INDIVIDUAL EDUCATIONAL TRAJECTORY." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 152–57. http://dx.doi.org/10.31651/2524-2660-2020-4-152-157.
Full textAbstract:
Introduction. One of the most important components of the student-centered education concept is to give higher education students the right to independent- ly choose a certain part of the academic disciplines of the educational program, i.e. to implement their individual educational trajectory. Today, there are seven types of models for implementing the individual educational trajectory of a higher education seeker. However, the question remains which model to choose when creating an educational program. Purpose. Critical analysis of models of realization of individual educational trajectory of a higher education seeker. The methods of logical analysis and a systematic approach are used in the article for critical analysis of mod- els of realization of individual educational trajectory of a higher education seeker Results. The article critically analyzes seven models of implementation of individual educational trajectory of a higher education seeker, selected depending on the methodology used to form a variable part of the individual plan: a model that provides a completely free choice of educational components; a model of free choice within a certain set of educational components; a model of choice of educational components in continuous blocks; a model that provides a combination of free choice and continuous blocks; major-minor model; a model based on the concept of "mobility window", as well as a model that provides a combination of the above models. Examples of formation of individual educational trajectory with application of these models are given. Their main advantages and dis- advantages are identified. Conclusion. It is proved that there is no "universal" model of implementation of the principle of selectivity, which would be the most effective for all possible educa- tional programs. When designing each educational program, it is necessary to justify the choice of the model according to which the seeker will make the choice of disciplines. This choice will be different in each case depending on the characteristics of the industry, specialty, the available capabilities of the institution of higher education, in particular in the direction of international cooperation and so on. At the same time, the main criterion for choosing a model for implementing the principle of selectivity should be the quality of training, its competitiveness in the labor market and compliance with the principles of student-centered approach
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�������� and A. Kuznetsov. "School Subjects Work Program Requirements and Assessment Criterion Development." Standards and Monitoring in Education 4, no. 3 (June 17, 2016): 3–7. http://dx.doi.org/10.12737/20195.
Full textAbstract:
The article considers the development of structure and contents of program components requirements for school subjects in accordance with the new
Federal State Education Standard, connection between the requirements and assessment criteria of the programs, improvement of program structure,
development of the educational results requirements, levels of acquisition of learning material, requirements to the explanatory notes to the program,
development of the intersubject communications and content-related course lines.
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Hordiichuk, S., I. Makhnovska, І. Krukovska, and V. Kovalenko. "STRUCTURE AND CONTENT OF THE EDUCATIONAL AND PROFESSIONAL PROGRAM OF TRAINING SPECIALISTS IN PHYSICAL THERAPY AND OCCUPATIONAL THERAPY (ON THE EXAMPLE OF ZHYTOMYR MEDICAL INSTITUTE)." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1(108) (June 7, 2022): 79–87. http://dx.doi.org/10.35433/pedagogy.1(108).2022.79-87.
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The article considers the need to prepare bachelors for the 227 "Physical Therapy, Occupational Therapy" educational and professional program on the basis of the competence approach.
The future specialist in physical therapy, occupational therapy is considered as a person who purposefully acquires qualifications in accordance with the chosen educational degree in the process of specially organized educational activities in higher education, aimed at forming a high quality rehabilitation culture and healthcare culture based on general and special competencies.
The experience of development and implementation of educational and professional program "Physical Therapy, Occupational Therapy" for those seeking a bachelor's degree by specialists of the Zhytomyr Medical Institute of the Zhytomyr Regional Council is analyzed. The main elements of the educational and professional program are given, the requirements for the quality of content, structure, competencies (general and special) are determined.
Special competencies are practical and can be used in the professional activities of a specialist in physical therapy and occupational therapy. The sequence of study of educational components, plan and schedule of educational process, list and scope of normative and selective educational components correspond to the structural and logical scheme of higher education training for "Physical Therapy, Occupational Therapy" educational program and are designed to help ensure compliance of program learning outcomes with the demands of potential employers (stakeholders).
The document contains all the necessary structural and semantic components, is based on modern world and domestic educational standards, takes into account the requirements of practical health care, reflects modern requirements for training in physical therapy, occupational therapy and meets the requirements of practical use.
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Benz, Michael R., Paul Yovanoff, and Bonnie Doren. "School-to-Work Components That Predict Postschool Success for Students with and without Disabilities." Exceptional Children 63, no. 2 (January 1997): 151–65. http://dx.doi.org/10.1177/001440299706300201.
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This article examines recent efforts to improve the school-to-work transition process for all students. This study examined the extent to which the instructional components and skill outcomes associated with school-to-work programs actually predict better postschool outcomes for students with and without disabilities. Findings provide general support for the school-based and work-based instructional components envisioned as part of a comprehensive school-to-work program—-particularly an emphasis on academic skills, work experience while in school, and continuing support for 1 year postschool. Recommendations emphasize building school-to-work programs for all students in a manner that serves each student equally well.
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Bezghin, Oleksii, and Olga Uspenska. "Educational and creative training at the third level of higher education: methodological principles of program design." Culturology Ideas, no. 24 (2'2023) (2023): 125–33. http://dx.doi.org/10.37627/2311-9489-24-2023-2.125-133.
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The article examines the methodological principles of creating educational and creative programs at the third level of higher education in the specialty “Performing Arts”. On the example of the program of the I. K. Karpenko-Kary Kyiv National University of Theater, Cinema and Television, the necessary requirements for the conceptual and methodological foundations of the construction of such programs were identified and considered. The components of such a program aimed at acquiring in-depth knowledge and improving professional training in the field of performing arts are analyzed. It is noted that the quality of the final learning results is ensured through the acquisition of competencies in the field of research, teaching and creative work. The proposed options for filling the program with components that can satisfy the requirements for the preparation of the degree holder at the educational and creative level of higher education and will contribute to the maximum disclosure and realization of his or her creative potential in further professional activity. The obtained conclusions and recommendations can create a methodological base for further improvement of the training system for those who obtain the degree of Doctor of Arts (D.A).
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Solov'ev, Ya, and E. Martynova. "Modeling Educational Space in a Modern Elementary School." Primary Education 11, no. 1 (March 23, 2023): 24–31. http://dx.doi.org/10.12737/1998-0728-2023-11-1-24-31.
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The article discusses the idea of modeling the educational space of a modern elementary school within the framework of the working program of upbringing of an educational organization. A detailed analysis of the main structural components of the Approximate working program of education is given: target, content, organizational. It highlights the targets set out in it, which are formulated in accordance with the updated version of the Federal State Educational Standard for Primary General Education. On this basis, the ways of constructing a working program of education for elementary school are determined.
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VINOD KUMAR, A., TEJ AKHIL, BALA HUSSAINY CHAKALI, and AFZAL BASHA SYED. "EDUCATIONAL COMPUTER PROGRAM FOR DESIGN OF BUILDING COMPONENTS ACCORDING TO IS:456-2000." i-manager's Journal on Information Technology 9, no. 4 (2020): 9. http://dx.doi.org/10.26634/jit.9.4.18335.
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Alexander, Linda L., Philip O. Renzullo, and Janice R. Bunin. "HIV/AIDS education and the Army: unique program characteristics, components and educational opportunities." Health Education Research 3, no. 1 (1988): 89–96. http://dx.doi.org/10.1093/her/3.1.89.
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Butenko, Andrii, and Olena Yeremenko. "The role of a garantor in the quality assurence processes at the stage of educational program formation." International Scientific Journal of Universities and Leadership, no. 11 (June 14, 2021): 45–60. http://dx.doi.org/10.31874/2520-6702-2021-11-1-45-60.
Full textAbstract:
The article explores specific aspects of involving the guarantor of the educational program in its formation. The urgency is due to intensive changes in the quality assurance system of higher education, which require performing related new functions by research and teaching staff. That is why the National Agency for Quality Assurance in Higher Education has proposed a separate functional – the guarantor of the educational program – who coordinates the design, updating and implementation of the educational program. Correct involvement of the guarantor at the stage of the educational program formation will help to avoid the shortcomings caused by violation of logic and the formal attitude to the maintenance of educational programs.
A survey of educational program guarantors was developed and conducted, thanks to which it was established that the vast majority of them were deliberately involved at all major stages of the educational program formation. It is rather positive that even at the stage of initiation, which is primarily the preference of collective and / or administrative bodies of higher education institutions, guarantors are informed about the possibility of opening an educational program. Guarantors are actively involved in studying the experience of foreign and Ukrainian educational programs, primarily determining which of them deserve attention. However, it should be emphasized that both in the development of best practices and in the development of the curriculum as part of the educational program guarantors recognize the most important parameter of educational components that is logical, because it is based on the educational process implementation.
It can be stated that the lack of sufficient practical experience, the process of accumulation and analysis of pros and cons in the educational process formation, which is still ongoing, currently do not allow to draw an unambiguous conclusion about the conclusive creation and certainty of the guarantor’s functionality. Therefore, it is important, on the one hand, to conduct further research and outreach on the guarantor’s functionality and participation in the educational program formation, and on the other – to promote the development and improvement of the local regulatory framework of higher education institutions on this issue.
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Humenchuk, A. "Directions of higher library education modernization in China." Visnyk of Kharkiv State Academy of Culture, no. 60 (December 15, 2021): 89–98. http://dx.doi.org/10.31516/2410-5333.060.08.
Full textAbstract:
The purpose of the article is to explore the experience and to identify the best practices for modernizing the content and organizational structure of multilevel training of librarians in China.
The methodology. The study has used a systematic approach, which allowed to consider all components of the Chinese higher education in the specialties “Library, Archive and Information Science”, to establish the continuity of educational levels of librarians, to find out the factors determining the training system’s modernization. There was carried out comparative and content analysis of the Bachelor’s, Master’s and Doctoral higher education levels educational programs, implemented by Chinese universities in the specialty “Library Science”, “Information Management and Information Systems”. This allowed to determine the general and the specifics of the Information Field Science training in the People’s Republic of China (PRC), to establish interdisciplinarity educational components, to substantiate the objective strengthening of the information component in the content of higher education in library science.
The results. The article has looked into the content and structure of 227 different levels educational programs (EP) of the information specialists training, with 41% of them being the Bachelor’s level EP, 49% — Master’s, and 9% — Educational-Scientific Programs (ESP) for the Doctor of Management degree (an equivalent to the Doctor of Philosophy) in Information Sciences, provided in 108 universities in China. There were clarified the EP peculiarities: about 40% of them are programs dedicated to Information Management and Information Systems (Program in Information Management & Information Systems); 35% — EP in Library Science (Program in Library Science); 31.5% — EP in Archive Science (Program in Archive Science). In terms of content, most EPs are interdisciplinary, which is due to the national information infrastructure digitalization and the focus of its components to support the basic technological processes of the information management life cycle. It is established that Chinese universities adhere to the IFLA Guidelines for Professional Library and Information Science (LIS) Educational Programs.
The scientific topicality. It is substantiated that in the digital information market the content of modern librarian training should be updated with such relevant interdisciplinary educational components as: “Principles of competitive intelligence and artificial intelligence”, “Electronic library and consolidated information management”, “Intelligent control systems”, “Information security systems”, “Economics of Management and Information Industry”, “Methods of data mining”, “Knowledge extraction and management”, “Analysis and design of information systems”.
The practical significance. Ukrainian institutions of higher education when improving educational programs in the can use the study results. Addressing to the best foreign practices of the library specialists training will allow increasing their competitiveness in the world information market and promoting better efficiency of the Ukrainian libraries work in the conditions of the society digitalization.
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Petrova, Alona. "Analysis of the structure and content of professional training future tourism specialists in the field of sports and health tourism in higher education institutions of Ukraine." Professional Education: Methodology, Theory and Technologies, no. 18 (December 20, 2023): 126–41. http://dx.doi.org/10.31470/2415-3729-2023-18-126-141.
Full textAbstract:
The study is devoted to the state of training specialists in active tourism in the context of tourism specialists’ training. The goals of the article are to analyse the structure of educational programs in the specialty «242 Tourism» regarding the availability of sports and health (active) tourism disciplines; to provide quantitative and qualitative characteristics of the educational components of the studied direction. Methods. The study was carried out at the expense of quantitative and qualitative analysis of educational programs and components; comparison, systematization and generalization of the researched material in the specialty 242 Tourism (in the direction of sports and recreation and active tourism). Results. The author analysed forty-one educational programs in the specialty «242 Tourism (Bachelor)», studied educational programs, curricula, work programs of disciplines and educational and production practices in the direction of active tourism. Moreover, the analysis criteria were presented: the presence in the educational program of the profession of active tourism guide; the presence of specialized educational components that form the necessary competencies. As for the educational components of active tourism offered by the institutions, the results of the analysis can be summarized as follows: sixteen institutions offer mandatory educational components; in the context of subjects of free choice ‒ thirteen higher educational institutions; specialized practice (tourist trip) ‒ only five out of forty-one institutions offer on-site training in the form of a trip. Consequently, twenty-four institutions from the general list offer employment as sports and health tourism instructors. Eighteen of them ensure the acquisition of relevant knowledge, skills and abilities. Conclusions. The number of educational programs where sports and health tourism disciplines are mandatory is gradually decreasing. Such a picture indicates a contradiction between the requirements of the state to support and popularize a healthy lifestyle of the nation and the training of specialists in the tourism industry in this direction. As a result, we see the presence (absence) of practitioners in sports and health tourism at specialized departments; the available (absent) material and technical support of specialized departments regarding the organization of theoretical and practical training of sports and health specialists.
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Sulaieva, N., and T. Batiievska. "PROFESSIONAL COMPETENCE FORMATION OF FUTURE TEACHERS OF THE INTEGRATED COURSE “ART”." Aesthetics and Ethics of Pedagogical Action, no. 27 (June 20, 2023): 99–112. http://dx.doi.org/10.33989/2226-4051.2023.27.282138.
Full textAbstract:
The article presents the analysis results of educational practices for future teacher training for teaching the integrated course “Art”, which made it possible to ascertain the presence of a specific approach of higher pedagogical educational institutions to the necessary competencies formation. It has been emphasized that institutions of higher education choose different paths. The first one is deepening the content of individual academic disciplines of educational and professional training programs for music teachers, fine arts teachers, or choreography teachers with information that contributes to competencies formation for teaching the integrated course “Art”. The second one is the introduction to the educational and professional programs “Secondary Education (Musical Art)”, “Secondary Education (Fine Arts)” or “Secondary Education (Choreography)” of individual educational components aimed at students mastering other types of art and their teaching methods with the aim of preparation of future teachers for the integration of various kinds of art in the process of art education. It has been emphasized that one of the ways of professional training of a teacher of the integrated course “Art” at Poltava V. G. Korolenko National Pedagogical University is a combination of the above-mentioned approaches with the introduction to the educational process of students majoring in “Secondary Education (Musical Art)”, of the certificate educational program “Integrated Course “Art” for Institutions of General Secondary Education”. It is noted that the proposed certificate educational program provides for the presence of such educational components as “History of Culture”, “Art Pedagogy”, “Theory and History of Fine Arts”, “Theory and History of Choreographic Art”, “Fundamentals of Theater and Screen Art”, “Non-Formal Art Education”, “Methodology of Teaching Fine Arts”, “Methodology of Teaching Choreographic Art”, “Multimedia Technologies in Education and Art”, “Computer Arrangement", etc. It has been emphasized that mastering the content of the above-mentioned educational components by future teachers of musical art is the key to the necessary competencies formation for teaching the integrated course “Art” in a general secondary educational institution.
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Cipani, Ennio, and Patricia J. Kearly. "Designing and Evaluating Computer Assisted Instructional Programs Using a Diagnostic-Prescriptive Model." Journal of Special Education Technology 8, no. 2 (September 1986): 31–43. http://dx.doi.org/10.1177/016264348600800204.
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The present paper presents a model for the design and evaluation of educational computer assisted instruction programs. Components of a diagnostic prescriptive instructional model are delineated, along with user considerations. A sample software program is evaluated according to the criteria in each of the three categories.
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Usmanov, Viktor V., and Alexander N. Filippov. "Components of the pedagogical model of professional education of students." Tambov University Review. Series: Humanities, no. 2 (2022): 340–49. http://dx.doi.org/10.20310/1810-0201-2022-27-2-340-349.
Full textAbstract:
An important role in the professional education of students is played by the process of becoming-assimilating a student-pupil to a teacher-educator. The problems of pedagogical interaction between the teacher-educator and the student-pupil include various aspects of the educational process, on the one hand, the current level of compliance of the content of the educational program with modern achievements in science and technology, on the other hand, the level of pedagogical skill of the teacher-educator. Despite the numerous publications on this issue, there are practically no studies on the professional education of students in the context of the future professional activities of graduates of the educational program for the bachelor’s degree in “Theology”, the problem in this formulation is considered for the first time. The purpose of this research is to analyze the content and interconnection of the components of the professional education of students, the features of the professional education of students in the context of the practical familiarization of students in the direction of preparation of bachelor’s degrees “Theology”, to the activities of the clergy. The research was conducted in the course of professional and practical training of students enrolled in the educational program “Theology”. The study involved 51 teachers and 69 students. As a result of the study, the components of professional education were identified, the behavior and actions of the student-pupil as a result of his upbringing; forms of student motivation for success in educational and future professional activities; a portfolio complex of a student-pupil and a teacher-educator. The results of the study open up a new theoretical direction in the professional education of students, in which practical training occupies a special place in the theoretical education of students. The results of the analysis of the components of the professional education of students are presented and a conclusion is made about the importance of motivation and discipline-obedience in the system of higher spiritual education as effective means of organizing the professional education of students.
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Baeva, I. A., and L. I. Shahova. "Creation and Support of the State of Psychological Safety of Pupils of Cadet Classes." Psychological-Educational Studies 8, no. 4 (2016): 91–101. http://dx.doi.org/10.17759/psyedu.2016080410.
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The author's approach to the support of psychological safety in the educational process. As cadet classes make high demands to the capabilities and resources of the child, the task of tracking these educational programs in terms of psychological safety of children is particularly relevant. The study tested the assumption that the program support the state of psychological safety, implementing a risk-resource approach and aimed at updating / generation components of psychological safety (satisfaction, protection, reference, subjective well-being of the child in the Cadet educational environment, activity), will be effective when accompanied by cadet training programs. Testing of the developed program was carried out with students of third cadet classes (53 people in the experimental group and 26 in the control group). components and criteria of psychological safety of the younger schoolboy were determined on the basis of theoretical analysis. The methods of interrogation (questioning), testing, projective method examined the children, parents and teachers in the cadet classes to identify the initial and final levels of psychological safety of younger students. Statistical analysis were used cluster and discriminant analysis, chi-square test for contingency tables, sign test G. The article describes the features of the program, aimed at the formation and maintenance of psychological safety of younger pupils, pupils of cadet classes. The efficiency of it on all the selected criteria with a level of significance of not more than p <0,005. Ideas forming program can be used in the practice of psychological work in schools, as well as for further research of psychological safety of children in the educational environment of schools of different types and species.
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Bernier, Diane, and Louise Gaston. "Differential Efficacy of Somatic and Educational Stress-Management Programs Across Two Samples." Canadian Journal of Program Evaluation 4, no. 1 (March 1989): 67–81. http://dx.doi.org/10.3138/cjpe.04.006.
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Abstract: This article presents an evaluation of a stress-management program and illustrates some of the difficulties of conducting clinical research. We compare, within two different samples, the efficacy of two stress-management programs, one with a somatic component only and one with both a somatic and an educational component. The outcome variables are diastolic blood pressure, situational anxiety, and attitudinal competency in stressful situations. At follow-up, findings indicated that the subjects generally maintained the therapeutic benefits acquired during treatment. Analysis of the pooled data of the two samples also revealed an increased competency in handling psychosocial stressors for those subjects who were taught both the somatic and the educational components of the stress-management program. Those who had learned only the somatic techniques showed no further improvement. The findings are critiqued, and means of overcoming some impediments to successful program evaluation in a clinical setting are proposed.
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Golyshkova, I. N. "Analysis of key components of the “Digital University” Model." E-Management 3, no. 3 (November 20, 2020): 53–61. http://dx.doi.org/10.26425/2658-3445-2020-3-3-53-61.
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One of the priorities of the government program “Digital economy of the Russian Federation” is the progressive development of the existing education system, which should provide the economy with competent personnel. In addition, this Program declares the need to create a system of motivation for the development of the necessary competencies and participation of personnel in the development of the digital economy of Russia. On the other hand, the current educational trends both in Russia and abroad require the creation of a fundamentally new, open education system aimed not only at creating future competencies, but also at expanding the availability of education. Access to education in this case implies the possibility of obtaining educational services for all categories of citizens, including residents of remote regions, as well as for people with disabilities. Currently actively developing online course platforms (Massive Open Online Courses) do not yet provide a full range of educational services in addition online students do not have the opportunity to obtain a higher education diploma, which would be recognized by employers. Accordingly, the task of providing modern, accessible and open educational services still falls on classical universities. All this requires transformation of the classical educational system, which ultimately implies the creation of a “Digital University”. The author of the article presents her own view on the formation of the “Digital University” model and explains her point of view about the key elements of this model. The article substantiates and describes the five main components of the “Digital University” model and also concludes that further detailed description of these proposed components in their relationship with the processes of digital transformation of the University is necessary.
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Извеков and Igor Izvekov. "Pedagogical Conditions for Developing Structural Components of Students’ Genealogical Culture." Socio-Humanitarian Research and Technology 3, no. 1 (March 10, 2014): 31–35. http://dx.doi.org/10.12737/2868.
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The paper discussed how to optimize moral and spiritual
upbringing of competent to-be specialists in the student
environment. The potential of genealogy (family) as a means of
character education, yet-uninvolved by the educational system,
is considered. According to the author’s viewpoint, this potential
helps to nurture morality and spirituality through scientifically
grounded study of the family history in the context of National
History. The author also explores the teaching aid and educational
program named «A History of Family in the National
History: genealogy in the higher school educational process»
published by INFRA-M publishing house (2013).
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Kelder, Steven H., Grace Goc Karp, Philip W. Scruggs, and Helen Brown. "Chapter 1 Setting the Stage: Coordinated Approaches to School Health and Physical Education." Journal of Teaching in Physical Education 33, no. 4 (October 2014): 440–48. http://dx.doi.org/10.1123/jtpe.2014-0087.
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Is there anything more important than the health, well-being and education of a nation’s children? This paper takes the position that school is the most important place to educate children about health and to develop lifelong health promoting skills. We believe that health promotion programs and activities are integral to the school’s educational program, not as extracurricular, but as central to school’s educational mission. In this chapter, we highlight the importance of physical education and physical activity as key components of a well-designed coordinated school health program. We also outline the skills that PE teachers must learn to take a leadership role in the school health movement.
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Balandina, Nadiya, and Valentina Kubko. "Experience of projecting an educational program in journalism at Odesa national polytechnic university." Вісник Книжкової палати, no. 4 (April 28, 2021): 35–41. http://dx.doi.org/10.36273/2076-9555.2021.4(297).35-41.
Full textAbstract:
The purpose of the scientific research is to highlight the experience of projecting and defining the goals of the educational program in journalism at Odesa National polytechnic university. It was emphasized that the process of projecting educational programs is the basis for the activities in each higher education institution. The accreditation of higher education institutions is one of the stimulating factors in determining the ability of the institution to conduct educational activities. In the work a review of the methodological framework and basic methodical recommendations was done, which were taken into account by the working group while developing the program; then a brief overview of the history of the program, launched at the university in 2017, is provided; the main attention is paid to the coverage of the projecting process, which includes the main points: determining the need for an educational program, formulating educational goals taking into consideration the mission and strategy of the university, the concept of its innovative development; highlighting the originality (features) of the program, clarifying the interests of the subjects of the educational process, especially the student and academic communities, and external stakeholders; disclosure of trends in the development of the specialty and the labor market, taking into account sectoral and regional contexts, as well as the experience of similar domestic and foreign programs; selection of educational components and corresponding forms and methods of teaching, forms of assessment, appropriate logistical and informational resources, which in general ensures the achievement of learning outcomes defined by the Standard of Higher Education.
It is proved that a successfully designed program guarantees the acquisition of the necessary competencies and practical skills by the students and thus is the evidence for the development of the educational process on the principles of flexibility, adaptability and innovation. The work opens up prospects for the future, in particular to cover the experience of teaching and learning in the educational program.
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Vinarchuk, Nataliia. "Training of bachelors specialty 012 Preschool education (comparative analysis of educational programs)." Visnyk of the Lviv University. Series Pedagogics, no. 39 (2023): 17–24. http://dx.doi.org/10.30970/vpe.2023.39.12030.
Full textAbstract:
The article examines the specific aspects of professional training for future educators, focusing on health-preserving activities in preschool education institutions. This examination is based on a comparative analysis of educational program content. This article delves into the analysis of normative documents for the training of future educators for health-care activities and consider the Standard of Higher Education in Ukraine and the educational programs meant for preparing future preschool educators (specialty 012 Preschool education) from four higher Ukrainian education institutions. Furthermore, the article delineates the objectives of these programs, highlights the educational components and the health-preserving activities of students. Despite the ongoing scientific interest in the topic of training educators for health care activities, the article suggests that the enhancement of educational processes remains a crucial yet unresolved issue. This is especially relevant when evaluating educational programs for bachelor’s degrees. From analysis of educational programs designed for the training of future educators (specialty 012 Preschool education) educational components in these programs are identified that ensure the preparation of future preschool educators for health-preserving activities. These programs are currently implemented by leading universities of Ukraine, such as Ivan Franko National University of Lviv, Kyiv Borys Grinchenko University, Kharkiv National Pedagogical University named after H. S. Skovoroda, and Kherson State University. Research in this article confirms that while normative and selective educational components do touch upon health-preserving activities, their focus is only partial. Specifically, they don’t primarily target the essential task of actualizing health-preserving activities or establishing a conducive educational environment. It has been established that there remains a significant challenge regarding the professional preparedness of future educators for health-care activities. The importance of creating and integrating a specialized course, additional modules, and topics within the framework of training these educators required further exploration. Keywords: training, professional training, future educators, health-preserving activities, preschool education institution.
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Gubbels, Jeanne, Claudia E. van der Put, Geert-Jan J. M. Stams, and Mark Assink. "Effective Components of School-Based Prevention Programs for Child Abuse: A Meta-Analytic Review." Clinical Child and Family Psychology Review 24, no. 3 (June 4, 2021): 553–78. http://dx.doi.org/10.1007/s10567-021-00353-5.
Full textAbstract:
AbstractSchool-based programs seem promising for child abuse prevention. However, research mainly focused on sexual child abuse and knowledge is lacking on how individual program components contribute to the effectiveness of school-based prevention programs for any form of child abuse. This study aimed to examine the overall effect of these school-based programs on (a) children’s child abuse-related knowledge and (b) self-protection skills by conducting two three-level meta-analyses. Furthermore, moderator analyses were performed to identify how program components and delivery techniques were associated with effectiveness. A literature search yielded 34 studies (158 effect sizes; N = 11,798) examining knowledge of child abuse and 22 studies (99 effect sizes; N = 7804) examining self-protection skills. A significant overall effect was found of school-based programs on both knowledge (d = 0.572, 95% CI [0.408, 0.737], p < 0.001) and self-protection skills (d = 0.528, 95% CI [0.262, 0.794], p < 0.001). The results of the first meta-analysis on children’s child abuse knowledge suggest that program effects were larger in programs addressing social–emotional skills of children (d = 0.909 for programs with this component versus d = 0.489 for programs without this component) and self-blame (d = 0.776 versus d = 0.412), and when puppets (d = 1.096 versus d = 0.500) and games or quizzes (d = 0.966 versus d = 0.494) were used. The second meta-analysis on children’s self-protections skills revealed that no individual components or techniques were associated with increased effectiveness. Several other study and program characteristics did moderate the overall effects and are discussed. In general, school-based prevention programs show positive effects on both knowledge and self-protection skills, and the results imply that program effectiveness can be improved by implementing specific components and techniques.
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Yezhova, Olha, Oleksandr Brizhatyi, Svitlana Korol, Dmytro Voropaiev, Olha Sytnyk, and Iryna Brizhata. "European experience of physical therapists training: Introduction of new master degree programs in Ukraine." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(136) (May 22, 2021): 53–57. http://dx.doi.org/10.31392/npu-nc.series15.2021.5(135).12.
Full textAbstract:
Improving the quality of education and training of future physical therapists in Ukraine is possible provided that the experience of the best European educational programs is taken into account. During 2018-2021, Ukraine is implementing the EU Erasmus + Program in the direction of KA2 ‒ "Cooperation for innovation and exchange of best practices ‒ Development of higher education potential" project "Innovative rehabilitation education in Ukraine: Introduction of new master degree programs in Ukraine (REHAB)". Among the participating partners are four representatives of higher education institutions of Ukraine and Europe.
The main goals of the project are: to increase the professional potential of teachers of domestic universities; creation of new resources for teaching, learning, assessment; creation of a special educational infrastructure necessary for the implementation of new master's programs in physical therapy.
At the first stage of the project implementation, own educational programs in physical therapy were analyzed and a comparative description with similar European educational programs was made. In the second and third stages of the project, an innovative educational environment was developed and created for the training of future physical therapists. Particular attention is paid to practice-oriented training of future physical therapists. Methodological support for conducting an objective structured clinical examination has been developed.
The results of this project at Sumy State University are: analysis and updating of the educational-professional program "Physical therapy" of the first (bachelor's) level of higher education; development of the project of the educational-scientific program "Physical therapy" of the second (master's) level of higher education; development of educational and methodological support of educational components of bachelor's and master's educational programs in physical therapy; development of three electronic courses for the educational-scientific program of the second (master's) level "Physical therapy"; development of methodological support for conducting an objective structured clinical examination in the specialty 227. "Physical Therapy, Occupational Therapy"; creation of four rehabilitation educational and scientific laboratories and organization of the educational process on their basis; increasing the professional competence of all teachers of the Department of Physical Therapy, Occupational Therapy and Sports Medicine of SSU; participation of students in academic mobility activities, various forms of non-formal education within the project.
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Van Niekerk, Anna Maria Susanna, and Hester E. Roets. "The Psycho-Educational Practice of Mental Toughness in Dealing with Trauma." International Journal of Psychological Studies 9, no. 4 (November 20, 2017): 83. http://dx.doi.org/10.5539/ijps.v9n4p83.
Full textAbstract:
This study investigated whether an intervention program, which was developed within the psycho-educational field, could support traumatized people to increase their mental toughness. This program is based on the four components of mental toughness, namely control, challenge, commitment and confidence. A valid and reliable psychometric instrument, the Mental Toughness Questionnaire 48 (MTQ48), has been successfully used in both the corporate and sports psychology world to determine people’s mental toughness but has never before been tested in supporting traumatised people. Many corresponding aspects between mental toughness and trauma were discovered and used to compile a psycho-educational intervention program to support traumatized persons to develop increased mental toughness. An action research design was employed, where both qualitative as well as quantitative methods were used. Eight traumatized people participated in the research. The results of the study indicated that seven of the eight participants’ overall mental toughness increased after the intervention program, and four of the eight participants’ mental toughness components increased. All respondents indicated that they could better deal and cope with their trauma. The conclusion could be drawn that the psycho-educational intervention program, which was based on enhancing mental toughness, was successful in supporting the traumatised participants to increase their mental toughness.