Academic literature on the topic 'Professional training of Masters in Cybersecurity'

Abstract The article deals with the relevant problem of updating the system of graduate training (master’s degree) in Ukraine. It analyzes the ways of Ukraine’s integration into the European Higher Education Area and the legal framework of higher education in Ukraine and the UK. It also presents a comparative pedagogical analysis of the features of professional training for Masters in Cybersecurity in different areas, as well as the structural, content, organizational and pedagogical principles of master programmes on cybersecurity at the universities of Ukraine and the UK. It is found that the most significant difference is the decentralized management of educational processes at the administrative level. The analysis of the legal framework of higher education shows that it is much better developed in Ukraine than in the UK due to the centralized management of education. The article proves that a significant difference between master programmes on cybersecurity in Ukraine and the UK is their level of specialization. The programmes on the investigation of computer incidents and information technology security are most prevalent at UK universities. It is specified that the number, list and names of educational courses differ significantly, which is explained primarily by the differences in the conceptual framework of the profession itself, the social needs of Ukrainian and British society in such specialists and the ways of promoting this profession in the labour market. Some positive aspects of the organization of master training in cybersecurity in the UK are emphasized. Some promising areas in professional training of Masters in Cybersecurity in Ukraine and the UK are singled out.

Open-source technologies (OSINT) are becoming increasingly popular with investigative and government agencies, intelligence services, media companies, and corporations. These OSINT technologies use sophisticated techniques and special tools to analyze the continually growing sources of information efficiently. There is a great need for professional training and further education in this field worldwide. After having already presented the overall structure of a professional training concept in this field in a previous paper [25], this series of articles offers individual further training modules for the worldwide standard state-of-the-art OSINT tools. The modules presented here are suitable for a professional training program and an OSINT course in a bachelor’s or master’s computer science or cybersecurity study at a university. In part 1 of a series of 4 articles, the OSINT tool RiskIQ PassivTotal [26] is introduced, and its application possibilities are explained using concrete examples. In this part 2 the OSINT tool Censys is explained [27]. Part 3 deals with Maltego [28] and Part 4 compares the 3 different tools of Part 1-3 [29].

Open-source technologies (OSINT) are becoming increasingly popular with investigative and government agencies, intelligence services, media companies, and corporations. These OSINT technologies use sophisticated techniques and special tools to analyze the continually growing sources of information efficiently. There is a great need for professional training and further education in this field worldwide. After having already presented the overall structure of a professional training concept in this field in a previous paper [25], this series of articles offers individual further training modules for the worldwide standard state-of-the-art OSINT tools. The modules presented here are suitable for a professional training program and an OSINT course in a bachelor’s or master’s computer science or cybersecurity study at a university. In this part 1 of a series of 4 articles, the OSINT tool RiskIQ PassivTotal [26] is introduced, and its application possibilities are explained using concrete examples. In part 2 the OSINT tool Censys is explained [27]. Part 3 deals with Maltego [28] and Part 4 compares the 3 different tools of Part 1-3 [29].

Open-source technologies (OSINT) are becoming increasingly popular with investigative and government agencies, intelligence services, media companies, and corporations [22]. These OSINT technologies use sophisticated techniques and special tools to analyze the continually growing sources of information efficiently [17]. There is a great need for professional training and further education in this field worldwide. After having already presented the overall structure of a professional training concept in this field in a previous paper [25], this series of articles offers individual further training modules for the worldwide standard state-of-the-art OSINT tools. The modules presented here are suitable for a professional training program and an OSINT course in a bachelor’s or master’s computer science or cybersecurity study at a university. In part 1 of a series of 4 articles, the OSINT tool RiskIQ Passiv-Total [26] is introduced, and its application possibilities are explained using concrete examples. In part 2 the OSINT tool Censys is explained [27]. This part 3 deals with Maltego [28] and Part 4 compares the 3 different tools of Part 1-3 [29].

Researches data indicate that the search for cybersecurity professionals to protect industrial control systems (ICS) in Brazil is increasing, mainly because of the rise in cyber-attacks directed at the industry. However, we observed a deficiency of professionals with the required competence in ICS cybersecurity, which involves technology-information fields (IT) and operational technology (OT). On the other hand, there is a lack of educational institutions with the right strategies for training professionals who master the technologies for ICS protection. This paper presents a strategy through procedures to address this lack by evaluating scenarios of practices for the development of competencies in ICS cybersecurity through the problem-based learning (PBL) methodology. The scenarios combine theory and practice involved in solving ICS cybersecurity problems, using PBL with the support of SENAI CIMATEC's 4.0 Advanced Manufacturing Plant (AMP).

The article presents a study of the state of Internet usage in the process of professional training of cybersecurity bachelors. The concept of preparation has been clarified. The problems related to the security of cyberspace are characterized. The subject of research is the frequency of use of the Internet in the process of professional training of cybersecurity bachelors, namely questions related to the frequency of search of educational information on the Internet and its type and perception, the use of the online educational environment in the preparation of bachelors in cybersecurity in the specialty, the introduction of remote technology and blended learning at universities. The purpose of the work is to publish the results of a study that was conducted over three academic semesters in order to study the state of use of the Internet in the process of professional training of bachelors in cybersecurity. Interviewing and interviewing methods are a part of the work done. The published results indicate that there is an increasing need to use the Internet in the professional training of cybersecurity bachelors. The field of application of the results is a methodological field for improving the methodology of training bachelors in cybersecurity, which require the use of electronic content, educational environments and communication systems in the Internet, capable characterized by the motivation of future bachelors in cybersecurity for professional training and the systematic use of modern technologies in modern technology. to select methods, software for programming, creation and implementation of virtual space products , the ability to design digital technology environments.Keywords: Internet, cybersecurity, vocational training.

The relevance of constant professional development for teaching staff in professional (vocational) education schools (P(V)E schools) is conditional upon the innovative changes in education, the modernization of educational and industrial technologies and the elaboration of effective models and mechanisms of training highly qualified personnel. The professional development of masters of vocational training is correlated with the development of their professional competency, integrating the so-called systematic build-up of new knowledge and experience. The article aims to justify a particular technology for developing professional competency in masters of vocational training from P(V)E schools. Methods include a theoretical analysis of scientific works, a study of practical experience, systematization, generalization and a pedagogical experiment. Results. The results of the survey of teaching staff (including masters of vocational training) regarding the final level of professional motives confirm the following: a high level – 29%, a sufficient level – 56%, an average level – 15%. The results of these specialists’ self-assessment of their readiness for professional development are as follows: a high level – 48%, a sufficient level – 47%, an average level – 5%. The paper proves that there appears to be a need to discover some optimal technologies for developing professional competency in masters of vocational training, given the conditions for elaborating modern models of teacher education. An algorithm for designing the technology for developing professional competency in masters of vocational training from P(V)E schools includes a scientific aspect (defining and adhering to targets, objectives, methodological and other principles of professional education), a procedural aspect (modelling the content, forms and ... Conclusions. The paper presents the technology for developing professional competency in masters of vocational training from P(V)E schools as a psycho-pedagogical process organized according to an appropriate algorithm, whose implementation should result in the professional development of masters of vocational training.

The article outlines the methodological aspects of forming the readiness of bachelors in cybersecurity for professional activities by means of collaborative learning in an educational and digital environment that can increase the level of their professional training. The readiness of a bachelor in cybersecurity for professional activity is outlined, which in essence is a selective and predictable activity of a bachelor in cybersecurity at the stage of its preparation for professional activity and arises from the moment of determining the purpose of activity on the basis of perceived needs and motives, personality plan, guidelines and models for future action. It is proved that the readiness of a bachelor in cybersecurity for professional activity can be formed by means of collaborative learning in an educational and digital environment. That is, the readiness of the bachelor of cybersecurity for professional activities, we can understand essentially selective and predictable activity of the bachelor of cybersecurity in the preparation for the profession and arises from the moment of determining the purpose of activities based on perceived needs and motives, personality plan, guidelines and models for future action. The structure of virtual modeling in the online laboratory for bachelors in cybersecurity in the educational-digital environment is determined, which consists of three interfaces: the interface of the higher education applicant, the interface of the teacher and the interface of the administrator. It is noted that it is important in the collaborative training of bachelors in cybersecurity that the environment in which they interact should be based on democracy, equality and autonomy, with this rule training will be at a high level and as a result will be successful. The organization of collaborative training of bachelors in cybersecurity in an educational and digital environment should be based on the principles of social contact. It was found out that the main principles of collaborative learning in mobile applications for bachelors in cybersecurity in the educational-digital environment included the systematic establishment of social contacts during the training of bachelors in cybersecurity, development of communication, building relationships between bachelors in cybersecurity in educational digital environment on democracy and autonomy, changing the role of participants in the educational process in time depending on the nature and nature of the problem and psychological comfort.

The article substantiates the relevance and expediency of the chosen topic of the study, defines its purpose for the training of future Masters in Tourism. The essence of tourism studies and professional activity of future specialists in tourism studies is defined, the role of project activities with the use of information and communication technologies in the work of specialists in tourism studies in the aspect of the postmodern approach is summarized. The article aims to substantiate theoretically and test experimentally the organizational and pedagogical conditions for the training of future Masters in Tourism in terms of the postmodern approach to project professional activity. The authors propose a model for training future Masters in Tourism in project-based professional activities. The research hypothesis is that the level of future Masters training in Tourism for project professional activity will increase under such organizational and pedagogical conditions as the use of e-learning tools to study the technological foundations of project activities. The following organizational and pedagogical conditions of tourism studies Masters preparation for the professional design activity in the aspect of the postmodern approach were identified and justified: using the information and educational framework for training future. Their combination with traditional means of training contributes to the effectiveness of the educational process and increases the level of future Masters in Tourism preparation for the design professional activity.

У дисертації здійснено цілісний порівняльний аналіз професійної підготовки майбутніх магістрів з кібербезпеки в університетах Великої Британії з метою запозичення прогресивних ідей досвіду для впровадження окремих його елементів у вітчизняну освітню практику. Обґрунтування нових концептуальних підходів до вдосконалення професійної підготовки магістрів з кібербезпеки потребує в контексті інтеграції України до європейського освітньо-інформаційного простору ретельної уваги до результатів наукових пошуків і прогностичних ідей зарубіжного досвіду, зокрема Великої Британії. Схарактеризовано стан дослідження проблеми професійної підготовки магістрів з кібербезпеки в психолого-педагогічній літературі, обґрунтовано залежність розвитку кібербезпекової політики від рівня професійної компетентності фахівців із кібербезпеки. З’ясовано, що зовнішня та внутрішня безпека держави, захист інтересів і здоров’я її громадян, особистої інформації залежать від якісної й ефективної діяльності інституцій і структур, які надають послуги з інформаційної безпеки, тобто від професійної компетентності фахівців із кібербезпеки. Проаналізовані вимоги міжнародних організацій («ENISA», «IMPACT», «OSCE», «NSA») до професійної діяльності та підготовки фахівців із кібербезпеки відображено у формулюванні цілей, конкретизації змісту, форм, методів і технологій професійної підготовки магістрів з кібербезпеки, в обґрунтуванні їхніх професійних компетентностей у кіберпросторі. Зафіксовано напрями кібербезпекової політики у Великій Британії: узгодженість критеріїв глобального індексу кібербезпеки та сприяння досягненню основних цілей і концептуальних рамок «Програми глобальної кібербезпеки»; створення платформи для кібербезпеки різних секторів економіки; розроблення спеціальних інформаційних систем і технологій, окремих програмних продуктів; активний розвиток державно-приватного партнерства щодо обміну інформацією про кіберзагрози, управління кіберінцидентами, розроблення галузевих стандартів та рамкових програм кібербезпеки з представниками бізнесу, науки й громадськості; запровадження системи сертифікації компаній та фахівців; залучення бізнесу до фінансування університетських освітніх програм у сфері кібербезпеки та створення спеціальних центрів обміну досвідом. На підставі аналізу законодавчої бази в галузі кібербезпеки Великої Британії підсумовано, що вона є доволі складною та дуже швидко змінюється. Відповідно до професійних стандартів, визначено мету підготовки магістрів з кібербезпеки, яка полягає в поглибленні фахових знань (розуміння ключових понять, принципів, технологій і практики), розвитку професійних навичок та методологічних умінь із питань кібербезпеки. Описано особливості організації освітнього процесу підготовки магістрів в університетах Великої Британії. Унаслідок опрацювання навчальних планів й освітніх програм провідних університетів Великої Британії зроблено висновок, що змістовий компонент органічно поєднує фундаментальну, фахову, науково-дослідницьку й практичну підготовку, сприяючи задоволенню перспективних кар’єрних можливостей і науково-професійному зростанню в галузі кібербезпеки. З’ясовано, що практична підготовка магістрів – обов’язковий компонент змісту програм, що передбачає різні форми (стажування, інтернатура, участь у наукових і міжнародних проектах, волонтерство, менторство, робота з партнерами). Виявлено, що підвищення якості професійної підготовки магістрів з кібербезпеки в університетах Великої Британії досягають завдяки використанню інтерактивних форм, методів та технологій навчання. Застосування інноваційних методів і технологій навчання спрямоване передовсім на вдосконалення результатів навчання магістрів, розвиток мотивації до навчання, удосконалення практичного досвіду. З’ясовано, що особливу увагу зосереджено на розвитку проектних умінь у виконанні дослідницької діяльності. Також підготовка магістрів передбачає професійне та наукове стажування, що є органічною частиною освітньої програми та працевлаштування. Магістрантам пропонують, зокрема, допомогу в розробленні резюме, у розвитку навичок співбесіди тощо. Досліджено сучасний стан підготовки магістрів з кібербезпеки в закладах вищої освіти України, виконано порівняльно-педагогічний аналіз особливостей професійної підготовки магістрів з кібербезпеки у Великій Британії та Україні. На підставі вивчення досвіду Великої Британії обґрунтовано науково-методичні рекомендації щодо вдосконалення професійної підготовки магістрів з кібербезпеки в ЗВО України за такими рівнями: стратегічний; організаційний; змістовий; технологічний. Наукова новизна одержаних результатів полягає в тому, що: уперше виявлено організаційно-дидактичні особливості професійної підготовки магістрів з кібербезпеки в університетах Великої Британії (вільний вибір індивідуальної освітньої траєкторії для кар’єрного просування на засадах інтеграції й диверсифікації освітніх програм, сертифікації професійної кваліфікації; стандартизація та міждисциплінарність змісту, професійна й дослідницька спрямованість, узгодженість із вимогами та потребами кіберполітики; прикладний характер освітніх програм; високий рівень організації самостійного дослідження й пошуково-дослідницької діяльності; інноваційність та інтерактивність форм, методів і технологій навчання); виконано порівняльно-педагогічний аналіз професійної підготовки магістрів з кібербезпеки в університетах Великої Британії й України; окреслено можливості імплементації конструктивних ідей британського досвіду для вдосконалення професійної підготовки магістрів з кібербезпеки в університетах України; удосконалено змістове й навчально-методичне забезпечення для професійної підготовки магістрів з кібербезпеки в університетах України (розроблено авторський спецкурс); набули подальшого розвитку положення щодо сутнісних характеристик і змістового наповнення поняття «професійна підготовка магістрів з кібербезпеки» та його інтерпретації відповідно до зарубіжної й української семантики; стосовно сучасних тенденцій розвитку ІТ-освіти в умовах формування глобальногокібербезпечного простору. Практичне значення роботи засвідчує підготовка науково-методичних рекомендацій «Професійна підготовка магістрів з кібербезпеки: досвід Великої Британії», де обґрунтовано шляхи використання прогресивних ідей британського досвіду для модернізації професійної підготовки майбутніх магістрів з кібербезпеки в Україні. Основні положення, теоретичні висновки, джерельну базу дослідження варто залучати під час розроблення освітніх стандартів підготовки магістрів з кібербезпеки, спецкурсів і спецсемінарів для підготовки майбутніх фахівців ІТ-галузі, удосконалення організації професійної підготовки майбутніх фахівців із кібербезпеки в Україні.
The thesis presents a comprehensive comparative analysis of professional training of Masters in Cybersecurity at UK universities to implement innovative aspects of such experience in the Ukrainian system of education. The justification of new conceptual approaches to improving professional training of Masters in Cybersecurity should pay special attention to the results of scientific research and prognostic ideas of the international experience, in particular, that of the UK, in the context of Ukraine’s integration into the European Higher Education Area. The thesis describes the coverage of professional training of Masters in Cybersecurity in the psycho-pedagogical literature and justifies the dependence of the development of cybersecurity policy on the level of professional competency of specialists in cybersecurity. It specifies that both the external and internal security of the state, as well as the protection of interests, health and personal information of its citizens, depends on high-quality activities of institutions and organizations providing information security services, that is on professional competency of specialists in cybersecurity. It analyzes the requirements of international organizations (“ENISA”, “IMPACT”, “OSCE”, “NSA”) for professional activities and training of specialists in cybersecurity which are reflected in the formulation of goals, the specification of the content, forms, methods and technologies of professional training of Masters in Cybersecurity, as well as in the justification of their professional competencies in cyberspace. It singles out the following areas in the UK cybersecurity policy: the coherence of criteria of the Global Cybersecurity Index (GCI) and the promotion of the main goals and conceptual frameworks of the Global Cyber Security Programme; the creation of a platform for the cybersecurity of different sectors of the economy; the development of special information systems and technologies, as well as separate software products; the active establishment of public-private partnerships on cyber-threat information sharing and cybersecurity incident management; the elaboration of cybersecurity industry-standards and framework programmes with business, science and the public; the introduction of a certification system for companies and specialists; the involvement of business in financing degree programmes in Cybersecurity; the establishment of special centres for sharing experience. The analysis of regulatory documents in the field of cybersecurity in the UK shows that it is somewhat complicated and changes rapidly. According to professional standards, the goals of masters programmes on Cybersecurity include consolidating professional knowledge (understanding key concepts, principles, technologies and practices) and developing professional and methodological skills in cybersecurity. Also, the thesis describes the characteristics of the educational process in the context of masters training at UK universities. The study of degree programmesand curricula of the leading UK universities shows that the content of such training organically combines fundamental, professional, research and practical training, contributing to the pursuit of career prospects and scientific and professional growth of cybersecurity. The thesis clarifies that practical training of masters training is a compulsory component of the content of masters programmes, which involves various forms (internships, participation in scientific and international projects, volunteering, mentoring, working with partners). It finds that the quality of masters programmes on Cybersecurity at UK universities is enhanced by using interactive teaching forms, methods and technologies. It must be noted that the use of innovative teaching methods and technologies is primarily aimed at improving the results of masters training, boosting motivation towards learning and enhancing practical experience. Particular attention is paid to the development of project skills while conducting research. Masters training also includes professional and research internship, which is an organic part of degree programmes and employment. Students can be offered to assist in creating a CV and developing interviewing skills. Finally, the thesis explores the current conditions of masters programmes on Cybersecurity at Ukrainian universities and presents a comparative pedagogical analysis of the peculiarities of professional training of Masters in Cybersecurity in the UK and Ukraine. The study of the UK experience has made it possible to justify scientific and methodological recommendations for improving professional training of Masters in Cybersecurity at Ukrainian universities at the strategic, organizational, content-related and technological levels. The scientific value of the obtained results is as follows: for the first time, the organizational and didactic peculiarities of professional training of Masters in Cybersecurity at UK universities (a free choice of an individual educational trajectory for career advancement based on the integration and diversification of degree programmes and the certification of professional qualifications; the standardized and interdisciplinary content of professional training; professional and research focus; the consistency with the requirements and needs of cyber policy; an applied nature of degree programmes; a high level of independent research and research activities; innovative and interactive forms, methods and technologies of teaching and learning) have been revealed; professional training of Masters in Cybersecurity at UK and Ukrainian universities has been comparatively and pedagogically analyzed; the possibilities of implementing innovative ideas of the UK experience with the aim to improve professional training of Masters in Cybersecurity at Ukrainian universities have been outlined; the content and the instructional-and-methodological support of professional training of Masters in Cybersecurity at Ukrainian universities have been improved (the author’s specialized course has been developed); the statements on the essential characteristics and the content of the concept of “masters training in Cybersecurity” and its interpretation in accordance with the international and Ukrainian semantics, as well as on current trends in the development of IT education under the conditions of creating global cybersecurity space, have been further developed. The practical value of the obtained results can be proved by the author’s instructional-and-methodological recommendations, titled “Professional Training of Masters in Cybersecurity: the UK Experience”, which justify the ways of using innovative ideas of the UK experience to update professional training of Masters in Cybersecurity in Ukraine. The main principles, theoretical conclusions and sources of this research should be included in the development of education standards on professional training of Masters in Cybersecurity, specialized courses and special seminars on professional training of IT specialists, as well as in the improvement of professional training of future specialists in cybersecurity in Ukraine.

This study seeks to explore the rationale for Masters level study as part of teacher training in England, the reality as experienced by those students and their perceptions of the value of Masters level to their personal and professional development as early career teachers. Teacher education has ‘consistently been a significant site of social and political struggle’ (Menter, 2010) including the aspiration to become a postgraduate teaching profession, of Masters level in initial teacher education and top-up programmes for qualified teachers. Yet, development of postgraduate provision has been haphazard and reactionary, leaving the University provider in the sector with the burden of promoting its importance and defending its relevance. In a sector where training of teachers has moved from higher education to schools led, there has become a palpable separation between theory and practice (Hargreaves and Fullen, 2012). This research pursues the value of the Masters level elements in teacher education and also to the development of a teacher’s own personal and professional attributes. This qualitative study uses a constructivist grounded theory (CGT) methodology from a practitioner researcher perspective, in order to explore the student teachers perception and experience to develop a substantive theory outlining the value and use they make of their Masters level study. An early literature review, conducted to sensitise and inform the interview schedule was used within semi-structured interviews, undertaken with fifteen participants. Participants were purposively and then theoretically sampled to support the emerging theory until saturation of categories was achieved. Data was analysed using the CGT process outlined by Charmaz (2014). Core categories emerged describing qualities and characteristics that students earned, achieved and received while studying at Masters level that included professional capital (combined human, social and decisional capital) and personal capital. In addition, participants described the optimal educational environment for the promotion of these capitals; that of constructivist forms of teaching, learning and assessment (TLA). Furthermore, participants stated that the value and qualities of a challenging learning journey were enhanced when provided by an overall structure of transformative programme design. In the final theoretical rendering of the data, a conceptual model of programme design was formed, demonstrating the importance of transformative programme design, delivered through constructivist modes of TLA. Approaches found to provide a robust start to a teacher’s career, offer longevity in the field, promote effective and reflective teaching and critical but co-operative teachers.

O objetivo do presente estudo é analisar as percepções relacionadas ao impacto gerado pelo mestrado profissional no desempenho profissional e na carreira dos egressos. Para tanto, foi realizado um estudo no Programa de Mestrado Profissional em Gestão e Desenvolvimento Regional (MGDR) da Universidade de Taubaté (UNITAU), compreendendo o período desde a sua criação no ano 2000 até a última turma formada, que concluiu o mestrado em 2011, sendo a população composta por 253 alunos e por 14 docentes, dos quais 5 são coordenadores no programa. A pesquisa é do tipo descritiva com abordagem quantitativa e qualitativa e com delineamento de pesquisa de campo. Foi realizada uma análise documental dividida em duas partes. A primeira parte destinada à apresentação do MGDR e a segunda parte, composta por dados sócio-demográficos dos egressos de todas as turmas do MGDR. Foram distribuídos questionários a toda população docente e discente, dos quais foram obtidas respostas de 8 docentes e 50 discentes, compondo-se, portanto, a amostra por acessibilidade, de acordo com a disponibilidade dos participantes de responder o questionário. Foram realizadas entrevistas semi-estruturadas com 3 coordenadores, e com uma amostra de 4 discentes. Para análise dos dados das entrevistas foi utilizado o método da análise de conteúdo. Para análise dos dados obtidos via questionários foram utilizadas técnicas quantitativas como tabulação e análise percentual. Resultados permitem constatar que as percepções de impactos puderam ser classificadas entre os níveis Bom e Muito Bom, demonstrando, de maneira geral, que os egressos percebem bons impactos em suas carreiras e desempenho após a conclusão do mestrado. Os docentes mostraram-se, de maneira geral, mais otimistas que os discentes em relação aos impactos do mestrado. As questões apresentaram percepção de importância equivalente ou superior ao grau `Importante , confirmando a relevância dos critérios adotados.
The aim of this study is to analyze the perceptions related to the impact generated by the professional master on the performance and career of its graduates. Therefore, a study was conducted in the Professional Master Program in Management and Regional Development (MMRD) from the University of Taubate (UNITAU), covering the period from its inception in 2000 until the last graduating class that completed the Masters in 2011 and the population was composed of 253 students and 14 teachers, of which 5 are program coordinators. The research is descriptive with a quantitative and qualitative approach and has a field research design. An documental analysis was made, which was divided into two parts. The first part was devoted to the presentation of MMRD and the second part, consisting of socio-demographic data of graduates from all classes of MMRD. Surveys were distributed to all teachers and student population, of which responses were received from 8 teachers and 50 students, composing, therefore, the sample by accessibility, according to the availability of the participants to answer the survey. Semi-structured interviews were conducted with 3 coordinators, and with a sample of 4 students. To analyze the data of the interviews the content analysis method were used. To analyze the data obtained by surveys quantitative techniques as tabulation and percentage analysis were used. Results assisted to determine that the perceptions of impacts could be classified between Good and Very Good levels, showing that, in general, the graduates perceive good impacts on their careers and performance after finishing the course. Teachers showed up, in general, more optimistic than the students about the impacts of the masters. The issues presented perceived importance degree equivalent or superior to `Important, confirming the relevance of the criteria.

L'objectif de cette thèse est d'évaluer l'influence du rapport au savoir sur la diversité des pratiques tutorales mises en œuvre par les artisans maîtres d'apprentissage (MA) accueillant des apprentis de niveau V. Les pratiques tutorales sont étudiées à partir du modèle de l'activité formalisé par Leontiev (1975) et définie à partir du rapport dynamique existant entre les mobiles, les actions et les opérations qui structurent l'activité tutorale. Notre population est composée de 153 artisans-maître d'apprentissage de la région Midi-Pyrénées qui ont répondu au questionnaire " Etre maître d'apprentissage aujourd'hui " construit à l'occasion de cette recherche. A partir d'une analyse multivariée des réponses à ce questionnaire, 15 sujets représentatifs de la diversité des modes d'exercice de la fonction de maître d'apprentissage ont été sélectionnés pour une étude approfondie des liens entre rapport au savoir et pratiques tutorales, par entretiens semi-directifs de recherche A travers la mise en œuvre d'une triangulation des données, nos résultats révèlent une diversité des modes d'exercice de la fonction tutorale et des formes de rapport au savoir au sein de la population des artisans-maîtres d'apprentissage. Ils montrent que le rapport au savoir influence les modes d'exercice de la fonction tutorale par sa contribution à la construction du sens que les sujets assignent à leur activité de tuteur. Parmi l'ensemble des dimensions du rapport au savoir, le sens de l'expérience scolaire joue un rôle majeur en participant à la constitution des mobiles qui ont incité les tuteurs à s'investir dans leur fonction de maître d'apprentissage. Ainsi, cette recherche contribue à la formalisation de propositions à visées applicatives relatives à la formation et la professionnalisation des maîtres d'apprentissage et permet de repérer l'importance de l'histoire socio-familiale et du sens et de la valeur que le sujet accorde à son parcours scolaire et professionnel personnel pour expliquer l'organisation de la formation des apprentis au sein des micro-entreprises.

The mimicry of Europe and United States of America (US) in South African psychology in the early 1900s and the continual presence of Euroamericanised psychology continues to marginalise Black, poor, and working-class people. In this dissertation, I investigated the misalignment of counselling and clinical psychologists’ professional training, specifically the first-year Masters psychology training programme with the South African socio-political context. To counter the usual reliance on hegemonic Euroamerican-centric approaches I elaborated on an Africa(n)-centred perspective so as to make sense of the training of counselling and clinical psychologists in the South African context. I argued that the Africa(n)-centred perspective was pluriversal (accepting of multiple epistemologies), endogenous (developing from within), and focuses on Africans not as the excluded Other but rather as the Subject at the centre of their lifeworlds. I elucidated curriculum practices within the professional training programmes as part of the investigation into the intransigence of Euroamerican-centric epistemologies in the professional training curriculum. I conducted in-depth semi-structured interviews with 23 people, 8 of whom were course coordinators and 15 intern psychologists. The participants were from 5 universities falling into the 4 generic categories: Historically Black University (HBU), Historically White Afrikaans-speaking University (HWASU), merged university (MU), and Historically White English-speaking University (HWESU). For my analysis, I employed what I termed an Africa(n)-centred critical discourse analysis, which builds on the discursive turn in psychology, taking seriously the talk of people in the reproduction of socially unjust practices. All the interviews with the course coordinators and intern psychologists were dominated by talk of race and the Professional Board for Psychology. The interviews yielded a number of discourses, namely: 1) meritocracy, 2) diversity (which referenced issues of race, gender, and curriculum), 3) access, exclusion and privilege as related to language, 4) class, and 5) relevance (including social, market, and cultural relevance, with cultural relevance spoken about in relation to the curriculum). I conclude the dissertation by gesturing towards a constructive engagement (by which I mean a building) of an Africa(n)-centred professional training of counselling and clinical psychologists.
Psychology
Ph. D. (Psychology)

Comprehensive study guide includes the basic content of a number of disciplines of the professional cycle, necessary for development of skills of referencing, annotating and composing business texts with the aim of providing intellectual services in the course of internal administration and promotion of the organization in the process of external communication. Meets the requirements of Federal state educational standard of higher education of the last generation. Designed for bachelors and masters in training areas "Service", "Advertising and public relations"; may be used when training in similar areas and obtaining additional education, as well as those who would like to work or works in the area of provision of services of an intellectual nature as administrators (secretaries and office managers), secretaries, assistants supervisor, speech writers or image-makers.

In the practical manual “Economic and legal conditions of state partnership interaction of the subjects of management of basic educational institutions ”is highlighted economic and legal conditions for the functioning of basic educational institutions; features of their management and functions of the head are defined; the essence of state-partnership interaction of subjects of management of basic educational institutions is revealed; state and prospects of school autonomy; innovative technologies and tools in the practice of managing the heads of support institutions on the basis of state-partnership cooperation. The manual can be used in the practical activities of heads of basic educational institutions, branches, educational institutions of various types; professional centers development of pedagogical workers; managers, teachers, who study at professional development courses; heads of educational institutions in the training of masters in the specialty "Management educational institution ”.

The workforce demand for cybersecurity professionals has been substantial and fast growing. Qualified cybersecurity professionals with appropriate knowledge, skills, and abilities for various tasks and job roles are needed to perform the challenging work of defending the cyber space. The certified information systems security professional (CISSP) certification is a globally recognized premier cybersecurity credential and validation of qualifications. This case study analyzes the CISSP certification requirements, domains and objectives and attempts to map them to the cybersecurity industry competencies and the US national cybersecurity workforce framework (NCWF). This research is an extended study with full mapping of all CISSP domain areas to the knowledge, skills, and abilities in NCWF. The extended study aims to discover the in-depth value and role of reputable certifications such as CISSP in competency development for cybersecurity workforce. This article also discusses the value and implications of the CISSP certification on cybersecurity education and training.

As firms lose skilled labour force through mass retirement, turnover and economic fluctuations, a pressing concern is how to ensure that the skills of the present-day masters are conveyed to the future professionals. This chapter examines the process of how the skills leading to professional performance are acquired in the context of on-the-job learning and identifies the key factors in this process. Based on an empirical examination of the on-the-job training periods of 20 Finnish vocational college students a model is built, suggesting that there are three different levels of professional performance on a junior’s path towards professionalism. The results suggest that individual activity, critical observation, conscious doing and creativity are crucial in the learning process. The chapter contributes to the emerging discussion on knowledge sharing across generations in organisations.

In this chapter, the authors show a promising model of education in the future. The model is based on blended learning and integrates remote and internal forms. At present, the authors have developed system elements for graduate teacher education, combining classroom training with remote instruction. In this chapter professor Elena Rumbesha (Tomsk State Pedagogical University) and professor Vardan Mkrttchian (HHH University) use the results of previous research and publications about Masters of Education to explain the idea of distance learning as a special form of interaction between teachers and students enabling those to use inherent in traditional teaching forms and methods along with modern distance learning methods.

Recruiting, retaining and maintaining a validated number of cybersecurity professionals in the workplace is a constant battle, not only for the technical side of cybersecurity, but also for the overlooked area of non-technical, managerial-related jobs in the cyber sector. For years, much of the focus within cyberspace has been on the technical needs of the underlying networks and services. Very little emphasis has been placed on the human dimension of cybersecurity. This lack of cybersecurity professionals is a major problem all over the world. To overcome it, current educational systems need to be re-shaped and cooperation introduced between the different stakeholders. This chapter presents and discusses the actions and the developments in the education concept of cybersecurity knowledge and skills intended to meet the needs of the labour market in the EU. The changes in the education prepared by the higher-education institutions and by professional training providers are presented and discussed.

The following paper analyzes the Russian system of education. Modern practice in the development of higher professional education shows that today's graduates of Russian universities for the most part are not prepared for real practical work in organizations as professionals. Undoubtedly, the time and changing conditions for the implementation of the activities of Russian universities over the past three decades have changed significantly. However, the training of modern professionals in the new conditions was based not on the domestic experience of universities, but on foreign approaches to two-level higher education – the training of graduates of Russian universities as bachelors and masters. But at the same time, Russian researchers and officials do not have a clear understanding of the difference in the level of professional training of students, both bachelors and masters. And the declared new “competence-based approach”, when it is proposed to form students with rather “vague” competencies, presented in the Federal State Educational Standards for Higher Education of the Federal State Educational Standards of Higher Education 3++, does not allow employers to see the professionals they need in a modern university graduate. And the fact that the modern West does not recognize the diplomas of graduates of Russian universities indicates that today it is necessary to implement a policy of import substitution in higher education, and, based on domestic experience in training graduates of Russian universities as specialists-engineers, to prepare them for real practical work in Russian organizations.

The Chapter presents strategies for training Masters of Еducation students for the development of digital ecosystems in the open educational environment of Yenisei Siberia with the use of e-portfolio and Open Badges technologies through a special electronic course for students of blended learning model. The preliminary results obtained by the authors based on a Google-survey showed that students demonstrated a high level of satisfaction with learning using e-portfolio and Open Badges technologies in the multicultural digital environment of the Siberian region. This Chapter describes the experience of the School of Education, Psychology, and Sociology in use of e-portfolio technology in the evaluation of educational outcomes, reflection, professional development in the lifelong learning process of future teachers, and the introduction of Open Badges integrated with e-portfolio in the teachers' training course for Bachelor and Master's students.

One of the purposes of music training in the old conservatories was to stuff the students’ memories full of useful musical patterns. Psychologists often use the term “schema” to describe structured memories. In Naples, the masters taught dozens of schemas to the children. They taught three basic types of cadences, the so-called Rule of the Octave, the contrapuntal patterns known as suspensions, and a number of musical sequences categorized by the motions of their basses. These were explicit schemas in the sense of having names and being openly discussed. There were also implicit schemas—patterns learned through repeated similar experiences but not given specific names. Professional musicians seemed to know many patterns by name, whereas amateur musicians and concert listeners probably knew only a few names like “cadence.”

В статье рассматриваются некоторые составляющие современной цифровой образовательной среды вуза, которые оказывают помощь преподавателю организовать эффективный образовательный процесс магистратуры, осуществляющий подготовку магистров педагогического образования по магистерской программе «Информационные и коммуникационные технологии в образовании» при ФГБОУ ВО «Дагестанский государственный педагогический университет» The article discusses some of the components of the modern digital educational environment of the university, which help the teacher to organize an effective educational process of the magistracy, which prepares masters of pedagogical education for the master’s program«Information and Communication Technologies in Education» at the FSBEI HE «Dagestan State Pedagogical University».

This article substantiates the need for masters to possess writing skills for their effective functioning in research and future professional activities, discusses some types of tasks from the methodological recommendations for training undergraduates to annotate scientific and technical texts. It also describes some questions developed for conducting a survey in order to identify the difficulties encountered in teaching masters writing. The article presents and analyzes the data obtained from the survey, which can help the teacher to find more effective ways to train undergraduates of technical universities in writing skills.

The article deals with the problems associated with personnel problems in the timber industry complex. Efficient companies in the timber industry complex consider mentoring as a form of improving the quality of human capital. This tendency is especially evident in those regions where timber companies play a dominant role. The aim of mentoring is to train a specialist who meets the requirements for his/her quality and competence on the part of enterprises, organizations of the region and the Russian Federation. It is impossible to train a modern specialist in isolation from real production conditions – professional practice. That is why the authors defined the mission of mentors in a modern organization, identified the stages of training under the guidance of a mentor in the enterprises of timber industry complex. The authors proposed options for staff development. Learning of the system, directions of mentoring, assistance, assistance in getting the job tempo and rhythm, mastering of job tasks and duties, acquiring of practical knowledge and skills, social-psychological adaptation in a team, adaptation to corporate culture, learning of traditions and rules of conduct in the enterprise – all these are the main aims of mentoring organization as a source of quality human capital improvement in timber industry enterprises. Thus, a mentor not only explains production technology and introduces equipment, but also helps a newcomer to join the team, get acquainted with masters and managers and the company’s culture.

Abstract The COVID-19 pandemic has fundamentally altered the pedagogical approach to education at every level of training, including at the undergraduate level and graduate or professional level. These unprecedented times have tested academic resilience, agility, creativity, and adaptability in all aspects, including inventive alternative teaching methods. With an increasing reliance on virtual instruction, self-directed learning, and hybrid models of instruction, certain approaches of hands-on training, practice-based learning, and evaluation have had to evolve. The University of Minnesota’s Master of Medical Device Innovation students are typically immersed in clinical environments through physician shadowing in the operating room, evaluating unmet needs and untapped areas of potential innovation. Engineers who can immerse themselves in surgical education, shadowing, and frontline medical experience can better appreciate, recognize, and enhance current medical technologies and processes. With the OR case restrictions in the era of COVID-19, these learners were faced with limited clinical exposure and thus limited familiarity with the dynamics and processes of clinical practice. As such not only education, but the functioning of the entire industry is stunted. From an instructive perspective, this creates a challenge for students attempting to generate relevant and feasible practicum ideas, accurate prototypes, and offers fewer opportunities to develop these ideas alongside the experts and medical professionals - the target audience. Simulation education provides a means for students to engage with clinical practice in a meaningful way that bridges the gap between clinical exposure and virtual learning. A hands-on approach in which students were able to practice fundamental surgical skills of suturing, knot-tying, and the basics of laparoscopy. Learners were offered three didactic workshop sessions that introduced these skills and then were given opportunities to perform with supervision from expert educators. Low-cost, low-fidelity models of pertinent anatomy and physiology provided students an immersive experience that allowed them to develop a deeper understanding of interventional skills. Three two hour-long sessions of guided skills practice on low-cost simulators were attended by the 2022 Masters of Medical Device Innovation cohort and subjective measures of their understanding of the fundamental concepts were evaluated. High-level findings of these workshops suggest that simulation education is an effective tool in advancing the baseline understanding of surgical principles as opposed to virtual instruction and may offer some further benefit, not possible even through clinical shadowing itself.

The article presents and describes innovative technologies of training in the professional training of Masters. For high-quality training of students of technical specialties, it becomes necessary to rethink the purpose, results of studying and means of teaching professional disciplines in modern educational conditions. The experience of implementing the chatbot tool in teaching the discipline “Mathematical modeling of socio-economic systems” in the educational and professional program 124 System Analysis is described. The characteristics of the generalized structure of the chatbot information system for investment analysis are presented and given: input information, information processing system, output information, which creates a closed cycle (system) of direct and feedback interaction. The information processing system is represented by accounting and analytical data management blocks. The investment analysis chatbot will help masters of the specialty system analysis to manage the investment process efficiently based on making the right decisions, understanding investment analysis in the extensive structure of financial management and optimizing risks in these systems using a working mobile application. Also, the chatbot will allow you to systematically assess the disadvantages and advantages of investment projects or the direction of activity of a system analyst, while increasing interest in performing practical tasks. A set of software for developing a chatbot integrated into training is installed: Kotlin programming, a library for network interaction Retrofit, receiving and transmitting data, linking processes using the HTTP API. Based on the results of the study, it is noted that the impact of integrating a chatbot into the training of Masters ensures the development of their professional activities, which gives them the opportunity to be competent specialists and contributes to the organization of high-quality training.

The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.

Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.