Artículos de revistas:

1

Malytska, Iryna D. "ОЦІНЮВАННЯ ІК-КОМПЕТЕНТНОСТІ УЧНІВ У ШКОЛАХ ВЕЛИКОЇ БРИТАНІЇ". Information Technologies and Learning Tools 49, n.º 5 (31 de octubre de 2015): 89. http://dx.doi.org/10.33407/itlt.v49i5.1297.

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In the article the approaches to the assessment of pupils’ IT-competence in Great Britain school during the implementation of educational reform are hihglighted. The main criteria for the assessment of pupils’ educational achievements on Computing are the goals and objectives outlined by learning programs, which must meet National Curriculum. When assessing IT-competence there are used learning environments Makewaves, Khan Academy, Scratch, Kodu, Open Badges tools, platform OCR - MOOC, pupils’ blogs and websites, their activity in projects. It is noted that for the improvement of assessment process there are involved different educational structures and institutions that are related to information technologies.

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2

Leleka, Vitaliі, Iryna Zabiiaka, Olha Tsviakh, Tetiana Grubi y Oksana Vytrykhovska. "Innovative approaches to teaching students in the modern educational information environment in the USA and Great Britain". Revista Amazonia Investiga 11, n.º 60 (30 de diciembre de 2022): 156–66. http://dx.doi.org/10.34069/ai/2022.60.12.17.

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The trend of development of priorities in education and training of students, secondary and higher schools in the USA and Great Britain in retrospect (XIX – early XXI centuries) is clarified. In particular, classical education is briefly described, which had a reproductive character and considered the student as a passive object of learning, which must be filled with knowledge in accordance with certain programs and methods. Classical education was represented by the following approaches: secular, theological, biographical, introspectionist, logical and methodological. American scientists noted that traditional types of Education (classical education and non-classical education) are based on the causal mechanism of the development of thought, the basis of their thinking is considered either the object of learning (classical education) or the subject of learning (non-classical education). Postnonclassical Education combines the positive aspects of traditional education in a single syzygy process of educational activity, which means constant interchangeability, on the one hand, of those who study and on the other – of those who teach. The implementation of postnonclassical education is characterized by the following modern approaches: competence-based, continuous professional improvement of teachers, situational, cultural, systematic, interdisciplinary, axiological, synergetic.

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3

Zaborovskyy, V. "The use of IT technologies in the process of improving the qualifications of a lawyer". Uzhhorod National University Herald. Series: Law 3, n.º 75 (11 de abril de 2023): 101–6. http://dx.doi.org/10.24144/2307-3322.2022.75.3.17.

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This article reveals the legal nature of a lawyer's professional duty to improve his qualifications through the prism of the use of information technologies in the process of improving such qualifications. The position is argued, according to which the acceleration of the pace of the use of information technologies in the context of the professional activity of a lawyer, including in matters related to the improvement of his qualifications, is in a certain way determined by the requirements of today, taking into account the COVID-19 pandemic in the world in recent years, as well as the military Russia's aggression against the Ukrainian people. Within the framework of this article, the experience of leading foreign countries (in particular, the USA, Great Britain, Japan, Canada) was disclosed, primarily regarding professional development through distance education of lawyers. Emphasis is placed on the positive aspects of the reform of the Institute for the Advancement of Lawyers, as a result of which the Internet platform of the Accreditation Center of the Higher School of Advocacy of the National Bar Association of Ukraine was first created, which includes information on all accredited current and ongoing measures for the advancement of attorneys’ qualifications, which significantly simplifies access to information on their implementation. It is concluded that, on the one hand, the development by the Higher School of Advocacy of NAAU of special, adaptation courses (instructions) of professional development online for interns, assistant attorneys and persons, in the case of renewal of their right to engage in advocacy, is positive, and on the other hand, taking into account the fact that professional development is a professional obligation that applies to all Ukrainian lawyers, who are not exempted from the obligation to pay contributions precisely to ensure the implementation of lawyer self-governance, and therefore the passage of relevant measures (programs) developed by this institution must take place on a free basis.

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4

Postolenko, Iryna. "PRACTICAL IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN MODERN SCHOOLS IN GREAT BRITAIN". Psychological and Pedagogical Problems of Modern School, n.º 2(6) (21 de diciembre de 2021): 13–19. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247507.

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

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5

Volodymyr Fedorovych, CHERKASOV. "CONTENT OF EDUCATIONAL WORK IN INSTITUTIONS OF SECONDARY EDUCATION OF GREAT BRITAIN". Academis notes. Series: Pedagogical sciences 7 (26 de abril de 2024): 68–72. http://dx.doi.org/10.59694/ped_sciences.2024.07.068.

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The article substantiates the content of the organization of educational work in secondary education institutions of Great Britain based on the analysis of research by domestic and foreign scientists, the generalization of the work experience of state and private schools, the introduction of music classes, which positively affects the formation of the personality of the future citizen and defender of general cultural and national values. On the basis of a comparative analysis of the reform of secondary education institutions in Great Britain, we tried to identify psychological-pedagogical and moral-ethical problems of humanizing the educational process, the results of which were aimed at the formation of universal and national values in students. Based on the analysis of the scientific intelligence of British researchers, we were convinced that the reform of the content of educational work in Great Britain led to a shift in emphasis to internal centralization processes, which included the introduction of educational standards and programs of autonomous school management in Great Britain. At the same time, it should be recognized that educators and teachers also provide schoolchildren with leisure time and ensure that students lead a healthy lifestyle. In their free time from classes, school teachers organize excursions for children, organize various sports competitions and involve them in interest clubs. In most boarding houses, music programs have been developed, where children participate in vocal ensembles and learn to play musical instruments. Jazz ensembles, playing electronic musical instruments, and participation in solo singing groups are popular. Keywords: educational work, secondary education institutions, Great Britain.

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6

Endrika, Sujarwo y Said Suhil Achmad. "Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education". JPUD - Jurnal Pendidikan Usia Dini 14, n.º 2 (30 de noviembre de 2020): 361–78. http://dx.doi.org/10.21009/jpud.142.14.

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Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school. Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. School Psychology Review, 37(1), 74–90. https://doi.org/10.1080/02796015.2008.12087910 Barbato, C. A., Graham, E. E., & Perse, E. M. (1997). Interpersonal communication motives and perceptions of humor among elders. Communication Research Reports, 14(1), 48–57. https://doi.org/10.1080/08824099709388644 Barbato, C. A., Graham, E. E., & Perse, E. M. (2003). Communicating in the Family: An Examination of the Relationship of Family Communication Climate and Interpersonal Communication Motives. Journal of Family Communication, 3(3), 123–148. https://doi.org/10.1207/S15327698JFC0303_01 Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62. https://doi.org/10.1016/j.childyouth.2003.11.002 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764 Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507–535. https://doi.org/10.1016/j.jsp.2007.12.001 Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/10.1037/0022-0663.95.3.570 Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H.-J. (2000). Maternal Parenting Characteristics and School Involvement: Predictors of Kindergarten Cognitive Competence Among Head Start Children. Journal of Research in Childhood Education, 15(1), 5–17. https://doi.org/10.1080/02568540009594772 Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002 Desforges, C., Abouchaar, A., Great Britain, & Department for Education and Skills. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. DfES. El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School: Parent Involvement, Achievement, and Social Development. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance. Journal of Educational Psychology, 96(4), 723–730. https://doi.org/10.1037/0022-0663.96.4.723 Epstein, J. L. (Ed.). (2002). School, family, and community partnerships: Your handbook for action (2nd ed). Corwin Press. Fan, X. (2001). Parental Involvement and Students’ Academic Achievement: A Growth Modeling Analysis. The Journal of Experimental Education, 70(1), 27–61. https://doi.org/10.1080/00220970109599497 Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 23. Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. 10. Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7), 32–36. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x Hong, S., & Ho, H.-Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. 11. Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425 Jeynes, W.H. (2014). Parent involvement for urban youth and student of color. In Handbook of urban education (In H. R. Milner&K. Lomotey (Eds.)). NY: Routledge. Jeynes, William H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Jeynes, William H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818 Kaplan, D. S., Liu, X., & Kaplan, H. B. (2010). Influence of Parents’ Self-Feelings and Expectations on Children’s Academic Performance. 12. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0 Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043 Long, H., & Pang, W. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22(5–6), 283–304. https://doi.org/10.1080/13803611.2016.1237369 Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. 3. Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, 72(4), 549–576. https://doi.org/10.3102/00346543072004549 McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. https://doi.org/10.1002/pits.10163 Miedel, W. T., & Reynolds, A. J. (1999). Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? Journal of School Psychology, 24. N.A., A., S.A., H., A.R., A., L.N., C., & N, O. (2017). Parental Involvement in Learning Environment, Social Interaction, Communication, and Support Towards Children Excellence at School. Journal of Sustainable Development Education and Research, 1(1), 77. https://doi.org/10.17509/jsder.v1i1.6247 Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175 Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191 Potvin, R. D. P., & Leclerc, D. (1999). Family Characteristics as Predictors of School Achievement: Parental Involvement as a Mediator. MCGILLJOURNAL OF EDUCATION, 34(2), 19. Reynolds, A. J. (1991). Early Schooling of Children at Risk. 31. Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7(3), 441–462. https://doi.org/10.1016/0885-2006(92)90031-S Reynolds, A. J., Ou, S.-R., & Topitzes, J. W. (2004). Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers. Child Development,75(5), 1299–1328. https://doi.org/10.1111/j.1467-8624.2004.00742.x Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., & White, B. A. B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. 333, 6. Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A Review of the Relationship between Parental Involvement and Secondary School Students’ Academic Achievement. Education Research International, 2011, 1–10. https://doi.org/10.1155/2011/915326 Simons-Morton, B. G., & Crump, A. D. (2003). Association of Parental Involvement and Social Competence with School Adjustment and Engagement Among Sixth Graders. 6. Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed. Child Development, 63(5), 1266. https://doi.org/10.2307/1131532 Sun, S., Hullman, G., & Wang, Y. (2011). Communicating in the multichannel age: Interpersonal communication motivation, interaction involvement and channel affinity. 9. Sy, S., & Schulenberg, J. (2005). Parent beliefs and children’s achievement trajectories during the transition to school in Asian American and European American families. International Journal of Behavioral Development, 29(6), 505–515. https://doi.org/10.1080/01650250500147329 Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. 29. Turney, K., & Kao, G. (2009). Barriers to School Involvement: Are Immigrant Parents Disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271 Wong, S. W., & Hughes, J. N. (2006). Ethnicity and Language Contributions to Dimensions of Parent Involvement. School Psychology Review, 35(4), 645–662. https://doi.org/10.1080/02796015.2006.12087968

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Mukan, Nataliya, Iryna Myskiv y Svitlana Kravets. "The Model of Unification and the Model of Diversification of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA". Comparative Professional Pedagogy 6, n.º 1 (1 de marzo de 2016): 7–13. http://dx.doi.org/10.1515/rpp-2016-0001.

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Abstract In the article the theoretical framework of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; presentation and characteristic of two models: the model of unification and the model of diversification of teachers’ professional development in the systems of continuing pedagogical education of Great Britain, Canada and the USA by the dominant traits. Their major components have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: content of public school teachers’ CPD (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD programs (C. Pratt); public school teachers’ CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, А. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

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Melnyk, Nataliya. "FEATURES OF PROFESSIONAL PREPARATION FOR PRESCHOOL IN THE GREAT BRITAIN". Continuing Professional Education: Theory and Practice, n.º 1-2 (2018): 98–108. http://dx.doi.org/10.28925/1609-8595.2018(1-2)98108.

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

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Zorochkina, Tetiana. "Innovative approaches to improving qualifications of the primary school teachers in the Great Britain". Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, n.º 2 (2019): 95–100. http://dx.doi.org/10.33310/2518-7813-2019-65-2-95-100.

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

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10

Svyrydiuk, Olha. "INTERNATIONAL STUDENTS’ ENGLISH TRAINING ON ENTRY TO HEI IN GREAT BRITAIN". Collection of Scientific Papers of Uman State Pedagogical University, n.º 4 (31 de octubre de 2023): 111–19. http://dx.doi.org/10.31499/2307-4906.4.2023.295468.

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The article analyzes the content of international students' language education on entry to a higher education institution in Great Britain, using the example of the LSI / IH Portsmouth language center. It is emphasized that Great Britain ranks third in the world after the USA and Australia in terms of the number of international students studying in higher education institutions. Statistical data on the increased number of international students in the higher education institutions of Great Britain are described and the countries of origin of international students are indicated in percentage terms. It is emphasized that the rating of a particular university largely depends on the number of international students who have chosen this institution for study. The author notes that a high level of English is a requirement not only of universities, but primarily of the Home Office, the UK Visas and Immigration (UKVI). The requirements of the Home Office in accordance with the level of English language proficiency of international students regarding the submission of documents for a visa to study at the Higher Education Institutions of Great Britain are outlined. The author draws attention to the discrepancies between the threshold score indicated by the Home Office and the IELTS consortium, which allows admission to the university for academic programs. Describes the work of LSI / IH Portsmouth Language Centre, which offers both face-to-face English classes in Portsmouth and online English classes for all levels from beginner to advanced, for a variety of academic and professional needs. Keywords: international students; language education; HEI; Great Britain; pre-sessional English language; language school.

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11

Zhang, Yubin. "Preliminary analysis of geological disaster and water circulation system". E3S Web of Conferences 194 (2020): 04031. http://dx.doi.org/10.1051/e3sconf/202019404031.

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China is a country with frequent geological disasters. First of all, the occurrence of geological disaster will cause great loss of life and property. Secondly, disasters cause changes in topography and landforms, which also have an impact on the natural environment. In a sense, the occurrence of geological disasters and the natural environment are mutually affected. The occurrence of geological disasters is closely related to the soil and water environment. The improvement of regional water circulation system can obviously reduce the occurrence of geological disasters. This paper analyzes the causes of geological disasters. This paper introduces the water environment improvement programs in the United States, Britain and China.

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Kossakowska, Karolina, Magdalena Zadworna, Gabriella Palumbo y Antonella Gigantesco. "The international evaluation of the digitally-supported pedagogical tool for promoting students' school well-being a pilot study". Studia z Teorii Wychowania XIV, n.º 1(42) (5 de abril de 2023): 197–221. http://dx.doi.org/10.5604/01.3001.0016.3433.

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The paper evaluates a digitally-supported pedagogical tool for promoting well-being from the perspective of students (N=428) and teachers (N=43) from nine secondary schools in five European countries (Poland, Italy, Great Britain, Lithuania, Bulgaria). Each of the eight thematic modules (decision making, coping with anger and aggressiveness, conflict resolution, stress management, self-esteem and self-awareness, collaboration and teamwork skills, empathy, communication skills) included in the online educational training was evaluated. Students demonstrated high satisfaction with the tool; however, there were differences between modules (Self-esteem and Stress management were the most appreciated, Communication the least). The students assessment was influenced by age, gender and national differences, while the teachers evaluation of usefulness and sustainability was influenced by nationality. Digitally-supported school-based programs can promote well-being among adolescents; however, the interventions need to address differences between boys, girls and nationalities in order to be effective. Teachers, as an immanent part of school life, should be engaged in promoting health programs.

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Sundue, Sharon Braslaw. "Confining the Poor to Ignorance? Eighteenth-Century American Experiments with Charity Education". History of Education Quarterly 47, n.º 2 (mayo de 2007): 123–48. http://dx.doi.org/10.1111/j.1748-5959.2007.00086.x.

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In 1738, the English evangelist George Whitefield traveled to the new colony of Georgia intending to establish “a house for fatherless children.” Inspired by both August Hermann Francke, the German Pietist who had great success educating and maintaining poor orphans in Halle, and by charity schools established in Great Britain, Whitefield's orphan house and charity school, named Bethesda, opened its doors early in 1740. For years, Whitefield devoted himself tirelessly to ensuring the success of the Bethesda school, preaching throughout Britain and North America on its behalf. Whitefield's preaching tour on behalf of his beloved Bethesda is well known for its role in catalyzing the religious revivals known collectively as the Great Awakening. The tour also marked an important shift in the history of education in America. News of the establishment of the orphanage at Bethesda coincided with new efforts to school the poor throughout the colonies. Drawing on both the British and German models of charity schooling that were highly influential for Whitefield, eighteenth-century Americans began or increased commitments to charity schooling for poor children. But the European models were not adopted wholesale. Instead, local administrators of the schooling experiments deviated from these models in a striking way. In America, elites offered some children the opportunity for extensive charity instruction, but not necessarily children at the bottom of the social hierarchy. This article will argue that the execution of these charity schooling programs was contingent upon local social conditions, specifically what appears to have been local elites' desire to maintain a certain social order and ensure a continued supply of cheap labor.

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Grubb, W. Norton. "Opening Classrooms and Improving Teaching: Lessons from School Inspections in England". Teachers College Record: The Voice of Scholarship in Education 102, n.º 4 (agosto de 2000): 696–723. http://dx.doi.org/10.1177/016146810010200402.

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Classroom observation is one mechanism for making teaching visible and enhancing instruction. In Great Britain, different methods of school inspection based on observations have been in place since 1839, and they provide information about how such instruments of school reform could work. This paper examines English school inspection prior to 1993 reforms, inspection since 1993, the observation procedures that a few individual schools have adopted, and those of further education colleges (like our community colleges)—all quite different in their procedures and consequences. In particular, the balance of accountability (or control) and support for improvement varies depending on the details and culture of inspection. In the United States some experiments with inspection are now taking place, and several school reforms depend on the quality of teaching. In these cases the lessons from England can help in developing appropriate methods of observation.

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Kupchak, S. "FOREIGN EXPERIENCE OF FUTURE PRIMARY SCHOOL TEACHER TRAINING IN PROJECT TECHNOLOGY USAGE". Ukrainian professional education, n.º 9-10 (7 de septiembre de 2021): 144–50. http://dx.doi.org/10.33989/2519-8254.2021.9-10.263655.

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The article analyzes the foreign experience of future primary school teacher training in project activities usage. It has been established that the usage of educational projects is essential in the conditions of the New Ukrainian School. Emphasis is placed on the fact that for high-quality implementation of educational projects by schoolchildren, it is necessary to prepare future teachers for this type of activity even during their studies in higher educational institutions. The peculiarities of future primary school teacher training in different countries (France, Great Britain, Poland, Slovakia, Slovenia, and Bulgaria) are analyzed. The analysis of the foreign experience of France, Great Britain, Poland, Slovakia, Slovenia, and Bulgaria has made it possible to draw a conclusion about the relevance of project technologies in the course of future primary school teacher training. Based on the study of the educational programs that prepare students majoring in primary education at a number of European universities, it has been found that future primary school teachers should acquire relevant competencies in the organization of project activities, know a variety of innovative learning technologies, in particular project technology, carry out various educational projects in the course of professional training at higher educational institutions. Professionalism and the pace of a specialist’s entry into the professional environment depend on their knowledge, abilities, and skills, readiness to operate in modern conditions, and the ability to design and implement project technology. In some universities, specific optional disciplines have been introduced, i.e., «Educational Projects» at the Pedagogical University of the National Education Commission in Krakow. It has been proven that the prospects for further research lie in the development of a system of future primary school teacher training in project technology usage in the course of professional activities and experimental verification of its effectiveness.

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Mukan, Nataliya y Svitlana Kravets. "Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA". Comparative Professional Pedagogy 5, n.º 4 (1 de diciembre de 2015): 39–45. http://dx.doi.org/10.1515/rpp-2015-0063.

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Abstract In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.

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17

Vakulyk, Iryna, Halyna Voskoboinikova, Mykola Haharin, Mariia Chabaiovska, Viktoria Dovzhuk y Marysya Tomashevska. "Globalization of the education space in EU countries and Great Britain through radical information reform". Revista Amazonia Investiga 12, n.º 65 (30 de junio de 2023): 29–38. http://dx.doi.org/10.34069/ai/2023.65.05.3.

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The article reveals the main principles of globalization of the educational space in the EU countries and Great Britain through radical information reformation. The action plan, which includes the six dimensions disclosed in the article, is of great importance from 2020 to 2025 for the formation of the European Education Area (European Education Area), in the conditions of the COVID-19 pandemic and for the development of innovativeness. Measures developed by the European Commission to achieve the specified dimensions are proposed (increasing and monitoring the quality of education; paying attention to gender sensitivity and inclusiveness in education; modernizing digital transformations in education, increasing the competence and motivation of specialists involved in the educational field). The importance and necessity for the education of distance learning programs based on educational models that are known all over the world (in the example of Great Britain) is shown. In the field of information, constant changes and improvements are taking place, leading to the emergence of a qualitatively new type of social system. The information society is the main and necessary in the educational space, therefore the article shows the basic prerequisites of technological, spatial, economic, cultural, and political approaches to the improvement of the information society.

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Angelopoulou, Effrosyni y Athanasios Drigas. "Working memory interventions via physical activity and ICTs: A strategic issue for the improvement of school students' learning performance". Technium Social Sciences Journal 30 (9 de abril de 2022): 200–213. http://dx.doi.org/10.47577/tssj.v30i1.6296.

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Nowadays, there is a great need for schools to be transformed into more innovative learning environments with more innovative approaches to learning and teaching so as students to be allowed to develop their various skills and abilities to their fullest extent. Therefore, we present the role of physical activity and ICT-based interventions for working memory enhancement as a strategic issue for the improvement of students’ learning outcomes. According to research findings, multi-component exercise and ICT-based intervention programs can significantly contribute to the improvement of children’s and adolescents’ working memory and thus can have a positive effect on children’s and adolescents’ learning performance. Finally, this paper could trigger educators and policy-makers towards the ideal planning of innovative multi-component physical activity and ICT-based intervention programs and their incorporation into the school curriculum aiming at the working memory enhancement in children and adolescents and the improvement of their learning outcomes

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Andriichuk, Viktoriia. "TEACHING FINANCIAL LITERACY IN PRIMARY SCHOOL STUDENTS: INTERNATIONAL EXPERIENCE". Continuing Professional Education: Theory and Practice, n.º 1 (2021): 81–87. http://dx.doi.org/10.28925/1609-8595.2021.1.10.

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The article is devoted to international experience in teaching financial literacy in elementary school students. The state of research is analyzed in the theory and practice of elementary education. This article reacts to the current situation in our society and the need for financial education in schools. The modern world requires financial and economic literacy. The essence of the concept and importance of financial literacy is considered. Appearances of scientists to interpret the concept of «financial literacy» are revealed. The author proposes an actual definition of financial literacy, which is understood as human skills to dispose of their own funds, possessing the basic financial knowledge, which will rationally take financial decisions. An analysis of international experience in teaching financial literacy and organization of educational process aimed at developing financial skills of elementary school students is carried out. Financial literacy and financial education are not new categories for the world experience of young education. The number of countries that implement financial literacy programs increases annually. So, in Europe there are more than 180 such programs. The study showed that it is extremely important to include financial literacy in the educational process in the elementary school an important role in learning students of the elementary school of financial literacy play relevant programs developed by ministries of finance, national banks, public organizations, charitable foundations, etc. that exist in different countries of the world (USA, Great Britain, Netherlands, Turkey and others). The author concludes that there is a need for mastering young competencies in various types of financial activity due to the peculiarities of the development of Ukrainian society. From these grounds for key competencies that should form into school students, financial literacy includes.

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Yuliana, Gatot, Aunnurahman, Henny Herawati, Sulistyarini, Sri Maryuni, Rusdiyono, Bistari, Asriah Nurdini, Y. Touvan Juni Samodra y Tiara. "Strengthening Case and Project Methods for Improvement Competencies of Vocational Students". GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 5, n.º 1 (13 de febrero de 2024): 1579–90. http://dx.doi.org/10.36526/gandrung.v5i1.3268.

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Improving the quality of education is a challenging task. Schools serve as a pathway to prepare students to become responsible members of society. On the other hand, vocational schools focus on providing practical skills that can be useful in real life situations. Teachers play a crucial role in shaping the education process for students. In order to make students proficient in their respective fields of study, teachers carry out advocacy programs in classrooms. Community service activities are aimed at helping vocational school teachers enhance the quality of education by using project and problem-based learning. The implementation of these services is achieved through interactions and guidance on learning models for vocational school teachers. The results of this PKM activity have been overwhelmingly positive. Participants found the activity to be 100% useful, which helped them strengthen their competencies. The material presented was highly appropriate and of great quality.

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Сергиенко, Александра Юрьевна y Ирина Ивановна Соколова. "TRAINING OF SCHOOL HEADS IN TERMS OF PROFESSIONAL STANDARDS: COMPARATIVE ANALYSIS". Pedagogical Review, n.º 4(44) (1 de agosto de 2022): 25–36. http://dx.doi.org/10.23951/2307-6127-2022-4-25-36.

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Рассматривается тематика программ повышения квалификации руководителей образовательных учреждений России, Великобритании, Австралии, Швеции, Нидерландов и других стран в контексте требований, поставленных профессиональными стандартами. Выявлено, что функциональный состав этих требований в разных странах во многом совпадает, однако отечественные институты развития образования пока не предлагают полного спектра тематики программ повышения квалификации руководителей, направленных на формирование полного функционала руководителя, отраженного в профессиональных стандартах. The article discusses the topic of advanced training programs for heads of educational institutions in Russia, Great Britain, Australia, Sweden, the Netherlands and other countries in the context of requirements set by professional standards. It has been revealed that the functional composition of these requirements in different countries largely coincides, but Russian institutions do not yet offer a full range of topics of programs for the professional development of managers, aimed at the formation of a full functional manager, reflected in professional standards. In comparison with many foreign countries in the Russian Federation higher requirements to the education of the head of the school, which in our country should have higher education in the pedagogical and administrative sphere, and requires at least five years’ experience in teaching and/or management positions in educational institutions. The analysis of requirements to the director of the school from the point of view of the work functions of the professional standard of the school leader was conducted. Especially the «not covered» from the point of view of the topic of the proposed training programs are the areas related to functions, skills, knowledge in the field of designing the development of the organization, identification of factors and risks of development, motivation of the team, defining the tasks and prospects of personal and professional development of the manager and some others.

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Garcia, Peggie y P. Zitlali Morales. "Exploring quality programs for English language learners in charter schools: A framework to guide future research". education policy analysis archives 24 (9 de mayo de 2016): 53. http://dx.doi.org/10.14507/epaa.24.1739.

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Although there has been a great deal of debate about the effectiveness of charter schools in the research literature, there has been surprisingly little attention paid to English language learners (ELLs) in charter schools. Moreover, the charter school research has predominantly focused on whether or not charter schools are effective rather than how or why high-performing charter schools work, particularly for ELLs. We contend that researchers must expand their focus beyond access and achievement and begin to grapple with questions related to the quality of programs for ELLs in charter schools. To meet an emerging need in the field, we synthesize several strands of existing research—related to charter schools, school improvement, and ELLs in traditional public schools—to propose a five-component framework that describes essential elements of quality programs for ELLs in charter schools. We conclude with a discussion of implications of our framework for research, policy, and practice.

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VASYLENKO, Yuliia. "EUROPEAN EXPERIENCE IN THE TRAINING OF MEDICAL EDUCATION MANAGEMENT SPECIALISTS". Dnipro Academy of Continuing Education Herald. Series: Public Management and Administration, Vol. 1 No. 2 (2022) (31 de agosto de 2022): 43–47. http://dx.doi.org/10.54891/2786-6998-2022-1-7.

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The article examines the European experience in the field of training specialists in the management of medical education in Germany and Great Britain. It was determined that there is a widespread opinion in Ukraine that in the educational sphere of health care reforms were not implemented at all or were implemented ineffectively. This was facilitated by the vision that the main efforts of the executive authorities were aimed at preventing the collapse of the existing health care system and maintaining a minimum level of social security. On the basis of the analysis of the researches of domestic scientists, it was concluded that the results of their scientific researches make it possible to deepen the understanding of the problems of training specialists in the management of medical education. At the same time, the issue of applying foreign experience of such training has not been comprehensively reflected in the field of public administration knowledge. It was found that in the conditions of European integration, reforming the medical education system is impossible without taking into account the European experience, which will contribute to the development and implementation of a national comprehensive mechanism of public management of medical education. The reviewed various master’s programs in the field of medical education management in Germany and Great Britain revealed their advantages over those available today in Ukraine. It was determined that the introduction of standards for the training of masters of state management of medical education in European countries will contribute to the improvement of the content of domestic master’s programs, while creating greater employment opportunities on the domestic and global labor market. It was found that the professional training of the management personnel of the medical education system is extremely important and relevant today in Ukraine, due to the fact that in many European countries there is a growing interest in the training of highly qualified managers in the medical education system. The main efforts of European educational programs are aimed at increasing the level of requirements for the competence characteristics of managers of medical education institutions. Ways to overcome the problems of training medical education management specialists based on the introduction of new educational programs are proposed.

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Gentova, Cecile S., Dennis V. Madrigal y Joel M. Bual. "A Tracer Study of the Graduates of Education Graduate Programs 2018-2022 of the University of Negros Occidental- Recoletos Graduate School". Technium Social Sciences Journal 47 (9 de septiembre de 2023): 77–101. http://dx.doi.org/10.47577/tssj.v47i1.9512.

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This explanatory sequential inquiry determined the contribution of graduate education to the development of skills, the satisfaction with the delivery of the graduate school program and services, and the practice of graduate attributes of the graduates of education graduate programs of the University of Negros Occidental-Recoletos Graduate School. Likewise, it explored deeper insights on the quantitative data to generate a broader perspective on the graduates’ experiences on the contributions of the graduate school to the development of their skills, satisfaction with the delivery of programs and services, and graduate attribute practice. The participants were the graduates of education graduate programs during 2018-2022 and determined using purposive sampling. In data gathering, survey questionnaire and semi-structured in-depth interview were employed. In analyzing the data, mean and standard deviation were utilized in the quantitative analysis while Lichtman’s (2013) 3C’s were used in the qualitative data. The data revealed a very great extent of the contribution of graduate studies, extremely satisfied with the delivery, and a very great extent of graduate attribute practice. Meanwhile, the qualitative data presented salient findings. The graduate education experiences provide the development of their competencies, knowledge, skills, and attributes, which leads to better opportunities in their profession. Also, their satisfaction develops their attributes of humility, Christian values, integrity, love, and the quest for excellence, thus forming values essential to the practice of profession and life in general. Moreover, this study validated that tracer studies could assist the graduate school in complying with the accreditation and quality assurance measure requirements for a quality management system. Furthermore, the satisfaction of graduates encourages continual improvement towards engaging the alumni in open, mutually beneficial ways and spreading knowledge to uplift others and positively use their influence to impact the community, the country, and the world.

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Syzdykbayeva, А. "ASSESSMENT OF THE QUALITY OF ADDITIONAL EDUCATION OF CHILDREN IN SCHOOL CONDITIONS (EXPERIENCE OF KAZAKHSTAN)". BULLETIN Series of Pedagogical Sciences 72, n.º 4 (15 de diciembre de 2021): 271–78. http://dx.doi.org/10.51889/2021-4.1728-5496.31.

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The article discusses the system of additional education for children in the Republic of Kazakhstan. In the study, additional education is considered as part of the lifelong education system aimed at developing the creative abilities of children, meeting their individual and academic needs, as well as organizing their free time. Purpose: theoretical substantiation of additional education for children and development of recommendations on the mechanisms for its improvement in school conditions. Results. 15 schools of the Almalinsky district of the city of Almaty took part in the survey. The sample consisted of n = 54 teachers. The form of the questionnaire is anonymous, open, and includes 8 basic questions. Analysis of the data obtained confirms the formal nature of the implementation of additional education in school conditions. Theoretical significance: The scientific and theoretical foundations of additional education for children are disclosed. The genesis of the development of additional education in Kazakhstan is considered. The best practices for the development of additional education abroad have been identified, using the example of Singapore, Spain, Great Britain, USA and Sweden. Presentation of relevant statistical data of the Republican educational and methodological center of additional education. Practical significance: the author's questionnaire "Assessment of the quality of additional education" has been developed and recommendations on the mechanisms for its improvement in the school environment are presented.

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Bai, He. "Scaffolding in Language Maintenance―The Social, Linguistic, and Cognitive Perspectives on Parental Assistance in Chinese-Origin Children’s Chinese Language Education in Britain". International Journal of Linguistics 8, n.º 3 (13 de junio de 2016): 59. http://dx.doi.org/10.5296/ijl.v8i3.9600.

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Since the 1950s, an increasing number of Chinese-origin children in Britain have been struggling on the edge of heritage language loss, which is involved with both British-born Chinese children and those who immigrate to Britain with their parents. How to maintain these children’s heritage language is of great concern to many Chinese communities in Britain, in particular, to Chinese parents. This essay consists of three sections: language use of Chinese-origin children in Britain, supports from Chinese parents as well as implications for Chinese parents. It chiefly focuses on the second section – scaffoldings from Chinese parents, and discusses it from social, cognitive, and linguistic perspectives for the purpose of providing Chinese parents with a few suggestions and encouragement for heritage language maintenance. As a result, an affectionate family setting lays a good foundation and makes it possible for children to low down language shift. In addition, parents’ English proficiency plays an important role. Also, the improvement of parent’s English may help parents enhance the intercommunication among children, home, community and school. And parents may have to support the development of target language – English – temporarily in order to help children’s two languages remain balanced. Presently, “identity conflicts” is a big problem facing Chinese bilingual children. Hence, it is important for parents to make children familiar with Chinese culture and build up their confidence in their heritage culture.

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Artamonov, V. O. "Methods of promoting physical education among high school students in a rural location". Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), n.º 7(167) (15 de julio de 2023): 9–13. http://dx.doi.org/10.31392/npu-nc.series15.2023.7(167).01.

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This article is devoted to the problems of improving the development of physical culture at the level of villages and towns. It considers the reason for the decline of interest in physical culture, as well as the expediency of working out the practical aspects of solving this problem at the level of territorial communities. It is proposed to attract young specialists, in particular, graduates of higher education institutions with the provision of improving the state of physical training of student youth in small settlements. The work contains references to the legal framework that regulates the development of physical culture at the national and local levels. Specific programs were analyzed and compared with the practices of the countries of the European Union, in particular from Estonia, Great Britain. The substantive features of the programs at the municipal level are highlighted. The list of main factors that can directly affect the effectiveness of the development of physical culture at the level of territorial communities includes socio-political processes, a national strategy, and the readiness of territorial communities. The article expresses a position on possible ways of encouraging and stimulating young people to teach physical culture and conduct extracurricular classes (sections) in high school in rural areas/towns. It is proposed to involve volunteers who have sports experience and can become an additional motivational component for children and teenagers in such work. They should be provided with appropriate support and training, as well as create favorable conditions for development and self-realization. Based on the analysis, the main factors affecting the effectiveness of the development of physical education at the level of territorial communities were determined.

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Konstantinova, I. S. y M. Kuzmenko. "School Readiness in Children with ASD in UK, USA and Australia. Analytical Review". Autism and Developmental Disorders 21, n.º 2 (17 de julio de 2023): 50–56. http://dx.doi.org/10.17759/autdd.2023210207.

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Objectives. The growing number of children with autism spectrum disorders (ASD) entering the education system reveals the unpreparedness of modern school for the education of such children. Our aim is to identify the leading modern trends in school preparation for the ASD children in such countries as UK, USA and Australia. Methods. The review and analysis were aimed at the modern educational practices and programs of support to preschoolers (from 3—4 years) and primary school students with ASD in the UK, USA and Australia . A bibliographic search by the following keywords was used: ASD, school readiness, inclusion, children with special education needs. The following issues were analyzed: problems solved within the framework of the program, target audiences receiving support, main tasks and methods of their solution. Results. The main difficulties in the adapting to the school situation were revealed: self—regulation and challenging behavior, inclusion in the joint activities, interaction. The ways to overcome these difficulties are reported: special training and support programs for schoolchildren, “extended childhood”, staff training etc. The examples of successful practices are given. Authors discuss on the question of which educational conditions are important for the integration of a child with ASD into a main stream school. The popular pre-school programs in the USA, Great Britain and Australia are described: “Head Start”, “Boston Universal Pre-K”, “TeachTown”, “Aspect”, “ASD Nest Program”. Conclusions. School preparation is a comprehensive issue for the ASD children which includes academic, social and behavioral components. Most researchers single out not the academic, but the emotional and social unpreparedness of a child as the main problem field. The leading trends towards creating conditions for school preparation of ASD children are: special organization of the learning process, continuity in the work of preschool and school education staff, interaction of school and family specialists.

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Ittmann, Karl. "Demography as Policy Science in the British Empire, 1918–1969". Journal of Policy History 15, n.º 4 (octubre de 2003): 417–48. http://dx.doi.org/10.1353/jph.2003.0024.

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In 1944, Robert Kuczynski, a demographer working with the Colonial Office, wrote a memo discussing plans for a postwar census of the British Empire. He called for the creation of a Colonial Demographic Service, arguing that Colonial Office programs “offer no guarantee of a decisive improvement unless there is an expert on the spot to make an effective use of these means.” Kuczynski's firm belief in the need for expert knowledge matched the growing willingness of the Colonial Office to call upon experts in a variety of fields to assist in the reshaping of colonial government. This article examines why demography came to be seen as useful for colonial governance in the interwar years and how officials attempted to make use of demographers and demographic information in the final years of the British Empire. At present, this topic falls between several existing literatures. Works by Richard Soloway, Daniel Kelves, and others document the domestic history of demography in Great Britain, particularly its involvement in debates over hereditarian views of population. At the international level, most recent studies deal with the United States and trace the origins of American support for programs of population control after 1945. Still another body of literature chronicles the unique nature of policy formation in Britain and its relationship with social science in the twentieth century. This article seeks to connect these literatures by focusing on the colonial and international role of British demography from the end of World War I to the postcolonial era of the 1960s.

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Williams, J. Douglas y Alan C. Kerckhoff. "The Challenge of Developing New Educational Indicators". Educational Evaluation and Policy Analysis 17, n.º 1 (marzo de 1995): 113–31. http://dx.doi.org/10.3102/01623737017001113.

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Proposals for national assessments of educational performance provide opportunities to develop valuable social indicators, but they also pose important problems of methodology and interpretation. Researchers in the U. S. have emphasized the importance of analyzing and reporting indicator data at the school level, mainly because much of the variation in schooling outcomes is at the school level, and because findings at this level are particularly relevant to policy and practice. We do not refute this, but contend that indicator data should be analyzed and reported also at state and district levels. We present an analysis of British data that shows there is important variation at higher levels of the system, and that it is possible to examine whether this variation is related to national or district-level policies. The article discusses the issues involved in conducting analyses at higher levels. We identify three kinds of indicators: gross productivity, net productivity, and inequality. Our analysis indicates the degree of interdistrict variation in Great Britain on all of these measures and the extent to which organizational features of the districts’ programs help explain that variation. Recommendations are made regarding the necessary features of any educational assessment if it is to produce useful social indicators.

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Khan, Itbar, Farooq Nawaz Khan y Asghar Ali. "Issues in Teachers’ Education through Distance Education: A Case Study of Allama Iqbal Open University Islamabad, Pakistan". Global Social Sciences Review III, n.º IV (30 de diciembre de 2018): 142–55. http://dx.doi.org/10.31703/gssr.2018(iii-iv).10.

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Allama Iqbal Open University (AIOU) offers teacher education programs from Primary School Teacher to Doctor of Philosophy in Education. The current study is focused on B. Ed., 2-year M.Ed., and Associate Degree in Education (ADE). AIOU has rendered great services in the field of education and particularly teacher education. Distance education internationally is an established system of education but in the context of Pakistan there are certain issues in distant mode of education which if addressed, may improve quality in teacher education. The current study investigated issues from the perspectives of tutors in Khyber Pakhtunkhwa. Data were collected from tutors in 03 districts through interviews. Interview was conducted with total of 20 tutors. The purpose of the study was to get an in-depth understanding of the issues and suggest recommendations for improvement of the teacher education through distance learning from AIOU and the distance education programs offered by other universities.

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Hearn, A. G. "Electronic Publishing: Now and the Future". Highlights of Astronomy 11, n.º 1 (1998): 497–98. http://dx.doi.org/10.1017/s1539299600021870.

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Electronic publishing of journals has already arrived, and is established. The Astrophysical Journal and Letters, Astronomy and Astrophysics Supplements and New Astronomy have been publishing a parallel electronic edition since the beginning of 1997. Astronomy and Astrophysics will follow in 1998, and the Monthly Notices of the Royal Astronomical Society are being developed. The American Astronomical Society has been the leader in developing electronic publishing in astrophysics. They have led not only by being first, but also by the high standards of their electronic publication.One of the stories that school children in Great Britain learn at an early age is about King Canute II. Canute was a Danish king who ruled part of what is now Great Britain from 1016 to 1035. He is famous because he sat bythe sea as the tide was coming in and commanded the tide to go back. It didnot.Electronic publication is going to bring many changes to the way research is done and published. There are obvious advantages and disadvantages. There are certainly problems which we have not yet realized. The purpose of this Joint Discussion is to stimulate a discussion of what the international astrophysical community would like from electronic publishing. Please do not say that you want electronic publishing to go away, because then you will be behaving like King Canute. But the publishers of journals and the bodies responsible for maintaining the quality of publication are feeling their way into completely new territory. To exploit electronic publishing to the full, and to minimize the disadvantages, discussion in the community is needed.Electronic publishing will bring great connectivity into journals. While looking at one paper, a click on the mouse will immediately connect with another paper published in another journal. Large tables, theoretical or observational, will be read in the same way from databases. An electronic publication will longer be static. It can be modified to refer to papers published later, it can contain movies or computer programs that can be executed online.

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A, Yurchenko. "PUBLIC-PRIVATE PARTNERSHIP PROJECTS IN THE DEVELOPMENT OF TRANSPORT INFRASTRUCTURE OF EU COUNTRIES". National Transport University Bulletin 49, n.º 2 (2021): 222–30. http://dx.doi.org/10.33744/2308-6645-2021-2-49-222-230.

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The object of research - the development of transport infrastructure of EU countries, trends, prerequisites for successful implementation. The purpose of the work is to study the experience of implementing transport infrastructure development projects on the basis of public-private partnership in the countries of the European Union. The results of the study will be used to form an information base on transport infrastructure development projects that have been implemented on the basis of public-private partnership. Relevant information will be used to compare the expected performance of domestic projects with similar projects in the European Union The research method is monographic and statistical. The article is devoted to the study of trends in the application of the mechanism of public-private partnership in the development of transport infrastructure of the European Union. It was found that since 2013, the volume of investment and the number of projects implemented on the basis of PPP, tend to decrease. Thus, compared to 2013, the amount of capital invested in 2019 decreased by more than 50%. The transport infrastructure consistently ranks first among the sectors of the economy in terms of investments made on the basis of partnership between the state and private business. At the same time, the leaders of investments in PPP projects are such countries as Great Britain, France and Germany. According to the number of implemented projects - France, Great Britain and Belgium. Appropriate preconditions must be created for the effective implementation of PPP projects. Further areas of research are the study of programs, policies and practices used by other countries that actively involve the private sector in the provision of transport infrastructure services; development of relevant recommendations for the implementation and improvement of Ukraine's policy and practice in the field of transport infrastructure development. KEY WORDS: TRANSPORT, PROJECT, MANAGEMENT, TRANSPORT INFRASTRUCTURE, PUBLIC-PRIVATE PARTNERSHIP, DEVELOPMENT, INVESTMENTS, SECTORS OF THE ECONOMY

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Błaszczyk, Agata. "Educating the Younger Generation of Polish Female Refugees in Postwar Britain". Polish Review 69, n.º 1 (1 de abril de 2024): 65–85. http://dx.doi.org/10.5406/23300841.69.1.05.

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Abstract This study explores the education of young Polish female refugees in postwar Britain, and the implications of the establishment of the Committee for the Education of Poles, a body brought into being on April 1, 1947, as a consequence of the passage of the Polish Resettlement Bill in March 1947 (the first ever British legislation dealing with mass immigration). It examines the newly introduced grammar schools for girls, the challenges raised for these new educational establishments, and the strategies introduced by the British authorities in order to cope with the growing numbers of Polish adolescents entering the country after World War II. Based on archival records and supported by oral interviews, the sample case studies presented herein highlight one way in which the young Polish community was rehabilitated in exile at the start of their path towards civic integration. They highlight the key importance of education to that pathway. The studies presented here provide an insight into the experiences of, and challenges faced by, young Polish women during the Process of their education and resettlement. Thanks to extant school reports, it has been possible to ascertain not only the practical and financial problems that impacted the schools presented in the paper, which operated under the auspices of the Committee for the Education of Poles, but also their slow, but steady improvement over time. The paper provides clear evidence that it was thanks to the Committee that a significant proportion of the younger generation of Poles managed to acquire the qualifications needed to secure their first jobs and ultimately a career in industry or business and so play a useful part in the economic life of Great Britain and her overseas territories.

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Kakhnych, Volodymyr. "Formation of legal education at the University of Lviv and universities of Great Britain in the middle of the XVII–XIX centuries". Law Review of Kyiv University of Law, n.º 1 (5 de mayo de 2021): 41–45. http://dx.doi.org/10.36695/2219-5521.1.2021.06.

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the middle of the 17th – 19th centuries. The author shows the peculiarities of the formation of legal education at the highlights universitiesthat nowadays hold leading positions in the world recognition, namely, Oxford, Cambridge, Melbourne and others. Therefore,their experience for the University of Lviv is extremely necessary. It shows that legal education was possible for the wealthy, but in theUK they managed to find a way to attract talented young people with different social statuses to get a legal education.In Great Britain between 1846 and 1855, the movement for the reform of legal education found its expression in a number of universitiesof Oxford and Cambridge, as well as in the state of legal education as such. At the same time, practicing lawyers got a higherlevel of training, which made them much more experienced than before the reform. As a result, the demand of employers for the wor -kers with a corresponding education increased.In 1846, a new English law classroom was established, making two courses a prerequisite for admission to the bar association.Unequal position of education at Lviv University for different segments of the population can also be seen at British universitiesas the conditions of admission and education itself were difficult, so many talented students could not pay for education because it wasexpensive. Consequently, mainly the children of wealthy families could receive education, including law. This approach to learning didnot always give the desired result. Due to such stereotypes that had emerged in the society, the process of development of legal educationslowed down. British universities realized the problem more quickly, starting to provide various types of scholarships and grantsfor talented applicants. Such things inserted the desired result, and those relatively young universities today are gaining internationalrecognition.Today, at the beginning of the third decade of the 21th century we see that Lviv University entered the ranking of the best universitiesin the world according to the «Times Higher Education Ranking» (receiving 1001st place). This indicates prospects and potentialfor improvement. But today’s result would not have been fixed without the work of the rector of Ivan Franko National Universityof Lviv Volodymyr Petrovych Melnyk, who has done and is still doing a lot on the way of recognition and entrance of the Universityinto the world rankings.In 1850 a school or a separate examination in law and modern history was established in Oxford as a part of reform movementthat raised the level of teaching at the university. In 1872 the law school was separated from modern history in the form of a higherschool of law (for a bachelor’s degree in the humanities). Even then, students mainly studied Roman law, jurisprudence and internationallaw, and learned about the history of English law, not the law of their time. According to a historian at Oxford Law School,«something less like a professional law school is hard to imagine». A separate examination for the bachelor’s degree in civil law, beforeits reform in 1873, contained little English law. Only few students passed it.In Cambridge, to get a bachelor’s degree in law, Roman law dominated, but some English laws were included for comparativepurposes alongside the history of law, national law and the philosophy of morality.

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Withrow, Frank B. "The Videodisc: An Educational Challenge". Journal of Educational Technology Systems 14, n.º 2 (diciembre de 1985): 91–99. http://dx.doi.org/10.2190/70h0-fx5j-u3v1-65jm.

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This article details videodisc projects in elementary schools supported in part by the United States Department of Education. The development of private videodisc programs for elementary and secondary schools is also discussed. While the author feels that this is a promising technology, he considers it as still in an experimental stage. The Videodisc Interactive Microcomputer (VIM) project supported by the Center for Libraries and Educational Improvement included forty-five elementary schools in seventeen states. The best liked of the forty-five discs supplied to the schools was the “WHALES” disc developed by the National Geographic Society and the University of Nebraska. Developments in both hardware and software make it possible for the average school to purchase off-shelf operating educational programs. Pioneers in the commercial field have been Video Discovery and their bio-science discs, and Video Vision with their space discs. System Impact Incorporated of Washington, D.C. has just introduced a new comprehensive basic mathematics series, and the Society for Visual Education of Chicago, Illinois has introduced a social studies series. Videodisc technology holds great promise for educators at all levels.

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Dobbs, Debra, William Haley y Nasreen Sadeq. "CHALLENGES TO UNDERGRADUATE AND GRADUATE PROGRAMS AT THE UNIVERSITY OF SOUTH FLORIDA". Innovation in Aging 7, Supplement_1 (1 de diciembre de 2023): 193–94. http://dx.doi.org/10.1093/geroni/igad104.0636.

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Abstract The University of South Florida has more than 50,000 students. The School of Aging Studies first offered an MA in Gerontology in 1967. We currently offer many undergraduate General Education courses, two undergraduate majors, online graduate certificate and master’s programs, and a PhD in Aging Studies. Accountability and addressing university metrics and priorities have become an increasing requirement at USF and elsewhere. We have had great success in our General Education courses, consistently reaching over 5,000 students per year and producing high Student Credit Hour (SCH) numbers, an important metric. Recently, our programs experienced challenges with increased class sizes resulting from higher demand for our general education courses. In several cases, the number of course sections offered and the number of seats in each had doubled. Meeting these demands placed a strain on faculty, instructors, and graduate student assistants. We also face challenges as our university funding formula increasingly focuses on undergraduate major enrollment, and therefore we are focusing on innovative methods to recruit more students at the undergraduate, master’s, and PhD level. In this presentation, we will describe some of the strategies that have maximized our successes, and efforts to address challenges in sustaining larger numbers of degree seeking students in our programs. We will include data on SCH, grant funding, publications, citations, and program graduates per year which help us monitor our successes and areas needing improvement.

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Filipova, Nataliia Volodymyrivna. "THE SPECIFICSOF THE FUNCTIONING OF GLOBAL MODELS OF HEALTH CARE FINANCING". SCIENTIFIC BULLETIN OF POLISSIA, n.º 2(21) (2020): 136–44. http://dx.doi.org/10.25140/2410-9576-2020-2(21)-136-144.

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Abstract. The main goal of any country's health care system is to improve the health of the population and life expectancy. Studying the experience of developed countries allows to make reasonable proposals for improving the existing model of healthcare in Ukraine.Research into the practical aspects of the functioning of health care, its financing and development is a priority.The issues of adapting the experience of developed countries to the model of financing health care in Ukraine, taking into account the socio-economic state of its development, remain unsolved in full.The purpose of the article is to analyze the existing global models of health care financing and leading countries, as well as to identify areas for adapting foreign experience to the Ukrainian model of health care financing.There were analyzed the three major models of health care in the world. The advantages and disadvantages of each of them are identified, as well as the areas of implementation suitable for Ukraine. The experience of the leading countries in eachof the studied models -Great Britain, Germany, USA is considered.The study allowed to obtain systematic information on global models of health care and identify areas for improvement for Ukraine (development of state insurance programs, introduction of compulsory health insurance, increasing the level of innovation).

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Krystopchuk, Tatiana. "NATIONAL STANDARDS AND MODELS OF PROFESSIONAL TRAINING IN THE EU COUNTRIES". Pedagogical Process: Theory and Practice, n.º 1-2 (2019): 106–12. http://dx.doi.org/10.28925/2078-1687.2019.1-2.106112.

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The article analyzes the standards of professional training of specialists in the countries of the European Union. The models and structure of professional future teachers training in France are described. The stages of professional training of specialists, in particular, secondary school teachers in France, are highlighted: a stage of general university training; a stage of professional training combined with theoretical classes; a stage of professional training, which includes didactic training and pedagogical internship; a stage of continuing education that provides opportunities for further training and self-improvement. A description of the standards for teacher training in the United Kingdom of Great Britain and Northern Ireland is presented. It is noted that the most common model for future teacher training in the United Kingdom of Great Britain and Northern Ireland is the parallel model. The program of the parallel model includes the following sections for the future teacher training: general (basic) courses (compulsory for all applicants of education); psychological and pedagogical cycle of disciplines (studying of these disciplines is supplemented by various types of pedagogical practice); one or two subject courses; professional courses. It is determined the skills that a teacher must possess in accordance with the National Standard of a qualified teacher, in particular, the ability to plan and determine the strategic objectives of training for all class students; the ability to determine the requirements for the student’s learning outcomes; the ability to find the methods and content of the students’ learning activities according to their level; the ability to take into account different cultural, national, ethnic, religious, gender, other characteristics and needs of students; the ability to work in a team; the ability to work with parents; the ability to plan students’ extracurricular activities. It is mentioned that the national standard of a qualified teacher of England and Wales contains of three sections: professional values in the teacher’s activity (Professional Values and Practice); Knowledge and Understanding; Teaching. The main content of the teacher training program in Ireland is considered.

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Hrytsenchuk, Olena O., Iryna V. Ivaniuk, Oksana Ye Kravchyna, Iryna D. Malytska, Oksana V. Ovcharuk y Nataliia V. Soroko. "ЄВРОПЕЙСЬКИЙ ДОСВІД РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ В КОНТЕКСТІ СУЧАСНИХ ОСВІТНІХ РЕФОРМ". Information Technologies and Learning Tools 65, n.º 3 (1 de julio de 2018): 316. http://dx.doi.org/10.33407/itlt.v65i3.2387.

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The characteristic of teachers’ digital competence development is done from the scope of New Ukrainian School reform and modern European tendencies. The digital competence development trends and the requirements existent among the international educational practitioners are highlighted. The tendencies to the learning outcomes description are revealed on the basis of the European Digital Competence Framework 2.0 and Digital Competence Framework 2.1. The experience of the in-service teacher training in the sphere of information and communication technologies in the European Union countries is described. The resources of the digital educational school environment used in the modern system of in-service training of teachers are analyzed. The place of the in-service curriculum for teachers in the sphere of ICT in European countries (Great Britain, Lithuania, Latvia, Estonia, Norway, Netherlands, and Slovenia) is revealed. The educational digital resources and platforms used for the in-service training of teachers in European countries as well as educational professional networks and communities are characterized. The strategy of the European educational policy of ICT using in the educational process in order to improve the teachers’ classroom activity and professional development is described through the requirements for the teachers’ digital competence level improvement. The investigation is the result of the common research of authors’ team in the framework of the scientific topic “The development of teachers’ information and communication competence in the framework of the cloud computing education networks”.

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Borodina, O. A. y V. I. Lyashenko. "Post-War Economic Recovery: World Experience and Attempt to Adapt it for Ukraine". HERALD OF THE ECONOMIC SCIENCES OF UKRAINE, n.º 1(42) (2022): 121–34. http://dx.doi.org/10.37405/1729-7206.2022.1(42).121-134.

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The following article is devoted to the theoretical analysis of the knowledge of the country’s world in the implementation of the program of the new war economy. The historical component can be seen in two directions – like a development of the war Europe, and the programs of international assistance to the Asian countries – Japan, Korea, Singapore. The current state of the economy of Ukraine was updated, internal and external remarks were seen, and the stages of the process of re-establishing the national economy were systematized. Potentially possible financial and institutional supply of resources and coordinating structures for the renewal of the economy of Ukraine was seen. Looking at the unique minds of geopolitical and socio-economic nature, in which our country was accused of the beginning of a military conflict, it was stated that the need for insane and uninterrupted participation of Ukraine in the preparation and promotion of international economic development. A wide retrospective analysis of the past analysis of international assistance programs for the countries of Europe (Marshall Plan), France and Great Britain, Ireland, as well as Japan (Dodge Plan), military renewal programs for Korea, Singapore, Hong Kong was carried out. The key factors for the success of the analysis of the countries in the reach of turbulent economic success are christened, their particular sectoral identity is stated by the obvious minds in Ukraine. It has been shown that the stencil for the creation of a new national model of economic innovation can be complex and revenge for the adaptation of foreign applications. It is recommended the author’s systematization of the principles of the implementation of international assistance programs that will be effective for the war economy of Ukraine. On the basis of them, it was formulated and in detail the transfer of direct reform of the economy of Ukraine with the improvement of stages and international access. Keywords post-war development, experience of international aid, Marshall Plan, Dodge Plan, “Asian economic tigers”, directions of economic recovery.

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Zizza, Antonella, Marcello Guido, Virginia Recchia, Pierfrancesco Grima, Federico Banchelli y Andrea Tinelli. "Knowledge, Information Needs and Risk Perception about HIV and Sexually Transmitted Diseases after an Education Intervention on Italian High School and University Students". International Journal of Environmental Research and Public Health 18, n.º 4 (20 de febrero de 2021): 2069. http://dx.doi.org/10.3390/ijerph18042069.

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Sexually transmitted diseases (STDs) among adolescents and young people represent a significant public health problem that generates a pressing requirement of effective evidence-based education to promote primary and secondary prevention. The objective of the study is to evaluate how knowledge, information needs, and risk perception about HIV and STDs can change after targeted education interventions for students. A total of 436 subjects aged 15–24 attending high school (134 biomedical and 96 non-biomedical fields) and university courses (104 scientific and 102 non-scientific disciplines) were enrolled to respond to a questionnaire before and after the intervention. An improvement in knowledge was found in all groups, with statistically significant knowledge score differences between the four groups in 60% of the items. More than 94% of the students consider it useful to promote information on these issues. Receiving this information generated awareness and safety in more than 85% of high-school students and 93% of University students. Students widely perceived a great risk being infected with HIV/STDs, although pregnancy was seen as a more hazardous consequence of unprotected sex. This study shows that educational interventions are effective in improving knowledge, apart from findings about key knowledge topics, information needs, and risk perception, which provide significant insights to design future targeted education programs.

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El Ammouri, Adil, Fatima Zahra Chamsi, Imane Agdai, Ouissal Radouane, Hana Abrebak, Yassine Rassame, Farah Nsabi et al. "IMPACT OF ASSERTIVENESS PROGRAM AMONG STUDENTS OF THEFACULTY OF MEDICINE OF TANGIER (MOROCCO)". International Journal of Advanced Research 10, n.º 7 (31 de julio de 2022): 949–55. http://dx.doi.org/10.21474/ijar01/15119.

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Background: Self-esteem is of great importance for positive and confident social behavior. Assertiveness is the component of self-esteem that allow that confident and forceful behavior while maintaining respect for others. Our study sought to evaluate the impact of an assertiveness training program on medical school students skills in communication and assertiveness. Method:123 first-year students (sex ratio (boys/girls):0,52) submitted to practical workshop training sessions during one month, evaluated at the beginning (T0) and the end (T1) of the training program by adapted auto-questionnaires measuring the feeling of self-efficacy when facing social situations, the assertiveness, self-esteem and also esteem in own communication capacity. Results: A significant improvement was seen in the mean scores of communications [58.51 to 64.62 i.e. + 6.11 (CI95% [4.66 7.56]). but also, in assertiveness [73.45 to 86.4 +12.95 (CI95% [10.46 15.43], for both sexes. Conclusion. Assertiveness programs have a positive impact in students self-esteem, assertiveness and communication skills. They must more seriously be considered as an important in schooling.

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Hong, Seungyoun. "A Comparative Study of Student Selection Systems in Korean and American Teacher Training Universities Focusing on Music Teachers". International Journal of Membrane Science and Technology 10, n.º 3 (25 de agosto de 2023): 1491–506. http://dx.doi.org/10.15379/ijmst.v10i3.1732.

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This study aims to enhance the system for nurturing elementary school music teachers in South Korea through a comparative analysis with the United States, focusing on the student selection methods and curricular approaches in teacher training universities. By examining the differences between the two countries, particularly in relation to the admission process and the content of music education programs, this research seeks to identify potential areas for improvement in South Korea's teacher preparation system. The findings reveal significant differences between the two countries in their approach to selecting pre-music teachers. All 10 universities of education in Korea do not require applicants to demonstrate prior musical knowledge or proficiency in playing musical instruments for admission into the music education department. In contrast, the music education departments of the 10 universities in the United States mandate auditions, indicating a higher level of preparedness expected from applicants. It shows that minimum preparation to become a music teacher, handling musical instruments, basic musical knowledge has a great impact on teaching music and the teachers’ own efficacy.

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Bondarenko, V. y O. Kornosenko. "PERIODIZATION OF THE ENTIRE PROFESSIONAL EDUCATION OF FITNESS TRAINERS AS A SYSTEM". Pedagogical Sciences, n.º 72 (16 de agosto de 2019): 109–16. http://dx.doi.org/10.33989/2524-2474.2018.72.176131.

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In the article with the help of methods of historical-retrospective, system analysis, study of the complex of historical (normative acts, scientific works on history, materials of scientificpractical conferences, etc.) and scientific and methodical (dissertations, monographs, textbooks, encyclopedic dictionaries, etc.) sources, generalization of pedagogical and coaching experience, the periodization of the formation of the system of professional education of fitness trainers was developed; the present state of programmer and normative provision of professional training fitness trainers is determined, and functions of their professional activity are distinguished out. There are three periods of formation of professional education of fitness trainers: unsystematic, systemic pre-professional, systemic-professional.First period – unsystematic – is an origin of health fitness directions: mental (yoga and its varieties (3 rd century B.C., ancient India), pilates (1920 s, USA), stretching (1950 s, Sweden); power (beginning of XX c., England); aerobic (beginning of XX c., France, Russia) and empiric experience spontaneous transmission to next generations with the methods of inheritance and chaotic distribution of motive activity, through the authorial health-improving training programs and methodologies.The second period – system pre-professional – is a combination of motive experience best standards, methods and facilities of physical development improvement and men’s health strengthening, that contain motive activity, active rest organization, physical preparedness perfection (1960-80ss., USA), in integral athletic health-improving system – health-improving fitness.Third period – system-professional – is a completion of separate fitness programs realization methodologies development and introduction of system approach to fitness trainers’ professional education; differentiation of fitness trainers’ preparation: in specialized commercial institutions based on principle of certification (first half of 1980 s, USA; second half of 1980 s, Great Britain and Germany; 1990 s, Russia, Ukraine and others) and in higher educational institutions (the end of 1990 s, European countries and USA; 2005, Ukraine).

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Barysheva, E. A. "Helping the School: Electronic Learning Resources of Foreign Libraries". Proceedings of SPSTL SB RAS, n.º 1 (6 de mayo de 2023): 46–54. http://dx.doi.org/10.20913/2618-7515-2023-1-46-54.

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The transition from an information society to a knowledge society gives libraries a chance to overcome the crisis by transforming themselves into educational institutions of a new type, providing quality information and educational services that promote cognitive and creative activities. An important place among them belongs to programs and projects for the creation and promotion of electronic learning resources intended for schoolteachers and students, i.e. for the audience, which directly determines the society we will have to live in the near future. The aim of the article is to consider the experience of major foreign libraries in preparing electronic learning (e-Learning) resources for schools from the perspective of their possible use by Russian libraries in the light of the tasks set to strengthen the role of cultural and educational organizations in the historical and cultural enlightenment and upbringing of the growing generation. The object of the article is the resources of own generation (or created in cooperation with other institutions) of national and regional libraries in the USA, Great Britain, and Australia, related to the methodological support of the educational process in schools. The study of the content of these resources made it possible to identify several main groups with different purposes: training in the skills of working with primary sources; promotion of classical literature and reading; assistance to subject teachers in their work with current social and political issues; development of regional / local history knowledge. Examples explored are electronic learning resources for schools posted in dedicated sections or on the web portals of the Library of Congress (USA, Washington), the National Library of Australia, the British Library, the Florida State Library and Archives, the State Library of Victoria (Australia, Melbourne) the National Library of Scotland, and the National Library of Wales. The study has shown that national and regional libraries of the above-mentioned countries place a high priority on the preparation of electronic learning resources for schools. Creation of such resources helps libraries to solve important tasks: to popularize their collections and electronic resources; to expand the circle of regular readers by attracting schoolchildren; to enhance the prestige of the library as an important cultural and educational institution involved in forming the worldview and raising the intellectual level of the younger generation. Due to their social significance, such projects, as a rule, have state or regional funding; grants are widely practiced. The article pays special attention to the interaction between libraries and other cultural institutions in preparing joint electronic learning resources for schools, as well as to the promotion of such resources among the teaching community, primarily through close cooperation with pedagogical organizations.

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Syhyda, L. O. y A. M. Tsunenko. "LOGISTIC ACTIVITY OF LUKAS MTC PE: CURRENT STATE AND DIRECTIONS OF FURTHER IMPROVEMENT". Vìsnik Sumsʹkogo deržavnogo unìversitetu, n.º 2 (2020): 112–20. http://dx.doi.org/10.21272/1817-9215.2020.2-13.

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In the current conditions problem of logistics is becoming more and more burning for enterprises. The reason is that logistics reflects the willingness of enterprises to adapting and transparency. Accordingly, the purpose of the article is to study the peculiarities of the logistics activities at the Lukas MTC PE. The data presented in the article were obtained using such research methods as analysis, graphical method, and SWOT-analysis. As a result of the research, the literature sources devoted to the problem of supply chain management and its efficiency evaluation at the enterprises were investigated. Using Google trends, we determined the dynamics of the keyword “logistics” search for the period from May 2019 to May 2020. Additionally, based on the Scopus database, we analyzed publications for the keyword “supply chain management”. It showed that the scientists from the United States, Great Britain, India, and Germany make the main contribution in this field, and the chain concept forms the largest cluster of research. Using SWOT-analysis, we identified the strengths and weaknesses of the Lukas MTC PE. It allowed determining further directions of enterprises’ development regarding potential threats. Moreover, we presented the features of the logistics activities of the enterprise in the form of the Ishikawa diagram. It showed the success factors of the Lukas MTC PE logistics activities. In particular, as the main factors, we highlighted its own logistics center, suppliers’ careful selection and control, electronic system 1C WMS in the warehouse, and others. The obtained results allowed to suggest three main directions of the logistics activity improvement. The first is the implementation of the logistics concept "just-in-time", which provides the use of the KANBAN system. The second one is the implementation of the ERP system, and the third is the introduction of SAP Transportation Management (SAP TM). Also, we analyzed potential risks to increase the effectiveness of the proposed improvements implementation. The extreme risks are lack of material, financial, labor resources, and insufficient qualifications of employees in working with new programs. Additionally, risk analysis allowed to develop preventive measures to reduce or eliminate potential risks. Further research aims at studying the peculiarities of Lukas MTC PE interaction with suppliers.

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BARNA, OLHA y OLENA KUZMINSKA. "MODELS AND RESOURCES FOR TEACHING STEM-DISCIPLINES IN THE CONTEXT OF THE COVID-19 PANDEMIC". Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, n.º 1 (7 de julio de 2021): 224–32. http://dx.doi.org/10.25128/2415-3605.21.1.27.

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The development and improvement of human skills and capabilities through education are key drivers of economic, social success and personal well-being. This study highlights the need for training STEM specialists in educational institutions. An analysis of the conceptual framework and regulatory support for the implementation of STEM-education in Ukraine. The lack of a unified strategy for the digital transformation of domestic higher education institutions and the launch of new STEM-oriented educational programs has been identified. The peculiarities of teaching STEM-disciplines related to the need to use equipment and specialized software are described. An overview of approaches and examples of implementation of STEM-disciplines according to the model of traditional, blended and distance learning at Ternopil National Pedagogical University named after Volodymyr Hnatiuk has been given. The need to modify the existing models of teaching STEM-disciplines for the implementation of quality education in the conditions of COVID-19 is substantiated. Examples of STEM-education resources in universities in Great Britain, Spain and Ukraine are given. A model of behavior of teachers of STEM-disciplines under conditions of uncertainty about the model of teaching organization has been developed. The proposed model can serve as a basis for analyzing the needs and capabilities of the educational institution to implement effective teaching of STEM-disciplines in conditions of uncertainty, in particular, caused by COVID-19, costs and alternative ways of organizing the educational process. Prospects for further research are identified.

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Fitzpatrick, Kate R. "A Mixed Methods Portrait of Urban Instrumental Music Teaching". Journal of Research in Music Education 59, n.º 3 (16 de septiembre de 2011): 229–56. http://dx.doi.org/10.1177/0022429411414912.

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The purpose of this mixed methods study was to learn about the ways that instrumental music teachers in Chicago navigated the urban landscape. The design of the study most closely resembles Creswell and Plano Clark’s (2007) two-part Triangulation Convergence Mixed Methods Design, with the addition of an initial exploratory focus group component. Research questions focused on the contextual knowledge that the teachers held regarding their students and communities, the specialized skills they relied upon to be successful, the attitudes and beliefs they held toward teaching instrumental music in an urban school, and the challenges and rewards that they perceived from teaching in this context. The results suggest that the instrumental music teachers utilized their knowledge of the urban context to modify their general pedagogical approach, that they believed a specialized set of skills was required for success in the urban context, that they had relatively positive levels of job satisfaction and believed strongly in the development of their students’ potential, and that they faced serious challenges to the success of their programs but also perceived great reward from the personal and musical improvement of their students.

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Mora Aristega, Angélica Margara, Julio Ernesto Mora Aristega, Reyes Johan Calderón Angulo y Mary Thalía Cifuentes Rojas. "Artificial Intelligence and its implications in Basic Education". Centro Sur 7, n.º 3 (27 de julio de 2023): 24–43. http://dx.doi.org/10.37955/cs.v7i3.318.

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The new challenges of the information society demand from the Ecuadorian education a great change in its rigid canons of academic training at all times arise the formats based on artificial intelligence promise to be a very substantial improvement in education for all levels, with a qualitative progress without precedents: To provide the student with an accurate active personalization of their learning according to their requirements, managing to integrate various forms of human interaction possible within the coexistence of their family and social school context framing the information and communication technologies that are perfect allies of daily learning. The challenge of today's school is focused on constituting more adaptive people and with greater emotional domain that within the globalized world require expertise to not be influenced by others is why contextualizing this new millennium gravitates on the pressing need to organize, plan, design, develop and implement digital skills in order to form better people able to understand and develop the technological environment according to their priorities, By implementing the universalization of a digital language supported by programs developed under dimensions of artificial intelligence in education will allow to better understand the profile of students and their shortcomings, it is possible to create plans to organize effective and innovative educational activities that allow students to learn in a practical and theoretical way at the same time contributing to the classroom work where children put into play their acquired skills.

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