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Articles de revues sur le sujet « Education (Sectarian), Great Britain »

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Auteur : Grafiati
Publié le 25 juillet 2024
Mis à jour le 26 juillet 2024

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1

Crangle, Jack, Liam Harte, Graham Dawson, Fearghus Roulston et Barry Hazley. « Northern Irish Migrants in Glasgow and the Troubles in Great Britain : Echoes of Conflict in a ‘Home Away from Home’ ». Journal of Migration History 9, no 2 (4 juillet 2023) : 189–219. http://dx.doi.org/10.1163/23519924-09020003.

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Abstract This article diversifies and deepens our understanding of Northern Irish settlement in Great Britain during the era of the Troubles (c.1969–1998) by exploring a previously under-researched destination: the West of Scotland. Featuring oral history interviews with Northern Irish migrants in Glasgow, it considers how centuries of cultural exchange between the two places shaped migrants’ memories and subjectivities. Our narrators’ childhoods in Northern Ireland were punctuated by sectarian rancour and conflict. The presence in Scotland of similar – albeit less violent or systemic – sectarian attitudes often acted as mnemonic triggers to a conflict migrants felt they had left behind, reopening psychological wounds and reviving repressed traumas. Informed by theoretical conceptions of home, the analysis examines convergences between home and elsewhere, disrupting the idea of migration as a severance between the two. The article therefore offers a new perspective on both the Northern Irish presence in Great Britain and on interreligious relations in the West of Scotland.
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Hughes, Meredydd G. « Great Britain ». Educational Administration Quarterly 21, no 1 (février 1985) : 129–31. http://dx.doi.org/10.1177/0013161x85021001010.

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Homan, Roger. « Education Reform in Great Britain ». Moderna Språk 86, no 1 (1 juin 1992) : 18–24. http://dx.doi.org/10.58221/mosp.v86i1.10258.

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DACRE, J. E., S. M. GRIFFITH et B. C. JOLLY. « EDUCATION : RHEUMATOLOGY AND MEDICAL EDUCATION IN GREAT BRITAIN ». Rheumatology 35, no 3 (1996) : 269–74. http://dx.doi.org/10.1093/rheumatology/35.3.269.

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MACLEAN, UNA. « Medical sociology in Great Britain ». Medical Education 9, no 1 (29 janvier 2009) : 4–16. http://dx.doi.org/10.1111/j.1365-2923.1975.tb01884.x.

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Blyth, Eric, Mansoor A. F. Kazi et Judith Milner. « Education Reform and Education Social Work in Great Britain ». Children & ; Schools 16, no 2 (avril 1994) : 129–34. http://dx.doi.org/10.1093/cs/16.2.129.

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Yarovaya, Yelena B. « Standardization of Primary Education in Great Britain ». European Journal of Contemporary Education 12, no 2 (18 juin 2015) : 169–74. http://dx.doi.org/10.13187/ejced.2015.12.169.

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Mokromenko, O. « Analyzing standards base of elementary education and defining the correlation between private initiative and state assistance in the formation process of elementary schools net in Great Britain (the two third of the 19th century) ». New Collegium 3, no 111 (15 juin 2023) : 124–28. http://dx.doi.org/10.30837/nc.2023.3.124.

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The article investigates the issue of the experience in theory and practice of elementary education organizing in Great Britain during the 19 th century. Formation changes of the elementary education in Great Britain in the two third of the 19th century has been investigated in this article. Special attention is given to denoting and analyzing standards base of elementary education in Great Britain in the two third of the 19th century. Correlation between private initiative and State assistance in the formation process of elementary schools net of the two third of the 19 th century has been defined. The group of documents of standards base of elementary education in Great Britain in the two third of the 19th century has been defined and characterized .Their role in the formation process of standards base has been denoted. Progressive tendencies in the issue of the development of elementary education in Great Britain in the two third of the 19th century have been pointed out. Teaching methods and ways of elementary education in Great Britain in the two third of the 19th century have been considered in the article. The administrative changes of elementary education in Great Britain in the two third of the 19th century have been analyzed in the article. The article studies the elementary schools net in Great Britain in the two third of the 19th century. Elementary education curriculum, tasks, goals at the elementary schools in Great Britain in the two third of the 19th century have been propounded in the article. The article expands the elementary education in Great Britain of the 19th century and specifies the degree of investigating the issue.
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Karužaitė, Daiva. « Higher Education Changes in Great Britain in XX–XXI centuries ». Pedagogika 117, no 1 (5 mars 2015) : 16–32. http://dx.doi.org/10.15823/p.2015.064.

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The article reveals development and essential changes of higher education in Great Britain in XX–XXI centuries. During last century Great Britain higher education system has changed dramatically – from elite higher education in the beginning of XX century, which was available for very small part of society, to mass higher education with variety of institutions and education programs. Nowadays there is almost half of Great Britain population (of certain age group) obtaining higher education certificate or diploma. The junction of XX and XXI centuries was signed with significant shift in the gender structure of higher education students: more women obtained fist university degree than men. Ten years later the same was recorded in higher degrees. The intense change of Great Britain higher education from elite to mass inevitably influenced the higher education finance sector. Great Britain used to cover all expenses of higher education from the budget. However, the financial crises occurred in the last decade of XX century, and the government was forced to seek for new financing models of higher education. First time in Great Britain higher education history the tuition fee was introduced. Striving to ensure the higher education accessibility for all social groups in Great Britain, the tuition fees were complemented with the grants and loans with special repayment (or without) conditions. Nevertheless, the financial reform, started in 1998, already was changed several times and has raised lots of critics. Along with the financial reform Great Britain deals with the higher education quality issues. There was no essential discussions about higher education quality in the beginning of the XX century as it was elite higher education. Moving to the mass higher education with variety of institutions and dramatically growing student number, the quality question becomes relevant. Despite the owning the largest number of worldwide level elite universities in Europe, Great Britain seeks to ensure the quality in all higher education institutions in the country. Therefore the Quality Assurance Agency for Higher Education was established. The Agency puts students and the public interest at the center of everything they do. Great Britain higher education quality policy is implemented basing on the Quality Code for Higher Education.
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Walford, Geoffrey. « Educational Choice and Equity in Great Britain ». Educational Policy 6, no 2 (juin 1992) : 123–38. http://dx.doi.org/10.1177/0895904892006002003.

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NAROVLIANSKIY, Oleksandr. « EDUCATIONAL TOURISM IN GREAT BRITAIN ». Dnipro Academy of Continuing Education Herald. Series : Philosophy, Pedagogy, Vol. 2 No. 2 (2023) (29 décembre 2023) : 74–78. http://dx.doi.org/10.54891/2786-7013-2023-2-17.

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The article is devoted to the organisation of educational excursions in the UK and their role in the educational process of secondary schools. The purpose is to analyze the existing experience of organising school trips and to identify opportunities for using this experience in modern education in Ukraine. The historical origins of educational excursions are identified. The results of surveys and other studies conducted in the UK to determine the attitude of teachers to excursions as an element of the educational process, as well as the problems that arise in their organisation, are highlighted. Current experience of conducting excursions in various subjects - history, geography, natural sciences, mathematics, social sciences, computer technology. The article identifies the most popular educational tourism sites in the UK and highlights the methods used to organise school tours (specially designed tours related to the school curriculum, master classes, workshops, etc.) It is noted that special educational and training centers have been set up at certain facilities to conduct training sessions. It is noted that in Britain, excursions to government facilities such as the Parliament, the Royal Palace, the residence of the head of government, and the court have become widespread. It is determined that most museums and other visitor attractions establish preferential conditions for receiving groups of schoolchildren or provide opportunities for free visits. The problems that hinder the development of educational tourism at the present stage of development, in particular, lack of funding, are identified. The role of charitable foundations in the development and support of school excursions and the directions of their activities are highlighted. The experience of involving business structures, in particular Hyundai, in supporting educational tourism is analyzed. The unique experience of parliamentary support for educational tourism through the development of special bills on outdoor education, which are at different stages of consideration by the parliaments of Great Britain, Scotland and Wales, is indicated. The elements of experience that can be used in domestic education are identified.
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Lysenko, O. « POSTGRADUATE MEDICAL EDUCATION : THE EXPERIENCE OF GREAT BRITAIN ». Continuing Professional Education : Theory and Practice, no 4 (2015) : 50–54. http://dx.doi.org/10.28925/1609-8595.2015.4.5054.

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Fakhretdinova, A. P., et O. A. Abakumova. « DIFFERENT APPROACHES TO CIVIC EDUCATION IN GREAT BRITAIN ». Tomsk state pedagogical university bulletin, no 4 (2017) : 128–32. http://dx.doi.org/10.23951/1609-624x-2017-4-128-132.

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Steers, John. « Art, Craft, and Design Education in Great Britain ». Art Education 42, no 1 (janvier 1989) : 6. http://dx.doi.org/10.2307/3193182.

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Power, Sally, et Geoff Whitty. « Education Reform in Great Britain : An Interim Review ». Educational Administration Quarterly 33, no 2 (avril 1997) : 136–39. http://dx.doi.org/10.1177/0013161x97033002002.

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

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Abstract The article deals with legal enforcement of teacher education in Great Britain. It has been found out that in Great Britain, the sources of education legislation are statutes and acts adopted by British government. All current statutes relating to education are classified either as public or private. Public laws contain general rules, that is, designed for all individuals and for repeated application. They operate throughout the country, addressed to all subjects of educational relations. Private statutes accumulate private norms, which refer to specific legal entities or individuals and contain strictly defined directives for them. They are addressed to a particular country or specific organization or group of individuals. It has been indicated that the system of education legislation in Great Britain in the context of teacher education is provided by a range of legal acts, such as the Education Reform Act of 1988, the Further and Higher Education Act of 1992, by the Teaching and Higher Education Act of 1998, The Education Act 2002, The Education Act of 2005, The Education and Inspections Act of 2006, The Education and Skills Act of 2008, The Education Act of 2011, The Education and Adoption Act 2016, The Higher Education and Research Act 2017 as well as legal acts of European authorities. It has been concluded that the orientation of the content of British legal acts toward quality teacher training should be successfully implemented into Ukrainian education legislation so that the national system of teacher training may be improved. It has been suggested that the prospects for further researchers are seen in studying the legal enforcement of teacher education in leading European countries (Sweden, the Netherlands, Germany, France, Switzerland etc.).
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Steinberg, Bernard. « SOCIAL CHANGE AND JEWISH EDUCATION IN GREAT BRITAIN ». Jewish Education 54, no 3 (septembre 1986) : 33–41. http://dx.doi.org/10.1080/0021642860540307.

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Fuller, Lawrence B. « News from Great Britain : The Media Education Movement ». English Education 19, no 1 (1 février 1987) : 51–57. http://dx.doi.org/10.58680/ee198714382.

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

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The article determines the features of adult education in Great Britain including the historical aspect of development. In general the adult education is the important part of continuous education. Among European countries Great Britain and Denmark are the leaders in distribution of professional studies and adult educations. There have been created new programs and projects of international educational processes supporting in these countries. In such projects considerable attention is paid to planning and training of adult individuals. At the same time, the adult education in Great Britain is one of priorities of public policy and bases on old historical traditions, high-quality indexes, sound scientifically-pedagogical researches, and practice of realization led to the effectiveness. The analysis of scientific literature showed that there have been used plenty of terms of continuous education conception in Great Britain, among them continuing education, andragogy, andragogics, andragology, recurrent education, adult education, permanent education, adult pedagogy, lifelong learning, оpen learning, and further education. The Open University became one of main universities of Great Britain that developed the idea of adult education. The author also admitted, that at the end of 70th the mechanism of government control of adult education system in Great Britain changed enough. These changes touched the part of scientific and technical progress of general economic crisis on a background passing of the country to the system of free market relations. At the same time, in majority universities of Great Britain there were founded centers of adult education. Such centers proposed the academic courses of different forms of studies and offered the ideas of forming knowledge in a counterbalance classic and called as transferring of knowledge from a teacher to the student. The introduction of innovative technologies in the system of adult education will change the reproductive nature of the acquisition of knowledge, skills and abilities of an adult.
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Goodacre, Elizabeth. « Reading Research in Great Britain ? 1984 ». Literacy 20, no 1 (avril 1986) : 16–29. http://dx.doi.org/10.1111/j.1467-9345.1986.tb00326.x.

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Goodacre, Elizabeth. « Reading Research in Great Britain?1985 ». Literacy 21, no 1 (avril 1987) : 16–29. http://dx.doi.org/10.1111/j.1467-9345.1987.tb00796.x.

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Frick, Sandra B. « School Nursing in Great Britain ». Journal of School Health 55, no 3 (mars 1985) : 120–22. http://dx.doi.org/10.1111/j.1746-1561.1985.tb04096.x.

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Pace, Glenellen. « The Promise of Drama Education : Voices from Britain ». Talking Points 14, no 1 (1 octobre 2002) : 15–21. http://dx.doi.org/10.58680/tp20022592.

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Literacy and arts educator Glennellen Pace serves as an ambassador of sorts, pollinating the great practices between our two countries. Here she shares seven examples showcasing the use of drama in varied levels and varied contexts in Great Britain.
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Simpson, Alan. « Report from Great Britain. "Artistic" Developments ». Journal of Aesthetic Education 19, no 3 (1985) : 101. http://dx.doi.org/10.2307/3332647.

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Simpson, Alan. « From Great Britain : The Legislated Curriculum ». Journal of Aesthetic Education 24, no 2 (1990) : 121. http://dx.doi.org/10.2307/3332792.

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Mylian, Zhanna. « ORGANIZATIONAL AND MANAGEMENT CONDITIONS OF FORMATION OF PRIMARY EDUCATION CONTENT IN GREAT BRITAIN ». Scientific Bulletin of Uzhhorod University. Series : «Pedagogy. Social Work», no 1(54) (13 mai 2024) : 129–32. http://dx.doi.org/10.24144/2524-0609.2024.54.129-132.

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The study is dedicated to identifying the peculiarities of the formation of the content of primary education in Great Britain. In the modern conditions of globalization the study of the main laws affecting the formation and modernization of primary education content in Great Britain is relevant and necessary for the domestic national education system development. The research aim: to reveal the organizational and managerial conditions for the formation of primary education content in Great Britain. Methods of research: analysis, synthesis, generalization, specification, and comparison. Primary education in Great Britain occupies a prominent place in the education system, it is the basis of schooling. The content of education, primary including, is based on a combination of three key components: the formation of a management system based on educational results; stimulation of diverse cooperation of education subjects; implementation of freedom of choice principles. The countryʼs educational policy is aimed at developing and modernizing the content of primary education while preserving the country culture and history. In Great Britain, organizational and management actions are considered in terms of modern trends of management decentralization and centralization in the field of school education. The model of strategic development, financing, and management of general school education is an organizational condition for the formation of the primary school education content. The British centralized model of school education is a single-state management of general education throughout the country. Standardization is the basis of the organizational and management model of the formation of the content of primary education, which is mandatory with a variable structural and content component, implemented through the National Curriculum. Formation of primary education content in Great Britain depends on many factors, including the basic organizational and management conditions, which is a model of strategic development, management, and financing of general school education.
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Danylenko, Viktor, et Lesya Danylenko. « Design Education in European Countries : Great Britain and Ukraine ». Journal of Visual Art and Design 13, no 1 (6 juillet 2021) : 74–92. http://dx.doi.org/10.5614/j.vad.2021.13.1.6.

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In this study, consideration was given to the evolution of design education in the UK and Ukraine. A review was conducted by comparing the following main parameters of the design education sphere in both countries: the historical background of its emergence in the 19th century, the dynamics of the development of higher institutions of design education during the 20th century, as well as quantitative and qualitative indicators of design education at the beginning of the 21st century. In the conclusion two main polar properties of contemporary design education are defined, namely: the ability to prepare for gradual entry into modern practical work/business on the one hand and thorough classical artistic preparation on the other. It has been suggested that with humanity approaching the super-hi-tech era, the tendency of design education in Ukraine, unlike in Britain, towards the second of these properties has a positive potential in preserving human-centric values in contemporary design.
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Komochkova, Olga. « Strategies of Higher Education Institutions Development in Great Britain ». Comparative Professional Pedagogy 5, no 3 (1 août 2015) : 58–63. http://dx.doi.org/10.1515/rpp-2015-0055.

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Abstract The current stage of higher education sector transformation in Ukraine has been indicated. The study of foreign experience, namely of Great Britain, and the use of positive aspects of such experience have been justified. Information sources of Universities UK (Universities UK Strategic Plan 2013-2018; Efficiency and Effectiveness in Higher Education: A report by the Universities UK Efficiency and Modernisation Task Group; Annual Report and Consolidated Financial Statements of UUK) and The Strategic Plan 2009-2015 of Lancaster University have been studied. Vision, mission, functions,pressing issues, strategic aims of the Strategic Plan of UUK for the next five years have been presented. The achievements of UKK for 2013-2014 in accordance with strategic aims have been outlined. The actions of the organization aimed at providing British universities with various supports have been presented. The constituents of Strategic Plan of Lancaster University for 2009-2015, namely vision, mission, sectors of development (International, Teaching, Research and Impact, Finance and Organisation, the Lancaster experience) and consequently successfully achieved results have been presented. Positive aspects of British experience in strategic development of higher education institutions have been defined. Perspectives for further researches in this area have been outlined.
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Chychuk, Antonina. « The System of Teacher Education Management in Great Britain ». Comparative Professional Pedagogy 5, no 4 (1 décembre 2015) : 80–86. http://dx.doi.org/10.1515/rpp-2015-0070.

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Abstract The system of teacher education management, namely, forms and principles of teacher education management according to the normative base (Education Reform Act (1988); Education Act (1992; 1993; 1996; 1997; 2002); School Standards and Framework Act (1998); Higher Education Act (2004), etc.), monitoring and participation of the public in its management have been analyzed. It has been proved that lately the democratization process in British education management has been combined with the increased attention of the state to monitoring, requirements to appropriate activity of educational establishments and trends seem to be forward education quality enhancing, democratization of evaluation, monitoring and information providing processes. Changes in education management in the historical context have been considered. The organizations participating in education management in Great Britain have been outlined. The data has been presented that enabled to distinguish similarities and differences in the functioning of the organizations participating in education management in Great Britain and ensure the existing of independent management authorities within them.
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Tymenko, Mariia. « DEVELOPMENT OF SECONDARY EDUCATION IN GREAT BRITAIN : MAJOR TRENDS ». Ukrainian Educational Journal, no 3 (4 septembre 2018) : 14–19. http://dx.doi.org/10.32405/2411-1317-2018-3-14-19.

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Kuchai, Tetiana, Olga Sulym et Victoria Dziamko. « Theoretical fundamentals of moral education in the great britain ». Academic Notes Series Pedagogical Science 1, no 186 (2020) : 38–41. http://dx.doi.org/10.36550/2415-7988-2020-1-186-38-41.

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O'Leary, Nigel C., et Peter J. Sloane. « The Return to a University Education in Great Britain ». National Institute Economic Review 193 (juillet 2005) : 75–89. http://dx.doi.org/10.1177/0027950105058559.

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In this paper, we estimate the rate of return to first degrees, Masters degrees and PhDs in Britain using data from the Labour Force Survey. We estimate returns to broad subject groups and more narrowly defined disciplines, distinguishing returns by gender and controlling for variations in student quality across disciplines. The results reveal considerable heterogeneity in returns to particular degree programmes and by gender, which have important policy implications for charging students for the costs of their education.
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Allison, Pete, et John Telford. « Turbulent times : Outdoor education in Great Britain 1993–2003 ». Journal of Outdoor and Environmental Education 9, no 2 (octobre 2005) : 21–30. http://dx.doi.org/10.1007/bf03400818.

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Ainscow, Mel. « Promoting Equity Within Education Systems : Lessons from Great Britain ». FORUM 65, no 1 (15 mars 2023) : 87–97. http://dx.doi.org/10.3898/forum.2023.65.1.11.

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Promoting equity is a policy challenge facing education systems throughout the world, not least in the United Kingdom where there are continuing concerns about the progress of learners from disadvantaged backgrounds. This paper draws on the experience of its author within a series of large-scale government-funded improvement initiatives to address this agenda. These have illustrated how contexts shape the progress of such efforts. In particular, the paper explores how the different national contexts of England, Scotland and Wales have influenced the way that change-strategies proceeded. Reflecting on the implications of these differences, the paper makes a series of suggestions as to how progress towards educational equity can be achieved.
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Brovchenko, A. « The system of continuous design education of Great Britain ». Pedagogical sciences reality and perspectives, no 97 (2024) : 36–39. http://dx.doi.org/10.31392/npu-nc.series5.2024.97.07.

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Rashed, Daher. « A két világháború közti libanoni rendszer természetrajza ». Belvedere Meridionale 31, no 3 (2019) : 59–70. http://dx.doi.org/10.14232/belv.2019.3.4.

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The reconfiguration of the Middle East after the First World War can be regarded as the first wave of Europeanization in the Middle East. The centuries-long imperial order that defined the region and originated from local factors were replaced by a European-type modern state system, in which mandate powers such as France and Great Britain established Western institutions with their secular ideology, administrative basis, and understanding of sovereignty. It was evident from the beginning, that the arbitrarily designated borders broke many wellestablished local compromises and subverted the delicate balance between different sects, religions, language groups, and nations. The case of Lebanon – as the most complex area concerning the ethnic and sectarian divisions – illustrates the fact that implementing a European style nationstate into a Middle Eastern environment met with resistance and these set of internal contradictions have been exerting influence on the political situation of the region ever since. Although the mandate system of the interwar period broke up and Lebanon gained independence after the Second World War, the original demands by local movements (e.g. establishing a Greater Syria) was not possible owing to the firm establishment of new borders after 1918. In practice, this meant that independence was materialized in a framework defined by France and Great Britain and this condition considerably limited the space of action both on the political and the social level.
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Raban, Bridie, et Peter Geekie. « Reading Research in Great Britain in 1987 ». Literacy 23, no 3 (novembre 1989) : 133–48. http://dx.doi.org/10.1111/j.1467-9345.1989.tb00360.x.

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Raban, Bridie. « Reading Research in Great Britain in 1988 ». Literacy 24, no 3 (novembre 1990) : 107–27. http://dx.doi.org/10.1111/j.1467-9345.1990.tb00002.x.

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Raban, Bridie. « Reading Research in Great Britain in 1989 ». Literacy 26, no 1 (avril 1992) : 11–17. http://dx.doi.org/10.1111/j.1467-9345.1992.tb00047.x.

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Wright, Robert E., John F. Ermisch, P. R. Andrew Hinde et Heather E. Joshi. « The third birth in Great Britain ». Journal of Biosocial Science 20, no 4 (octobre 1988) : 489–96. http://dx.doi.org/10.1017/s0021932000017612.

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SummaryThe relationship between female labour force participation, and other socioeconomic factors, and the probability of having a third birth is examined, using British data collected in the 1980 Women and Employment Survey, by hazard regression modelling with time-varying covariates. The results demonstrate the strong association between demographic factors, e.g. age at first birth and birth interval and subsequent fertility behaviour. Education appears to have little effect. Surprisingly, women who have spent a higher proportion of time as housewives have a lower risk of having a third birth. This finding is in sharp disagreement with the conventional expectation that cumulative labour force participation supports lower fertility. These findings are briefly compared with similar research carried out in Sweden.
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Nos, Liubov, et Yuliana Tkachuk. « Professional teachers training in Great Britain ». Visnyk of the Lviv University. Series Pedagogics, no 39 (2023) : 168–75. http://dx.doi.org/10.30970/vpe.2023.39.12043.

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The system of professional teacher training in the UK is studied, its main aspects and changes that have taken place in recent decades are taken into account. The key reforms that have contributed to the current development of this system are analysed. The role of universities, colleges and other educational institutions in the process of forming teachers’ professional competences is analysed. Special attention is paid to teacher training programmes, their structure, content and methods. It is emphasised that pedagogical practice is an important component of the teacher training system. It is clearly structured. University lecturers and school staff are involved in its organisation. The role of mentors and the interaction of students with experienced teachers in the process of internships are highlighted. The main aspects of teacher training, such as the focus on the development of professional competences and the use of innovative approaches in the learning process, are considered. The factors influencing the quality of teacher training, in particular, the content of the curriculum, the role of technology in the educational process, the school environment and the process of professional adaptation of young teachers are studied. It is noted that an individual programme is developed for novice teachers at school. An approach to the evaluation of trainee teachers and their preparation for work is described. The structure of postgraduate education, which contributes to improving the professional competence of teachers, is characterized. Based on the analysis of recent studies, it is concluded that the teacher training system in the UK is characterised by innovative methods and the use of new and flexible technologies that introduce diversity and differentiation into the educational process. The importance of reforming teacher training in the context of changes in the modern educational paradigm is demonstrated. The results of the study contribute to a deeper understanding of the British experience of teacher training and may be useful for improving the system of professional training of teachers in higher pedagogical schools in Ukraine. Keywords: United Kingdom, teachers, school, students, professional training, educational process, higher education institution, pedagogical practice, professional activity.
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Danilova, A. S. « Types of education in the system of public education of Great Britain ». Vestnik of the Mari State University 13, no 4 (2019) : 468–72. http://dx.doi.org/10.30914/2072-6783-2019-13-4-468-472.

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Syroezhkin, Aleksey M. « Administrative Procedures of Licensing in Great Britain ». Administrative law and procedure 2 (9 février 2023) : 54–59. http://dx.doi.org/10.18572/2071-1166-2023-2-54-59.

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The article deals with the legal regulation of administrative procedures of licensing in Great Britain. The feature of licensing is the stipulation of the duty of obtaining several permits to lawfully conduct the licensed activity under the concept of dual licensing. In Great Britain personal, ethical, qualification and economical requirements are stipulated. Licensing sanctions are variation of licenses, fines, license suspension and revocation.
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Hettich, Paul I. « Professional Development in Great Britain without Faculty Exchange ». Teaching of Psychology 21, no 3 (octobre 1994) : 181–83. http://dx.doi.org/10.1177/009862839402100317.

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The literature on faculty exchange with Great Britain demonstrates its value for professional development, but an exchange may not be possible or desirable. This article summarizes a semester-long sabbatical leave that involved part-time teaching, library research, visits to several British universities, and attendance at a British Psychological Society conference. Resources and practical considerations are discussed.
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Hettich, Paul I. « Professional development in Great Britain without faculty exchange ». Teaching of Psychology 21, no 3 (octobre 1994) : 181–83. http://dx.doi.org/10.1207/s15328023top2103_16.

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Volodymyr Fedorovych, CHERKASOV. « CONTENT OF EDUCATIONAL WORK IN INSTITUTIONS OF SECONDARY EDUCATION OF GREAT BRITAIN ». Academis notes. Series : Pedagogical sciences 7 (26 avril 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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Daddow, Oliver J. « Euroscepticism and History Education in Britain ». Government and Opposition 41, no 1 (2006) : 64–85. http://dx.doi.org/10.1111/j.1477-7053.2006.00171.x.

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AbstractThis article examines the role played by national history in generating and sustaining the popularity of British Eurosceptic arguments. The core argument advanced is that the modernist approach to history prevalent among British historians and the society in which they work has to be considered the key reason for Euroscepticism retaining such a popular appeal in Britain. The overly reverential attitude to recent martial history on the part of the British, and an almost total neglect of the peacetime dimensions of modern European history since 1945, both serve to exaggerate the tendency in the country to fall back on glib images of Britain as a great power with a ‘special relationship’ across the Atlantic and Europe as a hostile ‘other’ to be confronted rather than engaged with constructively.
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Щепотіна, Наталя. « МІСЦЕ АДАПТИВНОЇ ФІЗИЧНОЇ КУЛЬТУРИ В ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ З ФІЗИЧНОГО ВИХОВАННЯ ВЗАРУБІЖНИХ КРАЇНАХ ». Physical culture sports and health of the nation, no 17(36) (15 juillet 2024) : 454–62. http://dx.doi.org/10.31652/2071-5285-2024-17(36)-454-462.

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The purpose of the research was to analyze the place and content of adaptive physical culture in the programs of training bachelors in physical education in foreign countries (based on the material of English-speaking countries). Material and methods. We searched for educational programs for obtaining a bachelor's degree in physical education available in 2024 in the USA, Great Britain and Ireland using the online service. The search was carried out by setting the following filters: Field of study - "Education", in particular, "Teaching", "Physical education"; Location - USA, United Kingdom of Great Britain and Northern Ireland, Ireland; Degree type – "Bachelor", "Bachelor of Science", "Bachelor of Arts". In total,8 educational programs were analyzed, in particular, 6 in the USA and 1 each in Great Britain and Ireland. The following methods were used in the research process: summarization of data from scientific and methodical literature and Internet sources, analysis and synthesis of the obtained information. Results and key conclusions. The vast majority of bachelor's degree programs in the USA, Great Britain and Ireland are designed for 2, 3 or 4 years of higher education and include at least 120 credits. At least 2.5 % of ECTS credits from the total volume of the educational program are allocated to the study of adaptive physical culture (between 3 and 6 ECTS credits). The content of educational programs in English-speaking countries (USA, Great Britain, Ireland) includes the study of adaptive physical culture by students within such disciplines as "Adaptive physical education", "Physical education for students with disabilities", "Introduction to adaptive physical education", "Adaptive physical culture and sport", "Assessment and Program Evaluation in Adapted Physical Education", "Inclusive sport and physicalactivity", "Adaptive physical education and physical activity".
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SPENNER, KENNETH I., ALAN C. KERCKHOFF et THOMAS A. GLASS. « Open and closed education and work systems in Great Britain ». European Sociological Review 6, no 3 (décembre 1990) : 215–36. http://dx.doi.org/10.1093/oxfordjournals.esr.a036563.

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Nosyrieva, O. V. « PROFESSIONAL STANDARDS AND QUALIFICATIONS IN IT EDUCATION IN GREAT BRITAIN ». Innovate Pedagogy, no 59 (2023) : 157–62. http://dx.doi.org/10.32782/2663-6085/2023/59.33.

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