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Документ A brief overview of the Chinese education system(Khmelnytskyi National University, 2021) Bidyuk, N.; Sova, M.The article offers a brief overview of the structure and main areas of development in the Chinese education system. The transition period in China’s education system can be characterized by the following slogan: “On the way to modernization, world and future”. Indeed, systemic reforms pave the way in which the state’s policy is playing a guiding role and schools and universities a leading role in the gradual search for special Chinese ways of education development. The focus of the article is mainly on the types of education in China and the conditions for obtaining education (preschool, primary, secondary, upper secondary and postgraduate education). Besides, it is crucial to consider the structure of vocational education, which is implemented in the following types: primary, secondary, higher vocational education and vocational training. Moreover, the article describes the features and forms of education for children with special needs as an important part of general education. Emphasis is placed on the level and conditions of higher and postgraduate education in China (bachelor’s, master’s, doctoral degrees). It must be noted that the article highlights several specialized projects and comprehensive plans in the field of education aimed at reforming and improving the status of education, including “Project No 211” and “Project No 985”. It also outlines the main milestones of “The Implementation Plan” and “The Plan until the Year of 2035”, as well as the measures taken to realize many other goals despite the COVID-19 pandemic. Particular attention is paid to the support provided by the Chinese government to the education system during the COVID-19 pandemic. It has affected all its levels to not allow the educational process to become radically different and manage to strengthen in the global crisis. Finally, the article addresses several controversial issues in China’s education sector, including reforming the system of education quality assessment and reformatting private education.Документ Teacher career development in european countries and its consistency with teacher competence framework(Khmelnytskyi National University, 2021) Sadovets, O.The paper considers prospects of teacher career development in European countries, such as Poland, Italy, Spain, Slovenia, Greece, Hungary, Latvia, Lithuania, Sweden, Germany, Belgium and others. Main stages of career development and the role of teacher competence framework in this process have been characterized. Two types of teacher career development schemes in European countries – single (flat) and multi-level (hierarchical) – have been defined. It has been determined that teacher career promotion is only possible to stages that presuppose teaching. Requirements to teacher promotion to higher career stages are based on 6 criteria: positive evaluation; length of professional experience; demonstration of specific competences; specific professional development; research activities; running or designing professional development courses. The role of school administration and higher educational authorities (local and national) in decision making concerning teacher promotion in different European countries has been outlined. To get career promotion teachers can take on pedagogical or methodological responsibilities and roles outside classroom that can be diverse and related to subjects and curricula; student support; school life; teacher professional development; evaluation of teachers from other schools. It has been defined that in some countries, teachers are provided with career assistance that is the provision of information, coaching and counseling. Opportunities for teachers to extend their professional development and to get promotion to higher career steps have been analyzed. The key factor in decision making concerning teacher career promotion is teacher competence framework. It defines the fields of teacher competences. Some of these fields are common for all the frameworks but can be described in a different manner. As a rule, here belong psychological and pedagogical competences, subject knowledge and teaching approaches, organization of learning and assessment, innovative teaching approaches, communication with students, cooperation with colleagues, relations with parents and other stakeholders. Information in TCF is classified according to 4 categories: 1) initial teacher education; 2) introduction to the profession; 3) continuous professional development; 4) other.Документ Didactic aspects of pharmacy students’ training at uk universities(Khmelnytskyi National University, 2021) Tretko, V.; Shunkov, V.The article discloses didactic aspects of pharmacy students’ training at UK universities. To begin with, the article shows that one of the main objectives of medical education in the UK today is to prepare students for conscious participation in social life and health care via various forms of teaching and learning. Future pharmacists should be able to adapt to rapid social changes and practically assess the current situation to discover ways to improve it due to their area of expertise. Besides, the article indicates that the UK adheres to the internationally recognized global standards for medical education and aims to develop the professional elite of pharmacists. The following technologies are relevant for medical education in the UK and, especially, pharmacy students’ training: problem-based learning, team-based learning, teaching with simulation, teaching with practicals and labs, teaching with technological tools. Importantly, the article proves that interactive learning eliminates the boundaries between instructors and students and, therefore, strengthens their educational partnership. In this regard, medical education is becoming a turning point in the ongoing transformation of future professionals as the focus is on interactive pedagogy. The article concludes that the transition from passive to active learning, which lies in the dialogization of knowledge transfer, is becoming a priority in the UK’s medical education and, in particular, in the professional training of future pharmacists. Further research should attempt to find ways to improve the professional training of future pharmacists under the internationally recognized standards to strengthen the competitiveness of Ukrainian medical education, as well as optimize conditions for international mobility of medical students in both Ukrainian and international labour markets.Документ Methodical principles of a bachelor’s degree in international relations at uk universities abstract(Khmelnytskyi National University, 2021) Tretko, V.; Dziuba, M.The article deals with the methodical principles of a bachelor’s degree in international relations at UK universities. It shows that the educational process in the UK system of university education has long adjusted to intensive-fundamental learning, rather than extensive one. It has led to the selection of productive forms and methods of implementing new content of a bachelor’s degrees in international relations, as well as restructuring the interaction between university teachers and students. Thus, university teachers now act as organizers of cognitive activities and students as active participants in scientific-creative cognitive activities. A theoretical analysis of relevant scientific, analytical sources and pedagogical practices shows that Ukrainian and foreign scholars have presented some valuable findings on specialist training in the UK. At the same time, the issue in question has not been fully scientifically revealed yet. The article justifies that in the UK, professional training of future bachelors in international relations adheres to methodological approaches and principles, which ensure a) the continuity of education and self-education, b) free access to a bachelor’s degree, c) the consideration of students’ needs and experience, d) the introduction of innovative approaches in the content of degree programmes and curricula to make them professionally oriented, flexible and mobile, e) the efficiency of learning and practical activities, f) the development of professional and creative skills. Finally, the article concludes that a rational combination of innovative forms, methods, and learning technologies contributes to developing professional competence in future bachelors in international relations. High-tech resources (online learning, library resources, free access to the world’s Internet resources) will enable high-quality educational services.