Due to russian military aggression in Ukraine, two waves of relocating educational institutions from occupied and dangerous territories have occurred over the past nine years (in 2014 and 2022). In ...the first place, relocation affected those universities that were based in industrial regions before the war and trained professional personnel for large industrial enterprises. The speed of the country’s post-war recovery will depend on the availability of professional specialists able to restore industrial enterprises’ functioning. Therefore, it is necessary to highlight the changes in the human capital of displaced universities due to relocation. The aim of this study is to assess the losses of human capital the displaced universities suffered due to russian military aggression. Using the example of Donetsk National Technical University, which has been relocated twice, the study illustrates the stages in which the organizational structure of one of the university’s divisions changed and the number of teachers decreased in 2014–2023. The study describes the key features of the first and second displacement waves and their implementation specifics. The survey of the resigned teachers demonstrated the losses of human capital experienced by the university over nine years. The benefits for those Ukrainian universities which have hired displaced teachers are exemplified. The results of this study indicate that the experience of displaced universities should be scrutinized at the ministerial level and used to develop strategies for restoring the human capital of the displaced universities and further accumulating human capital in Ukrainian higher education.
The article deals with analysis and generalization of methodological fundamentals of the development of political culture of future officers in the educational process of higher military educational ...establishments. It was clarified that formation of political culture of cadets depends on the teacher, since their general culture and personal qualities are a tool of influence upon them.A military instructor promotes development of political culture of future officers through the use of various methods, techniques and forms of training that help to form cadets’ interest in politics, political knowledge, education of political self-education, acquisition of democratic norms and values, desire to know and study political traditions of Ukrainian people and other world nations.Taking into account different methodological approaches including system, personality-oriented, culturological, activity-oriented, competence, integrative, axiological and acmeological to determine the component composition of political culture, research on the formation of various components of political culture, as well as peculiarities of professional activity of officers enabled to identify their political culture as an integral quality of a personality which contains a system of knowledge about the political aspects of professional activity of an officer of the Armed Forces of Ukraine, rules of professional communication, political behavior and political actions.Structural components of political culture of future officers include political orientation, political literacy, political readiness and political competence.On the basis of the analysis of scientific works, educational work of higher military educational establishments, the results of the ascertaining stage of the experiment on the formation of political culture of future officers, the following pedagogical conditions were determined: creation of positive motivation of future officers to master political culture; supplementing the content of professional subjects in the context of professional training of future officers with forms, methods and means of formation of components of political culture in the conditions of higher military educational establishments; involving cadets in educational personality-oriented activities through the use of the latest educational technologies and teaching a special course “Fundamentals of Formation of Political Culture of Future Officers in Higher Military Educational Establishments”; carrying out of regular monitoring of the level of formation of components of political culture of future officers in professional training in the conditions of higher military educational establishments.Efficiency of pedagogical conditions and structural and functional model of formation of political culture of future officers in professional training in higher military educational establishments is confirmed by the results of the formative stage of the experiment.
New Ukrainian and world realities set new tasks for the higher educational establishments, which are related to the search for new, modern methods that allow to increase the effectiveness of ...training. Currently, topical are the issues of not only professional but also the personal development of the student forming the priority in the implementation of educational activities in universities, preparation for future professional activities, as well as for successful interaction in society. The concept of «individual social competence» is an important factor in creating a system of educational process which takes into account aspects of professional development, and at the same time the peculiarities of the formation of the student personality. The author analyses the concept of «competence», considers the key competences for lifelong learning, identified by the European Parliament and the Council of the European Union, including social competence, studies the scientific achievements of Ukrainian and foreign scientists, including G. Gedviliene, H. S. Han, K. M. Kemple, U.P. Kanning, M. Horenburg, G.W. Ladd, H. K. Ma, K. Monahan, M. Monnier, O.V. Varetska, N.I. Hlebova, D.V. Hubareva, O.I. Hura, M.O. Doktorovych, I.B. Zarubinska, O.O. Subina, V.M. Shakhrai. They explored different aspects of social competence of different age categories. The author concludes that, despite different interpretations, all scientists agree that social competence is an acquired skill, it can be formed and developed throughout life. It was also determined that the developed social competence determines the status of the individual in society, it affects the success in professional activities. The high level of social competence allows a person not only to be realized in professional activities, but also to influence the processes in society, which in turn determines its stability. The author’s definition of the concept of «individual social competence» is given in the paper; the author concludes that social competence is an integrated ability that contains other competencies: spiritual, civic, communicative, linguistic; the concept of social competence is closely related to professional competence, without the successful interaction of the individual with society it is impossible to acquire the skills and abilities inherent in a qualified specialist. Thus, an important task for modern higher education is the formation and development of social competence of students, which is the key to successful implementation of the future specialist in professional activities. The educational process should be aimed at forming a system of knowledge about interaction in society, understanding the system of social values, ability to cooperate in society, the ability to communicate constructively, because only a socially competent person can.
Resumen Introducción: La educación sexual es uno de los pilares básicos del desarrollo humano por cuanto potencia la autonomía de las personas y el desarrollo de una sexualidad plena. Objetivo: Este ...estudio buscó describir la percepción respecto a la educación sexual de adolescentes de dos establecimientos educacionales de Talcahuano, Chile. Método: Se realizó un estudio de corte transversal de carácter descriptivo con 309 estudiantes de dos colegios ubicados en la Comuna de Talcahuano, región del Bío-Bío, Chile. Se aplicó de forma presencial un cuestionario de autorreporte. Los datos fueron analizados mediante el software IBM Statistics SPSS v.22. Resultados: El 61,8% reportó recibir educación sexual en su establecimiento y casi la totalidad consideró necesario aprender sobre ello. Un 52,7% refirió que sus establecimientos generaban instancias para hablar de sexualidad. En relación con las temáticas que deberían ser incluidas en la educación sexual, «Valores, respeto, ética», «Anticonceptivos y prevención de infecciones de transmisión sexual» y «Amor y afectividad» fueron las más preferidas. Conclusión: Pese a la existencia de instancias de educación sexual en los establecimientos educacionales y a la transversal opinión de que es necesario aprender sobre este tema, existe una baja percepción respecto a su suficiencia.
PRACTICES OF PEACEKEEPING EDUCATION IN LATVIA AND ESTONIA Akilina, Olena; Panchenko, Alla
Neperervna profesìjna osvìta : teorìa ì praktika/Neperervna profesìjna osvìta: teorìâ ì praktika,
03/2023, Volume:
74, Issue:
1
Journal Article
Peer reviewed
Open access
The article summarizes and critically analyses the experience of the Baltic countries in the field of peace education and outlines the best peace-making practices and peace-making trends in the light ...of modern Ukrainian realities. When implementing peace education, Ukraine should take into account the need to solve the following problems: recognition and respect for multiculturalism, involvement of local communities in education policy; reconciliation, struggle against injustice and the consequences of conflict. The research uses a systematic approach that allows considering the education of peace in the education system. In addition, a set of methods of scientific knowledge used in the humanities and social sciences is used, in particular, methods of analysis, synthesis, induction, deduction, analogy, and generalization. A significant part of the information base of the research was formed during the internship at the universities of Latvia and Estonia. Summarizing the results of our research, we can say that the following main events took place in the education of the Baltic countries, aimed at the implementation of effective practices in the field of peacemaking: development of training in peacekeeping skills at various educational levels; emphasis on transformational competences, social-emotional skills and paying attention to the metacognitive capabilities of education seekers; development of more effective interactive forms of training for education seekers; development of informal peace education
The article examines the peculiarities of socio-psychological support in the educational process of children resettled from the war zone in Ukraine. The purpose of the article is to diagnose the ...peculiarities of the development of adaptive potential of children resettled from the war zone as one of the main stages of social and psychological support in the educational process of this category of children. Based on the results of diagnostics, it was established that the levels of development of adaptive potential of most children resettled from the war zone are within the normal range. Most difficulties faced by students resettled from the war zone are related to their assimilation of educational material, which, in turn, is caused by their insufficient social adaptation to new living and learning conditions. The article provides recommendations for school specialists who provide social and psychological support in the educational process of students resettled from the war zone to improve their emotional comfort and academic success.
Sostegno sociale e psicologico nel processo educativo dei bambini reinsediati dalla zona di guerra in Ucraina.
L’articolo esamina le peculiarità del sostegno socio-psicologico nel processo educativo dei bambini reinsediati dalle zone di guerra in Ucraina. Lo scopo dell’articolo è diagnosticare le peculiarità dello sviluppo del potenziale adattivo dei bambini reinsediati dalla zona di guerra come una delle fasi principali del supporto sociale e psicologico nel processo educativo di questa categoria di bambini. Sulla base dei risultati della diagnostica, è stato stabilito che i livelli di sviluppo del potenziale adattivo della maggior parte dei bambini reinsediati dalla zona di guerra rientrano nell’intervallo normale. La stragrande maggioranza delle difficoltà incontrate dagli studenti reinsediati dalla zona di guerra sono legate all’assimilazione del materiale didattico, che, a sua volta, è causata dal loro insufficiente adattamento sociale alle nuove condizioni di vita e di apprendimento. L’articolo fornisce raccomandazioni agli specialisti scolastici che forniscono sostegno sociale e psicologico nel processo educativo degli studenti reinsediati dalla zona di guerra per migliorare il loro comfort emotivo e il successo accademico.
The COVID-19 pandemic has led to drastic changes in all spheres of life. In terms of education, the pandemic modified the way of teaching and learning. To meet the demands of new circumstances, the ...priorities shifted towards the implementation of online technology. Thus, the article examines the peculiarities of changes that happened in the educational sphere due to the online technology implementation. It analyzes the positive and negative aspects of this phenomenon. Based on the results of the survey conducted among educators, the article identifies weak points and challenges that should be overcome in the future for the successful operation of educational establishments online. Besides, it studies a material base and tools available for free use for world educational establishments as well as a problem of creating online groups with an optimal number of students. The purpose of the research is a comprehensive study of transformations happening in the educational process due to the application of online technology tools at the world level.
The article's scientific novelty lies in the authors' disclosure of the third-year students' average degree of communicative competence (CC) development. Of all the CC components, the cognitive and ...emotional components are the most prevalent (it can be observed among students of the Faculty of Natural Sciences, Faculty of Arts). The students of the Faculty of Foreign Philology and the Faculty of Arts and Graphics are more prepared for the behavioral component of the CC. Both students at the Faculty of Arts and Graphics and the Faculty of Physical Education exhibit a high degree of communicative tolerance. Additionally, the two factors that affect CC were identified: the external factors (organization of students' subject-related leisure; professional-oriented educational work with students; content of education at institutions of higher pedagogical education: specialty of the chosen profession; increased cycle of humanities; active pedagogical practice of students; age of students to work with; different categories of children and adults to work with); and the internal factors (students’ attitude towards self-development, self-education, students’ life and social experience, motivation for acquiring a specialty and CC, humanistic orientation of future teacher’s personality, persona's orientation to “person to person” profession).
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