Continuing Professional Education: Theory and Practice

FEATURES OF REGULATORY SUPPORT OF NON-FORMAL ADULT EDUCATION IN THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND

Anastasiia Fedchyshyna — 2024-06-21

The article analyzes the regulatory support of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland through the main types of legal acts of the governments of England, Scotland, Wales and Northern Ireland. The adult education system in this country is characterized, which is represented by formal and non-formal education institutions, associations, councils, and committees on adult education. It is emphasized that in the United Kingdom of Great Britain and Northern Ireland, the reform of adult education is aimed at the formation of the necessary professional skills; improvement of employment prospects; modernization of the existing educational system in accordance with employers’ requests; establishment of the financial support programme, which will promote the non-formal learning opportunities for the adult population. It is noted that in each country of the United Kingdom (England, Scotland, Wales and Northern Ireland), the development of non-formal adult education has specific features: a high degree of autonomy for all providers, cooperation and partnership between educational institutions and employers, etc. The non-formal education providers are also presented (non-profit, charitable, private organisations, universities, colleges, and other educational institutions). The conclusion is made that, the reform of adult education has been put front and centre by the British government; it is presented by regulatory and legal acts in each country and is aimed at promoting the lifelong learning.

MICRO-CREDENTIALS FOR PROFESSIONAL DEVELOPMENT OF TEACHERS: EXPERIENCE OF OPEN UNIVERSITY (UK)

Olena Myroshnichenko — 2024-06-21

The article is devoted to the justification of the role of micro-credentials in the professional development of teachers on the example of the Open University (UK). It was emphasized that the introduction of micro-credentials is a modern trend in the European area of higher education. The absence of a generally accepted definition of micro-credentials is accentuated; both their advantages over traditional systems of professional development of teachers and the disadvantages of their implementation are emphasized. It was found that the growth in the number and role of micro-credentials s in the UK and the lack of a generally accepted understanding led the Quality Assurance Agency to outline the necessary characteristics of micro-credentials: clearly defined admission and access requirements (including recognition of prior learning); course design, including training, teaching, assessment and certification; learning outcomes and skills; course certification; standard quality assurance mechanisms. It has been determined that micro-credentials are based on content studied at a «microlevel», i.e. independent, but smaller than a degree qualification. It has been determined that micro-credentials are based on content studied at a «microlevel», in other words independent, but smaller than a degree qualification. The experience of the Open University in introducing micro-credentials for the professional development of teachers was analyzed using the example of the microcredit «Mentoring and coaching in professional training». It is noted that the Open University promotes a flexible, inclusive, adaptive, accessible education system that relies on the independence and autonomy of those who study, and micro-credentials allow students to acquire practical skills that correspond to their career aspirations and personal interests, without receiving a full educational degree.

A DIDACTICAL APPROACH TO FOSTERING LANGUAGE SENSITIVITY IN MULTILINGUAL CLASSROOM SETTINGS: THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR) AS A TOOL TO UNITE NATIONS

Marina Bacher — 2024-06-21

The article emphasizes the crucial role of language proficiency as well as language sensitivity, especially within multilingual classroom environments, underlining the significance of adhering to the Common European Reference of Languages (CEFR) as a means of fostering global cohesion. It underscores the importance of aligning Ukraine’s educational strategies with international standards, particularly emphasizing the value of foreign language education. Furthermore, the paper stresses the necessity for foreign language teachers to acquire adequate didactical and methodological competencies, an awareness for language sensitivity, and intercultural understanding. It describes Austria’s successful implementation of the CEFR in language assessment, illustrating its pivotal role in standardized examinations and its broad international recognition. Specifically, the article outlines the structure of Austria’s Matura exam for foreign languages, which evaluates reading, listening, language in use, and writing, with a mandatory requirement to achieve a B2 level of CEFR proficiency. It suggests that standardized assessment formats, based on CEFR levels, mitigate stigmatization and ensure fairness in evaluation. Consequently, the paper recommends integrating the CEFR into Ukraine’s educational system to foster language proficiency and enhance language sensitivity in multilingual classrooms. It advocates training programs for language teachers on CEFR implementation and assessment, with the aim of fostering European unity through language education. The article suggests incorporating CEFR principles into Ukraine’s educational reform «New Ukrainian School», and underscores the importance of collaboration between Austrian and Ukrainian educators and researchers in achieving this goal.

FOREIGN LANGUAGE EDUCATIONAL ENVIRONMENT OF A MODERN UNIVERSITY IN UKRAINE

Yuliia Rudnik — 2024-06-21

Most universities strive to create a favourable educational environment according to modern trends and requirements. The paper analyzes and systematizes the essence of the concepts «educational environment» and «foreign-language environment» based on the research of Ukrainian and foreign scholars. Drawing on the typology of educational environments, the authors of the paper refine the understanding of the concept of a «foreign-language educational environment» based on the literature reviews. Considering the challenges of the present, caused by COVID-19, the post-COVID era, and the war in Ukraine, the factors influencing the transformation of the modern educational environment are presented and discussed. The paper organizes existing research on the explored problem and presents the authors’ vision of the contemporary educational environment of a university under modern conditions. It includes the description of technologies used to address various educational needs and to meet the technological requirements. Therefore, the typical features of such an educational environment are personalization, flexibility, engagement, interactivity, availability, and multisensory and multimode experience. The creation of the aforementioned environment is possible due to specific training of the current academic staff and encouragement and professional training of future pedagogues. The experience revealed in the paper is based on the authors’ work at the Faculty of Pedagogical Education of Borys Grinchenko Kyiv Metropolitan University, specifically with the students of specialties 012 Preschool Education and 013 Primary Education foreign language training.

FOREIGN LANGUAGE CLASSES FOR PROFESSIONAL PURPOSES AT UNIVERSITY: DEVELOPMENT OF FLUENCY

Alla Durdas — 2024-06-21

This article explores the challenges and methods related to developing fluency in a foreign language for professional purposes at university. It deals with the difficulties faced by both teachers and students in maneuvring through linguistic complexities, overcoming language barriers and mastering specialized terminology relevant to various professional fields. The article highlights the importance of a targeted approach that fosters not only linguistic proficiency but also a deep understanding of cultural distinctions and communication norms, specific for various industries. Additionally, it investigates pedagogical strategies and methods aimed at enhancing fluency acquisition at classes of foreign language for professional purposes. Key challenges in the process of developing fluency at classes of foreign language for professional purposes have been highlighted: linguistic complexity; language barriers; cultural nuances; motivation and engagement; limited practice; fear of making mistakes; individual learning styles and preferences; assessment and feedback. Possible methods for developing fluency have been considered: communicative language teaching; immersion into a targeted language; organizing language exchanges; using authentic materials; role-playing and simulation; fluency-oriented activities, unassisted repeated reading and audio-assisted repeated reading; digital storytelling; vlogging, etc. By highlighting challenges and a certain number of existing methods of fostering fluency development, the article stresses on the necessity to provide regular feedback and correction of mistakes. Creating a favorable, engaging, interactive, and stress-free learning environment in the classroom has been stressed as the key prerequisite.

UNIVERSITY AUTONOMY – A SUFFICIENT OR NECESSARY CONDITION FOR THE QUALITY OF HIGHER EDUCATION? EXPERIENCE OF EDUCATIONAL DEBATES

Oksana Bulvinska — 2024-06-21

The article is dedicated to presenting the experience of conducting debates on the impact of university autonomy on the improvement of higher education quality. It emphasizes that university autonomy is a fundamental academic value and a strategic direction of development for the European Higher Education Area, as well as a key feature of a democratic society and a condition for enhancing the quality of higher education and research. Debates are characterized as an educational technology and their role in the development of professional and general competencies of third-level (educational-scientific level) higher education seekers, enhancing the level of communication skills and interactive ability for partnership interaction, teamwork skills, as well as affirming democratic values, tolerance, honesty, and respect for opponents. The arguments presented by members of the affirmation team during the debates demonstrated that university autonomy in all four dimensions (organizational, personnel, financial, and academic) allows for the creation of a self-regulated and authoritative environment conducive to improving the quality of higher education, and also obliges universities to bear responsibility to society, as they play a key role in the development of a democratic and inclusive society, sustainable and environmentally safe economic and social development, in the development of the economy and improvement of living standards. In contrast, the opposing team argued the possibilities of centralized regulation by the state in enhancing the quality of higher education and in the implementation of universities’ social responsibility.

PROFESSION OF BIOLOGY TEACHER IN UKRAINE: STATISTICAL CHARACTERISTICS

Lidiia Vashchenko — 2024-06-21

In the context of reforming general secondary education, it is important to identify and analyze the changes occurring in the human resources of the general secondary education system under the influence of various factors, particularly the martial law in the country. This study focuses on biology teachers as an example. The following system of indicators was used to statistically characterize biology teachers in modern Ukraine: the number of teaching staff (differentiated by urban and rural areas); the age and gender structure of teachers; the structure of teaching staff by education level; the number of students per teacher; the number of biology classrooms in general secondary education institutions; and the number of institutions and students involved in specialized biology education. The article presents the results of the analysis of statistical indicators regarding biology teachers in the general secondary education system. A trend of gradual reduction in educational institutions and, accordingly, teachers, including biology teachers, was identified. Attention is drawn to the decrease in the number of biology teachers under the age of 30 (30%). Statistics indicate a high educational level among biology teachers: nearly 98% have a master’s degree. The number of urban educational institutions with equipped biology classrooms is gradually increasing. Overall, the percentage of high school students involved in specialized education is gradually rising nationwide. At the same time, an analysis of statistical data on the functioning of specialized biology education suggests that over the past five years, there has been a gradual decrease in the number of students engaged in specialized biology education.

PROFESSIONAL DEVELOPMENT OF TEACHERS OF NATURAL AND MATHEMATICAL EDUCATION AND TECHNOLOGIES IN THE DIGITAL EDUCATIONAL ENVIRONMENT

Viktoriia Naumova — 2024-06-21

The article is devoted to the consideration of the problem of teachers’ professional development in the fields of natural, mathematics, technology, and informatics. The purpose of the article is to substantiate the information and educational environment as a condition for the professional development of teachers of science and mathematics education and technology in Ukraine. Research methods: theoretical (analysis, synthesis, systematization; generalization, comparison); empirical (observation, online questionnaires); methods of mathematical statistics. Special attention is paid to the results of the online survey of teachers on the topic «The using of information and educational environment». 64 teachers took part in the survey. It was established that teachers consider «quality of content» and «availability of resources» to be the factors affecting the effectiveness of the information and educational environment of postgraduate pedagogical education. The main functions of the informational and educational environment of postgraduate education for teachers include providing access to relevant educational and methodological resources, creating distance learning programs, and providing examples of lessons and master classes. It was found that the content of the informational and educational environment reflects the ideas of people-centeredness, ensures the realization of the paradigm of equal access to quality education, and is based on the principles of accessibility, openness and continuity of education. It has been established that the effective integration of methodological concepts into the informational and educational environment of postgraduate pedagogical education significantly contributes to the professional growth and success of teachers.

TEACHER’S PROFESSIONALIZATION UNDER MARTIAL LAW IN UKRAINE

Svitlana Sysoieva — 2024-06-21

The article examines the professionalization of teachers in the context of unforeseen situations, in particular the war of the Russian Federation against Ukraine. It is concluded that martial law in Ukraine has affected the priorities of teacher professionalization, as the priorities in the mission and professional activity of the teacher have changed. In the article, the professionalization of a teacher is considered as a process aimed at developing such qualities as adaptability, stress resistance, flexibility, creativity, critical thinking, and provides for such teacher training that provides awareness of a wide range of social needs and challenges to the country, society and the teacher generated by the war, equipping the teacher with knowledge, technology, new competencies that allow him to work, maintain and improve the quality of education in the conditions of uncertainty. Two priorities in the teacher's mission are highlighted: preserving the generation that will further shape the future of Ukraine (professional activity and professional training of teachers should be considered through the prism of preserving the health and lives of children and youth); ensuring the maximum resource of the teacher's own state for professional activity. The challenges to the professionalization of teachers under martial law are analyzed, in particular, the acquisition of new competencies, primarily digital, overcoming the educational losses of students, mastering new forms and methods of teaching in the virtual space (remote, correspondent, mixed, hybrid, mobile, etc.), mastering the technologies of creative development of students, in particular, the expansion of educational and creative tasks to increase the psychorehabilitation effect of the educational process.

KEY STEPPING STONES OF MODERN HIGHER EDUCATION: TRAPPED VALUES AND RESHAPING OF THE PARADIGM

Tetiana Kostiuk — 2024-06-21

The article is dedicated to reviewing the doctrinal foundations and values in the field of higher education considering the influence of social changes. To achieve the research goal, strategic documents of specialized institutions such as UNESCO, the Observatory of the Magna Charta, the International Association of Universities (IAU), the European University Association (EUA), the Association of Commonwealth Universities (ACU), etc., were analyzed. It emphasizes that among the main doctrinal and value foundations of modern higher education, documents highlight academic freedom, institutional autonomy, and social responsibility; enhancing the role of higher education in achieving sustainable development goals; orienting education to the needs of the labor market and the development of soft skills, including critical thinking, decision-making skills, adaptability, and emotional intelligence. Important trends in higher education development also include digitization and the use of artificial intelligence. While digitization has become mandatory after the limitations of the COVID-19 pandemic and the mass development of higher education in the conditions of globalization, attitudes towards the spread of artificial intelligence are quite ambiguous. Noting that the advantages of using artificial intelligence in higher education include its ability to adapt to individual learning styles and free up time from routine tasks, researchers warn that excessive use of this tool may hinder the development of such essential skills as teamwork, leadership, empathy, creativity, critical analysis, and independent thinking, which are crucial for future job markets.

INCREASING THE COMPETITIVENESS OF AN OPEN UNIVERSITY IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT

Oksana Buinytska — 2024-06-21

Digital transformation and globalization processes require universities to adapt to new challenges and demands of society and integrate the principles of sustainable development into all areas of their activities. Under martial law, the issue of increasing the competitiveness of universities is particularly relevant. Each university seeks to attract the most talented students, teachers, and researchers. One of the tools for assessing the competitiveness of universities is international rankings, including those aimed at measuring the achievements of universities in the field of sustainable development and their contribution to the implementation of the Sustainable Development Goals, which are an indicator of effective management and improvement of the quality of education for its sustainability. The key rankings that rank universities by their contribution to the Sustainable Development Goals are the Times Higher Education Impact Rankings, QS World University Rankings, and UI GreenMetric. Based on the analysis of the methodologies of these rankings, are identified the main criteria and indicators used in each of the rankings that have a significant impact on the competitiveness of the university in the context of sustainable development. The analysis made it possible to outline the guidelines for the university's activities to improve its ranking in the context of sustainable development, and the recommendations of the European Association of Universities prompted and became the basis for the development of the Roadmap (Policy) for Sustainable Development, which consolidates key strategic guidelines aimed at systematic integration of sustainable development principles in the areas of the university's activities: education for sustainable development, research and innovation, social impact, public engagement, partnership and cooperation, image and sustainable reputation, sustainable infrastructure. The Sustainable Development Roadmap (Policy) is aimed at systematically integrating sustainability principles into the educational process, research, and management processes of the university. The goals identified by the areas of activity will serve as indicators for the development of an internal sustainability rating of the university's structural units, which will improve the university's ranking in international sustainability rankings and ensure its competitiveness.