Continuing Professional Education: Theory and Practice

ACADEMIC ADAPTATION OF DISPLACED CHILDREN: A CASE STUDY OF A MIXED-AGED CLASS IN GERMANY

Olena Moskalets — 2024-03-25

The paper focuses on the initial experience of a mixed-aged group of newly arrived Ukrainian children and their new Ukrainian teacher at a school in Germany. To assess the efficiency of the first four months of the transition period and to outline the recommendations for the further steps in teaching the Ukrainian asylum seekers a mixed method study including qualitative and quantitative analysis was applied. Interviews with the acting Ukrainian teacher, her reflective analysis of the observations of her group of 26 Ukrainian children aged 11–16, indirect feedback collected from the local teachers involved in working with the learners, as well as the answers to two mixed anonymous questionnaires conducted on the twenty learners who consented to participate were used to collect data on the interim outcomes of the transition period. In-class interaction and communication with the teacher, along with the desire to socialize and make new interpersonal connections, were among the most significant factors in fostering positive experiences and engagement for children in school. Learners mentioned up to six subjects lacking in their German schools, with mathematics being the most frequently cited, some students desired additional language classes, including Ukrainian, English, and German. The organization of the initial four-month-long stage of the transition period has served the purpose of providing young asylum seekers with sufficient psychological support and an opportunity to get back to normal life. In the upcoming academic year, it is urgent to establish clear academic expectations, avoid treating children as overly special, and prioritize their integration into society.

NON-WORKING TIME OF THE PRINCIPAL OF THE KYIV SCHOOL UNDER THE CONDITIONS OF MARTIAL LAW

Kostiantyn Lynov — 2024-03-25

The article was written based on the results of a study that was conducted in January-February 2024 among the directors of two capital districts – Solomyanskyi and Desnyanskyi. The goal was to find out the level of resource status of the head of the school in his free time from work in the conditions of martial law. Does he have the opportunity to maintain a balance between workload and rest so that there is enough resource for work? Does the director deal with burnout prevention? These questions are the subject of research. The priority for the head of a capital school under martial law is work, his professional activity. At the same time, he is faced with significant, first of all, psychological burdens, but does not pay enough attention to those measures aimed at restoring the personality and its energy potential. Two-thirds of respondents feel that they have a low level of energy for life after the working day, and almost 15% of them record a state of exhaustion. A third of the respondents have signs of burnout. The answers of the respondents indicate that the problem of resource recovery and accumulation is perceived by school leaders as a necessary solution. During the period of martial law, it is more important for the head of the school to take care of his mental health, prevention of burnout, acquisition of vitality, and resource conservation than during a normal period of peace. From the managerial point of view, there is a need to return to the normalization of working hours for educators, redistribution of powers within the school team, based on real autonomy (primarily organizational) recorded in domestic legislation.

PEDAGOGY OF BORDERLANDS IN THE SCIENTIFIC-EDUCATIONAL DISCOURSE OF THE REPUBLIC OF POLAND

Svitlana Sysoieva — 2024-03-25

The article explores the key provisions of the longstanding experience of the Republic of Poland regarding the development of pedagogy of borderlands, addressing educational issues of children and youth in these regions, and affirming the national identity of citizens in border areas. It is shown that in the Republic of Poland, in recent years, the pedagogy of borderlands has been developing as a component of intercultural pedagogy. The precondition for the development of pedagogy of borderlands in the Republic of Poland has been the expansion of research on issues of multicultural and intercultural education, significant attention to culturological issues of teaching and upbringing. A comparison of pedagogical research dedicated to the examination of culturological issues in education, conducted by Ukrainian and Polish scholars, demonstrates that in Poland, researchers distinguish between the content of concepts of multicultural and intercultural education. It is emphasized that while paying significant attention to the development of intercultural education, Polish researchers underline the necessity of preserving and developing national self-awareness, as participation in the multicultural world requires a strong and conscious sense of one's own identity. Borderlands are considered by Polish scholars not only as a certain space but also as a state of consciousness. In the pedagogical context, the basic concept of pedagogy of borderlands is the person living on the borderlands, their status, personal traits, and mode of social functioning. Studying individuals living on the borderlands has not only cognitive and diagnostic dimensions but also educational ones. Understanding the person living on the borderlands, their interests and needs, their multidimensional identity, enables the creation of optimal educational conditions aimed at supporting the individual development of young personalities, forming the most necessary social correlations, taking into account and utilizing the specific opportunities that exist in the diverse ethnic and cultural space encompassing territories within one's own country and beyond the border.

PROFESSIONAL EDUCATION OF EDUCATIONAL LEADERS: THE EXPERIENCE OF UTRECHT UNIVERSITY (THE NETHERLANDS)

Iryna Reheilo — 2024-03-25

The problem of developing managerial leadership potential for higher education, which acts as a direct catalyst for the organization of quality educational services in Ukraine and increasing the competitiveness of national higher education institutions, remains a priority at the stage of Ukraine's integration into the European Union. The article first examines the issue of professional training of educational leaders and managers in the field of higher education on the example of Utrecht University (the Kingdom of the Netherlands). Taking into account the review of previous studies carried out in the national space, as well as the study of relevant continental European sources, the data on the Dutch higher education system are updated. Based on the analysis of specialized legislation in the field of higher education and relevant institutional acts, the approaches to master's training in the Netherlands are characterized, the key among which is interdisciplinary. It is found that master's programmes are offered at research universities and universities of applied sciences; their duration varies from 1 to 4 years and ranges from 60 to 240 ECTS credits. It has been found that the undisputed trend in master's training is the uniqueness of educational programmes that correspond to the mission and vision of universities. It is established that among the offers on the market of educational services that further offer professional activities in the field of higher education management, there are master's degree programmes in pedagogy, management, art, administration and management, sociology, psychology, etc. The profiles of educational programmes of the University of Utrecht, in particular, specialties with a diverse academic load, which offer graduates after successful graduation positions in the Government of the Netherlands, sectors dealing with education, the Dutch Education Inspectorate, non-governmental educational organizations, as developers and reformers of educational policies, are considered.

COMPARATIVE ANALYSIS OF PROFESSIONAL TRAINING TRENDS FOR CIRCULAR ECONOMY SPECIALISTS IN THE REPUBLIC OF FINLAND, THE REPUBLIC OF POLAND, AND UKRAINE

Oleksii Sysoiev — 2024-03-25

This article presents a comparative analysis of trends in the professional training of circular economy specialists in the Republic of Finland, the Republic of Poland, and Ukraine. The relevance of the issue lies in the global emphasis on environmental preservation and the overall ecology of the planet. In response to these global challenges, the adoption of circular economy models and the professional training of specialists in this field play a significant role. The widespread importance of implementing the circular economy concept in higher education is evident in the active sharing of experiences by various countries in developing educational programs for circular economy specialists. To investigate trends in the professional training of circular economy specialists, Finland, a European leader in circular economy implementation, and Poland, rapidly transitioning to circular economy models, were chosen. A crucial step in summarizing the research results involved conducting a comparative analysis of the organization, content, forms, and methods of professional training for circular economy specialists, identifying common and specific trends in Finland, Poland, and Ukraine. The comparison of trends in professional training for circular economy specialists in Finland, Poland, and Ukraine was conducted based on predefined criteria: motivational, organizational, content-processual, and prognostic-perspective. Proposed further research directions address the crucial issue of professional training for circular economy specialists, vital for the post-war recovery of Ukraine.

IMPLEMENTATION OF ENTREPRENEURSHIP IDEAS IN EDUCATIONAL PROGRAMS FOR THE TRAINING OF SPECIALISTS: THE EUROPEAN EXPERIENCE

Olena Tadeush — 2024-03-25

The article analyzes the experience of implementing entrepreneurship ideas in the content of educational programs for training specialists in the countries of the European Union (Austria, Finland, France, Sweden, Spain, Croatia, Italy, Latvia) at the pan-European, national and institutional levels. The pan-European level provides for the orientation of EU educational policy regarding the development of regulatory documents and recommendations on initiatives that regulate the creation of a pan-European structure to ensure and coordinate the goals and results of entrepreneurial education at the EU level. The national level includes a number of strategies, plans, actions, and legislative acts developed by state bodies to adapt the process of entrepreneurship education in a specific country and involves the design of strategic and target orientations and the implementation of organizational measures that activate the motivation of the country's citizens for self-realization in the entrepreneurial vector of professional activity. The institutional level is revealed through the integration of extroverted and introverted directions of entrepreneurial education in higher educational institutions of EU countries, which determine strategic, organizational, and pedagogical decisions and actions in higher educational institutions regarding the introduction of entrepreneurship ideas into the content of specialist training through a productive partnership between: the state, educational institutions and business institutions.

The main problems of the implementation of entrepreneurship ideas in the content of educational programs for the training of specialists in the EU countries are highlighted: the lack of conceptual and methodological foundations for the formation of entrepreneurial competence of specialists in various industries; lack of motivation of teachers regarding the implementation of entrepreneurship ideas in educational courses based on an interdisciplinary approach; underfunding of innovative laboratories in higher education institutions of EU member states; unsettled mechanisms of partnership relations between education providers, business institutions and other interested parties at the international level.

TRANSFORMATIONAL PROCESSES IN ADULT EDUCATION IN THE REPUBLIC OF POLAND

Maria Yaremchuk — 2024-03-25

The article discusses the transformational processes in adult education in the Republic of Poland. The normative legal documents that influenced the education of adults are analyzed; documents in the field of adult education, resolutions introduced for the period of temporary restriction of the functioning of units of the education system, in particular higher education institutions and other educational institutions, as well as employers, in connection with the prevention, counteraction and fight against COVID-19. It is concluded that, depending on the epidemic situation, online classes, hybrid or stationary classes were limited or cancelled, which affected both the organization of the educational process of adult learning, and its participants. Classes using distance learning methods and techniques have become a priority. The transformational processes in adult education in the Republic of Poland allow us to conclude that there is a clear relationship between adult education and change. Polish andragogues in their reflections and studies draw attention to this relationship. Attention is drawn to the fact that there is a double impact of transformations on adult education: the goal of transformation is not only to reduce the tension that led to the transformation, but also to create new conflicts that should stimulate the individual to creative activity in this new situation It is also necessary to pay attention to the dual impact of the transformation of the system on adult education: it is always stated that its purpose is not only to reduce tension, which led to transformation, but also to the creation of new conflicts that should stimulate the individual to creative activity in this new political formation. The forms and content of adult education today are determined by three vectors: the needs of the labor market, the resources and capabilities of the modern information society, and the individual aspirations of adults for education. The synergistic effect of the interaction of these vectors may be a change in the way of perception and organization of educational processes for adults, which will lead to a decrease in their institutionalization.

FORMATIVE ASSESSMENT AS A FACTOR IN MODERNIZING THE TEACHING NATURAL SCIENCE SUBJECTS

Olha Yaroshenko — 2024-03-25

The relevance of using formative assessment in Ukrainian schools is outlined and confirmed by legal documents. The type of assessment focuses on the learning process and students’ achievements, which positively affects the results of teaching of natural science subjects. The scientific articles by foreign and Ukrainian authors on the essence and features of formative education were consistently analyzed. It is noted that the studied pedagogical phenomenon was justified by foreign scientists and has been used in schools for many years. Its effectiveness has been proven in practice. Until recently, formative assessment was not required in Ukrainian schools, so there is no fundamental research and established practice of its use in natural science education. Natural science teachers proactively comprehend its methodology and fragmentarily use it in the educational process. Theoretical and practical readiness of natural science teachers to use formative assessment was investigated by means of an online survey of 400 natural science teachers. Based on the results obtained, it was found out that natural science teachers are motivated, but their theoretical and practical readiness to use formative assessment is not sufficient. The conclusion is made about the need for targeted training of teachers to master the methodology of formative assessment. It is important that further research on the readiness of science teachers to use formative assessment is based not only on self-assessment, but also on expert assessments.

READINESS OF PRESCHOOL TEACHERS OF EARLY AGE AND PRESCHOOL CHILDREN TO CREATE ART-COMMUNICATION CLUSTERS

Olena Polovina — 2024-03-25

The article examines the issue of preschool teachers professional training, its artistic component in particular. The need for an innovator teacher's training who, in accordance with the pace of world changes, is ready to modernize the educational process, has been updated; a conscious understanding of the education of a creative, free and multifaceted personality by introducing it to the world of art and possesses the necessary methodological tools. It was noted that an artistic interaction with preschool age children needs a modified logical and sequential support. A theoretical analysis of studying an issue of artistic and creative interaction between teachers and early and preschool age children in native and foreign scientific literature is presented. The position of the need to form preschool children's artistic and creative competence through appealing to their sensory sphere, and the development of empathy is substantiated. The toolkit for tasks implementation of early age and preschool children art-world is revealed, namely, art communication is characterized as a form of integrated interaction between an adult and a child, which contains elements of an artistically productive, musical, theatrical component and in which any of these components can dominate or unfold separately. Effective means of preschool teachers training to conduct art-communication have been determined, in particular, clusters of art-communication (mind map) have been identified according to the algorithm «I hear – see – feel – know – act». The results of the ascertainment stage of the research on the readiness of creation and implementation of art-communication clusters in the educational process of kindergarten by preschool teachers are described. The criteria for the formation of the skills of moderating clusters of art communication by teachers of kindergarten are outlined: motivational-emotional, knowledge-theoretical, reflective-empathetic, practical-active. Empirical research methods are quantitatively and qualitatively characterized: questionnaires using Google form online resource; a method of pedagogical observation of teachers' activities; an interviewing. It was found out that the middle (lateral – close to the middle) and low (juvenile – hidden) levels prevail among the respondents.

MODERNIZATION OF THE CONTENT OF HISTORICAL EDUCATION: STEREOTYPES OF NATIONAL HISTORY – «KHORTYTSIA SICH»

Vitalii Shcherbak — 2024-03-25

The proposed article highlights the genesis of the Zaporozhian Sich, on the clarification of which the approach to the coverage of the history of the Zaporozhian Cossacks largely depends. The purpose of the article is to refute the stereotype of national history about the «town» of Prince Dmytro Vyshnevetskyi as the first Zaporozhian Sich and to reflect the relevant terminology in school textbooks and manuals in order to modernize historical education. The research methodology is based on the principles of historicism, scientific objectivity, and a dialectical approach to the analysis of historical phenomena. It is emphasized that the emergence of the Cossack center on the southern border was due to the growth of its numbers and the need to protect Ukrainian lands from Tatar expansion. No direct evidence of the functioning of the Sich in the 50s of the 16th century has been found in written sources, only the presence of a «town» or «castle» in Zaporizhzhia is recorded. Hence, the idea of identifying Dmytro Vyshnevetskyi's «town» with the so-called Khortytska Sich seems doubtful. At the same time, the representative of an aristocratic family made great efforts to defend Ukrainian lands, thus contributing to the consolidation of the Cossack population. This is the outstanding role of Prince Knight Dmytro Vyshnevetskyi in national history. And the castle he built on the Kichka Cape of the Dnipro River, also recorded in the sources on the island of Mala Khortytsia, became a kind of prototype of the fortification of the Zaporozhian community, which, having established itself on the island of Tomakivka in the 80s of the sixteenth century, was called the Zaporozhian Sich. Thus, the study refutes the stereotypes of national history in order to modernize historical education.

GENDER INEQUALITY OF WOMEN IN EDUCATION OR WHY WOMEN ARE UNDERREPRESENTED IN LEADERSHIP POSITIONS?

Olga Melnychenko — 2024-03-25

The article is devoted to one of the main and topical problems of gender studies, namely, gender inequality of women in education when occupying senior management positions. The following categories are understood by the researchers as management positions in higher education institutions: rector, vice-rectors, president, head or director, who acts within the limits of their powers. Despite the fact that education is one of the most feminized branches of Ukrainian society, the heads of the Ministry of Education and Science of Ukraine according to the Soviet tradition were (with a rare exception to the rule) men. The author analyzes gender differences in the distribution of power in the best higher education institutions of Ukraine according to the consolidated rating. Special attention is paid to the state of gender equality in leadership positions at the Borys Grinchenko Kyiv Metropolitan University. The author believes that one of the main tasks of gender is to find out the factors that prevent women from being active and being elected to leadership positions in institutions of higher education. The author believes that one of the main tasks of gender is to find out the factors that prevent women from being active and being elected to leadership positions in institutions of higher education. The article analyzes the scientific literature, in which the following factors are divided into «availability of offers» and «availability of demand»: «availability of offers» includes the potential readiness of women to occupy management positions in higher education institutions; «availability of demand» includes prejudices of educators regarding the leadership of women in the educational sphere, and in institutions of higher education in particular. The author examines the Gender Equality Index of the World Economic Forum, which contains four dimensions related to the subject of the study: economic opportunities for women in leadership positions; the level of women’s education and its quality; the state of women’s health and the possibility of its recovery; the degree of representation of women in leadership positions in the country. The article proposes ways to solve the situation regarding gender inequality of women in leadership positions in higher education institutions of Ukraine. As a way to improve the state of gender inequality of women in leadership positions in higher education institutions of Ukraine, it is proposed to conduct trainings or shortened courses on gender studies for students, teachers, scientists, senior managers of higher education institutions, which will help women believe in themselves, and the management of higher education institutions recognize the possibility of women’s leadership. In the future, it is planned to continue the development of this topic thanks to the analysis of the state of gender equality of women in the management positions of higher education institutions in the European educational environment and its comparison with the Ukrainian one, as well as the search for positive experience and ways to overcome the existing situation.

MODELS OF UNIVERSITY AUTONOMY IN EU COUNTRIES: COMPARATIVE ANALYSIS

Oksana Bulvinska — 2024-03-25

The article is devoted to justifying the classification of models of university autonomy based on their comparative analysis. It is emphasized that education functions as a systemic element in the social structure, which is embedded in connections and coordination with other social actors, in particular with state power and the market. It is noted that university autonomy is the authority of a higher education institution to determine its own goals and programs, as well as the means to achieve them; autonomy, independence and responsibility in making decisions regarding one's own development. It is emphasized that the degree of university autonomy is correlated with the country's political and administrative system, economic development and cultural traditions, historical and ideological context, axiological orientation of society, traditional role of higher education institutions. On the basis of a comparative analysis of common features and specifics of models of university autonomy, the author's classification is substantiated depending on three fundamental factors: relations between state authorities and universities; internal organizational and management structure of universities; as well as generalization of cases of certain national systems of higher education or groups of countries united by historical and regional features. It is emphasized that the most relevant is the classification of models of university autonomy, which takes into account not only the relationship between state control and university autonomy and the peculiarities of intra-university management, but also the administrative and financial system of the state, financial support of higher education, etc.