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The article attempts to identify effective ways to earn student youth to implement the concept of "lifelong learning" in higher education based on a survey. 200 answers of respondents from different faculties of the Vinnytsia Mykhailo Kotsiubynsky State Pedagogical University of EQL are generalized. It was found that the most effective formal and methodological methods are gamification, multimedia in the complex, digital tools, machine memorization; P-invariant GMNet, educational training, podcasts, scientific debates. The study indicates the lack of a comprehensive scientific analysis of the concept of lifelong learning in the paradigm of the methodology of its implementation. It is established as a result of introduction of such elements for successful implementation of the concept of training during life teachers should adhere to methodical rules of its realization.

The article is devoted to highlighting actual problems of organizing distance learning of teachers of music arts during reforming and introduction of the newest forms of professional development of pedagogical workers in the system of postgraduate education. The modern experience in the organization of distance learning of music teachers in postgraduate education is considered. Attention is paid to modern problems of distance learning, experience of organization of a distance learning stage in different types of advanced training courses, introduction of thematic, author's courses for teachers of music art is described. The description of distance training of author's advanced training courses is given, the advantages of in-depth training and thematic training are demonstrated. The description of innovative forms of organization of distance learning of teachers in the system of postgraduate education is given. Features of modern distance learning platforms are considered and their educational opportunities are described. The description of advantages of using modern educational environments, forms of organization of educational activity of teachers during distance learning is given. The list of types of educational tasks, tests, digital materials in the educational environment is presented. The most common forms of teacher training in distance learning are described.The experience of organisation of distance learning for music teachers in postgraduate education is described. The list of problems of postgraduate pedagogical education of art teachers, which were appeared due to reforming and realization of the new content of art education is presented. The problems and needs of professional improvement of music teachers, which can be solved during the distance learning in the postgraduate education system, are discussed.The acticle describes the results of research in postgraduate pedagogical education, which demonstrate the priority types and forms of distance learning among music art teachers. The content of distance, network, e-learning of teachers, effective technologies of learning music teachers in postgraduate pedagogical education are highlighted, Статья посвящена освещению актуальных проблем организации дистанционного обучения учителей музыкального искусства в период реформирования и внедрения новых форм повышения квалификации педагогических работников в системе последипломного образования. Рассмотрен современный опыт по организации дистанционного обучения учителей музыкального искусства в последипломном образовании. Уделено внимание современным проблемам дистанционного обучения, описан опыт организации дистанционного этапа обучения в различных видах курсов повышения квалификации, внедрение тематических, авторских курсов для учителей музыкального искусства. Описываются особенности организации дистанционных тренинговых авторских курсов повышения квалификации, демонстрируются преимущества углубленного тренингового, тематического обучения. Рассмотрены инновационные формы организации дистанционного обучения учителей в системе последипломного образования. Внимание сосредоточено на особенностях современных платформ дистанционного обучения и описано их образовательные возможности. Описаны преимущества использования в дистанционном обучения современных образовательных сред, форм организации образовательной деятельности учителей. Перечислены виды образовательных задач, тестов, цифровых материалов в образовательной среде. Описаны наиболее употребительные формы подготовки педагогов в дистанционной форме обучения.Описан опыт организации дистанционного обучения для учителей музыкального искусства в условиях последипломного образования. Рассмотрены проблемы последипломного педагогического образования учителей художественного образования в русле реформирования и реализации нового содержания образования художественного образования. Выделены проблемы и потребности профессионального совершенствования учителей музыкального искусства, которые можно решить в период дистанционного обучения в системе последипломного образования.Описаны результаты исследований в системе последипломного педагогического образования, которые демонстрируют обнаруженные приоритеты среди видов и форм дистанционного обучения среди учителей музыкального искусства. Внимание сосредоточено на содержательном наполнении дистанционного, сетевого, электронного обучения педагогов, подборе эффективных технологий обучения учителей музыкального искусства в последипломном педагогическом образовании, Стаття присвячена висвітленню актуальних проблем організації дистанційного навчання вчителів музичного мистецтва в період реформування та упровадження новітніх форм підвищення кваліфікації педагогічних працівників в системі післядипломної освіти. Розглянуто сучасний досвід з організації дистанційного навчання вчителів музичного мистецтва в післядипломній освіті. Приділено увагу сучасним проблемам дистанційного навчання, описано досвід організації дистанційного етапу навчання в різних видах курсів підвищення кваліфікації, впровадження тематичних, авторських курсів для вчителів музичного мистецтва. Описуються особливості організації дистанційних тренінгових авторських курсів підвищення кваліфікації, демонструються переваги поглибленого тренінгового, тематичного навчання. Розглянуто інноваційні форми організації дистанційного навчання вчителів в системі післядипломної освіти. Зосереджено увагу на особливостях сучасних платформ дистанційного навчання та описано їх освітні можливості. Описано переваги використання в дистанційному навчання сучасних освітніх середовищ, форм організації освітньої діяльності вчителів. Перелічені види освітніх завдань, тестів, цифрових матеріалів в освітньому середовищі. Описано найбільш уживані форми підготовки педагогів в дистанційній формі навчання.Описано досвід організації дистанційного навчання для вчителів музичного мистецтва в умовах післядипломної освіти. Розглянуто проблеми післядипломної педагогічної освіти вчителів мистецької освітньої галузі в руслі реформування та реалізації нового змісту освіти мистецької освіти. Виокремлено проблеми та потреби професійного вдосконалення вчителів музичного мистецтва, які можна вирішити в період дистанційного навчання в системі післядипломної освіти.Описано результати досліджень в системі післядипломної педагогічної освіти, які демонструють виявлені пріоритети серед видів і форм дистанційного навчання серед вчителів музичного мистецтва. Зосереджено увагу на змістовному наповненні дистанційного, мережевого, електронного навчання педагогів, добір ефективних технологій навчання вчителів музичного мистецтва в післядипломній педагогічній освіті

The article is devoted to highlighting actual problems of organizing distance learning of teachers of music arts during reforming and introduction of the newest forms of professional development of pedagogical workers in the system of postgraduate education. The modern experience in the organization of distance learning of music teachers in postgraduate education is considered. Attention is paid to modern problems of distance learning, experience of organization of a distance learning stage in different types of advanced training courses, introduction of thematic, author's courses for teachers of music art is described. The description of distance training of author's advanced training courses is given, the advantages of in-depth training and thematic training are demonstrated. The description of innovative forms of organization of distance learning of teachers in the system of postgraduate education is given. Features of modern distance learning platforms are considered and their educational opportunities are described. The description of advantages of using modern educational environments, forms of organization of educational activity of teachers during distance learning is given. The list of types of educational tasks, tests, digital materials in the educational environment is presented. The most common forms of teacher training in distance learning are described. The experience of organisation of distance learning for music teachers in postgraduate education is described. The list of problems of postgraduate pedagogical education of art teachers, which were appeared due to reforming and realization of the new content of art education is presented. The problems and needs of professional improvement of music teachers, which can be solved during the distance learning in the postgraduate education system, are discussed. The acticle describes the results of research in postgraduate pedagogical education, which demonstrate the priority types and forms of distance learning among music art teachers. The content of distance, network, e-learning of teachers, effective technologies of learning music teachers in postgraduate pedagogical education are highlighted

The article is devoted to highlighting the current state of the development of pedagogical mastership of musical art teachers in the system of postgraduate pedagogical education. The modern experience of the development of pedagogical mastership in formal education is considered. The experience of using thematic, author's courses for teachers on the basis of special courses, master-classes, creative workshops, in-depth training, thematic training is described. The description of innovative forms of teacher training in the course period is given. The experience of the organization of non-formal education on the image problem is considered. the The most common forms of training teachers in non-formal education as scientific and pedagogical conferences, workshops, trainings, master-classes, round tables, problem-oriented theoretical and practical seminars, methodical meetings, schools of pedagogical skills, participation of teachers in creative groups associations are described.The experience of organizing professional self-development of musical art teachers in the conditions of informal education, which are based on the basis of modern networked, electronic forms of self-study of teachers, is described. The necessity of preparing individual programs of development of pedagogical skills for the effective training of teachers has been determined. The results of the research in the system of postgraduate pedagogical education, which demonstrate priorities in the types and forms of education among teachers of musical art are described. The ways of introducing new forms of teaching on the development of pedagogical mastership of musical art teachers in the system of postgraduate pedagogical education are defined. Among the prospects for the development of pedagogical skills of teachers in postgraduate education, the substantive content of distant, network, e-learning of teachers, selection of effective learning technologies, formation of a bank of innovative forms and methods, the need to prepare scientific and methodological support for training musical art teachers in postgraduate pedagogical education are determined, Статья посвящена освещению современного состояния развития педагогического мастерства учителей музыкального искусства в системе последипломного педагогического образования. Рассмотрен современный опыт развития педагогического мастерства в формальном образовании. Описано опыт использования тематических, авторских курсов обучения педагогов на основе спецкурсов, майстер-классов, творческих мастерских, углубленного тренингового, тематического обучения. Дано описание инновационных форм обучения учителей в курсовой период. Рассмотрен опыт организации неформального образования по обраной проблеме. Описаны наиболее употребительные формы подготовки педагогов в неформальном образовании как научно-педагогические конференции, семинары-практикумы, тренинги, мастер-классы, круглые столы, проблемные теоретически-практические семинары, методические совещания, школы педагогического мастерства, участие педагогов в деятельности творческих групп, творческих о объединений.Описан опыт организации профессионального саморазвития учителей музыкального искусства в условиях информального образования, которые базируются на основе современных сетевых, электронных форм самообучения педагогов. Определена необходимость подготовки индивидуальных программ развития педагогического мастерства для эффективного обучения педагогов. Описаны результаты исследований в системе последипломного педагогического образования, которые демонстрируют приоритеты по видам и формам обучения среди учителей музыкального искусства. Определены пути внедрения новых форм обучения по проблеме развития педагогического мастерства учителей музыкального искусства в системе последипломного педагогического образования. Среди перспектив развития педагогического мастерства учителей в последипломном образовании признано содержательное наполнение дистанционного, сетевого, электронного обучения педагогов, подбор эффективных технологий обучения, формирование банка инновационных форм и методов, необходимость подготовки научно-методического сопровождения процесса обучения учителей музыкального искусства в последипломном педагогическом образовании, Стаття присвячена висвітленню актуальних проблем розвитку педагогічної майстерності вчителів музичного мистецтва в системі післядипломної педагогічної освіти. Розглянуто сучасний досвід з розвитку педагогічної майстерності вчителів музичного мистецтва в формальній освіті. Описано досвід використання тематичних, авторських курсів, навчання педагогів на основі спецкурсів, майстер-класів, творчих майстерень, поглибленого тренінгового, тематичного навчання. Подано опис інноваційних форм навчання вчителів в курсовий період. Розглянуто досвід організації неформальної освіти з визначеної проблеми. Описано найбільш уживані форми підготовки педагогів в неформальній освіті як науково-педагогічні конференції, семінари-практикуми, тренінги, майстер-класи, круглі столи, проблемні теоретично-практичні семінари, методичні наради, школи педагогічної майстерності, участь педагогів в діяльності творчих груп, творчих об’єднань.Описано досвід організації професійного саморозвитку вчителів музичного мистецтва в умовах інформальної освіти, що базується на основі сучасних мережевих, електронних форм самонавчання педагогів. Визначено необхідність підготовки індивідуальних програм розвитку педагогічної майстерності для ефективного навчання педагогів. Описано результати досліджень в системі післядипломної педагогічної освіти, які демонструють виявлені пріоритети щодо видів і форм навчання серед вчителів музичного мистецтва. Визначено шляхи упровадження новітніх форм навчання з проблеми розвитку педагогічної майстерності вчителів музичного мистецтва в системі післядипломної педагогічної освіти. Серед перспектив розвитку педагогічної майстерності вчителів в післядипломній освіті визнано змістовне наповнення дистанційного, мережевого, електронного навчання педагогів, добір ефективних технологій навчання, формування банку інноваційних форм і методів, підготовку науково-методичного супроводу процесу навчання вчителів музичного мистецтва в післядипломній педагогічній освіті

The article is devoted to highlighting the current state of the development of pedagogical mastership of musical art teachers in the system of postgraduate pedagogical education. The modern experience of the development of pedagogical mastership in formal education is considered. The experience of using thematic, author's courses for teachers on the basis of special courses, master-classes, creative workshops, in-depth training, thematic training is described. The description of innovative forms of teacher training in the course period is given. The experience of the organization of non-formal education on the image problem is considered. the The most common forms of training teachers in non-formal education as scientific and pedagogical conferences, workshops, trainings, master-classes, round tables, problem-oriented theoretical and practical seminars, methodical meetings, schools of pedagogical skills, participation of teachers in creative groups associations are described. The experience of organizing professional self-development of musical art teachers in the conditions of informal education, which are based on the basis of modern networked, electronic forms of self-study of teachers, is described. The necessity of preparing individual programs of development of pedagogical skills for the effective training of teachers has been determined. The results of the research in the system of postgraduate pedagogical education, which demonstrate priorities in the types and forms of education among teachers of musical art are described. The ways of introducing new forms of teaching on the development of pedagogical mastership of musical art teachers in the system of postgraduate pedagogical education are defined. Among the prospects for the development of pedagogical skills of teachers in postgraduate education, the substantive content of distant, network, e-learning of teachers, selection of effective learning technologies, formation of a bank of innovative forms and methods, the need to prepare scientific and methodological support for training musical art teachers in postgraduate pedagogical education are determined

The aim of this study is to investigate the potential impact of smartboards on vocabulary learning of foreign language learners.For this, an empirical study was carried out at German preparatory classes of the Institute of German Language and Literature at Namık Kemal University. In this context the students were asked about their vocabulary work in foreign language learning by a questionnaire, which included 20 close-ended statements of a 5-point Likert scale. A pretest was held in the Summer Term 2013-2014 with a total of 78 subjects, whereas a posttest was conducted in the Winter Term 2014-2015 with a total of 86 subjects. The evaluation of the questionnaires was carried out with the statistical program SPSS PASW Statistics 18.0 NETWORK and the data was analyzed by the descriptive survey method.The results of the study show that vocabulary learning is affected by three basic factors: the role of testing, the need and importance of newly learned words in everyday use and the learner motivation. As the results of the study show furthermore, the last central factor, the motivation of the learners, can be supported by training different learning strategies, by providing and using material diversity and visuality, and by making the relationship between language and culture more understandable to the students. These fundamental desiderata can come to meet, by using technological tools such as smartboards, by which learners can be motivated and the vocabulary learning and teaching process can be made more effective. In this regard teachers play an important role, as they have to question themselves, the tools and materials used and the needs of learners in the process of vocabulary teaching, thus to optimize the teaching and learning process as a whole. ÖzetBu araştırmanın amacı, akıllı tahta kullanımının yabancı dil öğrenenlerin kelime bilgilerinin gelişimine olan muhtemel etkilerini incelemektir.Bu amaçla Namık Kemal Üniversitesi, Fen-Edebiyat Fakültesi, Alman Dili ve Edebiyatı Bölümü hazırlık sınıflarını kapsayan deneysel bir çalışma yapılmıştır. Bu bağlamda öğrencilerin yabancı dil öğreniminde yaptıkları kelime çalışmalarına yönelik görüşleri, 20 kapalı ifadeden oluşan 5'li Likert tipi ölçekten meydana gelen bir anket formu kullanılarak alınmış ve değerlendirilmiştir. Anket süreci içerisinde 2013-2014 Öğretim Yılı Bahar Dönemi’nde 78 öğrenciye öntest, 2014-2015 Öğretim Yılı Güz Dönemi’nde ise 86 öğrenciye sontest uygulanmıştır. Anketlerden elde edilen veriler SPSS PASW STATISTICS 18.0 NETWORK istatistik programı kullanılarak betimleyici analiz yöntemi ile değerlendirilmiştir.Araştırmanın sonuçları göz önüne alındığında kelime öğreniminde sınavların rolü, öğrenilen yeni kelimelerin günlük kullanım için gerekliliği ve önemi, ve ayrıca öğrencilerin güdülenmesi gibi üç temel maddenin öne çıktığı görülmüştür. Öğrencilerin güdülenmesine destekleyici nitelikte sayılabilecek kelime öğrenmede strateji bilgisi, materyal çeşitliliği ve görsellik, dil ile kültür arasındaki bağın kavranması gibi unsurların da anket sonuçlarına göre kelime öğreniminde önemli bir yere sahip olduğu tespit edilmiştir. Bu temel ihtiyaçları giderebilmek için akıllı tahtalar gibi teknolojik araçlar kullanılarak öğrencilerin güdülenmesi sağlanabilir ve bu sayede kelime öğrenimi ve öğretimi daha verimli hale getirilebilir. Bu bağlamda kendilerini, kullanılan araç gereçleri ve öğrencilerinin ihtiyaçlarını sorgulayan öğretmenlerin kelime öğrenim ve öğretim sürecinde etkin bir rolü olduğu da vurgulanmalıdır, zira ancak bu şekilde öğrenim ve öğretim süreci bir bütün olarak daha verimli ve etkili hale getirilebilir.

The aging of the Russian population and the rapid shrinking of its labor force in coming decades will make the human capital each worker contributes increasingly vital for sustaining economic output and growth. While improvements in general education are necessary to build the foundation for a productive future labor force, a broad-based and effective system of adult education can provide second-chance opportunities for current workers to enhance their productivity and lengthen their working lives and for low-skilled immigrants to be integrated into the workforce. How well the Russian Federation addresses these multiple needs at and beyond the workplace will depend on how effective its adult education system is. This study targeting policymakers outlines the problems of Russias growing skills gap, especially the shortage of higher-order cognitive and socio-emotional skills, and examines the current state of adult education.

Relevant skills for the job market—the ability to do well a job that is also in demand—are becoming an important bottleneck to private sector growth in many countries in the former Eastern Europe and Central Asia (ECA) region. Economic reforms together with structural and technological change are bringing about new business opportunities and with them demand for new skills. A new take on skills development is needed to help increase productivity, job creation, and wages. The different stakeholders—policy makers that coordinate the strategy around skills and education, workers, the jobless, students and their families who make decisions to invest in training, and firms—need to coordinate around the skills agenda.

Technical education and training has been dramatically expanding in Brazil recently. However, there remains no evidence on the cost effectiveness of this alternative track to a more general education. This paper quantifies the wage returns of completing technical and vocational education and training compared with the returns of completing the general education track, for individuals with similar observable characteristics. Exploring data from the Brazilian National Household Sample Survey, the paper profiles the students taking up this track and quantifies the impact of different types of technical and vocational education and training courses on individuals’ hourly wages. After controlling for selection on observables with propensity score matching, the analysis shows positive and statistically significant wage premiums for students completing technical school at the upper secondary level (on average 9.7 percent ) and for those completing short-term training courses (2.2 percent on average). The paper also documents significant heterogeneity of impacts depending on the courses and the profile of students. For realistic unitary costs of providing technical and vocational education and training, the evidence suggests technical education is a cost-effective modality. The courses offered by the publically financed and privately managed “Sistema S,” together with courses in the manufacturing area have the highest positive impacts.