Search

The appearance of the new federal educational standards for secondary vocational education has given rise to two tools: the WorldSkills competitive movement and the independent assessment of qualifications. Today, the state final certification should be conducted in the form of a defense of the final qualification work, in the form of a thesis (diploma project) and a demonstration exam, which requires specialized sites (equipped with modern technological equipment) that allow you to perform tasks that are provided for in the passport of competencies according to the WorldSkills model. This entails financial costs for educational organizations: either for the participation and use of a specialized site on the basis of a third-party organization, or for the creation of new competencies and the development of the material and technical base of their educational institution.The article describes the experience of the teachers of the Tikhoretsk Technical School of Railway Transport in developing competencies according to WorldSkills standards, as well as the problems and ways of developing championship lines in railway specialties. The creation of new competencies, the development of an expert community, the interaction of educational organizations and the holding of competitions according to WorldSkills standards brings changes to the system of secondary vocational education and sets the pace in the development of championship lines.

OBJECTIVE: To analyze the possible convergences and dissonances between the critical didactic-pedagogical propositions of Physical Education (PE) and the National Common Curricular Base (NCCB), seeking to understand if there is any influence of the propositions in the formulation of this document.METHODS: We used qualitative research of the documentary analysis type with a descriptive-exploratory nature. RESULTS: From what we analyzed in the course of the research, we obtained results regarding the similarities between the NCCB and the critical propositions, such as the organization of the contents, the need to problematize sport, integral education, interdisciplinarity and the guiding axes of the process of classes, as well as the dimensions of knowledge, abilities and competences. In addition, some differences were also identified, such as the critical view of the world, presented by the propositions and the view towards the world of work, proposed by NCCB, in addition to the absence of student participation in the construction of classes in the NCCB and the lack of methodological procedures in the document.CONCLUSION: In short, we can see throughout the NCCB the remnants and contributions of the critical propositions, however, it is possible to notice the lack of elements of PE historically built by the propositions. NCCB presents itself as an advance in terms of educational standards, but it can be seen as a setback in relation to historical achievements in the field of PE.

В Федеральных государственных образовательных стандартах общего образования определена стратегическая цель общего образования по отношению к детям - личностное развитие обучающихся, формирование у них системных знаний о различных аспектах развития России и мира. Одним из результатов реализации Примерной программы воспитания, разработанной ФГБНУ «Институт стратегии развития образования РАО», станет приобщение обучающихся к российским традиционным духовным ценностям, правилам и нормам поведения в российском обществе. Программа призвана обеспечить достижение обучающимися личностных результатов, указанных во ФГОС: формирование у обучающихся основ российской идентичности; готовность обучающихся к самоопределению; формирование ценностных установок и социально-значимых качеств личности. Достижение поставленных задач предполагает формирование жизненно-важных компетенций обучающихся. По отношению к детям с девиантным поведением эти задачи приобретают дополнительное социальное значение, т.к. жизненное самоопределение является необходимым условием их успешной социально-педагогической реабилитации вне зависимости от того, в какие конкретно организационные формы воспитания и обучения они включены. Вместе с тем в принятых ФГОС отсутствует расширенный и точный перечень этих компетенций и ясное описание психолого-педагогических механизмов их формирования, что создает определенные технологические и методологические проблемы по их формированию. Социально-педагогическую реабилитацию воспитанников специальных учебно-воспитательных учреждений мы рассматриваем как специально организованный воспитательный процесс формирования у них социально-личностной жизнеспособности. В статье представлена структура социально-личностной жизнеспособности подростков, которая может послужить методологическим основаниям для проектирования психолого-педагогических механизмов формирования жизненно-важных компетенций воспитанников специальных учебно-воспитательных учреждений. В качестве практического применения авторских теоретических представлений представлена программа духовно-нравственного развития, воспитания и социализации воспитанников специальных учебно-воспитательных учреждений, разработанная в соответствии с требованиями ФГОС. The Federal State Educational Standards of General Education define the strategic goal of general education in relation to children - the personal development of students, the formation of their systemic knowledge about various aspects of the development of Russia and the world. One of the results of the implementation of the Tentative Program for Education developed by the Institute of Educational Development Strategy of the Russian Academy of Education will be the introduction of students to Russian traditional spiritual values, rules and norms of behavior in Russian society. The program is designed to ensure that students achieve the personal results specified in the Federal State Educational Standards: the formation of the basics of Russian identity among students; the readiness of students for self-determination; the formation of value attitudes and socially significant personality qualities. Achieving the set tasks involves the formation of vital competencies of students. In relation to children with deviant behavior, these tasks acquire additional social significance, since life self-determination is a necessary condition for their successful socio-pedagogical rehabilitation, regardless of what specific organizational forms of education and training they are included in. At the same time, the adopted Federal State Educational Standards lack an expanded and accurate list of these competencies and a clear description of the psychological and pedagogical mechanisms of their formation, which creates certain technological and methodological problems for their formation. We consider the socio-pedagogical rehabilitation of pupils of special educational institutions as a specially organized educational process of forming their social and personal viability. The paper presents the structure of the socio-personal viability of adolescents, which can serve as a methodological basis for designing psychological and pedagogical mechanisms for the formation of vital competencies of pupils of special educational institutions. As a practical application of the author's theoretical ideas, this publication presents a program of spiritual and moral development, education and socialization of pupils of special educational institutions, developed in accordance with the requirements of the Federal State Educational Standards.

There is a considerable gap between many of the findings from educational psychology research and educational practice. This gap is especially notable in the field of science education. In this article, the implications of three categories of research and their findings for science educational policy in the USA and other jurisdictions were reviewed. We indicate that a particular category of research that we call “Program-Based Studies,” has dominated the formulation of educational standards while a large number of critical findings from randomized, controlled studies and correlational studies that overwhelmingly show minimal support for the suggested policy have been marked as irrelevant and excluded. The current blanket-emphasis on program-based studies at the expense of the other types of research is misplaced. Educational standards should represent a balanced view of the available data including findings from controlled and correlational studies. Finally, we indicate how these different forms of research might inform each other and provide coherent and consistent implications for educational procedures.

Educational standards, core curricula, output control, competencies are buzzwords under which linguistically euphonious and factually high demands are placed on physical education teachers. The article analyses the terms "self-regulation, ability for self-regulation, self-regulation competence and competence for self-regulation" on the basis of a current example of curriculum development with a view to Baden-Wurttemberg and North Rhine-Westphalia and finds a gap between the general demands on the development of educational standards and their little differentiated, rather factoid implementation in the core curricula for sport. Wishes are expressed for the further development of teaching concepts, more substantial educational standards, and for better core curricula, so that physical education enables good teaching, education, and competence acquisition not despite but because of the competence-oriented curricula., Bildungsstandards, Kernlehrpläne, Outputsteuerung, Kompetenzen sind Schlagworte, unter denen sprachlich wohlklingende und sachlich hohe Ansprüche an die Sportlehrkräfte gestellt werden. Der Beitrag analysiert an einem aktuellen Beispiel der Lehrplanentwicklung mit Blick auf Baden-Württemberg und Nordrhein-Westfalen die Begriffe „Selbstregulation, Fähigkeit zur Selbstregulation, Selbstregulationskompetenz und Kompetenz zur Selbstregulation“ und findet eine Kluft zwischen den allgemeinen Ansprüchen an die Entwicklung von Bildungsstandards und deren wenig differenzierter, eher faktoider Umsetzung in den Kernlehrplänen Sport. Es werden Wünsche für die Weiterentwicklung von Unterrichtskonzepten, gehaltvollere Bildungsstandards und für bessere Kernlehrpläne geäußert, damit der Sportunterricht nicht trotz, sondern wegen der kompetenzorientierten Lehrpläne guten Unterricht, Bildung und Kompetenzerwerb ermöglicht.

Purpose of review This review illustrates the evolution and progress with standardization of fellowship education in neuroanesthesiology. It provides a structured discussion around the need for curricula and framework which individual training programs in neuroanesthesiology can use to meet defined educational standards thus meeting criteria for accreditation. Recent findings Neuroanesthesiology training has traditionally been heterogenous around the world but international efforts from the community of neuroanesthesiology have culminated in the development of an international council for perioperative training in neuroscience in anesthesiology(ICPNT). This serves not only as an accrediting body but also creates a platform through their neuroanesthesia program relations committee for collaboration and engagement between various training programs internationally, increasing the educational standards of the individual programs and collectively increasing the overall level of standards for neuroanesthesia training. Standardized curriculum and competency-based assessments and milestones would help with narrowing the focus to quality education in neuroanesthesiology. Summary Structured training around the three pillars of neuroanesthesiology with concomitant accreditation is expected to lead to higher education standards with better patient care. The SNACC created milestones for neuroanesthesiology training during residency and the ICPNT can now use this as a foundation for fellowship training. Having a council to accredit and standardize will likely become indispensable in creating a set path for training in neuroanesthesiology. Additionally, the flexibility built in due to the international nature would allow modified and variable pathways depending upon individual capabilities and interests. The path forward will include widespread adoption of standardization supporting the overarching goal of excellent patient outcomes around the world.

The last three decades have seen a dramatic push to implement K-12 educational standards. Yet recent achievement measures show student outcomes have changed little, if any. In his remarkably in-dep...

The article is devoted to current issues of lesson design based on student expected learning outcomes. One of the distinctive features of recently approved new Federal State Educational Standards for primary and basic general education is refined and detailed requirements for the expected educational outcomes. In this regard, tools for the teacher to develop those outcomes in order to plan a lesson or a study course in a logical way taking into account the educational interests of students are in dire need. The authors of the article consider the Understanding by Design model as such a tool, since this framework makes it possible to design learning outcomes (distinguishing between understanding, acquisition and transfer goals) and direct the learning process towards desired results. The article provides theoretical foundations for the development of an instructional design model, examines the stages of the design of learning outcomes, the selection of study activities and the identification of teaching strategies. A description of the first stage of design — the design of the expected learning outcomes according to different facets of understanding and of the acquisition and transfer goals — is given in detail.

Today, changes are being made to the main regulatory documents in the field of education, which require a revision of the structure and content of federal state standards. In addition, the labor market requires synchronization of content with the requirements of specific industries. All this required a revision of the layout of the standard for secondary vocational education. Today, 100 educational standards are already in development.For the study, an analysis of the current federal state educational standards and their changes since their introduction in the system of secondary vocational education was carried out. And also considered the latest changes in the regulatory framework of secondary vocational education. Based on the method of analysis, the main changes in the structure and content of federal educational standards were identified. On the basis of the modeling method, the directions of changes in the approximate basic educational programs were determined.The changes identified in the course of the study will allow educational organizations to more successfully apply these standards in the development of basic educational programs.Changes in the vocational education system associated with the approbation of a new layout will allow the education system to respond to the dynamically changing demands of the labor market and provide training for workers who meet the modern requirements of the economy.

In this study is examined a teaching activity that occupies a special place in the process of training staff for the public administration system - evaluation, as a component of the system of educational standards. In this sense, the content and relevance of the policy documents regarding the evaluation of the knowledge and competences of MA students obtained in the study process are analyzed, highlighting the theoretical aspects and professional rigors towards the evaluation activity, but also the methodology of their practical application in the educational process. The test models for the intermediate and final evaluation of an academic course at the Theory and Practice of Public Administration program are presented and argued, emphasizing the three-dimensional model of evaluation: knowledge; application; integration. The issues addressed were debated and supported during the methodical seminar of teachers of the Academy of Public Administration from May 05 - 06, 2021.

This article discusses the application of professional standards in the formation of students’ competencies in me trology. The analysis of normative documents describing the work of metrology specialists has been carried out. A number of problems that arise during the development of federal state educational standards and basic professional education programs based on professional standards are identified. The possibility of metrology separation from the field of «Cross-cutting types of professional activity in the industry» into a separate and independent area is considered. The construction structure of professional standards’ system is proposed. It includes a policy framework, where the necessary ways to get an appropriate level of qualification, the extent of competence and responsibility, and professional standards for metrologists working in various fields of economic activity and the entire field of metrology are enshrined.

In Australia, the Disability Discrimination Act and associated Educational Standards prevent educational institutions from treating people with disability less favourably than those without disabil...

With divergent educational processes brought forth through the unforeseen circumstances such as a global pandemic, students have become obligated to pursue virtual means towards obtaining their education. Therefore, this study seeks to review the different formats of virtual learning processes and methodologies that are currently made available to students based on student and user perception and technology adoption efforts. Through comparative analysis efforts identifying synchronous, hybrid and asynchronous virtual educational standards across multiple publications and understanding technology acceptance models (TAM) and theories such as perceived usefulness, it is understood that virtual learning efforts which pursue an asynchronous methodology are more comparable in contrast other formats.

The article analyzes the role of the competence-based approach in the educational process of internationalization of education, the reflection of the competence-based approach in the context of state educational standards and the integration of the competence-based learning process with the international assessment study PISA.

Modern pedagogical science is increasingly turning its attention to the knowledge of the objective laws of education as a social phenomenon, to the organization of the educational process in accordance with the requirements of federal state educational standards.

Since 2016, the Russian Federation has been implementing the Concept for the Development of School Information and Library Centres, the main purpose of which is to create conditions for the formation of modern school library as a key tool in the new infrastructure of educational organization that provides modern conditions for teaching and upbringing.The study assesses the current state of school libraries in the Russian Federation. The authors analyze the regulatory and organizational basis of school libraries’ activities, present in detail the difficulties of implementing the Concept for the Development of School Information and Library Centres, taking into account the norms and requirements for the organization of school libraries space, as well as consider the issues of staffing the activities of school libraries.The authors conclude that today at least half of school libraries do not meet the requirements of the Federal Law “On Education in the Russian Federation” and Federal State Educational Standards for their activities; and the heads of educational organizations are not interested in the development of library as it requires serious organizational and financial costs, but does not directly affect the performance assessment of their work.The updated school library, filled with relevant content, supported by personnel, methodology, technologies and resources, has the ability to update the content of school education, create the necessary modern infrastructure and use effective mechanisms for managing educational activities. The authors propose a number of actions, the implementation of which at the federal and regional levels will increase the effectiveness of further activities for the development of school libraries and information and library centres.

The distance form of the implementation of educational programs in university should not affect the quality of the competencies formed in the future graduate. One of the competencies of a graduate, the need for which is dictated by modern educational standards and labor market requirements, is the ability to fulfill his role in a team. When organizing teamwork of students in a distance learning environment, the problems of managing the activities of team members, tracking work results, assessing the contribution of each participant to the overall result arise. The article describes such an approach implemented on the basis of the LMS Moodle to form students into teams and to coordinate the actions of team members in a distance learning environment, which ensures the achievement of educational goals and the formation of teamwork skills. The possibilities of communication tools of the LMS Moodle for organizing teamwork of students are discussed. The conclusion is made about the advantages of the Wiki element, which allows each group of students to work on their project, and the teacher — to track the contribution of each participant to the achievement of the overall result. The conclusions presented in the article can be used in organizing teamwork in the context of distance learning, implemented using the Moodle platform.

Analyzed is the problem of implementing the competence-based approach in legal education as one of pressing problems facing Russian legal education. The urgency of this problem is due to the fact that at present new standards have been adopted in various areas of training, incl. the direction 40.03.01 “Jurisprudence” (FGOS 3 ++). In connection with adoption of this standard, the problem arises of understanding the features of the process of its implementation by educational institutions of higher education that train lawyers in this area of training. The subject of the research in this article is the patterns and features of the implementation of the competence-based approach in legal education in this area of training. In the course of the study, the features of the implementation of the competence-based approach in this area of raining in modern Russia were analyzed in connection with the adoption of the new Federal State Educational Standards in jurisprudence. A competence-based model of a lawyer is presented, as well as requirements for the technology for the formation and assessment of formation of competencies in this area of training in modern Russia, including the use of automated systems for compiling educational and methodological documentation that ensure the educational process.

Suppose there is a problem related to the loss incurred to the patient when the doctor of the Internship program does not meet the established educational standards. In that case, health services will be exposed to a greater risk of civil liability if they ignore internal arrangements related to internal physicians. The risk of joint civil litigation will be very burdensome for interns and hospitals if hospital leaders issue wrong clinical assignments. Hospitals need to be aware that material and substance cannot be compared between hospitals and hospitals. Each hospital should ask their medical committee to arrange bylaws related to implementing the profession of interns in their respective hospitals. The approach used in this study is the method of the Legislative Approach (Statue Uproach), Conceptual Approach, and Sociological Approaches. By law anyone who causes or incurs a loss to another person is required to account for any such loss. Likewise, doctors, as health workers who have provided health services (medical measures) to patients, if the doctor incurs losses with these services, are obliged to provide accountability. The responsibility of doctors who commit malpractice can be punched in 3 (three) aspects: civil, criminal, and administrative matters.

В статье представлен результат исследования процесса обеспечения реализации образовательных программ среднего профессионального образования нормативно-правовой документацией. Показана значимость среднего профессионального образования в национальной системе образования. Проведен анализ иерархии построения правового регулирования отношений в сфере среднего профессионального образования и современного состояние существующей нормативной правовой базы, направленной на управление системой среднего профессионального образования. Существующая база нормативно-правовой документации является многоуровневой, включает широкий комплекс документов, обеспечивающих сопровождение реализации образовательных программ среднего профессионального образования, развитие и совершенствование профобразования в соответствии с новыми трендами современности, вызванными нарастающим потоком технологических инноваций эпохи цифровизации. The article presents the result of the study of the process of ensuring the implementation of educational programs of secondary vocational education with regulatory and legal documentation. The importance of secondary vocational education in the national education system is shown. An analysis of the hierarchy of the structure of legal regulation of relations in the field of secondary vocational education and the current state of the existing regulatory legal framework aimed at managing the system of secondary vocational education was carried out. The existing framework of regulatory and legal documentation is multilevel, includes a wide range of documents that provide support for the implementation of educational programs of secondary vocational education, the development and improvement of vocational education in accordance with new trends of our time, caused by the growing flow of technological innovations of the digitalization era.

National reform documents and shifts in educational standards have continued to highlight the importance of engineering and engineering practices within science literacy. High-quality engineering o...

The research-based, Thailand-based learning progression for haze pollution developed by Ladachart, Poothawee and Ladachart opens a new front in the long-running debate over the compatibility of place-based education (PBE) with educational standards. This debate encompasses disagreement over whether PBE and standards are philosophically compatible and substantive cases have been made for both sides. However, with their place-based learning progression, Ladachart, Poothawee and Ladachart have demonstrated that research-based learning progressions, which by design (but as of yet incompletely) underpin widely used standards such as the Next Generation Science Standards, can be formulated in the context of place-based learning and applied to the development of place-based curriculum, instruction and assessment; and can be used to inform future supplements and revisions of standards now in effect. In the meantime, the method of “bundling” offers a way to synergize standards-based and place-based education for current instructional practice, as illustrated by examples of “bundling standards in place” for Grand Canyon National Park, Arizona, and the northern karst belt of Puerto Rico.

Summary of the research: This research aimed at evaluating the descriptions of educational curricula at the BA stage at the Faculty of Early Childhood Education at Minia University, and the descriptive analytical approach was used in its relevance to the nature and objectives of the research, and a sample consisting of(38) descriptions of educational courses at the Faculty of Early Childhood Education, Minia University, were applied, and a set of tools were applied. It was represented in the list of contemporary international educational standards for educational curricula(researcher preparation), and the questionnaire for analyzing the descriptions of educational curricula in Faculties of Early Childhood Education with the credit hour system in light of contemporary international educational standards(researcher preparation). The results of the research indicated that the number of academic courses in the Department of Educational Sciences at the BA stage of the credit hour system at the Faculty of Early Childhood Education at Minia University reached(38) academic courses, and the research presented a list of international standards that can be used to evaluate descriptions of educational courses consisting , as indicated The study indicated that the descriptions of the educational curricula under study need to be developed and updated, as international standards have been achieved in evaluating the descriptions of educational courses, in varying proportions and degrees, and the study recommended the necessity of developing descriptions of educational curricula in Faculties of Early Childhood Education.

ملخص الدراسة باللغة العربية: يهدف البحث الحالى إلى تطوير قائمة معايير للإنفوجرافيک فى برامج التعليم الإلکترونى للتلاميذ ضعاف السمع بالمرحلة الاعدادية، واستخدم البحث المنهج الوصفى التحليلى فى عرض واستخلاص المعايير من الأدبيات والدراسات السابقة ذات الصلة، واعتمد البحث على تطوير استبانة لاستطلاع رأى الخبراء فى تکنولوجيا التعليم فى مدى وضوح صياغة کل معيار وصحته العلمية، وکفاية المعايير ومؤشراتها، وعلاقة المؤشرات بالمعايير المنتمية إليها، وطبقت الاستبانة على عينة من المحکمين المتخصصين فى مجال تکنولوجيا التعليم.وأسفرت نتائج البحث عن التوصل إلى قائمة للمعايير الواجب توافرها عند تصميمالإنفوجرافيک فى برامج التعليم الإلکترونى التى تستهدف التلاميذ ضعاف السمع بالمرحلة الاعدادية؛ تتکون هذه القائمة مجالين رئيسين هما المعايير التربوية والمعايير التکنولوجية، يندرج تحتهما عدد (12) معيارا و(68) مؤشر. الکلمات المفتاحية: معاييرالإنفوجرافيک،برامج التعليم الإلکترونى، ضعاف السمع. Abstract: The current research aims to develop a list of criteria for infographic in e-learning programs for hearing-impaired students in the preparatory stage, and the research used the descriptive and analytical method in presenting and extracting criteria from the literature and related previous studies. Standard and scientific validity, adequacy of standards and their indicators, and the relationship of indicators to the standards belonging to them. The questionnaire was applied to a sample of arbitrators specialized in the field of educational technology. The results of the research resulted in reaching a list of criteria for infographic in e-learning programs for hearing-impaired students in the preparatory stage, consisting of two main areas: educational standards and technological standards, under which are included a number (12) standard and (68) indicator. Key words: Infographic Criteria, E-learning programs, Hard of hearing.

The article reveals the trends and prospects for the development of the sport industry, which has a global character. The authors defined the sport industry. It was stated that the presence of accessible and qualitative sport infrastructure is the most important condition for the development of the valuable market for sport services, advance of the industry of sport. The conducted studies have shown that in the modern world, there is a constant search for new effective forms and types of commercial activities in the system of physical culture and sports. The relevance of the study lies in the fact that basis of analysis of the development trends of the global and emerging national sport industry. Study has drawn the main conclusions and recommendations for its further development. The article points out the imperfection of statistics and the lack of monitoring of these indicators. The taxation schemes for manufacturers of sport goods and services and the principles of financing sport education need to be revised. Training entrepreneurial personnel taking into account of specific character and development of the market relations of the branch of sport properly still is not conducted, and this complicates the solution of the problem. It is necessary to streamline the regulatory framework, to ensure the preparation of educational standards and requirements for training personnel for the entrepreneurial structures of the industry, by taking into account the peculiarities of the development of the modern sphere of sports and all levels of its management.

This is an empirical study of professional competencies. The article addresses two main tasks: the demands of the labor market presented to specialists in the field of trade and marketing; and the identification of the professional competencies formed by the standard for the preparation of FSES HE 3+ and whether it meets the modern requirements of employers. Two hypotheses are investigated: (i) can the competencies inherent in the educational standard develop the necessary skills required by this profession in the modern labor market; and (ii) do the professional competencies reflect the necessary personal qualities demanded by employers. The analysis shows that the educational standard of the FSES HE 3+ is rather poorly adapted to the modern requirements of the labor market. As a rule the professional competencies in it develop a specialist who is ready to engage in his own entrepreneurial activity, while the training of such personnel is carried out at the expense of the state budget. This implies the need to work in large organizations and to possess a wider set of skills, including the ability for expert and analytical work, systemic thinking, etc. The increasing innovation in high-tech industries as Russia moves towards a digital economy will increase the demand for labor marketers who have design, engineering, visualization and skills for working with BigData. It is these skills that should be integrated into the new FSES of HE3 ++ to train a specialist o meet the requirements of the 21st century.

The key results of the program of interaction between JSC “Russian Railways” and railway transport university complexes until 2025 include the following: approval of selection criteria and assessment procedures for candidates for targeted training from among applicants; assessment of competencies and tests of abilities according to the methods approved by JSC “Russian Railways” for all university graduates and students under contracts for targeted training of the company. To achieve these results, the task of designing a map of the development of Russian Railways corporate competencies at various levels of education is relevant.Using the methods of system analysis of Russian Railways regulatory documents and Federal state educational standards, this article presents a model of educational programs succession by education levels in order to design educational trajectories in accordance with the request for Russian Railways corporate competencies.The proposed model of developing Russian Railways corporate competencies in the context of lifelong learning will be useful for educational organizations in designing educational routes for students, forming criteria for competencies assessing at various education levels, adjusting the content of additional and basic educational programs in order to train highly qualified personnel for JSC “Russian Railways”.

За роки ведення військового конфлікту на сході України в Державній прикордонній службі України проведено значне переоснащення органів та підрозділів охорони кордону новітніми зразками озброєння, військової техніки, військового майна, які необхідно опановувати. Також з’явилися нові підрозділи із специфічними завданнями такі як відділення інспекторів прикордонної служби, окрема бойова прикордонна комендатура, прикордонна комендатура швидкого реагування, рота матеріального забезпечення та інші. Динаміка процесів, що відбуваються у Збройних Силах України пов’язаних із змінами системи тилового забезпечення та впровадження логістичних підходів, в тому числі і в Державній прикордонній службі України, визначають нагальну потребу в оновленні системи професійної підготовки прикордонників з урахуванням європейських освітніх стандартів і сучасних вимог до професійної діяльності фахівців з ведення військового господарства. З огляду на це очевидно вбачається необхідність покращення освітнього процесу, досягнення необхідних професійних компетенцій якими повинен володіти випускник – прикордонник для організації ведення військового господарства. Всі ці зміни спонукають замислитися, а чи готовий випускник академії вирішувати питання військового господарства прикордонного підрозділу які чекають його під час служби. Чи отримує він необхідні навички, вміння.

Despite recommendations from science educational standards which claim that science teaching should engage students in scientific investigations the same way scientists practice their profession to discover the unknown, thereby allowing students to actively construct their own knowledge, a growing body of empirical evidence suggests that this may not be the most effective approach. The present research tests the separate effects of two instructional elements that often co-occur when characterizing scientific investigations in science activities: the role of interacting with investigation materials and the role of telling in teacher guidance. Kindergarten and first-grade students participated in one of four versions of a lesson on light in their classrooms: (1) students were either asked to physically interact with scientific investigations themselves or to watch the instructor perform them and (2) students were either directly told the concepts the investigations were designed to teach or they only heard neutral guidance. Learning was assessed through change in scores from the pretest to posttest. Results show that answers in teacher guidance resulted in more learning than neutral guidance. There was no effect from manipulating materials. Implications of these results for future research and real-world classroom practice are discussed.

This article analyzes the Federal State Educational Standards of Higher Education from the perspective of substantive component that contributes to the formation of civic qualities and civic position of the students. It is noted that in modern political and socioeconomic life, the Russian Federation gives priority to the development of youth activity in the conditions of building civilian, democratic and constitutional state. Young people should be competent in order to be engaged in the country’s socially useful events to the fullest and make conscious political choice. Higher education institutions play a considerable role in preparing educated and critically minded citizens, who possess high level of responsibility and patriotism. The goal of this article is to establish the the pedagogical conditions for the formation of civic position of students of higher education institutions. Analysis of the standards and existing normative legal acts allowed outlining the key priorities vectors in the development of higher education system of the Russian Federation. One of the crucial tasks of higher education system is to improve competitiveness of higher education institutions of the Russian Federation, as well as develop general cultural and professional competencies of future specialists. However, despite legislative consolidation on the federal level of the importance of development of civic position, the direct requirements for the results of formation of civic position among students are indicated only in part of the Federal State Educational Standards for Higher Education.

Having included the list of general and professional competencies in the educational standards, the significant difficulties occurred in their formation and measurement of the level of their achievement in teaching mathematics. The aim of the work is to develop a set of application mathematical problems aimed at the formation of both the skills in subject and certain competencies of the students of the secondary professional institutions. The theoretical research formed the methodological basis. It consists of the theory of competency-based approach, theory of problem solving and applied direction of the course of mathematics. The main directions of creating the complex of application tasks, the content of which has professional orientation, were also defined. The practical part of the study is to determine the content of application tasks in a dedicated professional field, justifying the influence of applied professional-oriented tasks on the formation of general competencies in students. The efficiency of the developed complex of application tasks was estimated during the pedagogical experiment. The results show that this complex promotes both in-depth study of mathematics and the formation of a certain group of competencies in students. The complex is applied in educational process of Ulyanovsk College of Food and Trade. The data of the study can be useful for teachers of mathematics of the secondary professional institutions.

Background Worldwide midwifery educators are passionate about educating the next generation of midwives and prepare them to contribute to public health and the midwifery profession. A redesign and transformation of midwifery education may be needed, focusing on the longterm impact on mothers, families and communities. To meet these challenges, midwifery students are expected to acquire competences in all fields of midwifery according to both national and European legislation and the International Confederation of Midwives (ICM) Global Standards for midwifery education1. The landscape of Higher Education initiated a transparent and easily comparable system of academic degrees in Europe. In 1999, an educational system in three cycles was established (Bachelor’s, Master’s and Doctorate level), by the so called Bologna process2. In recent years, midwifery educational reforms shifted from vocational training to academic education in Europe, which enhanced opportunities for mobility, employability and research. A recent study (2019) confirmed that, in most European countries, midwifery education took place at university (19 at Bachelor’s and in seven at Master’s level). Only four countries still offered vocational diploma level programs3. Nevertheless, midwives from different countries have uneven levels of proficiency, scope of practice, and education. While variation exists, some countries face challenges operating in a European context where midwifery is regulated, measured and documented in a similar way enabling comparison and impact4.

The main tasks of the Olympiad of diploma projects of the Federal Agency for Railway Transport are to improve the quality of training, develop the creative abilities of students, increase the interest of students and teachers in the development and improvement of the railway industry, and form highly qualified human resources. The practice of participation of branches (structural units) of secondary vocational education of the Irkutsk State Transport University shows that not all indicators can be achieved.The educational process in secondary vocational education is focused on preparing for practical activities in production. In accordance with federal state educational standards for secondary vocational education programs, a student must master general and professional competencies, acquire certain knowledge, skills and practical experience. It is proposed to make a number of changes in the system of evaluating the Olympiad of diploma projects in terms of criteria. The assessment system of the Olympiad must be adapted taking into account the possibilities of secondary vocational education to stimulate the participation of structural units in their conduct.

In general, the reviewed work is one of the best textbooks on the discipline of (human) anatomy, not only in the Russian Federation, but also in some CIS countries, in which it is actively used in the educational process and received of positive responses. It is in demand not only by students, but also by medical practitioners. It should be emphasized once again that this is a thoroughly revised, supplemented reissue. It retains the traditional form and method of presenting the material, familiar to many generations of former students, and now doctors, focuses on the heading of sections, supplemented the illustrative series, created summarizing tables on blood supply and innervation, highlighted the most important information necessary for the subsequent study of clinical disciplines. All changes and additions made by the author will facilitate preparation for the exam and are very important for subsequent practice. The main advantage of the reviewed textbook is the originality of the presentation of the material. The author managed to comply with the modern requirements of state educational standards of the third generation and in an accessible form to present the material, which is the basis for the subsequent study of a number of theoretical and all clinical disciplines. The information presented is accurate, reliable and scientifically proven, anatomical terms are given in accordance with the international anatomical nomenclature TA-1 (1999). In such a large work, some inaccuracies and typos cannot be avoided; some classifications proposed in the textbook are controversial. The point of view presented by the author is traditional for the morphological school of the Military Medical Academy, it is supported by a number of prominent anatomists and has a right to exist.

Background In order to promote sustainable midwifery education, it is important to understand what the structural shortcomings are. In this study of 38 public nursing institutions in Bangladesh, we aim to identify a number of structural shortcomings and to discuss strategies for limiting them. Methods An evaluated context-specific accreditation assessment tool consisting of 37 multi-choice closed-response questions encompassing 14 educational standards aligned with international standards for midwifery education programs and competences for midwifery educators was used to assess all public nursing institutions in Bangladesh (n = 38), the results of which are presented in simple descriptive statistics; number (n), percentage (%), mean, SD and minimum-maximum value. Results Provision around clinical practice sites is the key structural shortcoming within the Bangladeshi midwifery educational system. Twenty-five percent of the institutions provided no opportunity for midwifery students to practice comprehensive sexual and reproductive health care. Twenty-nine per cent of the clinical sites were not aware of the content of midwifery courses and syllabi. Finally, one third of students achieving a midwifery qualification did not meet the learning outcomes to support women in birth. Conclusions To measure progress towards national and global milestones to ensure students are equipped with required competencies before graduating as registered midwives will be difficult to meet unless shortcomings within the educational system are addressed. We recommend (i) the inclusion of clinical placement sites in future assessments, (ii) the introduction of an integrated feedback-appeal-response system, and (iii) the development of a system for improved communication links between educational institutions and clinical placement sites.

The specifics of the homework system that meets state educational standards is described. The analysis of a number of training programs developed in accordance with state educational standards is presented and an approximate plan of homework is developed, characterized by the systematic use of homework that meets the requirements of state educational standards.

The aim of this paper is to investigate the effects of the programme for professional development of chemistry teachers on their competencies for conducting formative and summative assessment in chemistry teaching. The programme participants were 30 chemistry teachers from primary and secondary schools. Data were collected using a questionnaire at the beginning and at the end of the programme implementation. The programme included four workshops with the same structure: the introduction, group work and the discussion of the results obtained through group work. The workshops focused on: i) the assessment as a support for chemistry learning; ii) the harmonization of teaching and learning activities, formative and summative assessment, feedback from formative assessment and the criteria used to evaluate students in summative assessment; iii) the evaluation of the validity of tasks used for formative and summative assessment according to the curricula aims and the educational standards; iv) designing tasks for monitoring students? progress towards certain educational standards. Teachers? responses show the impact of the programme for the development of their competencies for assessment, particularly regarding formative and summative assessment and designing various kinds of assessment in accordance with the achievement standards.

تشکل بيئات الواقع المختلط مجال بديل للبيئة المادية التقليدية تسمح للاستفادة من إمکانيات تکنولوجيا المعلومات والاتصال الغنية، وتستثمر أدواتها في تصميم العمليات المختلفة للتعلم بصريا وإدارتها، وتقويمها، وتطويرها، ما يجعلها تعمل کمنظومة متکاملة لتيسير عمليات التفاعل عبر الوسائط التفاعلية المرئية ثلاثية الأبعاد، الأمر الذي يتطلب التوجيه الذاتي والمسئولية وتمکين يعطي للإدراک الحسي للصورة المجسمة عمق وأبعاد، ما يحقق للمتعلمين أهدافهم اعتمادا على التحکم ومعايشة تطبيق المهارة بأنفسهم، ويساعد على التواصل مع الأخرين والوصول الحر للمعلومات وتبادل الأفکار والآراء. تتحدد مشکلة الدراسة في محاولة الوصول لقائمة من المعايير التصميمية التي ينبغي مراعاتها عند إنشاء بيئة الواقع المختلط والأکثر ملاءمة لعمليات التعليم والتعلم لطلاب المرحلة الثانوية، واستخدام الباحث المنهج الوصفي التحليلي، تم التوصل لقائمة المعايير في صورتها النهائية بعد عرضها على محکمين من خبراء تکنولوجيا التعليم والحاسبات والمعلومات کعينة استطلاعية للتأکد من صحة الاستبانة؛ والتي تکونت من(3) مجالات رئيسة، و(12) معيارا رئيسا و(346) مؤشرا فرعيا، ما قد يسهم في الاستفادة من تقنية الواقع المختلط کبيئة انغماسيه توفر تفاعل بصري ووسائط متعددة افتراضية وغيره من مقومات التقنية الحديثة الغامرة، وتقدم آليات التکنولوجيا الرقمية المعاصرة والفاعلة التي تعزز من استخدام سياقات تهتم بأهداف الإتقان بدلا من أهداف الأداء، والمساهمة في تقديم حلول تقنية تساعد على تنظيم عمليات التعلم الذاتي المبرمج والإسهام في حل بعض المشکلات التربوية، وأوصت الدراسة بضرورة توظيف المستحدثات التقنية الحديثة والمعاصرة في مجال التعليم والتعلم المختلفة اعتمادا على استخدام حواس المتعلمين والممارسة وتعزيز استخدام سياقات تهتم بأهداف الإتقان والممارسة، وتنمية مهارات التنظيم الذاتي لعمليات التعلم والتعلم الحر. Mixed reality environments constitute an alternative field to the physical traditional environment. MREs make effective use of the Capabilities rich Information and Communication Technology. This includes utilizing its reliable tools in designing, managing, evaluating, and developing the various visual learning processes. This makes it work as an integrated system to facilitate interaction processes through interactive, 3D visual multimedia, which requires self-direction, responsibility and empowering gives depth and dimension to the perception of the stereoscopic image. As a result, learners achieve their goals depending on controlling and experiencing the skills performance themselves, it helps to communicate each other's and access freely to information, exchanging ideas and opinions. This research study aims at creating an exhaustive list of design standards that should be considered when creating a mixed reality environment that is most suitable for high school students teaching and learning processes, the researcher used the descriptive and analytical method, finally the standard's list was obtained in its final form after the approval of the reviewing ICT and education technology experts, an exploratory sample reconnaissance to ensure the validity of the questionnaire, this sample survey contents of (3) key fields, (12) main standards and (346) sub-indicators. What may contribute to the benefit of mixed reality technology as an immersive environment of visual interaction, virtual multi-media and other elements of modern immersive technology, MREs provides contemporary mechanisms of the effective digital technologies that would increase the use of contexts concerned with the goals of perfection rather than performance goals, contribute to providing technical solutions that help in organizing programmable self-regulated learning processes, contributing to solving some educational problems. The study recommended the necessity of employing modern and contemporary technical innovations in the field of education and learning. Depending on the use of the learners' senses and practice promote the use of contexts concerned with the goals of perfection and practice, and the development of self-regulation skills for learning processes and free learning.

El liderazgo efectivo de los directivos juega un rol crítico dentro de las instituciones educativas, ya que es el factor predominante del cumplimiento de los estándares educativos, que ayuda a influenciar los modelos y las reformas que se deben ejecutar a fin de promover una educación de calidad. Este estudio tuvo como objetivo diseñar estrategias innovadoras de liderazgo efectivo que ayude a los directivos educativos a influir positivamente sobre las relaciones interpersonales de los docentes, con el fin de mejorar el clima laboral institucional. Para lo cual se utilizó un cuestionario tipo encuesta basadas en el liderazgo, que fueron tomadas del Manual de Evaluación de los estándares de calidad educativa del Ministerio de Educación del Ecuador. Los resultados indicaron que dentro de la unidad educativa se ejercía 4 tipos de liderazgo que son autoritario coercitivo con el 50%, autoritario benevolente con 25%, consultivo 15% y participativo con el 10%. Concluyendo que La implementación de un plan de liderazgo efectivo ayudó a la comunidad educativa de la Escuela Fiscal José María Lequerica a mejorar el clima laboral aumentando las competencias, facilitando el desarrollo y la divulgación del proyecto educativo institucional en beneficio de la sociedad, promoviendo la calidad educativa y aumentando la eficiencia en la realización de sus procesos.

The call to raise educational standards in the UK has a particular focus on the underachievement of pupils attending schools facing challenging socioeconomic circumstances. In 2017 the Education Po...

This article describes the practices of theater researchers offering programming, that meets recognized educational standards, for youth in carceral settings. The article investigates the pedagogy of theater with young people in the female and male sides of a youth facility in Santa Catarina and examines the conditions that surround the process pf theatre making in such a setting. The power dynamics between residents and employees of the facility imbued the work and interfered in the theatrical practice. The article lays out what options for artistic and pedagogical action existed in the workshop and ultimately explains pedagogical and theatrical practice that resulted.

The article is devoted to the consideration of the relevance and analysis of the formation of the professional competence of a foreign language teacher. This is due to the modern socio-cultural conditions, new educational standards, and the ever-increasing requirements for the process of teaching foreign languages. The term "professional competence" is considered using an integrated methodology, which includes theoretical and empirical research methods. The authors have concluded that the professional competence of a foreign language teacher is a complex of various skills and abilities facilitating effective cooperation between the teacher and students in certain professional situations. Furthermore, the authors see the solutions to these problems, the creation of a flexible and mobile system of advanced training and the search for more effective forms of interaction between educational institutions, methodological services, and professional associations of teachers for purposeful continuous pedagogical education of teachers of a foreign language.