The main task of this paper is to start the discovering of complex reality of interwoven linksand relations between the sphere of higher education, globalizing world economy and their «crisis».All current anti-crisis measures will remain fictitious and counterproductive until they take intoaccount deep material structures and relations that underlie the world of «financial» & «economic»relations and exchange & transaction. These relations and their structures produce and reproducethemselves by financial-economic transactions. For existence and reproduction of these relationsthey require «antropo-production» activities in functions of higher education and professions. Inorder to overcome the «crisis», we must move beyond the world political economy, we need todisclose these deep structures and relations (of university, world economy and «economiceducation») and set our world free for development through thoughtful redesign and reconstructionof these structures.
In the Decree of the President V. V. Putin of July 21, 2020 "On the national development goals of the Russian Federation for the period up to 2030", there are two national goals that are directly related to the book and library business: the education of a harmoniously developed and socially responsible personality and the implementation of digital transformation of key sectors of the economy and social spheres. The Russian Bibliologos (book mind) has been creatively and collectively created over millennia. Cognition of the essence of the Bibliologos is a priority task of book and library science and library and information education today. The article examines the biological and social prerequisites of book communication, the dynamics of the development of the classical Bibliologos and the scientific and pedagogical foundations of the formation of the non-classical Bibliologos of the XXI century.The Bibliologos is understood as a biologically and socially determined intelligent productive force mastered by people in the process of hominization (humanization). The following functional definition is proposed: Bibliologos is the collective mind of a historically stable community of people who own the book culture, write and read books and are directly involved in the production of the bibliosphere. The Classical Bibliosphere is defined as a supersystem of book-communication systems that ensures the reproduction, preservation and further development of the national book culture. The structure of the bibliosphere is formed by socio-cultural institutions (systems, or branches of the book business), namely: publishing, printing industry, book trade, librarianship, bibliography. Each institute includes practice, education, science, special communication, management bodies. The branch problems of the bibliosphere are studied by related, but relatively independent, scientific and practical studies (bibliography, library science, records management, book history, bibliopolistics, editsiology, etc.), and bibliology is engaged in general problems – a complex science (or a complex of sciences) about books and books, as well as general document theory, or documentology. In addition to branch institutes, the bodies of the bibliosphere are: bibliophile socio-cultural movement; non-profit and commercial founders and voluntary associations; government authorities and censorship.The participation of the Russian Bibliologos and the library school in the implementation of the human-creative project as a national target is envisaged. Particular attention is paid to the European experience of modeling a new type of person, the historical project "Memory for the Future", cyber-socialization of the society of the future, topical issues of non-classical library and information education and the synthesis of book culture and digital culture of the XXI century. It is concluded that national security and the well-being of future generations depend on the non-classical Bibliosphere, in particular on national libraries and school librarians. ; В Указе Президента В. В. Путина от 21 июля 2020 г. «О национальных целях развития Российской Федерации на период до 2030 года» названы две национальные цели, имеющие непосредственное отношение к книжно-библиотечному делу: воспитание гармонично развитой и социально ответственной личности и цифровая трансформация ключевых отраслей экономики и социальной сферы. Российский Библиологос (книжный разум) коллективно создавался в течение тысячелетий. Познание сущности Библиологоса — приоритетная задача книжно-библиотечной науки и библиотечно-информационного образования в наши дни. В статье рассмотрены биологические и социальные предпосылки книжной коммуникации, динамика развития классического Библиологоса и научно-педагогические основы формирования неклассического Библиологоса XXI в.Библиологос – биологически и социально обусловленная разумная производительная сила, освоенная людьми в процессе гоминизации (очеловечивания). Предложено её функциональное определение.Классическая Библиосфера – суперсистема книжно-коммуникационных систем, обеспечивающая воспроизводство, сохранение и дальнейшее развитие национальной книжной культуры. Её структуру образуют социально-культурные институты (системы или отрасли книжного дела): издательское дело, полиграфическая промышленность, книжная торговля, библиотечное дело, библиографическое дело. Каждый институт включает практику, образование, науку, специальную коммуникацию, органы управления. Отраслевые проблемы библиосферы изучаются родственными, но относительно самостоятельными научно-практическими учениями (библиографоведение, библиотековедение, документоведение, история книги, библиополистика, эдициология и др.), а общей проблематикой –комплексная наука о книге и книжном деле – книговедение, а также общая теория документа, или документология.
The transformation of quality of education considering social, economic, and political changes taking place in life of the global society is studied. The author analyzes various social factors the impact of which determines the transformation of quality of education regarding it to be one of the main preconditions for an ever-progressive human development. ; The transformation of quality of education considering social,economic, and political changes taking place in life of the global societyis studied. The author analyzes various social factors the impact of whichdetermines the transformation of quality of education regarding it to beone of the main preconditions for an ever-progressive humandevelopment.
The article, consisting of three thematic blocks, presents an interpretation of the main trends in the evolution of modern scientific and philosophical discussions on general problems of education and educational policy that continue with unabated intensity for the past two decades in Western analytical literature. The priority is given to the analysis of modern theories of education and their interrelations with the ancient tradition, which still affects the modern concepts of democracy and citizenship. The author also explores the various, sometimes diametrically opposed approaches of scientists to the analysis of the phenomenon of globalization and the causes of the crisis of traditional democratic institutions and educational systems. The review also presents critical assessments of the value of diverse studies, in which scholars clearly strive to revive and reinterpret both the classical philosophy of education of the XVIII-XIX centuries and the heritage of the greatest education theorists of the twentieth century.
The article reveals the problem of Patriotic education of young people, shape and conditions of formation of patriotism, purpose of military-Patriotic education. At present, in Russia, the understanding of patriotism is limited to the experience of the past centuries. The manifestation of patriotism can be expressed in various forms: pride for one's country, for one's people, respect for the history of one's own country, respect for traditions and values. Motivational characteristics of the activity, ideological and ideological readiness, moral and ethical stability, appraisal and critical attitude towards oneself and the surrounding people express the level of patriotic education of the individual. The tasks of patriotic upbringing and their realization in modern conditions are considered. The authors come to the conclusion that with the proper organization of the work of the state, various organizations, it is possible to achieve manifestation of patriotism among the citizens of the Russian Federation.
The article reflects the main processes of building during the development of the Ukrainian state of Hetman P. Skoropadsky. P. Skoropadsky's views on the Ukrainian nation, the Ukrainian state and its form, the relationship of the then political and national forces, the place of Ukraine in the geopolitical space of that time, the main directions and content of the state process, its achievements and miscalculations are analyzed. The views of P. Skoropadsky on the content of the state process in Ukraine in 1918 are analyzed. First of all, on the form of the Ukrainian state - independent or federal. We are talking about the form of government of the Ukrainian state and its political regime. Internal and external factors that influenced this are analyzed. The content of the main directions of activity of the hetman government is investigated both inside the state (central and local government, judicial system, armed forces, agrarian policy, social and cultural construction) and outside (international recognition, establishment of diplomatic relations). It is concluded that the emergence of the Ukrainian state of Hetman P. Skoropadsky was a continuation of the process of creation during the Ukrainian revolution of 1917–1921. This process took place in difficult conditions of the First World War and this circumstance determined the peculiar form of the Ukrainian state and its activities, sometimes they were contradictory and had disagreements with the ideals of the state, which ultimately led to the decline of the Ukrainian state.
Based on the analysis of educational and regulatory documents, the main pedagogical principles of the State Service for Education Quality of Ukraine (SSEQU) are summarized: a) basic pedagogical principles of SSEQU's activity, which are defined by the legislator as basic principles of state educational policy (people orientedness; primacy of the law; ensuring the quality of education and equal access to education; humanism; democracy; unity of teaching, upbringing and development, etc.); b) principles that determine the legal sphere of the SSEQU's activity (institutional separation of control functions and functions ensuring the activities of educational institutions; transparency and publicity of management decisions; responsibility and accountability of education authorities and educational institutions to society; public administration; public partnership etc); c) pedagogical principles that guide and structurally organize SSEQU's activities (universal design and reasonable adaptation; scientific nature of education; diversity of education; integrity and continuity of education; integration with the labor market; freedom of choosing the types, forms and pace of education, educational program, educational institution; academic integrity; academic freedom, etc.Empirical data analysis based on the educational process participants' views on the factors, which comprise educational quality, revealed that the interviewees valued most the level of qualification, experience, knowledge and skills of their teachers, educational and methodological support, the use of new technologies and innovations in teaching for achieving quality education. Interaction and cooperation between education stakeholders was identified as important by teachers and students, and less important – by parents. Interviews with students - prospective educational experts revealed that they valued the sequence of communication skills, knowledge and skills of expert activity, experience and knowledge of pedagogical activities. Keywords: quality of education; SSEQ of Ukraine; state system of monitoring the quality of education; educational expert, audit of educational institutions. ; На основі аналізу науково-педагогічних та нормативних джерел узагальнено основні педагогічні засади діяльності Державної служби якості освіти України (ДСЯО). Виокремлено: а) основоположні педагогічні засади діяльності (ДСЯО), що їх законодавець визначив як основні принципи освітньої політики держави (людиноцентризм; верховенство права; забезпечення якості освіти та якості освітньої діяльності; забезпечення рівного доступу до освіти; гуманізм; демократизм; єдність навчання, виховання та розвитку тощо); б) безпосередні засади, що позначають правовий простір діяльності ДСЯО (інституційне відокремлення функцій контролю та функцій забезпечення діяльності закладів освіти; прозорість і публічність управлінських рішень; відповідальність і підзвітність органів управління освітою та закладів освіти перед суспільством; державно-громадське управління; державно-громадське партнерство тощо); педагогічні засади, що спрямовують й структурно організовують діяльність (ДСЯО) – забезпечення універсального дизайну та розумного пристосування; науковий характер освіти; різноманітність освіти; цілісність і наступність системи освіти; інтеграція з ринком праці; свобода у виборі видів, форм і темпу здобуття освіти, освітньої програми, закладу освіти, інших суб'єктів освітньої діяльності; академічна доброчесність; академічна свобода тощо. Шляхом аналізу емпіричних даних виявлено бачення учасниками освітнього процесу чинників якості освіти. З'ясовано, що важливими для досягнення якісної освіти чинниками опитаних учасників освітнього процесу є рівень кваліфікації, досвід, знання та вміння педагогічних працівників, навчально-методичне забезпечення та важливість впровадження й використання нових технологій навчання та інновацій. Чинник взаємодії і співпраці зацікавлених сторін визначили як важливий – освітяни та учні, менш важливий – респонденти-батьки. Шляхом опитування освітніх експертів виявлено, що важливими для цієї діяльності якостями майбутніх експертів є така послідовність – комунікативні вміння, знання та вміння експерта, досвід та знання особливостей педагогічної діяльності.Ключові слова: якість освіти, ДСЯО України, державна система моніторингу якості освіти, освітній експерт, аудит закладів освіти.
In the middle of the 18th century in Germany was the unique religious situation when within the limits of the state many different religions coexisted. It gave an impulse for German philosophers to concern the questions of religion politic and the conditions under which the harmonic coexistence of adherents of different religions within the limits of one state might be possible. The article considers two such projects - the project of Kant (presented above all in a later work "Religion within the Limits of Reason Alone" and in an earlier article "An Answer to the Question: What is Enlightenment?") and the project of Mendelssohn (in the work "Jerusalem or on Religious Power and Judaism"). The positions of both philosophers have very many common features, what allows us to assume a certain influence of Mendelssohn if not on the origin of the ethic-religious views of Kant then at least on the direction Kant's views developed and on the form they were expressed.
In recent years, due to ratification in many countries of the Unesco Convention on the Protection of the Intangible Heritage and the creation of the List of Intangible Heritage of Unesco, the discussion of ways of active transmission of musical traditions, not only archiving works, has been discussed again. Before the West was interested in these issues, centers in music academies dedicated to teaching and continuing traditional music in the new conditions of modern society were established in many countries of eastern and northern Europe.The article tries to consider not only the possibilities but also the pedagogy of teaching traditional music in various music academies in Lithuania, Latvia, Hungary, Scandinavia, and in some Polish environments interested in folk music. The cultural movements that led to the foundations of traditional music or ethnomusicology at music academies were of great importance for the whole musical culture and for this reason I try to put them in the cultural, political and social context that gave them a beginning. The traditional music departments were created independently of each other, especially in times of the collapse of communism and the Soviet Union, not knowing about the existence of such institutions in other countries. In recent decades, the contacts between music academies of music academies have strengthened, where traditional music of Scandinavia and the Baltic Republics is taught thanks to Nordtrad Network, which annually organizes conferences and workshops with students and lecturers of music academies where traditional music is taught. The teaching of traditional music, like teaching music in accordance with the canons of the epoch and place of origin, is the best solution for continuing tradition and active protection of the intangible heritage.
In recent years, due to ratification in many countries of the Unesco Convention on the Protection of the Intangible Heritage and the creation of the List of Intangible Heritage of Unesco, the discussion of ways of active transmission of musical traditions, not only archiving works, has been discussed again. Before the West was interested in these issues, centers in music academies dedicated to teaching and continuing traditional music in the new conditions of modern society were established in many countries of eastern and northern Europe.The article tries to consider not only the possibilities but also the pedagogy of teaching traditional music in various music academies in Lithuania, Latvia, Hungary, Scandinavia, and in some Polish environments interested in folk music. The cultural movements that led to the foundations of traditional music or ethnomusicology at music academies were of great importance for the whole musical culture and for this reason I try to put them in the cultural, political and social context that gave them a beginning. The traditional music departments were created independently of each other, especially in times of the collapse of communism and the Soviet Union, not knowing about the existence of such institutions in other countries. In recent decades, the contacts between music academies of music academies have strengthened, where traditional music of Scandinavia and the Baltic Republics is taught thanks to Nordtrad Network, which annually organizes conferences and workshops with students and lecturers of music academies where traditional music is taught. The teaching of traditional music, like teaching music in accordance with the canons of the epoch and place of origin, is the best solution for continuing tradition and active protection of the intangible heritage.
The article provides a theoretical analysis of the essence of evidence-based state policy in the field of education. It has been established that today the evidence-based policy does not have an established definition, however, in-depth analysis allowed us to single out two main approaches to defining the essence of evidence-based policy: (1) a sustainable policy of developing and justifying government decisions based on empirical data collected and analyzed using scientific methods; (2) the natural subjectivity of evidence-based politics. It was determined that evidence-based public policy (or evidence-based approach to the development of public policy) is an important tool for improving the quality of modern public administration in world and European practice. It involves the development of policies or relevant programs of public administration based on sound data (for example, the results of scientific, scientific, practical and empirical studies, expert surveys and opinion polls, statistical data, examples from foreign experience, etc.). However, now this approach is not being fully applied in Ukraine, since often the political decision-making process is not sufficiently open and inclusive. It has been proven that the main advantage of evidence-based education policy is that it is not politically biased, but pragmatic, scientifically grounded, emotionally neutral and objective, based on high quality analytical research. The use of the methodology and tools of evidence-based policy in education can significantly reduce the risks of implementing new policies. By implementing the evidence-based approach, it is possible to increase the level of public confidence in the authorities, to bring the policy-making process to a new, qualitatively high level, which will have a positive effect on the development of the state as a whole. An evidence-based education policy toolkit allows you to get a reasoned answer to the questions posed and prove that the chosen policy option will be effective and successful in a certain period of time.Key words: public policy, education, evidence-based approach. ; У статті проведено теоретичний аналіз сутності доказової державної політики в галузі освіти. Встановлено, що на сьогодні доказова політика не має усталеного визначення, втім глибинний аналіз дозволив виокремити два основні підходи до визначення сутності доказової політики: (1) стійка політика розроблення й обґрунтування державних рішень на базі емпіричних даних, зібраних і проаналізованих за допомогою наукових методів; (2) природна суб'єктивність доказової політики. Визначено, що доказова державна політика (або доказовий підхід до розроблення державної політики) є важливим інструментом підвищення якості сучасного державного управління в світовій і європейській практиці. Він передбачає вироблення політики або відповідних програм державного управління на підставі обґрунтованих даних (наприклад, результатів наукових, науково-практичних та емпіричних досліджень, експертних опитувань та опитувань громадської думки, статистичних даних, прикладів із закордонного досвіду тощо). Утім, зараз такий підхід не віднаходить повноцінного застосування в Україні, оскільки часто процес ухвалення політичних рішень недостатньо відкритий та інклюзивний. Доведено, що основною перевагою доказової політики в галузі освіти є те, що вона не політично заангажована, а прагматична, науково обґрунтована, емоційно нейтральна та неупереджена, заснована на аналітичних дослідженнях високої якості. Застосування методології та інструментарію доказової політики в галузі освіти дає змогу істотно знизити ризики реалізації нових політик. Реалізуючи доказовий підхід, можна підвищити рівень довіри суспільства до влади, вивести процес вироблення політик на новий, якісно високий рівень, що позитивно вплине на розвиток держави загалом. Інструментарій доказової політики в галузі освіти дає змогу отримати аргументовану відповідь на поставлені запитання та довести, що обраний варіант політики буде дієвим та успішним у певний проміжок часу.Ключові слова: державна політика, освіта, доказовий підхід.
The article is devoted to studying of modern state and directions of grain market of Ukraine state regulation. Particular attention is paid to the issues of government policy concerning the conditions' establishing for effective grain market functioning.Grain market of Ukraine state regulation, improvement directions of grain market state regulation mechanism, grain market, grain market development.
The article presents the results of research, publications, and regulations that reveal the current situation, problems, and prospects for the transformation of military education in the context of the implementation of NATO standards. It has been found that improving the system of military education is relevant, since it is an important component of the security and defense sector of Ukraine and provides the Armed Forces, other military formations and individual components of the security and defense sector, in particular the National Guard of Ukraine and the State Border Guard Service of Ukraine, with officer personnel. The peculiarity of Ukraine's military education system is that it is integrated into the nationwide system of education and is regulated by both normative documents on general education and departmental normative legal acts. Transformation of military education in the context of the implementation of NATO standards involves the creation of a single unified system of training for the defense forces, taking into account the experience of NATO member states and achieving interoperability with the armed forces of these states, as well as the formation of an effective system of professional military education, integrated into the state system of education. A study of the professional military education systems of NATO member countries shows that although they appear to be similar, they have a number of significant differences in terms of professional military training and education, the timing of education or training. For Ukraine, as well as for the European countries of NATO, it is characteristic that educational programs are built on the European credit transfer system (ECTS), which is characterized by a three-levelsyst em of higher education. Therefore, under current conditions, it is important to combine and take into account in the military education system both the requirements of the European credit-transfer system and the regulations and rules stipulated by NATO standards. It has been found ...
The article consider the issues of political education, students' political culture and thinking development. The authors define the role of higher education institutions in the political socialization of student youth.Key words: political culture, political thinking, political education, political socialization. ; Розглянуто проблеми політичної освіти, виховання студентів, формування їхньої політичної культури й мислення, висвітлено роль вищих навчальних закладів у політичній соціалізації студентської молоді.Ключові слова: політичне виховання, політична культура, політичне мислення, політична освіта, політична соціалізація.
