У статті проаналізовано процес становлення і формування фізичного виховання в загальноосвітніх та спеціальних школах, його історичні особливості й тенденції. Розглянуто організацію навчального процесу та зміст фізичного виховання, критерії оцінювання фізичного розвитку дітей. Показано соціальне тло, на фоні якого конституюється система фізичного виховання в навчальних закладах. ; The process developing physical education in ordinary and special schools, its historical particularities and trends are defined. The organization of educational process and content of physical education, children physical development criteria are studied. The social background is shown, which could define the physical education system in educational institutions.
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.
У статті проаналізовано іспанські дискурси щодо Громадянської війни (1936–1939) і франкістської диктатури (1939–1975). Автором представлено три головних аспекти цих дискурсивних практик: соціально-політичний, виражений у колективній пам'яті іспанців; академічний, поданий сучаcною історіографією; та освітянський, розкритий на основі шкільних програм, підручників, а також професійних дискусій щодо ролі історії у шкільному навчанні. ; This article analyzes Spanish discourse about the 1936–1939 Civil War and the Franco dictatorship (1939–1975). The autor choose three major aspects of this discourse: social-political as expressed in Spanish collective memory; academic as expressed in today's hostoriography; and educational as expressed in school curricula, textbooks, as well as the professional discussion about the role of history in school education.
The article proves that modern Ukrainian students need to have the appropriate qualities and characteristics that are components of their citizenship, civic culture and civic position. It is determined that civic education of students of general secondary education, in contrast to students of other educational institutions, has specific personality traits due to the presence of students with a qualitatively higher level of abilities. It is substantiated that the substantive elements of the education of civic responsibility are: tolerant attitude towards people, regardless of their language, gender, nationality, religion, political beliefs; respect for other people's private property; rule of law and observance of legal norms and laws; active participation in the socio-political life of society. The purpose of the article is to analyze the importance of civic education in the educational process for students of general secondary education. The methodology is based on the general principles and basic modern principles of pedagogical science, psychology, and reflects the relationship of methodological approaches to the study of scientific and methodological views of domestic scientists on the problem of civic education of students of general secondary education. Scientific novelty. It is substantiated that civic education is a necessary component of the educational process in general secondary education institutions. Conclusions. 1. The purpose of civic education is the formation of a conscious citizen, patriot, professional. 2. Civic education is a necessary component of the educational process in general secondary education. 3. There is a need for further development of national standards of citizenship and its implementation in educational practice at the level of formal, non-formal and informal education. 4. Civic maturity is a consequence of the formation of civic competence and culture of students of general secondary education.
Introduction. Changes in society are focused on finding ways to improve the competitiveness of the domestic economy, improve industrial relations for more effective development of productive forces. One of the key problems is a lack of financial resources. As it is known, additional financial investments lie in increase of government revenues or in reducing expenditures. Results of the research show that the authorities pay more attention to the latter option of searching for financial reserves. Sources of science and education funding are constantly decreasing. This leads to the decreased competitiveness in higher education and its graduate numbers. Problem solving in the scientific and educational area is carried out by taking measures by administration, which are aimed at curtailing scientific research and limiting the access to study at universities for young people. While world experience indicates that the competitiveness of countries in the 21st century will be determined neither by natural nor financial resources, but by the workforce skills. Naturally, Japan, which aspires to world leadership, has announced its readiness to move to compulsory higher education.Purpose of the research is to justify the role of higher education in ensuring the sustainable development of the national economy, as well as to formulate prospective directions for improving the competitiveness of the higher education system of Ukraine.Results. It is acknowledged the conclusion that the development of the higher education system is an important factor in the development of the national economy in the context of integration and globalization processes. The current state is characterized, restraining factors of the progressive development of higher education are established. The priority directions of higher education development and the increase of graduates competitiveness in the labor market are outlined. It is pointed out that the generation of new knowledge, their commercialization in the form of product, technological and other innovations is increasingly dependent on the intellectual potential of higher education institutions. It is established that the employment rate depends on the level of education. It is noted that the development of higher education is an important indicator of both the economy and the harmonization of the «human – society» relations. It was confirmed that industrial society needs not only a few talented people, but a high level of education of the whole population for its development. It is proved that the quality of specialists training requires close cooperation between the interested participants of the educational process: the academic community of HEIs, employers, graduates and students. It is established that the lack of a unified methodology for determining the services fees leads to falsification of the competition during the admission process to HEI. It is shown that there is a problem of chronic under-financing of the necessary expenditures of the HEIs` activities in Ukraine, which is the reason for the decrease in the quality of educational services. It is proposed to use levers of differentiated allocation of budgetary funds between HEIs depending on their performance in the chosen activity indicators, as well as to diversify the sources of revenue.Prospects. Further research of problems of the development of the competitiveness of the national higher education systems should be conducted in the direction of substantiating the role of higher education in the sustainable development of national economy, increasing funding for maintenance and development, rising the internal and international mobility of students, academic and teaching staff; opportunities provision for teachers of qualitative improvement training, and providing guarantees for the first workplace for graduates; development of alternative financing sources for the provision of educational services; highlighting foreign experience of higher education development.
The environmental component of education determines the socio-economic foundations of society and is the basic component of the state environmental policy. The nature of interaction with the environment at the personal level and society makes it possible to implement the concept of sustainable development, and therefore the assessment of the current state of higher environmental education in Ukraine is an urgent problem. The purpose of article is to analyze the formation and current state of higher environmental education in Ukraine, which is the central link in the system of continuous environmental education. An important step in the development of the system of continuous environmental education, in particular higher environmental education, was the development of the Concept of Environmental Education of Ukraine (2001), the principles of which were not properly implemented. The content of higher environmental education is reflected in four generations of standards for higher environmental education in Ukraine, which took into account changes in the relevant regulatory and legislative documents and requirements for the content and results of educational activities of higher educational institutions within certain areas of training and specialties. The article describes the structure and content of standards of higher environmental education in Ukraine. Despite the fact that the environmental component currently prevails in the form of education that most consider education for sustainable development, yet this is only the beginning of the formation of a new system-integrated model of education for sustainable development. The importance of greening and ideas of sustainable development is reflected in the current standards of higher education in Ukraine for applicants for higher education "bachelor" of all specialties. But the environmental component is still absent in the educational programs and curricula of many specialties of "non-environmental" higher education institutions, is not due attention is paid ...
Introduction. Informal education in the USA has a long history that determines necessity of its historical analysis, for it is difficult to understand modern level of its development and determine its future development. Dialectics as a method of cognition, historical principle supply us with opportunity to study subject of research taking into account many points of view in its development, which is predetermined by external and internal factors, that in turn helps to identify its traits and links taking into account peculiarities of a certain stage.Purpose. The aim of our article is to trace historical peculiarities of informal adult education development in the USA. The main assignments of the article are to single out political, economic, social factors of informal adult education development in the USA; make comparative analysis of periodizations of informal adult education development; characterize informal adult education development in the first half of the XIX century.Results. Retrospective analysis of adult education gives us possibilities to make a conclusion that the term adult education appeared in 1924. Before this period many forms of adult education existed, but they were not systematized. But their existence coincided with demands of those times and needs of society and gave possibilities for adult education development. Launching of the first printed works, spread of mass media influenced adult education greatly, for it stimulated adults to get education. Opening of libraries was a great impulse for adult education development. Puritan church plaid important role in adult education development, which was interested in literal people, who were able to read Bible, for this reason it stimulated people to get education and open church schools. After the First World War development of the United States is characterized by economic development, beginning of the prosperity epoch, which continued to 1929. The USA became a leader of economic development in the World. Such changes in economic development demanded changes in educational sphere For this reason adult education is viewed not only as essential factor of economic increase, but also as an instrument of civil society formation.Originality. The common feature of periodizations, which were worked out by scientists, is their social, historic and economic criteria. At the beginning of the XIX century informal adult education was viewed mainly as a source of democratic society creation, for it takes into account psychological, pedagogical and age peculiarities of adults.Conclusion. Conducted research showed that informal adult education is economically, politically, socially and culturally predetermined phenomenon. The main establishments, which influenced adult education development, were church, civil associations, libraries and scientific circles. The main associations that influenced informal adult education development were Associations of doctors, Association of Librarians, Associations of Mechanics, National Associations of Universities, and American Association for Adult Education.
Abstract. The European integration vector of Ukraine requires high-quality reforms, not only at the political or economic level, but also in the field of education. Particularly important is the issue of higher education and its qualitative foreign promotion. It is quite necessary to study and adapt foreign experience in this area to the conditions and realities of the Ukrainian system of higher education. The article mainly focuses on the main features of the promotion of higher education in Great Britain. The period from beginning of British higher education internationalization to its widespread promotion is analyzed. Branding campaigns, programs and initiatives that contributed to the development of UK promotional strategy are examined. Key words: promotion, higher education, UK. ; DOŚWIADCZENIE WIELKIEJ BRYTANII W PROMOWANIU KSZTAŁCENIA WYŻSZEGO Olha Bohorodetska doktor nauk politycznych, Wschodnioeuropejski Uniwersytet Narodowy im. Łesi Ukrainki, ( Łuck, Ukraina) bogorodecka@gmail.com Adnotacja. Eurointegracyjny kierunek rozwoju Ukrainy wymaga przeprowadzenia jakościowych reform i to nie tylko na poziomie politycznym bądź gospodarczym, ale również na poziomie oświaty. Szczególną uwagę należy poświęcić zagadnieniu kształcenia wyższego oraz jego zewnętrznej jakościowej promocji. Istotnym staje się w tej dziedzinie zbadanie oraz adaptacja doświadczenia zagranicznego do warunków oraz realiów ukraińskiego systemu kształcenia wyższego. W artykule skoncentrowano się na zbadaniu głównych wątków promocji kształcenia wyższego w Wielkiej Brytanii. Analizuje się kierunek Wielkiej Brytanii od chwili wprowadzenia internacjonalizacji kształcenia wyższego do jej pełnowartościowej promocji. Zbadano markę kampanii, programy oraz inicjatywy, które sprzyjały wyznaczeniu strategii promocyjnej Wielkiej Brytanii. Słowa kluczowe: promocja, wyższe wykształcenie, Wielka Brytania. ДОСВІД ВЕЛИКОБРИТАНІЇ У СФЕРІ ПРОМОЦІЇ ВИЩОЇ ОСВІТИ Ольга Богородецька кандидат політичних наук, Східноєвропейський національний університет ім. Лесі ...
The Problem setting. Social and political processes, economic and state-building transformations in our country, and the military and political situation around Ukraine,led to the return o f the theme o f heroism to scientific discourse, rethinking the use o f heroic potential in shaping patriotic consciousness o f citizens, national identity o f Ukrainians. The problem o f heroism is connected with the evaluation o f the activity not only o f individual historical personalities or even whole generations o f the people, but also with its fixation in the cultural memory o f mankind. The phenomenon o f the heroic is in the range o f research interests o f many social sciences and in the focus o f attention o f educational institutions. The moral significance o f the heroic is important, because this concept has a significant educational potential, contributes to the formation o f humane, noble goals, active citizenship and patriotism Recent research and publications analysis. The essence o f the category o f the heroic was explored by J. Bruno, J. Vico, G. V. Hegel, T. Carlyle, D. Campbell, F. Nietzsche, K. Jung and others. The formation o f the phenomenon o f heroism is outlined in the works o f G. Skovoroda, P. Yurkevich, T. Shevchenko, I. Franko, L. Ukrainka, M. Hrushevsky, D. Dontsov, V. Lypynsky, G. Vashchenko, V. Sukhomlynsky, S. Krymsky, V. Baranivsky, O. Khmilyar.In the Western philosophical thought o f the XX century the understanding o f the heroic can be divided into four areas. The first direction continues to develop the concept o f T. Carlyle (understanding the hero as a «superman»), the second considers the hero as a social myth and tool o f psychoanalysis, for the third direction the hero is a phenomenon o f social consciousness, a regulator o f social life. The fourth is the concept o f degeneration, the representatives o f which reject the existence possibility o f the heroic in a postmodern society. Paper objective. The one o f the most important phenomena in a range o f scientific interests o f ...
The purpose of the article is to structure and reflect the history of such medical institution as the Chernihiv Military Hospital on the basis of the studied materials (archive resources of SACR (State Archive of Chernihiv Region), Chernihiv Military Hospital, mass media, information provided by the respondents). Methodologically, the publication is based on analytical and statistical methods. The scientific novelty of this article is an attempt to cover the process of creation and operation of the Chernihiv Military Hospital from its inception to the present day. Also, the periods of change of localization of the medical institution on the territory of Chernihiv were traced, the key events were examined. Conclusions. The establishment of the Chernihiv Military Hospital in Chernihiv was happening in difficult conditions. The institution did not have its own premises, in key times for the history of Ukraine, it changed its location. Most of the buildings did not meet the proper conditions and were not equipped for medical needs, which to some extent affected the quality of service. However, this did not prevent from providing assistance to the military who took part in World War II in the post-war period. Overtime, the hospital received a renovated new building, deployed comprehensive assistance to the military with specialists, where it is located now. The authority stimulated the improvement of the quality of work by hold in socialist competitions, celebrating Soviet anniversaries, organizing annual military exercises etc. The change of managers of the institution helped to improve the professionalism of doctors by holding seminars on different topics, conferences, researches, equipment upgrades, etc. on the basis of the hospital and other institutions. Guarding the health of their defenders due to the beginning of military events in eastern Ukraine, thus confirming its necessity and significance.
This article presents a philosophy of education as innovative tool to create abalance between theory and practice in educational activity. It focuses on the experienceand ways of implementing a philosophy of education curriculum inUkrainian pedagogical education under the transformation towards the democraticforms of political and economical life. The proposed project is aimed at formationeducated teacher (including informational and technological competency)by applying variables of philosophy of education: scientific, planning, action,pedagogical, and socio-systematic. The doctrinal changes of quality standards andthe content of education are possible when the main goal of all forms of pedagogiceducation is met - formation of a teacher as a «master of philosophy of education». ; У статті філософія освіти презентується якінноваційний засіб встановлення балансу між практикою і теорією в освітянській діяльності. Досліджуються досвід і шляхи впровадження навчального курсуфілософії освіти в педагогічній освіті України за умовсуспільної трансформації у напрямі до демократичнихформ політичного життя та економіки. Запропоновано комплекс програм, спрямованих на формування цивілізаційної, інформаційної, технологічної компетентності вчителя на основі змінних вимірів філософії освіти: наукознавчого, проектувального, дiяльнісного, педагогічного та соціосистемного. Умовою доктринальних змін стандартів якості та змісту освіти є підпорядкування розвитку усіх форм педагогічної освіти формуванню учителя як «магістра філософії освіти».
Публікація висвітлює результати дослідження проблеми навчання історії розумово відсталих школярів у 30-40-х роках минулого століття ; У статті висвітлено проблему вивчення історичного матеріалу розумово відсталими дітьми в радянській Україні у 30-х – 40-х роках ХХ століття, розглянуто питання становлення шкільного курсу «Історія СРСР» як самостійного навчального предмету у допоміжних навчальних закладах у 30-х – 40-х роках минулого століття. Проаналізовано роботи видатних радянських вчених-дефектологів щодо проблеми викладання історії у допоміжній школі, а саме розроблені ними вимоги до підручників для розумово відсталих школярів та необхідність застосування пропедевтичних заходів перед вивченням історії учнями з розумовою відсталістю. Вивчено погляди науковців щодо методики викладання історії учням допоміжної школи, досліджено змістовий компонент шкільного курсу «Історія СРСР» 30-х – 40-х років ХХ століття та встановлено, що у цей період учням, переважно, викладалася історія про боротьбу народних мас за краще життя, про революційні події 1905 та 1917 років, про життя та політичну діяльність лідерів ВКП(б) В. І. Леніна, Й. В. Сталіна тощо. Проаналізовано вимоги до знань, умінь і навичок з історії для учнів 6-7-х класів допоміжної школи за програмою 1938 року видання та програмові вимоги з історії для 5-7-х класів допоміжної школи від 1940 року. Відмічено надмірну заполітизованість цієї шкільної дисципліни, визначено кількість годин відведених на вивчення навчальних предметів «Історія СРСР» та «Конституція СРСР» у 30-х – 40-х роках минулого століття. Встановлено тісний взаємозв'язок між ідеологією радянської влади та змістом курсу історії, як у допоміжній школі, так і у масових навчальних закладах, визначено великі сподівання тогочасних партійних можновладців на виховні можливості курсу історії, а саме у таких аспектах, як суспільна й політична активність, атеїзм, патріотизм, інтернаціоналізм тощо. ; The article deals with the problem of studying historical material mentally retarded children in Soviet Ukraine within the 30-s – 40-s of the twentieth century. The article deals with the problem of a school course «History of the USSR» as a separate school subject in special schools in the 30-s – 40-s the last century. The analysis scientific work of prominent Soviet scientists defectologists the problem of history teaching in special school, elaborate out their requirements for textbooks for mentally retarded children and the need for propedeutics to study history children with mental retardation. investigated the views of scientists on methods of teaching history to children at a special school, investigated content component school course «History of the USSR» 30-s – 40-s of the twentieth century and found that during this period the children are mostly taught the masses struggle for a better life, revolutionary events of 1905 and 1917 the last, life and politics leaders of the VKP(b) of V. I. Lenin, I. V. Stalin and others. Analyzed the requirements for knowledge and skills in history for mentally retarded children 6-7 for a program special school in 1938 edition and program requirements in History for 5-7 grade special school from 1940, noted the excessive politicization of school discipline, defined number of hours allotted on the study subjects «History of the Soviet Union» and «Constitution of the USSR» in the 30-s – 40-s of last century. Establish a close relationship between the ideology of Soviet power and content of the course of history, both in special school and in mass school, set high expectations of the then party in power at the educational opportunities the course of history, namely in such aspects of education as a social and political activity, atheism, patriotism, internationalism and more.
The article of Ukrainian educationalist N. M. Chernukha reveals the main priorities of the integration unity of teaching and upbringing in modern educational space. It also trace genesis of integration processes in education, especially teaching and upbringing. The author underlines that integration unity of teaching and upbringing in today's educational environment of higher education institutions is the basis of personality successful socialization. According to the author, currently extremely relevant is the problem of effective interaction between teaching and upbringing in the modern university. The optimal correlation between the problems of education and upbringing – is the fundamental pedagogy problem at different times. It was detected that one of the most productive ways of understanding space-time and essential life dimensions is the integration processes in education, addressed primarily to the spiritual possibilities of human, personal's moral and ethical, artistic and aesthetic development, which is a significant and meaningful basis for successful self-realization of modern personality. One of the leading positions in the text highlights the importance of national education, which includes gaining of social experience by the younger generation and students, which was inherited by them with their spiritual heritage of the Ukrainian people. That is why priorities of Ukrainian education is concentrated on formation of personality, which realizes its belonging to the Ukrainian people and modern European civilization. Upbringing of the personality with democratic ideology, who respects civil rights and freedoms, traditions and cultures of the peoples of the world should be national, religious, linguistic choice of every human being. The integration unity of teaching and upbringing in modern educational environment institutions of higher education is a priority of modern educational space, the foundation of successful socialization of personality nowadays.
