Suchergebnisse

Мета статті: дослідити організаційно-змістові засади та умови становлення професійної історичної освіти в Сумському державному педагогічному університеті імені А. С. Макаренка. Методи дослідження: теоретичний аналіз, порівняння та узагальнення джерел. Результати дослідження: суттєво доповнено уявлення про діяльність соціально-економічного відділення Сумського інституту соціального виховання, на якому велася підготовка вчителів-істориків. Практичне значення дослідження: висвітлено історико-педагогічний досвід, який сприяє розбудові сучасної моделі професійної історичної освіти в педагогічних університетах. Висновки та перспективи подальших наукових розвідок: установлено, що професійна історична освіта запроваджується в Сумському державному педагогічному університеті на межі 20-30-х рр. ХХ ст. Подальшого дослідження потребує стан історичної освіти і науки в Сумському державному педагогічному університеті напередодні Другої світової війни. ; The aim of the article: to study organizational-content foundations and conditions for the formation of professional historical education at Sumy State Pedagogical University named after A. S. Makarenko. Methods of research: theoretical analysis, comparison and generalization of sources. The results of the study: the idea of activities of the socio-economic department of Sumy Institute of Social Education, which was training historians, was substantially supplemented. The practical significance of research: historical-pedagogical experience that contributes to the development of a modern model of professional historical education in pedagogical universities is highlighted. Conclusions and perspectives of further research: it is established that at the turn of the 20-30's of the XX century reorganization of higher pedagogical education in Ukraine was carried out. Its result was creation of a number of institutes of social education, which for 3 years trained teachers for the senior link of the labor school. Since September 1930, the Sumy Institute of Social Education, the successor of the Sumy Pedagogical Technical School, began its work. It opened four departments: socio-economic, technical-mathematical, language and literature, agrobiological. The socio-economic department was focused on training teachers of social science, and later this department began to train history teachers. Professional training of history teachers was conducted on the basis of typical curricula. Introduction of stable plans made it possible to provide a clear sequence of teaching disciplines. The main department, which was entrusted with responsibility for training history teachers, was the history department, it began its work on December 1, 1931. Formation of professional historical education at Sumy State Pedagogical University named after A. S. Makarenko was influenced by a number of economic, political and ideological factors, namely: collectivization and industrialization, beginning of repressions against the Ukrainian intelligentsia. They led to the impoverishment of the student and teaching staff, weakening of the discipline, and persecution of the representatives of the old academic school. Further research needs a state of historical education and science in Sumy State Pedagogical University named after A. S. Makarenko on the eve of the Second World War.

Метою статті є висвітлення основних тенденцій організації шкільної освіти України на початку ХХ століття. На різних етапах наукового пошуку використано комплекс взаємодоповнювальних методів досліджень: системно-історичний, хронологічний і діахронний; емпіричні методи; структурно-системний аналіз; компаративний аналіз. У процесі дослідження виявлено, що реформоутворювальною домінантою розвитку освіти початку XX століття було посилення громадської ініціативи, вплив громадської думки на організацію і розроблення програм народної школи. Бюрократичний лад школи з її релігійно-монархічними тенденціями поступово змінював парадигмальні орієнтири та організаційні засади шкільної освіти. ; The aim of the article is to highlight the main tendencies of the organization of school education in Ukraine at the beginning of the 20th century. At the different stages of scientific research a complex of complementary research methods has been used: systemic-historical (the consideration of historical preconditions for updating the purpose, content and organizational forms of school education), chronological and diachronic (study of the organization of school education and its periodization); empirical methods (summarizing of documents, which reflect the organizational principles, theory and practice of school education in different historical periods); structural and system analysis (analysis and generalization of the practice of organization of school education); comparative analysis (comparison in the diachronic plane of the theory and practice of teaching students at different stages of the development of school education). Socio-economic realities of the Russian Empire at the beginning of the 20th century predetermine the finding the ways of reformation of the school system. In particular, a number of draft documents were developed based on socio-pedagogical thought. In general, the reform of the early 20th century, despite the great crowd pressure, did not change authoritarian school education in the Ukrainian lands. The processes of the reforming of Ukrainian schools after the February Revolution (1917) are marked by the updating of the content of general education. The organization of school education was changed, in particular its structure. In the 20-30's of the 20th century the foundations of reforming school education on the principles of polytechnics were laid. The analysis of archival documents shows that the tendency of this period was the Ukrainianization of school. In the course of the research it was found that the reforming dominant of the development of education at the beginning of the 20th century was the strengthening of public initiative, the influence of public opinion on the development of the program of the public school and its implementation. The bureaucratic system of the school with its religious-monarchical tendencies gradually changed the paradigmatic landmarks and organizational principles of school education. Reforming school education in the period under consideration is marked by an increasing public initiative and showing of social and democratic tendencies.

У статті наголошується на проблемі організації конструктивного педагогічного спілкування. Особлива увага приділяється аналізу виокремлених Томасом Гордоном дванадцяти бар'єрів на шляху ефективного спілкування вчителя з учнями. Для досягнення мети використовувалися такі методи дослідження, як контент-аналіз праць вітчизняних та зарубіжних дослідників; системно-функціональний аналіз теоретичних засад досліджуваних явищ; типологічний метод для окреслення шляхів розвитку педагогічної майстерності вчителя. Припускається, що досвід Томаса Гордона буде доречним і повчальним для вчителів і педагогів. ; The article deals with the styles of pedagogical communication and analyzes the obstacles on the way to constructive pedagogical interaction. It is emphasized that the initiator and leader of this process is always a teacher. The necessity of creating a favorable psychological climate in systems "teacher-student" and "student-student" is underlined. The constant Ukrainian and foreign scientists' search for effective ways to improve teachers' pedagogical skills is mentioned. Particular attention is drawn to the views of Thomas Gordon, a representative of communicative pedagogy in the United States of America. For the purpose of this study, there were used such methods as the content analysis of the works of Ukrainian and foreign researchers; systemic and functional analysis of the theoretical foundations of the phenomena under study; a typological method for outlining the ways of developing teachers' skills. There were analyzed twelve barriers identified by Thomas Gordon on the way to efficient teacher-student communication, namely: order; warning; moralization; advice; edification; condemnation; mockery; analysis; encouraging evaluation; desire to enter the situation; interrogation; sarcasm. These twelve barriers, in turn, were divided into five directions, such as the traditional reaction of teachers to a particular situation; teachers' reaction, which contains assessment and reasoning; the expression of non-acceptance due to an effort to facilitate the student's situation; the reaction of teachers, which forces students to take a deaf defense; the teacher's addressing to the students in order to divert their attention from the subject of discussion. As a result, a summary of the important role of interpersonal communication for full human development was given. The democratic style of interaction is considered to be the most effective and optimal one due to its characteristic and emotional contact with the students, the manifestation of trust and respect for them. The importance of effective communication in pedagogical activity for solving educational tasks is noted. It is emphasized that the scientific heritage of American scientist Thomas Gordon deserves great interest from Ukrainian and foreign scholars who are in search of effective methods to overcome possible obstacles in constructing effective pedagogical communication between teachers and students. It is assumed that the experience of Thomas Gordon will be appropriate and instructive for teachers and educators.

Розглянуто особливості розвитку й реформування системи освіти на теренах України, у складі царської Росії (пізніше Російської імперії), Сумського повіту і с. Старого зокрема впродовж тривалого історичного періоду - ХУІ-ХІХ ст. Висвітлено роль козацтва і церкви в розвиткові народної освіти на теренах Слобідської України. З'ясовано вплив русифікаторської політики царського уряду на розвиток освіти в Лівобережній Україні. Зазначено реформи, а також нормативні документи, що регламентували освітню галузь у Російській імперії та на Слобожанщині зокрема в ХУІ-ХХ ст. Наведено відомості про стан освіти в с. Старому у другій половині XIX - на початку XX ст. ; Introduction. Education in Ukraine, in particular Sloboda Ukraine, has undergone a long, thorny path of development. Education is one of the oldest social institutions, the existence of which is conditioned by the needs of society to reproduce and transfer knowledge and skills, prepare new generations for life, actors of social action - to solve the economic, social and cultural problems that face humanity. The church and religious organizations always played a significant role in the development of education in Ukrainian territories. Even in Kievan Rus, since introduction of Christianity and birth of school, the church itself took care of education. The aim of the article is to find out peculiarities of formation and development of public education in the Russian Empire, Sloboda Ukraine, Sumy district and village Old (Stare). Methods of research: theoretical - analysis of special literature and historical documents on the mentioned problem. Research results. The peculiarities of development and reformation of education system on the territory of Ukraine, which belonged to tsarist Russia (later the Russian Empire), Sumy district, and village Old (Stare) in particular during XVI-XIX centuries have been revealed. The role of the Cossacks and the church in development of public education on the territory of Sloboda Ukraine has been highlighted. The influence of russification policy of the tsarist government on development of education in the Left-Bank Ukraine has been found. Reforms and regulatory documents regulating the educational sphere in the Russian Empire and Sloboda Ukraine in particular in the XVI-XX centuries have been considered. The data on the state of education in the village Old in the second half of the XIX - early XX century has been given. Conclusions. The education reform of 1864 gave a significant impetus to creation of schools of different types, but training was carried out only in Russian. As of 1901 in the Sumy district there were 47 schools - centers of public education.

На основі теоретичного аналізу у статі стверджується, що організаційна структура закладу вищої освіти тяжіє до узгодження із його стратегічними завданнями. Традиційно вона є ієрархічно-структурованою, оскільки спрямована на досягнення результатів (трансляцію знань) найкоротшим та найефективнішим шляхом. Доводиться, що демократизація суспільного устрою передбачає розширення горизонтальних структур організації закладу і його переходу на конгломератний тип із матричною структурою. Аналіз сайтів закладів вищої освіти України та Польщі вказав на зміни позиції студента. Зафіксована заміна виховного напряму роботи зі студентом у закладі вищої освіти республіки Польщі та частково України на «соціалізуючий напрям» указує на демократизацію процесів управління з посиленням суб'єктної позиції студента, ініціюючи тим самим відповідні зміни і в його структурі. ; Democratization of the educational process in conditions of globalization, strengthening of the requirements for self-sufficiency of the modern student initiates review of the activities of higher education institutions from different positions, one of which is its organizational structure. The aim of the article is to reveal theoretical and practical achievements on the study of organizational structure of the institution of higher education in the context of the changed strategy for assessing position of the student in the higher education system. Methods of research - theoretical analysis of scientific and literary sources on the development of organizational structure of higher education institution; analysis of HEI sites regarding reflection of work with the student at the level of their organizational structure. The basis of the empirical parts of the study was the sites of higher education institutions of Ukraine and, in part, the Republic of Poland. On the basis of the theoretical analysis it is argued that organizational structure of higher education institution tends to be consistent with its strategic objectives. Traditionally, it is hierarchically structured, because it is aimed at achieving results (translation of knowledge) in the shortest and most effective way. It is proved that democratization of the social system involves expansion of the horizontal structures of the institution and its transition to a conglomerate type with a matrix structure. Horizontal structure of HEI organization must be constantly reviewed on the basis of local goals, which will ensure the flexibility of its response to external challenges. Any educational changes cannot be spontaneous, but they must be realized consciously, consistently, in stages, taking into account micro-level processes, that is, users of educational services, which are increasingly gaining signs of the subjects of the management process. The analysis of the sites of higher education institutions in Ukraine and Poland indicated changes in the student's position. Replacement of the educational direction of work with a student in the institution of higher education of the Republic of Poland and, in part, Ukraine into a "socializing direction" indicates democratization of management processes with strengthening of the student's subjective position, thus initiating corresponding changes its structure. Perspective direction for further research can be comparative studies on development of organizational structures of higher education institutions in the context of democratic changes in society.

В данной статье рассмотрены существующие реальные проблемы бухгалтерского учета и отчетности в Республике Беларусь в сфере цифрового развития этой науки. Проанализированы работы иностранных и отечественных экономистов и ученных, изучающих сущность и эффективность оцифровки данных в масштабах экономики, бизнеса и учета. Выявлена необходимость внедрения в национальную систему бухгалтерского учета и отчетности процессов дигитализации всей бухгалтерской документации. Кроме этого, определен основной элемент оцифровки данных, который необходимо внедрить для дигитализации учетной системы страны, а также выявлены те достижения и трудности, которые имеются в рамках уже существующей практики дигитализации отдельных процессов хозяйственной деятельности. Также рассмотрены проблемы электронного оборота в Республике Беларусь, выступающего одним из важнейших элементов дигитализации, и показаны те факторы, вследствие которых его невозможно применять повсеместно. Отражены основные проблемы современных электронных документов, в том числе в части простановки электронно-цифровых подписей. Также определена законодательная база Республики Беларусь, регулирующая данный аспект. По результатам исследования разработан реальный способ внедрения системы электронного документооборота во всех организациях Беларуси, который работает по принципу социальных сетей, а его выражение состоит в создании так называемой «бухгалтерской информационной сети». В рамках данного способа, предложен вариант создания и использования таких электронных документов, которые способны нивелировать существующие проблемы в области простановки электронно-цифровых подписей. ; This article discusses the existing real problems of accounting and reporting in the Republic of Belarus in the field of digital development. The work of foreign and national economists and scientists studying on the essence and efficiency of digitizing data in the scale of the economy, business and accounting is analyzed. The necessity of introducing into the national accounting system and reporting processes of digitalization of all accounting documentation has been identified. In addition, the main element of digitization of data has been identified, which needs to be introduced for the digitalization of the country's accounting system, as well as the achievements and difficulties that exist in the framework of the existing practice of digitalization of individual business processes. The problems of electronic circulation in the Republic of Belarus, which is one of the most important elements of digitalization, are also considered, and the factors that make it impossible to apply it everywhere are shown. The main problems of modern electronic documents are reflected, including in the part of the design of electronic digital signatures. Also the legislative base of the Republic of Belarus, which regulates this aspect is defined. According to the results of the study, a real way of introducing an electronic document management system in all organizations in Belarus which works on the principle of social networks has been developed and a so-called "accounting information network" is created. In the framework of this method, the option of creating and using such electronic documents that are able to level existing problems in the field of writing digital signatures is proposed.

У статті відображено один фрагмент фольклорної картини світу. Автор статті реконструює кодекс побутової мовленнєвої поведінки, тобто своєрідну народну риторику за текстами прислів'їв та приказок (паремій), що описують мовлення. Матеріалом для аналізу стала тематична група паремій «Мова - мовлення» за збіркою В. І. Даля «Прислів'я російського народу». Паремії повною мірою відтворюють народне уявлення про «правильне» мовлення. Народні знання не сформульовані в точних визначеннях та не названі термінами. Народна риторика описує норму мовленнєвої поведінки через художню форму, тобто образно, емоційно. У пареміях обговорюються такі комунікативні параметри: відповідальність за вимовлені слова, змістовність мовлення, логічність, уміння вибирати співрозмовника, правдивість мовлення. У статті також описані метафоричні моделі комунікації на основі паремій про мовлення. ; В статье описан один фрагмент фольклорной картины мира. Автор статьи реконструирует кодекс бытового речевого поведения, то есть своеобразную народную риторику по текстам пословиц и поговорок (паремий), описывающих речь. Материалом послужила тематическая группа «Язык - речь» из сборника В. И. Даля «Пословицы русского народа». Паремии достаточно полно отражают донаучные народные представления о «правильной» речи. Народные знания не сформулированы в точных и определённых терминах. Народная риторика описывает норму речевого поведения через художественную форму, то есть образно и оценочно. В паремиях обсуждаются такие коммуникативные параметры: ответственность за произнесённые слова, содержательность речи, логичность, молчание, умение выбрать собеседника, правдивость речи. Также в статье описаны метафорические модели коммуникации на основе паремий о речи. ; The article describes one fragment of the folk picture of the world. The fragment is devoted to everyday eloquence. The material for the article is taken from the collection of V. I. Dahl (Vladimir Ivanovich Dahl) "Proverbs of the Russian people" which is the thematical group "Language - speech" this classic collection contains texts that continue to influence upon the views of the Russian people and their modern public consciousness. Proverbs and sayings (paremia) describe speech as a kind of code of everyday speech behavior. Code can be called popular rhetoric. Usually rhetorical knowledge is presented in the form of rules, recommendations or requirements. Folk knowledge is not formulated in precise and definite terms. Folk rhetoric is not so much systematized speech communication that describes the norm of verbal behavior through art forms that are figurative and assessable. The method of this study is a method of metalinguistic interpretations, including explication. This method was used in linguopragmatic works devoted to the implicatures of discourse. From the texts of Proverbs is extracted (explicated) meaning, which is transmitted by means of ordinary language and formulated as an order. For example, from the saying the Word is not an arrow, and more than an arrow reeks extracted meaning "it can do harm" and the order of "be careful, because your speech can do harm to the listener". Folklore describes communication as a field of battle, where there are actual sharp objects (stabbing, cutting, wounding). And it is not only weapons, but also tools of production (awl, knife), which at home perform useful work, but their use as a wounding tool is quite possible. Metaphors of military topic model appropriate behavior of any person: the language needed for protection, to repel the attacks of the speech of the interlocutor. The second metaphorical picture compares language with a living being and emphasizes the autonomy of language from the speaker, characterizes language as an independent being that acts independently of the will of man, that is, there is a situation when the language is spoken by a person. In paremia such important communication parameters are discussed: responsibility for words spoken, the content of speech, logic, silence, the ability to choose a companion, truthfulness of speech. From the paremias of speech, a person extracts the main communicative instruction: to strike a balance between the personal desire to influence the interlocutor and the social attitude to take into account the opinion of the social communicative set, to seek cooperation with him.

Для всебічного з'ясування досвіду історичного минулого України значний інтерес має діяльність очільників Південноукраїнських земель періоду кінця XVIII - першої половини XIX століття через те, що саме в цей час відбувався бурхливий соціальний та економічний розвиток на цих територіях. У статті висвітлено життєвий і службовий шлях генерал-губернаторів Півдня України як представників місцевої адміністрації кінця XVIII століття. Особливу увагу приділено їх внеску у створення освітньо-культурного простору на південноукраїнських землях. ; To have a comprehensive picture of the historical experience of Ukraine the activity of the heads of the lands of Southern Ukraine in the period of end of 18th - beginning of the 19th centuries is of great interest. This is due to that fact that during this period there took place an explosive social and economic development in these territories. During this period South of Ukraine was both strategic advanced post of the empire, and the territory of a unique social and economic experiment for formation of an autonomous territorial unit (with free commerce, freely employed work force, investments, new cities building, etc). Thus, there emerges acute need of home science and local regional researchers to investigate the activity of Novorossiia Governor Generals in creating and forming the environment of the province during this period. Their activity is regarded here as an aggregate of actions to ensure proper functioning of institutions engaged in education and training of working age population as well as to attract professionals of different fields from all over the world to perform that education and training properly and efficiently. The aim of the article is to analyse the legacy of Governor Generals of South Ukrainian lands in the end of the 18th century to figure out their contribution into creation and development of educational and cultural environment. As the result of the research, we can state that institute of Governorate, implemented in the South of Ukraine at the end of the 18th century had its peculiarities. They were manifested, first of all, in the direction of their activity onto colonization and peopling of the territories, development and setting up of new port cities, creation of sea fleet, foundation of transport and trade, implementation of economic reforms to comfort province and central administration. Alongside with that, being quite separated from the central administration and having unrestricted authority and power, Governor Generals accomplished and implemented their own vision of social and economic development of the region. This very fact allowed them to build, in a very short period, educational and cultural landscape of the maritime province that is still influencing its development. In perspective, the influence of political and social factors onto development of educational establishments in the South of Ukraine at the end of the 18th century needs further research.

У статті представлено аналіз процесів формування та реалізації в конкретних заходах європейського освітнього простору післядипломної освіти та підвищення кваліфікації вчителів англійської мови в країнах Європейського Союзу. Дослідження поняття «освітнього простору» обґрунтоване на основі інтеграції двох ідей - ідеї простору та ідеї освіти. З'ясовано, що європейський освітній простір постає достатньо сформованим, водночас із тим різноманітні політичні, економічні та суспільні процеси зумовлюють постійну його динаміку й трансформації. Визначено, що формування єдиної просторової структури європейської освіти здійснюється на базі сформованих територіальних структур освіти різного рівня та на основі принципів підпорядкованості освіти економіці; ієрархії освітніх структур; поліструктурності освітньої системи. Освітній простір нерівномірно заповнений заходами та подіями і є негомогенним, оскільки складається з освітніх компонентів та подій, різних за значущістю. У статті визначено та проаналізовано основні типи заходів та проектів підвищення кваліфікації вчителів англійської мови, у яких європейський простір реалізується у змісті, формах та принципах організації. ; The article presents the analysis of the process of formation and implementation in specific activities of European educational dimension of post-graduate education and professional education of teachers of English in the countries of the European Union. The study of the concept of "educational dimension" is based on integration of two ideas - the idea of "dimension" and the idea of "education". It was found out that European educational dimension is sufficiently developed, though at the same time various political, economic and social processes determine its permanent dynamics and transformations. It was determined that development of a common dimensional structure of European education is carried out on the basis of established territorial structures of education of different levels and on the basis of the principles of subordination of education to the economy; hierarchy of educational structures; multi-structural nature of educational system. The educational dimension is unevenly filled with events and activities and is non-homogeneous, since it consists of educational components and events of varying significance. The implementation of the European vector of post-graduate education and professional education of teachers of English can be spotted in a variety of activities and projects that stand as an integral part of the system. On the basis of the analysis of the content and forms of such activities and projects, we can conclude that there is often a connection or even a smooth transition between them. The specific form of organization determines or supports the possible content and, on the other hand, the provided content can often be realized only within specific forms. The article defines and analyzes the main types of activities and projects of professional education of teachers of English, in which European dimension is realized in the content, forms and principles of its organization. Through the viewpoint of the content and forms, such projects are defined: teaching of English itself; career guidance with the European component; raising the overall level of awareness of the European dimension in teaching; comparison of scientific projects of educational systems and educational environments; projects related to organizational and administrative practices and international co-operation. Through the viewpoint of strategies of professional education of teachers of English such projects are outlined: the ones organized and centrally funded in different regions of the European Union; presentation and dissemination of a particular teaching method or methodological idea. Such projects are analyzed as the ones, containing European dimension as a principle of work: projects involving an educational trip to another European country; action projects in which the European element is presented by a foreign referent; activities involving a planning group and/or participants from different countries.

Objective: identification of the influence of socio-cultural factors on the development of external labor migration and development of recommendations for its regulation by means of social and cultural policies. Methods of research: statistic, abstract-logical, structural-functional analysis, theoretical generalization. Results. The growing volume of external labor migration is a problem for economic development of Ukraine. This leads to the loss of part of profits by enterprises and revenues to the budget of Ukraine, the economic insolvency of raising wages to employees and a significant delay in the moment of Ukraine's accession to the European Union. We propose the following directions of social and cultural policies for solving this problem: increasing the share of the middle class in the social structure of the population, developing the brand of Ukraine in the European space, increasing the cultural standard of living of the rural population. Realization of these directions can be carried out by means of the socio-cultural sphere, in particular adduction of education institutions to the modern requirements of the labor market, increasing of prestige of Ukrainian universities, tourism development, improvement of public places, support of sports, intensification of cooperation with the EU in the field of culture, preservation of cultural monuments, promotion of the development of art in small cities, decentralization of management of culture, etc. Conclusion. Means of the socio-cultural sphere have a significant potential for influence on the country's economic development and are especially relevant for the current political changes in the life of Ukrainian society. Further research may be aimed at a detailed study and use of the experience of European countries in the development of the socio-cultural sphere and improvement of the prestige of the country in the world, as well as on the features of Ukrainian culture that can become the basis for forming a unique positive image of Ukraine as a center of ancient and interesting culture. ; Мета: виявлення впливу соціокультурних чинників на розвиток зовнішньої трудової міграції та розробка рекомендацій щодо її регулювання засобами соціальної та культурної політики. Методи досліджень: статистичний, абстрактно- логічний, структурно-функціонального аналізу, теоретичного узагальнення. Результати. Зростаючий обсяг зовнішньої трудової міграції становить проблему для економічного розвитку України. Пропонуємо такі напрями вирішення цієї проблеми: підвищення частки середнього класу в соціальній структурі населення, формування іміджу д розвиток бренду України на європейському просторі, підвищення культурного рівня життя сільського населення. Реалізацію цих напрямів можна здійснити шляхом використання засобів соціокультурної сфери, зокрема адаптацією закладів освіти до сучасних вимог ринку праці, посиленням взаємодії з ЄС у сфері культури, збереженням культурних пам'яток, стимулюванням розвитку мистецтва в невеликих містах тощо. Висновки. Засоби соціокультурної сфери мають значний потенціал впливу на економічний розвиток країни і є особливо актуальними за сучасних політичних змін у житті українського суспільства.

У статті розкрито змістові засади підготовки майбутніх учителів початкової школи Великої Британії. Проаналізовано курикулуми ЗВО, у яких здійсняються підготовка вчителя початкової школи у Великій Британії. Основна увага при підготовці фахівців приділяються дослідженням, спираячись на їх розуміння педагогіки, розвитку дитини та вивчення предмету навчального плану для розробки цілісного підходу до навчання. Програмоя курикулумів університетів студентам запропоновано різноманітні види творчих робіт: звіти, нариси, есе, групові проекти, робота в складі команди, критичний підхід до опанування предметами початкової школи, захист своїх ідей, сумарна оцінка, гра, дискусійні групи тощо. ; The article deals with content foundations of the training of future primary school teachers in Great Britain. The curriculum of higher education institutions where the teacher of primary school in Great Britain is being trained, is analyzed. The emphasis in the training of specialists is given to research, based on their understanding of pedagogy, development of the child and study of the subject curriculum to develop a holistic approach to learning. Considerable attention is paid to organization of scientific work in the preparation of a primary school teacher in Great Britain. Based on the analysis of the curriculum, we note the close partnership between the faculties of education and the schools. The content of the curriculum includes: key areas of pedagogical practice in preparing for "Block school"; developing a creative approach to teaching and learning, taking into account effective approaches that can be used in the classroom of mathematics; development of subject and pedagogical understanding of key concepts in science; assessment of a number of educational resources, including educational technologies to support learning in the field of mathematics and science. The curriculum of universities offers students various types of creative work: reports, essays, group projects, work in the team, critical approach to mastering primary school subjects, protection of their ideas, total score, game, discussion groups, reflections, mastering the skills of discussions in the field of theory, politics and practice in collaboration with research. Much attention in future primary school teacher's training is paid to organization of students' independent work. In particular, at Kingston University: in the first year of study - 81,1 % (973 hours), in the second year - 78,1 % (704 hours) and in the third year - 84,1 % (1197 hours). In total - 2874 hours, which is an average of 81,1 %. This experience, we believe, needs to be studied in more detail and implemented in the educational process of the higher education istitutions of Ukraine. In our opinion, it is valuable that UK curricula include inclusive education. In particular, at the University of East Anglia students are offered modules: "Children with special needs and disabilities" (20 credits) and "Introduction to the British Sign Language" (20 credits) to support children in the process of future work as a teacher.

Стаття присвячена розгляду питання розвитку лідерства шкільних учителів у дослідженнях педагогів США в останній чверті ХХ - на початку ХХІ століття. Метою статті є з'ясування ролі лідерства шкільних учителів у досягненні успішного результату реформування системи середньої освіти в США. У роботі використано загальнонаукові методи аналізу, синтезу, порівняння та узагальнення, за допомогою яких з'ясовано сутність концепції лідерства вчителів, надано характеристику типів (вимірів) лідерських якостей, визначено умови формування та розвитку лідерства вчителів, які рекомендовано створювати на різних рівнях освітньої системи. Зроблено висновок, що кожне шкільне середовище формує власний лідерський потенціал із учителів-носіїв особливої шкільної культури, які й стають головними провідниками інновацій у шкільних організаціях. ; The article deals with the issue of school teachers' leadership development covered in the studies of the US educators in the last quarter of the XX - the beginning of the XXI century. Research on organization culture and its fundamental role in school improvement has highlighted the effectiveness of implementation of changes into school environments where teachers share common vision on work issues and understand the priorities of their schools' development, focus on continuous improvement of their own teaching and learning practices, support collegial decision-making and do not avoid challenges and complexities. It was found out that future belongs to schools which are able to trigger each teacher's leadership potential to exercise it in classroom environment, in school community, in local institutions of professional development or any other social settings. The aspect of the development of new school leaders who are ready to change out-of-date or ineffective practices, who are able to encourage colleagues to learn constantly in order to gain self¬improvement has become meaningful in the USA pedagogy. The purpose of the article is to clarify the role of school teachers in successful outcome of school reform in the United States. In this paper, scientific methods of analysis, synthesis, comparison and generalization are used to determine the essence of the concept of teacher's leadership, as well as to emphasize the characteristics of leadership qualities. It is concluded that each school environment forms its own teachers' leadership potential which represents special school culture so that teachers are considered to be the main change agents in school organizations. The conditions for the teachers' leadership formation and development are recommended at the school, district, and national levels. It is emphasized that in order to become a leader and a true change agent, teachers' constant professional development is recognized as an urgent need. Daily observation of the best colleagues' practices, open exchange of thoughts and reflection on their own achievements and failures should become the basis for the teachers' professional growth. Teachers' leadership potential development should not be limited only to the school level. The initiatives of district administrators, state and government authorities should be systematic in order to provide full support for teachers and promote social respect for teachers' profession. The recommendations of US educators regarding development of school leadership can be used creatively by Ukrainian educators when developing strategies for educational changes in schools.

У статті розкрито сутність кваліметричного підходу та встановлено його роль у процедурах оцінювання якості освітніх програм у закладі вищої освіти. Розроблено базову кваліметричну модель оцінки якості освітньої програми, що може слугувати інструментом її поточного моніторингу та періодичного перегляду при реалізації системи внутрішнього забезпечення якості освіти. Запропонована базова кваліметрична модель ґрунтується на параметрах, відповідних факторах та критеріях, що мають питому вагу в моделі. При побудові кваліметричної моделі обрано 8 параметрів та визначено 57 критеріїв оцінки, перелік яких сформовано на базі проведеного аналізу законодавства України в сфері вищої освіти, рекомендацій до розробки та оцінки якості освітніх програм. Обрано напрями діяльності і процеси, що впливають на якість освітніх програм з боку різних учасників освітнього процесу. Одержані результати нададуть змогу сформувати власні підходи закладів вищої освіти до оцінки якості освітніх програм. ; The article is devoted to the problem of the search for tools for assessing the quality of educational programs (EP) as part of the system of internal quality assurance in the higher education institution. The aim of the article is to substantiate and develop a qualitative model for evaluating the educational program for guaranteeing and improving its quality. The article reveals the essence of the qualimetric approach and establishes its role in the procedures for assessing the quality of educational programs at the higher education institution. Using the factor-criterion modeling method, a basic qualimetric model for assessing the quality of an educational program has been developed, which contains parameters, relevant factors and criteria having a specific weight in the model. While developing the qualimetric model, 8 parameters (stages of the "life cycle" of the educational program) are distinguished: preparation for development of EP, development of EP, approval of EP, introduction to the program of higher education applicants; organization of educational process on implementation of EP; realization of EP; efficiency of EP; system of internal quality assurance. For each parameter, factors that reflect specification/detail of the parameters, the processes that provide them - totally 13 factors - are defined. For each factor, a group of criteria is quantified - totally 57 criteria. The list is formed on the basis of the analysis of the legislation of Ukraine in the field of education, recommendations for the development and assessment of the quality of educational programs. The areas of activity and processes that influence the quality of educational programs by different participants in the educational process are selected. The basic qualimetric model involves defining the desired (reference values) of the criteria and displaying the actual values for each criterion in quantitative terms. On the basis of comparison of actual and planned values, the coefficient of compliance is calculated, which reflects the indicator of the manifestation of the criterion. The practical significance of the model lies in the fact that on the basis of the proposed basic model qualimetric submodels for assessing educational programs of the first, second level of education in specialties can be developed. The obtained assessments of the quality level of educational programs form the basis for their current monitoring and periodic review when implementing the system of internal quality assurance in higher education institutions. Further research will be continued in the direction of development of a qualitative approach, development of qualitative submodels for the assessment of educational programs at different levels of education, taking into account the national qualifications framework.

У статті розкрито зміст когнітивно-компетентнісного критерію сформованості професійної компетентності майбутніх агентів комерційної діяльності. Визначено вимоги до формування професійної компетентності майбутніх агентів комерційної діяльності за когнітивно-компетентнісним критерієм: знання основ ринкової економіки, організації комерційної роботи на підприємствах, основ ринкового ціноутворення, маркетингу та менеджменту, основ прогресивної технології руху товару тощо. Доведено, що професійна компетентність включає такі компетентності: спеціальна, навчально-пізнавальна, інформатична, технологічна, комунікативна, особистісна. Розкрито показники когнітивно-компетентнісного критерію. ; The content of the cognitive-competence criterion of the formation of professional competence of future commercial activity agents is disclosed in the article. It is established that today in pedagogical science there are different approaches to the definition of criteria and indicators of the formation of specialists' professional qualities and characteristics based on motives, values, needs, knowledge, skills, experience, self-esteem, ability to self-examination, self-determination. The aim of the article is to reveal the content of the cognitive-competence criterion of the formation of the professional competence of future agents of commercial activity. Theoretical (analysis of philosophical, economic, pedagogical literature) methods of research were used. The structure of professional competence of future agents of commercial activity as a unity of such criteria as motivational-value, cognitive-competence, personality-activity is considered. Requirements for the formation of professional competence of future agents of commercial activity according to the cognitive-competence criterion are: knowledge of the basics of a market economy, organization of commercial work in enterprises, the basics of market pricing, marketing and management, the bases of advanced technology of movement of goods, organization of commodity supply and advertising work, modern methods of financial-business activity of the enterprise, the basis of legislation, foreign language business communication, computer processing of accounting documentation, case management and typewriting. It is proved that professional competence involves several lines of analysis: special, educational, cognitive, informatics, technological, communicative, personal competencies, each of which has its own aspect of development. The indicators of the cognitive-competence criterion are revealed: various professional knowledge (completeness, depth, strength, systematization); independent solution of professional tasks and creative use of the experience of others; awareness of their capabilities in the professional and personal spheres, formation of components of professional competence (special, cognitive, informatics, technological, communicative, personal).

Apprenticeship program is one part of the laborrs force in Indonesia, apprentices basically get the same protection with other labors, but in Indonesia there are many industries that do not provide rights that should be given to participants of the internship program. The purpose of this study was to determine, assess, examine and analyze how the legal protection for participants in apprenticeship programs and practices to determine, assess, examine and analyze an obstacle in the implementation of the apprenticeship program. Study used is descriptive nature Analytical. Secondary data was obtained from the research literature and reinforced with Primary Data obtained from interviews daan questionnaire. Stages of the research literature research and field research. Techniques of data collection are through literature study and interviews. Methods of data analysis using Likert method. The results showed that the occurrence of violations of rights protection for participants in the company's apprenticeship program in terms of three main components, namely Statutory Rights, Contractual Rights and Other Rights on the Protection of Rights Internship Program participants have not been frilly implemented in practice yet. This is because there are some companies who do not exercise rights apprenticeship program participants in the form of the right to obtain employment injury insurance and the right to earn pocket money and or transport money and not doing the apprenticeship agreement in writing between the parties with the company's apprenticeship program participants in a company. Other authors propose recommendations for the educational institutions and industry especially Hotel XYZ at Bandung management to address the existing problems. The purpose of these recommendations is to provide input to the hotel in order to provide protection Rights Internship Program Participants in accordance with the rules of government.