Is disclosed the essence of education in ensuring social development of young people. The attention is focused on the need to review the content of the state youth policy as for youth education in order to promote its successful social integration and preparation for life in a democratic society . The paper attempts to identify the ideological content of the modern system of youth education in the context of state youth policy in Ukraine.Relevance of perspective is enhanced by dynamics of changes in the processes , the increasing role of software issues as well as social and human development , harmoniza-tion of public - public relations, forming a common responsibility of the state and societyfor further promotion of the state. The article emphasizes the multidimensionality of the education of youth , which covers issues of patriotic , intellectual, spiritual , moral, aes-thetic , civil law , environmental , labor, physical education , social activity and responsi-bility. It is noted on the importance of the role of the state in creating the best conditions for performing functions of opportunities of all stakeholders of education of youth ( fam-ily, educational – educational institutions, NGOs , the media, etc. ). Is focused on educa-tion as a key institution in ensuring social development of young people. It is concluded that the democratization of management in the field of education, in particular higher education, is a powerful factor in the development of modern educational potential of the education system. In addition to the priority areas of influence of the state is allocated more orientation on the inclusion of young people in all spheres of public life at the local level , which is one of directions for forming youth understanding of their role in society and opportunities for self-realization. ; Розкрито сутність виховання у забезпеченні соціального розвитку молоді. Акцен-товано увагу на потребі перегляду змісту державної молодіжної політики щодо ви-ховання молоді з метою сприяння її успішній ...
Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for ...
Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for something new, but in psychical education classes" creativity educating tasks are assigned rarely. Creativity is educated only partially because of the development of physical education teacher is a partially creative. 3. The analysis of questionnaire data, disaggregated by sex, it should be noted that even a significant disagreed when p<0.05, so all this data confirm a second hypothesis that boys and girls differ in opinion on the creativity education and its" development through psychical education lessons. 4. Taking into account the classes have not received significant difference that creativity is innate or the result of education. In all other aspects of the students' approach to creativity education in accordance with the classes differed significantly (p < 0, 05). 5. 79,5% of teachers think that creativity is innate and partly educated. Most of the teachers described themselves as a likeness of new impressions, although in physical education classes creativity developing tasks are rare and the educates creativity only in part. In terms of teachers, students" lack of initiative prevents them from being creative in physical education classes. In teachers" point of view, for physical education lesson to be more creative, students lack of self-expression. 6. 56,4% of teachers believe (p< 0,05), that creativity leads to an environment in which student grow, where family, friends, teachers are and the creativity development is engaging in an activity that can be suppressed by the authoritarian relationships, strict discipline, and the negative 8 reaction of the teacher. Pupils in terms of criticism. (47.6 percent) creativity is determined by the environment in which the student grow, where family, friends, teachers are and creativity education condition is freedom of expression, which is not suppressed by authoritarian relationships, strict discipline, and the negative reaction of the teacher and criticism. Teachers and students think different what could make the psychical education lessons more creative. So while students and teachers aims in physical education lessons are quite similar, but their views on this issue are different, and this confirms the first raised hypothesis.
Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for something new, but in psychical education classes" creativity educating tasks are assigned rarely. Creativity is educated only partially because of the development of physical education teacher is a partially creative. 3. The analysis of questionnaire data, disaggregated by sex, it should be noted that even a significant disagreed when p<0.05, so all this data confirm a second hypothesis that boys and girls differ in opinion on the creativity education and its" development through psychical education lessons. 4. Taking into account the classes have not received significant difference that creativity is innate or the result of education. In all other aspects of the students' approach to creativity education in accordance with the classes differed significantly (p < 0, 05). 5. 79,5% of teachers think that creativity is innate and partly educated. Most of the teachers described themselves as a likeness of new impressions, although in physical education classes creativity developing tasks are rare and the educates creativity only in part. In terms of teachers, students" lack of initiative prevents them from being creative in physical education classes. In teachers" point of view, for physical education lesson to be more creative, students lack of self-expression. 6. 56,4% of teachers believe (p< 0,05), that creativity leads to an environment in which student grow, where family, friends, teachers are and the creativity development is engaging in an activity that can be suppressed by the authoritarian relationships, strict discipline, and the negative 8 reaction of the teacher. Pupils in terms of criticism. (47.6 percent) creativity is determined by the environment in which the student grow, where family, friends, teachers are and creativity education condition is freedom of expression, which is not suppressed by authoritarian relationships, strict discipline, and the negative reaction of the teacher and criticism. Teachers and students think different what could make the psychical education lessons more creative. So while students and teachers aims in physical education lessons are quite similar, but their views on this issue are different, and this confirms the first raised hypothesis.
У статті розкрито актуальність проблеми виховання й оздоровлення студентської молоді, яка визначається, насамперед, новими завданнями, поставленими на заняттях фізичного виховання у вузах – готувати підростаюче покоління до активної участі в управлінні господарськими, політичними й суспільними справами своєї країни. Моральна вихованість є важливим напрямом роботи, спрямованої на всебічний і гармонійний розвиток особистості. Вона обіймає всі види виховання, визначаючи людину як суспільного суб'єкта, що характеризується активною позицією в засвоєнні й прояві соціальних вимог, тому підвищення ефективності морального виховання в сучасних умовах є важливою передумовою успішного здійснення виховання в цілому. Виділення моральної вихованості в спеціальний об'єкт дослідження пояснюється глибоким взаємозв'язком соціальних, психологічних і педагогічних закономірностей розвитку особистості. Мета нашого дослідження – визначити пріоритети фізичного виховання, спрямовані на виявлення особистісних властивостей окремого індивідуума вести здоровий спосіб життя в контексті визначення цінностей здоров'я. ; In the article the new targets set by the state to the Ukrainian people are to prepare the younger generation to actively participate in the management of economic, political and social affairs of the country. Moral education is an important work to comprehensive harmonious development of a personality. It covers all types of training, defining a man as a social unit, which manifests an active role in learning and manifestation of social demands, therefore increasing the efficiency of moral, education in present conditions in an important prerequisite for the success of education in general. Bold moral education in a special unit of study explains the deep interrelation of social, psychological and educational patterns of a personality development. The aim of our study is to determine the priorities of physical education aimed at identifying personal characteristics of an individual in a healthy live in the context of determining the value of health. Social activity is the synthesis of specific manifestations of physiological and physical functions of the human body as the highest biological system. This specificity is due to primarily focused mind and will of a man, subjectively determines social activity, regulates the content and form of expression. The tasks of social activity of young student content provided various kinds of activities that are organized in high school and beyond. Educational and training activities of student youth is a type of social activity. It is stressed that sports clubs do not only educate and develop the physical qualities of youth, but also educate the teachers of the department of physical education of our university, heads of sports clubs to plan their work in conjunction with the education of students of high moral qualities which are essential to future teachers to enable them to be subsequently prepared for the moral education of the younger generation. The general orientation of training activities in sports clubs is determined. Every young person constantly enriches his knowledge, promotes cultural level, mentally and physically improved. In teaching and training activities the student youth realize the demands of society to educate its public activity, gradually increasing the full development.
The paper analyzes the system of public administration of higher education in Poland, the legal status and activities of the main participants in the system of higher education sphere from the academic community. The authors conclude that the public system of higher education in Poland is very extensive and includes all stakeholders and participants in the educational process, thus ensuring consideration of their interests at all levels and in any decision concerning policies in higher education and research. Ministry and Minister of Science and Higher Education is not actually the head, but is partner, which actually require European standards of governance. The law prevents severe central subordination and guarantees university autonomy, academic freedom and rights. This experience of democratization and decentralization of higher education in Poland, a system of state and public administration is essential and can be adapted for Ukraine to modernize the management education sector. ; . ; Проаналізовано систему державно-громадського управління вищою освітою у Польщі, правовий статус та обсяг діяльності основних суб'єктів у сфері вищої освіти з боку академічного середовища. Автори роблять висновок, що система громадського управління вищою освітою Польщі є дуже розгалуженою та охоплює всіх стейкхолдерів і учасників освітнього процесу, таким чином забезпечуючи врахування їхніх інтересів на всіх рівнях та в будь-якому рішенні, що стосується політики у сфері вищої освіти і науки. Міністерство та міністр науки і вищої освіти є фактично не керівником, а партнером, чого, власне, і вимагають європейські стандарти управління. Закон унеможливлює жорстоке централізоване підпорядкування і гарантує університетську автономію, академічні права і свободи. Такий досвід демократизації та децентралізації управління вищою освітою в Польщі, створення системи державно-громадського управління має важливе значення і може бути адаптований до умов України в процесі модернізації управління освітньою галуззю.
Effectiveness of military experts training was evaluated in terms of impact of physical training system in higher education based on the fifth-years formative pedagogical experiment with goal-oriented use of experimental professionally oriented technology for teaching youth organizational managerial skills. The results of the study demonstrate an increase (0.32 points) in integrated score of the readiness of military graduates to manage physical training in military divisions. ; Оценена эффективность процесса подготовки военных специалистов в аспекте влияния системы физического воспитания высшего образования на основе пятилетнего формирующего педагогического эксперимента с целенаправленным применением экспериментальной профессионально направленной технологии приобретения юношами организационно-управленческих умений. Констатировано повышение уровня (на 0,32 балла) интегральной оценки готовности выпускников высшей школы к управлению физической подготовкой в подразделениях вооруженных сил.
У статті розкриваються історичні аспекти та потенціал козацької педагогіки як засіб актуалізації прогресивних освітніх традицій і стимулу для пожвавлення подальших пошуків у галузі педагогічної теорії та практики; висвітлюється досвід діяльності класу козачат у Сумському ЗНЗ № 25; пропонується комплекс заходів, спрямований на оптимізацію реалізації ідей і досвіду козацької педагогіки в умовах сьогодення, на утвердження в середовищі дітей і молоді козацьких ідеалів і цінностей, піднесення духовності, культивування історичної пам'яті, особистої гідності й національної свідомості. ; The article deals with the potential of Cossack pedagogy as a means of progressive educational tradition. It is proved that nowadays Cossack education can be a source of ideas and experience to create a new generation of Ukrainians who are physically and spiritually strong. Cossack education cultivates the ideal of a Cossack the knight, a brave, victorious warrior and a highly educated intellectual, as well as a caring owner and a generous philanthropist, a zealous Christian and a man with a keen sense of personal and national dignity. In the testimonies of the foreigners during the 17th–18th centuries it is stated that Ukrainians are «civilized and educated». The Cossacks' striving for independence, a wish to protect their rights, pro-European character of social system of the «State of Cossacks», its democratic tradition to elect authorities for state, church and school, the community character of educational liedership are noted. It was elucidated that the time of Cossacks in Ukraine is a period of the national school system formation and development, which influenced schools at different levels. Among the positive traditions of national schooling are the noble relationship between a teacher and a pupil, the cult of knowledge, patriotism, piety and high social status of the teachers. The use of native language, extensive folk pedagogy enabled widespread literacy in Ukraine. It were the pupils of national schooling institutions who became the representatives of Ukrainian Baroque culture, laid the foundations for Ukrainian literary language formation, created works on the history of Ukraine, which contributed to the formation of Ukrainian national consciousness. At present the study of national educational traditions and possibilities of their application in modern Ukrainian school is carried out at the Laboratory of Pedagogical Country Studies and Cossack Pedagogy of Sumy Pedagogical University. The aactivities conducted at Kozachata class of Sumy Comprehensive School № 25 are described. The activities are aimed at promoting a healthy lifestyle, enabling harmonious development of an individual and successful self-realization in the society. They facilitate the formation of a new generation of worthy citizens of our country, who carry on the values of Ukrainian culture. A complex of measures aimed at optimizing the implementation of ideas and experiences of the Cossack pedagogy in the contemporary context is elaborated.
У статті зроблено аналіз сутності та особливостей комерціалізації в освітній системі Сполучених Штатів Америки.Увага автора зосереджена на здійсненні всебічного аналізу американської системи освіти та виокремленні ряду особливих характеристик. Зважаючи на це, розглядається неолібералізм як тенденція зміни освітньої системи та неоліберальний університет, в основі якого ринкові відносини, засновані на обміні товарів, котрими наразі постають знання. Крім того, в статті здійснено соціологічний аналіз основних структурних утворень, потреб ринку, ролі викладачів та студентів – споживачів освітніх послуг. Автор застосовує історичний метод для аналізу комерціалізації, починаючи від появи перших приватних університетів, надалі – неолібералізму та неоліберальних університетів і, врештірешт, сучасного суспільства споживання. В статті проведений аналіз праць провідних теоретиків американського суспільства, і на основі цього автор приходить до висновку, що викликає сумнів твердження відносно того, що університети поставали демократичними інститутами з альтруїстичними цілями. І, беззаперечно, зміни, які відбулися у зв'язку з неолібералізмом, не носять фундаментальний характер та не передбачають цілковитого перетворення ролі університету в суспільному житті. Тож у статті зазначається, що неоліберальний університет несе нову сферу і масштаби отримання прибутку, корпоративних цілей, освітньої політики та ідейних переконань, але в жодному разі не є тим структурним утворенням, яке кардинально перебудовує систему вищої освіти в США. ; У статті зроблено аналіз сутності та особливостей комерціалізації в освітній системі Сполучених Штатів Америки.Увага автора зосереджена на здійсненні всебічного аналізу американської системи освіти та виокремленні ряду особливих характеристик. Зважаючи на це, розглядається неолібералізм як тенденція зміни освітньої системи та неоліберальний університет, в основі якого ринкові відносини, засновані на обміні товарів, котрими наразі постають знання. Крім того, в статті здійснено соціологічний аналіз основних структурних утворень, потреб ринку, ролі викладачів та студентів – споживачів освітніх послуг. Автор застосовує історичний метод для аналізу комерціалізації, починаючи від появи перших приватних університетів, надалі – неолібералізму та неоліберальних університетів і, врештірешт, сучасного суспільства споживання. В статті проведений аналіз праць провідних теоретиків американського суспільства, і на основі цього автор приходить до висновку, що викликає сумнів твердження відносно того, що університети поставали демократичними інститутами з альтруїстичними цілями. І, беззаперечно, зміни, які відбулися у зв'язку з неолібералізмом, не носять фундаментальний характер та не передбачають цілковитого перетворення ролі університету в суспільному житті. Тож у статті зазначається, що неоліберальний університет несе нову сферу і масштаби отримання прибутку, корпоративних цілей, освітньої політики та ідейних переконань, але в жодному разі не є тим структурним утворенням, яке кардинально перебудовує систему вищої освіти в США. ; This article analyzes the nature and features of the commercialization of the education system in the United States.Attention is focused on conducting the comprehensive analysis of the American education system and to underlining a number of special characteristics. Paying attention to this, neoliberalism is seen as a trend in the education system and neoliberal university, based on a market economy with exchange of goods, known as knowledge. In addition, the article gives a sociological a analysis of the basic structural units, market demand, the role of lecturers and students, which are the consumers of education. The author uses the historical method for the analysis of commercialization, beginning from the appearance of the first private university to the neoliberalism and neoliberal university, and modern consumer society. The paper analyses the works of leading theorists of USA society, and based on this, the author concludes that it is doubtful that universities have been democratic institutes for altruistic purposes. And, undoubtedly, due to neoliberalism, changes are not of a fundamental nature and don't provide the complete transformation as the university in society. Therefore, the article states that the neoliberal university has a new scope and extent of profit, corporate objectives, educational policy and ideological beliefs, but there is no case as the structural entity which radically restricting the system of of higher education in the United States.
The article seeks to develop the concept of social competence in higher education based not only on theoretical background but also on the reflections of social competence in European Union (EU) and national (in this case – Lithuanian) regulations of higher education. Theoretical analysis revealed that social competence as a concept has many definitions. As a result it was recognized that the set of skills defining social competence differs depending on the context where they are exploredand the particular components of the social competence in education are revealed. They served as the base to identify how social competence reveals itself in higher education. In order to carry out this task the empirical research – relevant document analysis was performed.
The article seeks to develop the concept of social competence in higher education based not only on theoretical background but also on the reflections of social competence in European Union (EU) and national (in this case – Lithuanian) regulations of higher education. Theoretical analysis revealed that social competence as a concept has many definitions. As a result it was recognized that the set of skills defining social competence differs depending on the context where they are exploredand the particular components of the social competence in education are revealed. They served as the base to identify how social competence reveals itself in higher education. In order to carry out this task the empirical research – relevant document analysis was performed.
The article seeks to develop the concept of social competence in higher education based not only on theoretical background but also on the reflections of social competence in European Union (EU) and national (in this case – Lithuanian) regulations of higher education. Theoretical analysis revealed that social competence as a concept has many definitions. As a result it was recognized that the set of skills defining social competence differs depending on the context where they are exploredand the particular components of the social competence in education are revealed. They served as the base to identify how social competence reveals itself in higher education. In order to carry out this task the empirical research – relevant document analysis was performed.
The European Union considers lifelong learning one of the means that helps achieve social cohesion and competitiveness in modern society and the world economy. The European Union has tried to achieve the goal of12,5 % of people aged 25-64 to pursue a secondary educaiton; however, this indicator has not been reached. Comparing with other European countries, the level of lifelong learning among Lithuanians at the age of 20-64 is low, although starting from the year 2003 it was growing and in 2011 it reached 5,9 %. The aim of adults to a get secondary education is stimulated not only by growing requirements of labour market but also by social and psychological factors. A successful return on the education system and a completed secondary education can open doors to further aims – to formal and informal education and the development of a person's self-confidence. The indicators of the acquisition of secondary education show that the number of youth at the age of 18-24 who received a secondary education is increasing in Lithuania; however, the indicator for further learning after receiving a secondary education is decreasing. [.]
The European Union considers lifelong learning one of the means that helps achieve social cohesion and competitiveness in modern society and the world economy. The European Union has tried to achieve the goal of12,5 % of people aged 25-64 to pursue a secondary educaiton; however, this indicator has not been reached. Comparing with other European countries, the level of lifelong learning among Lithuanians at the age of 20-64 is low, although starting from the year 2003 it was growing and in 2011 it reached 5,9 %. The aim of adults to a get secondary education is stimulated not only by growing requirements of labour market but also by social and psychological factors. A successful return on the education system and a completed secondary education can open doors to further aims – to formal and informal education and the development of a person's self-confidence. The indicators of the acquisition of secondary education show that the number of youth at the age of 18-24 who received a secondary education is increasing in Lithuania; however, the indicator for further learning after receiving a secondary education is decreasing. [.]
У статті здійснено аналіз сучасних наукових підходів до навчання людей з особливими потребами у ВНЗ, з'ясовано стан розробленості проблеми у вітчизняному науковому просторі. Представлено законодавче підґрунтя інклюзивного навчання в університетах Канади на національному та провінційному рівнях. Охарактеризовано особливості розвитку інклюзивного навчання студентів з особливими потребами в університетах Канади. Дано рекомендації щодо реалізації інклюзивного навчання студентів з особливими потребами у ВНЗ України. ; The article represents analysis of modern scientific approaches to education of people with special needs in higher educational establishments. The state of issue elaboration by native scientific area has been given. The legislative foundations of inclusive education in universities of Canada at the national and provincial levels have been outlined. Canadian legislation foresees elaboration of inclusive curriculum and programs, policy and services, educational equipment, teaching techniques and evaluation methodology, overcoming of existing barriers (extra difficulties, support in needs), creating friendly surrounding through the policy of tolerance, improvement of teaching stuff qualification in the work with students with special needs, work with the secondary education system to promote transition to higher education system, work with business community aimed at promotion of transition from higher education to the world of work, collecting statistical data to monitor, prevent and improve systematic discrimination and manage educational policy and processes. Important role in providing educational and social development of people with special needs is played by national and public organizations. Institutional policy concerning adaptation of and access improvement for students with special needs is fulfilled in most universities and colleges. Peculiarities of inclusive education of students with special needs at Canadian universities have been characterized. Inclusive education in Canada had some barriers and resistance of educators but with the time passing positions of educators were changing from adaptation to detailed and positive acceptance of inclusive practice. Basic issues of scientific research in the period of inclusive movement were implementation, financing and support, professional development. Philosophic assumptions concerning inclusive movement were based on social justice, civil rights and equity and gradually differed from the concepts of exclusivity and special education. In the result of research recommendations concerning realization of inclusive education in higher educational institutions of Ukraine have been offered.
