Suchergebnisse

The article focuses on the author's vision of the term "professional duties of judges" and elucidates the place and importance of judges' professional duties in the structure of their legal capacity and competence. The important component of constitutional status of judges that defines the basic principles of relations between judges and the state is professional duties of judges corresponding with their rights and freedoms. It has been suggested that professional duties of judges should be considered as the standard of mandatory proper conduct of judges during the implementation of justice defined by the Constitution of Ukraine and Laws of Ukraine. Judges aswell as other citizens have anumber of obligations prescribed by the Constitution of Ukraine (for example, compliance with the Constitution and Laws of Ukraine, payment of taxes), but the contents of the specified constitutional obligations do not change dramatically in view of the acquisition of legal status of a judge by a person. It is worth considering their professional (official) duties as the key one sin the legal capacity and competence of judges and their legal status and they are aimed at enforcement of interests of entities and parties with which judges enter into legal relations during the performance of professional functions. The seduties can be divided into general and special (procedural). The general duties of judges involve compliance with the Constitution and Laws of Ukraine during the implementation of justice; non-disclosure of information that is confidential and a secret protected by the Law including secrecy of consultation room and closed judicial session. In other words, it is appropriate to regard professional duties as general ones when they are in herent to a judge regardless of their are as of practice, their place of work or current administrative position. The special duties should include procedural duties provided by there levant branches of legislation as well as the duties connected with their current administrative position or their role in judicial self-governance bodies. ; У статті досліджується авторське розуміння поняття «професійні обов'язки суддів» і з'ясовується місце та значення професійних обов'язків суддів у структурі їх правосуб'єктності. Важливим складником конститу-ційно-правового статусу суддів, що визначає основи взаємовідно-син між суддями та державою, є професійні обов'язки суддів, які кореспондують їх правам і сво-бодам. Запропоновано професійні обов'язки суддів розглядати як визначену Конституцією України та законами України міру обов'яз-кової, належної поведінки суддів під час здійснення правосуддя.Суддям, як і іншим громадянам, властива низка обов'язків, перед-бачених Конституцією України (наприклад, дотримання Консти-туції та законів України, сплата податків), але зміст зазначених конституційних обов'язків не змі-нюється кардинально у зв'язку з набуттям особою правового ста-тусу судді.Ключовими у правосуб'єктності суддів та їх правовому статусі варто вважати професійні (поса-дові) обов'язки, спрямовані на забезпечення реалізації інтересів суб'єктів, з якими судді вступають у правові відносини при здійсненні професійних функцій. Такі обов'язки можна поділити на загальні та спеціальні (процесуальні). До загальних обов'язків суд-дів варто віднести дотримання Конституції України та законів України при здійсненні правосуд-дя; нерозголошення відомостей, які становлять таємницю, що охороняється законом, в тому числі таємницю нарадчої кімнати і закритого судового засідання. Загальними доречно вважати про-фесійні обов'язки, притаманні суд-ді незалежно від його спеціалізації, місця роботи чи займаної адміні-стративної посади. До спеціальних варто віднести процесуальні обов'язки, передбачені відповідними галузями законодавства, а також обов'язки, пов'язані із займаною адміністративною посадою чи рол-лю в органах суддівського самоврядування.

У статті розглядаються особливості професійної ідентифікації курсантів у період навчання. Описуються результати первинного теоретичного огляду літератури. Ідентифікація – неперервний процес самоототодження з іншою людиною, групою та цінностями, що існують у суспільстві. Дивлячись на термін ідентифікація ми маємо розуміти що кожен курсант прийшовши добровільно до військової справи має ототожнювати себе з нею. Формування професійної ідентичності починається з другого і досягає свого максимуму до четвертого курсу ; In the article the features of professional cadets identify -in the period of study. It describes the initial results of the theoretical literature review. Identification - samoototodzhennya continuous process with another person, group, and values that exist in society. Looking at the period of identification we have to understand that every student voluntarily came to warfare should identify with it. Formation of professional identity starts with the second and reaches its peak to the fourth year.

The article substantiates the conceptual principles of interdisciplinary integration of legal and professional-practical training of future medical professionals: the availability of thorough legal knowledge and skills of students in the medical field is an objective basis for the formation of relevant professional competencies; mastering methodological legal knowledge provides in-depth professional and practical training with the possibility of its constant replenishment and observance of human rights in the field of health care, as well as in future professional activities; consistent mastery of legal knowledge and skills is the basis for the development of critical thinking in future medical professionals and their professional development, forming their professional identity; professional orientation of legal training of future medical professionals prevents the formation of only narrow professional interests, which determines the observance of fundamental human rights in the field of health care; the need to ensure continuity of legal training of future medical professionals is based on the application of an integrative approach to systematize the knowledge and skills of future medical professionals in the field of health care; implementation of an integrated system of legal and professional training forms the professional culture of future medical professionals; analysis of the current national legislation on medical workers with coronavirus disease COVID-19. The efficiency and expediency of the application of critical thinking technology, which is a pedagogical component of the process of training future medical students on the basis of interdisciplinary integration, are substantiated. It is proved that the prolonged improvement and combination of legal and professional-practical skills gives grounds for high-quality training of the future specialist in the medical field in medical schools. ; У статті обґрунтовано концептуальні засади міждисциплінарної інтеграції правової та професійно-практичної підготовки майбутніх фахівців медичної галузі: наявність ґрунтовних правових знань та вмінь студентів у медичній галузі є об'єктивною основою для формування відповідних професійних компетентностей; оволодіння методологічними правовими знаннями забезпечує ґрунтовну професійно-практичну підготовку з можливістю її постійного поповнення й дотримання прав людини у сфері охорони здоров'я, а також і в майбутній професійній діяльності; послідовне оволодіння правовими знаннями та вміннями є основою розвитку критичного мислення у майбутніх фахівців медичної галузі і їх професійного розвитку, формуючи їх професійну ідентичність; професійна спрямованість правової підготовки майбутніх фахівців медичної галузі запобігає формуванню лише вузькопрофесійних інтересів, що зумовлює дотримання основних прав людини у сфері охорони здоров'я; необхідність забезпечення неперервності правової підготовки майбутніх фахівців медичної галузі ґрунтується на застосуванні інтегративного підходу для систематизації знань і вмінь майбутніх фахівців медичної галузі у сфері охорони здоров'я; реалізація інтегрованої системи правової та професійно-практичної підготовки формує професійну культуру майбутніх фахівців медичної галузі; аналіз чинного національного законодавства з питань захворювання медичних працівників на коронавірусну хворобу COVID-19. Обґрунтовано ефективність і доцільність застосування технології критичного мислення, що становить педагогічну складову процесу підготовки майбутніх студентів-медиків на засадах міждисциплінарної інтеграції. Доведено, що пролонговане вдосконалення і поєднання правових та професійно-практичних навичок дає підстави для якісної підготовки майбутнього фахівця медичної галузі у медичних закладах вищої освіти.

The basis of the study is the need to determine the strategic guidelines for a continuous professional development of scientific and pedagogical workers, considering the trends of training and education of the ones laid down in the basic documents of the European Union. Are defined, what effective use of mentioned opportunities and options for the development of lifelong learning can stop isolation and stagnation in the field of research, formulate the demand on quality training of researchers and cost-effective developments in the field of fundamental and applied sciences, reduce the gap between research and the implementation of its findings, integrate continuing education and science of Ukraine in the educational and research area of the European Union. For its realization it is necessary to promote the formation of a coherent system of formal, informal, and non-formal education in its vertical and horizontal network options; to develop and implement a system for validation of informal and non-formal education outcomes, to implement the principles of a competitive educational virtual environment; to develop the individual educational trajectories of professional development and self-development of specialists; to develop and implement a differentiated, multi-elective profile that is also diversified by the program profile, forms of adult education based on one's professional needs, individual needs, social and economic demands, and to actualize creative industry development. In this context, a coherent system of formal, informal and non-formal education should provide psychological and pedagogical, andragogical, informational and communicative support for the development of a specialist's creative activity. The multiple range of forms, models, technologies, and lines of professional development make it possible to prepare a competitive specialist in the market of educational services, capable to continuing self-development, self-education and self-realization through formal, informal and non-formal education ...

The article deals with the issues of formation of the professional ethics of the teacher-engineer according to past and contemporary views on the professional and ethical competence of the specialist. Modern teacher-engineer must possess not only pedagogical, technical, methodological, psychological knowledge and skills, but also skills of culture of communication, interpersonal interaction; readiness to adhere to the rules and rules of etiquette, possess a number of professionally important personal qualities, which determines the level of professional and personal culture of a specialist. The author notes that professional ethics is an applied direction of ethics as a scientific field of knowledge about moral and morality, which is a set of moral and ethical norms and rules that determine the specifics of professional behavior and professional activity of modern technical specialists. The purpose of the article is theoretical analysis of ethical problems of professional activity of modern engineering and pedagogical specialist in the context of historical development and formation of ethical and pedagogical ideas. In order to determine the methodology of research an analysis of the principles, approaches and methods of studying the mentioned problem (analysis, synthesis, comparison, comparison, etc.) was conducted on the basis of scientific and methodological information. The scientific novelty consists in the fact that the author has determined, theoretically substantiated and developed the complex of knowledge about the professional ethics of the personality, its essence, principles and components; knowledge of the content of professional ethics as a component of professional culture, stimulating the success of the professional activity of future teacher-engineer. The author makes conclusions that consideration of the genesis of ethical and pedagogical ideas is essential for the content of modern professional education, which is developing through humanization and democratization, introduces the principles ...

In the context of the global aging of the population of the earth, Ukraine in particular, and the changes that have taken place in our society over the past decades, the right to education has become increasingly important and provides vital human needs and interests, and guarantees their social adaptability. The problem of improving and further developing the education sector in Ukraine has necessitated the preparation of competent future educators who can reflect on the needs of modern life in their practical work, especially the need to work with people of the third age. The article analyzes some features of the education development of people of the third age in the conditions of a total aging nation. The relevance of the problem of improving and further developing the education sector in Ukraine in connection with the need to train competent future teachers to work with people of the third age is considered. Taking into account that fact, that there is a pension reform in our country, and representatives of the Government and the Verkhovna Rada of Ukraine gradually raise the retirement age, the latest news about retirement, and hence the elderly, deserve special attention. So, the differentiation of terminology «pension age» and «advanced age» in Ukraine is demonstrated in the present article. The question whether only the retirement age in Ukraine changes and consolidation of legislative norms occurs, because the quality of the provision of such educational services should be reflected in the state educational system and be regulated by the regulatory framework of the national educational training system of Ukraine. Numerous training programs, mainly commercial, aimed at working with people of all ages is presented in the market of up-to-date educational services. Therefore, among the most important priorities highlighted in the article is the problem of distinguishing the «Andragoge» profession from the general term «Pedagogue» and introducing this profession into the State Classifier of Occupations of ...

The article states that the process of formation of modern teacher's professional mobility is activated by the openness of the international educational space, the availability of information on the educational systems of different countries and the conditions for the work of pedagogical workers, the spread of migration processes among educators, parents and schoolchildren, the search for alternative ways of self-realization and satisfaction with the results of pedagogical work. It is emphasized that the formation of teacher's professional mobility takes place in various types of pedagogical activities, including methodical work. Through methodological work, teachers exchange experience in conducting lessons and educational activities, get acquainted with the elements of self-management and methods of self-organization. Active and mobile teachers take part in various educational competitions and projects. They involve students and parents in collaboration and partnership. There are presented different approaches to the definition of the essence of teacher's professional mobility in psychological and pedagogical literature. It is noted that mobility is an integral part of teacher's professional self-realization, through which his needs for achievement of success and disclosure of creative potential in pedagogical activity are realized. The essence of teachers' professional mobility as an individual's capacity to respond quickly to changes in education, perceive and respond to critical innovation in education, get rid of their stereotypes that prevent self-disclosure and self-efficacy, develop and implement authoring software, innovative techniques and methods, forms of training and education of students mobilize students in terms of democratic education for active participation in various activities: teaching and learning, research, educational, social, public and self-education. It is specified the motivational-personal, competency-active, reflexivity-adaptive components of teachers' professional self-actualization of institutions of general secondary education. The author for the first time outlines the general scientific, professional, social-personal, and instrumental competences of teachers' professional mobility and their content is revealed. There were analyzed the results of teachers' questionnaire to identify obstacles to a rapid response to the changing educational processes and restructuring their own activities according to modern requirements of educational activities. Thus, in a changing educational environment, the teacher's professional mobility is activated as an appropriate response to changes, innovations in education, adaptive processes. Key words: personality mobility, components of teacher's professional mobility, teacher's professional self-realization, educational environment, formation process, innovations in education. ; У статті наведено різні підходи до визначення сутності професійної мобільності вчителя в психолого-педагогічній літературі. Зазначено, що мобільність є складовою професійної самореалізації вчителя, завдяки якій реалізуються його потреби досягнення успіху й розкриття творчого потенціалу в педагогічній діяльності. Розкрито сутність професійної мобільності вчителя як здатність особистості швидко реагувати на зміни в освітній галузі, сприймати й адекватно оцінювати нововведення в освіті, позбавлятися власних стереотипів, які заважають саморозкриттю й самоефективності, розробляти й упроваджувати авторські програми, інноваційні прийоми і методи, форми навчання й виховання учнів, мобілізувати школярів у демократичних освітніх умовах до активної участі в різних видах діяльності – навчально-пізнавальній, науково-дослідній, виховній, громадській, самоосвітній. Уточнено мотиваційно-особистісний, компетентнісно-діяльнісний, рефлексивно-адаптивний компоненти професійної самореалізації вчителів закладів загальної середньої освіти. Автором уперше виокремлено загальнонаукові, професійні, соціально-особистісні, інструментальні компетенції професійної мобільності вчителів і розкрито їх зміст. Ключові слова: мобільність особистості, компоненти професійної мобільності вчителя, професійна самореалізація вчителя, освітнє середовище, процес формування, нововведення в освіті. В статье приведены различные подходы к определению сущности профессиональной мобильности учителя в психолого-педагогической литературе. Отмечено, что мобильность является составляющей профессиональной самореализации учителя, благодаря которой реализуются его потребности достижения успеха и раскрытия творческого потенциала в педагогической деятельности. Раскрыта сущность профессиональной мобильности учителя как способность личности быстро реагировать на изменения в сфере образования, воспринимать и адекватно оценивать нововведения в образовании, избавляться собственных стереотипов, которые мешают самораскрытию и самоэффективности, разрабатывать и внедрять авторские программы, инновационные приемы и методы, формы обучения и воспитания учащихся, мобилизовать школьников в демократических образовательных условиях к активному участию в различных видах деятельности – учебно-познавательной, научно-исследовательской, воспитательной, общественной, самообразовательной. Уточнены мотивационно-личностный, компетентно-деятельностный, рефлексивно-адаптивный компоненты профессиональной самореализации учителей учреждений общего среднего образования. Автором впервые выделены общенаучные, профессиональные, социально-личностные, инструментальные компетенции профессиональной мобильности учителей и раскрыто их содержание. Ключевые слова: мобильность личности, компоненты профессиональной мобильности учителя, профессиональная самореализация учителя, образовательная среда, процесс формирования, нововведения в образовании. The article states that the process of formation of modern teacher's professional mobility is activated by the openness of the international educational space, the availability of information on the educational systems of different countries and the conditions for the work of pedagogical workers, the spread of migration processes among educators, parents and schoolchildren, the search for alternative ways of self-realization and satisfaction with the results of pedagogical work. It is emphasized that the formation of teacher's professional mobility takes place in various types of pedagogical activities, including methodical work. Through methodological work, teachers exchange experience in conducting lessons and educational activities, get acquainted with the elements of self-management and methods of self-organization. Active and mobile teachers take part in various educational competitions and projects. They involve students and parents in collaboration and partnership. There are presented different approaches to the definition of the essence of teacher's professional mobility in psychological and pedagogical literature. It is noted that mobility is an integral part of teacher's professional self-realization, through which his needs for achievement of success and disclosure of creative potential in pedagogical activity are realized. The essence of teachers' professional mobility as an individual's capacity to respond quickly to changes in education, perceive and respond to critical innovation in education, get rid of their stereotypes that prevent self-disclosure and self-efficacy, develop and implement authoring software, innovative techniques and methods, forms of training and education of students mobilize students in terms of democratic education for active participation in various activities: teaching and learning, research, educational, social, public and self-education. It is specified the motivational-personal, competency-active, reflexivity-adaptive components of teachers' professional self-actualization of institutions of general secondary education. The author for the first time outlines the general scientific, professional, social-personal, and instrumental competences of teachers' professional mobility and their content is revealed. There were analyzed the results of teachers' questionnaire to identify obstacles to a rapid response to the changing educational processes and restructuring their own activities according to modern requirements of educational activities. Thus, in a changing educational environment, the teacher's professional mobility is activated as an appropriate response to changes, innovations in education, adaptive processes. Key words: personality mobility, components of teacher's professional mobility, teacher's professional self-realization, educational environment, formation process, innovations in education.

The article deals with the peculiarities of the introduction of distance learning in the modern system of military education. The legal basis is described. The main social challenges, which dictate the need for such an introduction, are considered. The authors review selected models of distance learning what are called e-learning. The authors deal with platform, which are implemented, at military higher educational institutions systems. First of them is e-learning platform named MOODLE. It's not new platform for others higher schools. But, the military higher Schools have specific methods of education. The biggest problem is the secrecy of educational materials. Therefore, the analogical systems did not use in here before. However, the Concept of Distance Learning in the Armed Forces of Ukraine declares the strategy to implement of e-learning. Therefore, the authors emphasize a number of benefits of distance learning. Definitely, there are problems of introduction of distance learning and modern educations system in the educational process. The first results will give a new visualisation of advantages or disadvantages of distance education. However, today the important part of e-learning is to provide all the members of e-learning regular access to educational resources. Therefore, alternative resources are proposed for rationalizing the use of the training time and the period of independent training. In addition, new ways to use existing technologies and tools are proposed. The authors share their own experience about using the online platform Kahoot. It is created to make and use tests. Moreover, that platform is used for making anonym surveys. It is necessary for tutors who want to give their students all best. Kahoot is very simple system. Each question has three or four answers and about one hundred and twenty seconds to answer. The work with tests is similar to game. The participants do not feel pressure. It is able to engage the hidden abilities of each student. For authors opinion, that testing creates the ability to analyse, critically think, reject an unimportant bilateral solution are proposed. This, according to the authors, is an extremely important characteristic of a military officer. Thus, the introduction of the modern forms of education at military universities is a very important part of successful training. ; В даній статті розглядаються особливості впровадження дистанційного навчання в сучасну систему військової освіти, їх правове підґрунтя, та суспільні виклики, що диктують необхідність такого впровадження. Авторами розглянуті вибрані моделі і технології дистанційного навчання, що вводяться у військових вузах. Вказано на ряд їх переваг. Наголошено на проблемах їх впровадження в освітній процес. Запропоновано альтернативні ресурси для раціоналізації використання навчального часу та періоду самопідготовки. Крім того, запропоновано нові шляхи використання вже існуючих технологій та засобів, що дозволять задіяти слухачів у дискусії, розвинути в них здатність аналізувати, критично мислити, відкидати неважливе, швидко приймати рішення. Це, на думку авторів, є надзвичайно важливою характеристикою військового офіцера. ; В данной статье рассматриваются особенности внедрения дистанционного обучения в современную систему военного образования, их правовую основу, и общественные вызовы, которые диктуют необходимость такого внедрения. Авторами рассмотрены выбранные модели и технологии дистанционного обучения, которые вводятся в военных вузах. Указано на ряд их преимуществ. Отмечено проблемы их внедрения в образовательный процесс. Предложены альтернативные ресурсы для рационализации использования учебного времени и периода самоподготовки. Кроме того, предложены новые пути использования уже существующих технологий и средств, которые позволят задействовать слушателей в дискуссии, развить у них способность анализировать, критически мыслить, отвергать неважное, бистро принимать решения. Это, по мнению авторов, является чрезвычайно важной характеристикой военного офицера.

The article is dedicated to less studied aspect of external migration namely to the formation and functioning of migrant communities in host countries. The expediency of using the theory of social capital and the theory of migration networks as a theoretical and methodological basis for the study of migrant communities is substantiated. The developments of R. Park, J. Coleman, A. Portes are analyzed and the basic operational parameters of the social capital of migrant communities are constructed. The parameters of the functioning and transformation of social capital are analyzed in a two-dimensional space of autonomy and efficiency. The classification of migrant communities by type of social capital is proposed. The following types of communities are identified: 1) a low-efficient, highly autonomous community; 2) highly efficient highly autonomous; 3) a highly efficient and low-autonomous community. The article discusses the results of an expert survey of representatives of communities of Ukrainian migrants in the EU countries on the transformation of the social capital of these communities. The social capital of migrant communities of Ukrainians is "culturally bonding", aimed at preserving the common cultural identity of Ukrainians abroad in the context of a different cultural environment. Migrant communities of Ukrainian migrants remain relatively homogeneous in terms of culture, identity and practices. It is revealed that in the context of contemporary transformations of external migration, changes and social capital of migrant communities is changing too. The circular nature of migration at the present stage adversely affects the social capital of migrant communities, their permanent membership is diminished, social ties are weakened, the autonomy of communities is reduced and the integration of migrants into host societies is increased. Number of such communities today are to some extent deinstitutionalized.

Предметом аналізу статті є чинні навчальні програми на 2012/2013–2013/2014 академічні роки на факультетах психології та педагогіки і в педагогічних коледжах, що готують учителів у Бельгії. Проаналізовано головні дисципліни провідних навчальних закладів професійної підготовки вчителів англійської мови у фламандській, французькій та німецькомовній громадах країни. Автор описує підготовку майбутніх педагогів у межах шести блоків предметів: дисципліни психолого-педагогічного спрямування, предмети суспільного блоку, блок методичних та методологічних дисциплін, дисципліни спеціально-предметного циклу, курси на вибір та проходження педагогічної практики в середній школі. ; Nowadays the ways to improve the organization, funding, and the teaching extension of higher education establishments are being searched. Belgium which has already provided significant changes in the field of vocational education can set an example for other countries. The existence of three educational systems in the country draws the attention of modern scientist to it. In the article the author pays attention to acting curricula for 2012/2013–2013/2014 academic years of Psychology and Educational Sciences departments and teacher training higher educational institutions of Belgium. English teacher training consists of learning of one or two main subjects and teacher preparation by itself. To become an English teacher one can enter either University College (Teacher College) or Psychology and Educational Sciences departments at the University. The main subjects of the leading English teacher training educational establishments of the Flemish, French and German-speaking communities have been also analyzed. The author also describes teacher preparation within six units of subjects: subjects of psychological and pedagogical direction, courses of social aspect, the unit of methodological subjects, optional courses and professional training in secondary school. The special feature of the University Colleges of the country is that most of them usually do not perform courses to choose ('Institut Supérieur Pédagogique' and 'Pedagogische Hogeschool') and the unit of methodological subjects ('Pedagogische Hogeschool') while the Universities which prepare English teachers in most cases provide all the above mentioned subjects, except the universities in Leuven and Brussels which do not supply optional courses. English teacher training in educational establishments of Belgium is held according to different curricula. Every higher education institution offers own range of subjects, often different from the others. During the first and second years students usually learn subjects of psychological and pedagogical direction and special education (in this case English) is held in the next years. The existence of such differences is based primarily on the peculiarities of the political system. There are several language communities which autonomously solve problems of cultural and educational spheres as the Ministry of Education in Belgium only controls the obligation of the secondary education and determines the terms of degree and certificate-granting.

The article explores the problem of conceptualization of cognitive-communicative and information-semiotic dimensions of psychological preparation of future social workers for professional activity as a complex psychic formation between components of which there are stable functional dependencies.

The article analyzes psychological literature on the problem of the use of special psychological knowledge in the activities of a social worker. The problems of interrelation of application of special psychological knowledge in the activity of social worker, regularities and peculiarities of attraction of the indicated knowledge at different stages of professional activity are analyzed, as well as problems of professional training of social work specialists who can provide psychological and social assistance to different categories of citizens who are staying in difficult life circumstances, which is becoming increasingly urgent in today's society.

Thus, the personality of the social worker determines the state of the social sphere of the state, from the vocational training, a broad outlook, the level of culture and civic position which directly depend on the results of social development of society. The main criterion for the assessment of a graduate of a higher education institution is competence, while the determining factor for the success of his professional activity is the formation, integrity of his personality, spiritual wealth, moral and aesthetic image, but it is not enough for the psychological knowledge and understanding of the students sphere. This is what ensures a high level of social activities, their objectivity to specific activities, mental phenomena, states and processes.

Досліджено актуальні питання професійної компетентності майбутніх лікарів під час навчальної діяльності. Зважаючи на зміни в політичній, економічній, соціальній та культурній сферах нашої країни, ринок праці вимагає підготовки майбутніх фахівців, які би мали високий рівень знань, умінь та навичок роботи у конкретній галузі, могли приймати рішення у стандартних та нестандартних ситуаціях, нести відповідальність за них у своїй професійній діяльності. Відзначено, що у вищих навчальних закладах (ВНЗ) потрібно використовувати сучасні методи навчання, комп'ютерні технології, які би дали змогу розвивати активність, комунікативність, пізнавальну діяльність студента. В зв'язку з цим важливим питанням розвитку та становлення освіти є використання компетентнісного підходу. На основі огляду праць вітчизняних та зарубіжних науковців розглянуто різні підходи щодо визначення понять «компетенція», «компетентність», «професійна компетентність». Визначено теоретичні та практичні аспекти проблеми. Провівши огляд наукових робіт і проаналізувавши етичний кодекс лікаря, визначено зміст і структуру професійної компетентності майбутніх лікарів, серед яких виокремлено три основні компоненти: когнітивний (містить у собі сукупність знань про сутність та особливості роботи медичного працівника); мотиваційний (розглядається як складна система, що включає в себе потреби, ідеали, цілі, якими керується людська діяльність); особистісний (визначається сформованістю сукупності особистісних характеристик медичного працівника, від яких залежить ефективність його діяльності за фахом). ; The article investigates actual issues of future physicians' professional competence in the process of educational activity. According to the changes in the political, economic, and social spheres of our country, the labor market requires the training of highly skilled specialists who have a high level of knowledge, skills and competences in a particular industry, could make decisions in standard and non-standard situations, bear responsibility for them in the professional activity. Therefore, we need workers who are to use modern teaching methods, computer technologies at higher educational institutions, which would develop active, communicative, cognitive activity of the student. That is why the important issue of the development and formation of today's education is the use of a competent approach. The purpose of this article is to consider the professional competence essence of future physicians and to identify its component structure. The concept of "competence" in the article is considered from two points of view: in the learning process it is the result of learning, since in the process of studying any discipline, one who learns, internalize some competence, which are concrete knowledge and skills, acquires experience. Another point of view is professional activity, since it does not matter to the employer how the specialist carries out the process of solving the problem, he is not interested in what knowledge, skills and experience will be used by a specialists in solving a problem that arose before them, they are interested in a concrete result, that is why it is important that the specialists are ready and able to solve specific production problems and tasks. On the basis of the scientific works review given by domestic and foreign scholars, different approaches to the definition of the concepts "competence" and "professional competence" are considered, as they are not yet sufficiently defined by psychological and pedagogical literature. In addition, the article highlights the theoretical and practical aspects of the problem. After reviewing the work of other scientists and analyzing the ethical code of the doctor, the content and structure of professional competence future physicians' are determined, among which three main components are distinguished: cognitive (includes a set of knowledge about the nature and characteristics of the medical work); motivational (considered as a complex system that includes needs, ideals, goals that guide human activity); personal (determined by the formation of a personality characteristics set of a medical works, on which the effectiveness of their activity in the specialty depend).

UK: У статті розглядаються підходи до формування спроможних територіальних громад. Визнача-ється склад фінансових інструментів, які знаходяться у розпорядженні органів місцевого самоврядування для забезпечення соціально-економічного розвитку територій. Особлива увага приділяється питанням формування бюджетних ресурсів, зокрема податковим надходженням в частині адміністрування та сплати податку на доходи фізичних осіб та плати за землю. Акцентується увага на передачі земель сільськогосподарського призначення державної власності в комунальну власність відповідних об'єднаних територіальних громад, як напрямі оптимізації надходжень до бюджетів від плати за землю. Крім того, визначаються особливості використання кредитних, інвестиційних та грантових інструментів для забезпечення соціально-економічного розвитку територій. EN: The article deals with approaches to the formation of capable territorial communities, in which local sources of budget filling, infrastructure and human resources are sufficient for solving local government issues of local importance, envisaged by law, in the interests of community residents. The composition of financial instruments that are at the disposal of local governments for ensuring socio-economic development of territories is determined. Particular attention is paid to the issues of the formation of budget resources, in particular, the tax revenues in terms of administration and payment of personal income tax and land fees. The peculiarities of the calculation and payment of personal income tax in modern conditions are considered. The main problems of taxation of incomes in the form of wages and renting of a land plot (share) are allocated. The emphasis is on the transfer of state-owned agricultural land to the communal property of the respective united territorial communities, which will enable to clearly and transparently form an income part of local budgets in terms of land fees and encourage territorial communities to volunteer them. In addition, features of the use of credit, investment and grant instruments for ensuring socio-economic development of territories are determined. It is determined that the success of the socio-economic development of the united territorial communities depends on the professional combination of all financial instruments at the same time, since the budget resources are limited. It is concluded that today's challenge for self-government bodies of the united territorial communities is to find opportunities for maximizing the use of financial potential of the territory and the manifestation of business activity, how many local governments gradually receive all the powers necessary for the formation of a capable territorial community, provided all the necessary conditions for this purpose are fulfilled.

International audience ; Professional sports, from the standpoint of sociology, is a type of subculture. This is a system of relations based on the factor of social self-regulation. In view of the above, social relations in the field of sports are also characterized by the autonomy of their legal regulation.Such social ecosystem forms an autonomous legal order, which is in a degree of relative dependence on state regulation, while remaining an integral segment of the legal system of society as a whole. The sports order is formed among other factors by a huge network of various institutions, organizations and regulators, cooperation and participation of public and private entities at different levels, and has its own judicial system, which is based on the International Court of Arbitration for Sport in Lausanne.It is the autonomy of the sports legal order that presupposes the existence of a system of jurisdictional bodies whose activities are aimed at considering disputes in the relevant sphere of relations. At the same time, despite the integrity of the system of sports law and order in relation to public law and order, the internal organizational unity, in particular, of the process of resolving disputes in sports relations is unbalanced.The above indicates the need for clearer legal regulation of activities in the field of professional sports, in particular in terms of issues raised.At the level of national legislation of Ukraine, it is necessary to define statutorily self-regulatory organizations, to give the appropriate status to national federations and consolidate the structure of participants in relations in the field of professional sports around them.This will resolve the issue of local regulation of relations in the field of professional sports, including in the disciplinary field, as well as unify the general rules of dispute resolution in the bodies of alternative (arbitration) jurisdiction, appeals against their decisions.

The article deals with the problem of vocational training of degree professionals in conditions of information-oriented society. Taking into account transition period of Ukrainian society development from industrial to information (postindustrial) stage, its peculiarities have been analysed, specialists training requirements have been established. These requirements are caused by gender realities of information society development, its humanization, democratization, intellectual work predominance, creating conditions for personality efficiency. The theory of "human capital assets" the main role in which belongs to the system of education grows in the frame of information transformations.