Suchergebnisse

У статті висвітлено проблеми реформування системи освіти та особливості професійної підготовки вчителя початкової освіти у Словацькій Республіці. Охарактеризовано словацьку систему освіти. Проаналізовано систему педагогічної освіти. Узагальнено, що у Словаччині система педагогічної освіти складається з двох компонентів: загальної та професійної кваліфікації. Акцентовано, що в сучасній Словацькій Республіці існують освітньо-кваліфікаційні вимоги для того, щоб працювати на посаді вчителя в початковій школі, а саме потрібно мати диплом магістра. Акцентовано, що у Словаччині у професійній підготовці майбутніх учителів університети використовують спеціальність «Дошкільна та початкова педагогіка», що забезпечує інтегровану підготовку педагогічних кадрів для різних навчальних закладів. ; The article deals with the study of the problem of reforming the system of education and the peculiarities of professional training of the teacher of primary education in Slovak Republic. The Slovak normative-legal documents regulating the reform process in the educational system, in particular at the level of primary school education have been mentioned. The author describes the system of education in Slovak Republic. The system of pedagogical education has been characterized, and it is determined that in Slovakia the parallel model of professional training of the teacher has been used. It is generalized that in Slovak Republic the system of pedagogical education consists of two components, in particular: general, which relates to subjects that the teacher intends to teach after obtaining the diploma and professional qualification, and pedagogical preparation that provides the future teachers with the theoretical and practical skills, necessary for work as a teacher. Depending on the combination of the above mentioned components, two models of pedagogical education can be distinguished. The first of these is the so-called parallel model, which assumes that the general component is implemented simultaneously with the pedagogical component. Accordingly, the second model, the phased one, assumes that the pedagogical component will be realized only after the completion of the general component. It is noted that in the modern Slovak Republic there is educational-qualification requirement that, in order to work as a teacher in primary school, it is necessary to have a Master's degree, this emphasizes the socially important role of a teacher in the country. In addition to courses in psychology, didactics and teaching methods, professional training includes school pedagogical practice. The volume of pedagogical training can be determined by the individual curricula of the higher education institutions, if they have complete autonomy. Thus, during the professional training of the future primary school teachers at the universities, special emphasis is placed on general and psychological-pedagogical education. The article analyzes the process of professional training of the primary school teacher by the example of Matej Bel University. The article emphasizes that in Slovakia, in professional training of the future teachers at the universities they use the specialty "Preschool and Primary Pedagogy". This corresponds to the general trend in the system of pedagogical education of the European Union, namely, the integrated training of pedagogical staff for various education institutions.

The article deals with the organization of foreign language education of children in pre-school educational institutions of Poland. The legislative grounds for compulsory teaching of foreign languages to pre-school children have been outlined: the order of the Ministry of Public Education of Poland on May 30, 2014, according to which the amendments to the Pre-School Education Program were introduced. It is emphasized that Poland is one of the three European states that were the first to introduce in pre-school education the study of foreign languages as a compulsory component. It is shown that the introduction of compulsory study of a foreign language in pre-school establishments in Poland is accompanied by scientific researches in the field of theoretical-methodological principles of early foreign language education of children. The expediency of the early start of the foreign language in Poland is grounded on the basis of the psychological, physiological readiness of 3-5 year-old children: the development of sensory organs, mental functions, in particular memory, thinking, ability of the child to concentrate attention (up to 30 minutes), distinguish between sounds, the words of native and foreign languages, colors and shades, absorb intonation. The peculiarities of early foreign language education in Poland have been defined, the purpose of which is the formation of communicative-speech competencies, cultural sensitivity, implementation of multicultural education, individual development of children, as well as formation of motivation to study foreign languages in the future. The directions of realization of the ideas of Polish experience in the institutions of pre-school education of Ukraine have been defined: development of author's methods of communication in a foreign language; assessment of educational achievements of children, in which the leading role belongs to the recognition of the child's success; carrying out scientific researches on the expediency of using certain forms, methods, means of teaching ...

Стаття присвячена висвітленню системи забезпечення якості вищої освіти в європейському освітньому просторі.Розглянувши більш детально складні процеси щодо внутрішньої системи забезпечення якості вищої освіти на прикладі країни-сусідки України – члена Європейського Союзу Республіки Польща – нами з'ясовано, що вона у польських університетах сьогодні не є інновацією. Якість освіти, в польських закладах вищої освіти оцінюється двома способами. По-перше, використовуючи внутрішні системи забезпечення якості, що є сукупністю нормативно-правових актів, всередині закладах органами влади для закладів вищої освіти. По-друге, залучаючи зовнішні системи, зокрема Польську комісію що є незалежною установою, статутними завданнями якої передбачено проведення оцінок якості освіти в галузях навчання. ; The article deals with the coverage of the quality provision system of higher education in the European educational space. It is emphasized that the idea of creating the systems of quality provision for education appeared in the late 20th century. It is generalized that in 1999 provision of the quality of education was one of the six main goals identified in the framework of the Bologna Process to promote European cooperation in the sphere.In the process of considering the problem of quality of education and the emergence of the idea of creating its internal provision systems, it was emphasized that the main strategic goal of the process was to create a single European space for higher education. It was found out that this process was initiated with such measures as the approval of unified degrees, introduction of the two-tier system of higher education and credit transfer system ECTS, promotion of students' academic mobility, as well as cooperation in developing and making decisions that ensure high quality of higher education.The authors state that the quality of educational activity and the quality of educational services in higher education institutions in pedagogical education is treated as training of specialists in accordance with the objective and expected results of the educational process.Having examined in more details the complex processes concerning the internal quality provision system of higher education on the example of Ukraine's neighbour, a member of the European Union - the Republic of Poland, we found out that education quality provision systems in Polish universities are not innovative nowadays. The quality of education in Polish higher education institutions is assessed in two ways. Firstly, using internal quality provision systems, which are a set of regulations of governmental agencies for higher educational institutions. Secondly, the external system is presented by the Polish Accreditation Commission, which is an independent institution that statutory tasks are to assess the quality of education in the field of education. In addition, the Ministry of Science and Higher Education of the Republic of Poland carries out legislative activities and regulates financial instruments that allocate funds to provide universities with high quality education.

Стаття присвячена висвітленню системи забезпечення якості вищої освіти в європейському освітньому просторі.Розглянувши більш детально складні процеси щодо внутрішньої системи забезпечення якості вищої освіти на прикладі країни-сусідки України – члена Європейського Союзу Республіки Польща – нами з'ясовано, що вона у польських університетах сьогодні не є інновацією. Якість освіти, в польських закладах вищої освіти оцінюється двома способами. По-перше, використовуючи внутрішні системи забезпечення якості, що є сукупністю нормативно-правових актів, всередині закладах органами влади для закладів вищої освіти. По-друге, залучаючи зовнішні системи, зокрема Польську комісію що є незалежною установою, статутними завданнями якої передбачено проведення оцінок якості освіти в галузях навчання. ; The article deals with the coverage of the quality provision system of higher education in the European educational space. It is emphasized that the idea of creating the systems of quality provision for education appeared in the late 20th century. It is generalized that in 1999 provision of the quality of education was one of the six main goals identified in the framework of the Bologna Process to promote European cooperation in the sphere.In the process of considering the problem of quality of education and the emergence of the idea of creating its internal provision systems, it was emphasized that the main strategic goal of the process was to create a single European space for higher education. It was found out that this process was initiated with such measures as the approval of unified degrees, introduction of the two-tier system of higher education and credit transfer system ECTS, promotion of students' academic mobility, as well as cooperation in developing and making decisions that ensure high quality of higher education.The authors state that the quality of educational activity and the quality of educational services in higher education institutions in pedagogical education is treated as training of specialists in accordance with the objective and expected results of the educational process.Having examined in more details the complex processes concerning the internal quality provision system of higher education on the example of Ukraine's neighbour, a member of the European Union - the Republic of Poland, we found out that education quality provision systems in Polish universities are not innovative nowadays. The quality of education in Polish higher education institutions is assessed in two ways. Firstly, using internal quality provision systems, which are a set of regulations of governmental agencies for higher educational institutions. Secondly, the external system is presented by the Polish Accreditation Commission, which is an independent institution that statutory tasks are to assess the quality of education in the field of education. In addition, the Ministry of Science and Higher Education of the Republic of Poland carries out legislative activities and regulates financial instruments that allocate funds to provide universities with high quality education.