Suchergebnisse

The article deals with the issue of the development of university education in the EU countries. The article presents statistical data on the number of students at each of the higher education levels of the European Union. The factors influencing the process of university education development have been discussed: European and national.It is generalized that the current tendencies of the development of higher education in the countries of the European Union are: the mass character of population obtaining higher education; increasing accessibility of higher education for citizens; internationalization.The general tendencies of organization of the educational process in universities of the European Union countries include: the use of higher education levels (bachelor and master); the use of credit-transfer system of training; the education quality control (developing common criteria for evaluating the quality of teaching and providing educational services); the expansion of academic mobility (creation of integrated educational programs and programs for conducting scientific researches); from teaching – to self-study; from skills – to competences and learning outcomes; orientation to achievement of goals and attention to the evaluation of achievements; dialogue between structures; from linearity – to dynamic thinking; providing the employment of graduates.It is noted that current trends in the development of higher education and specific activities of universities of the EU countries are increasingly affecting the socio-political and economic development of European countries. The objectives of the educational policy of the EU countries include: improving the provision of educational services, facilitating the employment of graduates and strengthening interaction with various sectors of the domestic and world economy, strengthening international cooperation activities, mobility of students and teaching staff, internationalization of higher education, which are crucial factors for advancement of our country in the ...

Розглянуто соціально-економічні умови розвитку системи професійної підготовки майбутніх вчителів початкової освіти в країнах Східної Європи. Узагальнено, що від початку соціально-економічних трансформацій в країнах регіону у 1990 р. розпочався демократичний розвиток освіти і сформувалися нові системи професійної підготовки педагогів, у т. ч. вчителів для початкової ланки освіти. Вказано, що в процесі розвитку освітніх систем країн Східної Європи в 1990-і роки були сформульовані і почали реалізовуватися практичні універсальні цілі освіти, включаючи початкову. Показано, що зміни в соціально-економічному, культурному, геополітичному контексті Європи зумовили трансформацію цілей і завдань освіти, які нині спрямовані на її наближення до реального життя. Відзначено, що соціально-економічні трансформації в країнах вказаного регіону позитивно вплинули на підвищення рівня і зростання якості національних освітніх систем. ; The article deals with the study of socio-economic conditions of the development of the system of professional training of the future primary school teachers in the countries of Eastern Europe. The study highlights the experience of development of educational systems in the countries of Eastern Europe beginning with 1990. It is generalized that since the beginning of socio-economic transformations in Eastern European countries, democratic development of education has begun and the new systems of professional training of pedagogues have been formed. Studying the experience of development of the educational systems in the countries of Eastern Europe in the early 1990-s formed a series of general practical universal goals: breaking away from the centralized management to decentralized management and leadership; the movement towards political pluralism and more democratic governance models; the movement towards the more open, civil society, in which the role of the individual is substantially increased; creation (reproduction) of the deep sense of national identity both inside the country and internationally; promotion of economic growth under the conditions of global competitive market economy; promoting more active political, economic and social cooperation in Europe. It is noted that the changes in the socio-cultural, economic, geopolitical context of Europe have led to the transformation of the goals and objectives of education, which are now aimed at bringing it closer to real life. After the entry of the Eastern European countries into the European Union, the main problems of the development of pedagogical education were the definition of goals and priorities of the development of higher pedagogical training in each country; the definition of priorities in the sphere of higher education in the process of integration of the states into a single European educational space. The main problems, which higher pedagogical education in the countries of the EU currently faces, have been singled out in the article. The analysis showed that in the process of socio-economic transformations, changes were introduced in the content of curricula for the training of the future teachers for the primary level of education. It is noted that socio-economic transformations had a positive impact in the countries of the region as for improving the educational level of the population.

The article deals with the study of socio-economic conditions of the development of the system of professional training of the future primary school teachers in the countries of Eastern Europe. The study highlights the experience of development of educational systems in the countries of Eastern Europe beginning with 1990. It is generalized that since the beginning of socio-economic transformations in Eastern European countries, democratic development of education has begun and the new systems of professional training of pedagogues have been formed. Studying the experience of development of the educational systems in the countries of Eastern Europe in the early 1990-s formed a series of general practical universal goals: breaking away from the centralized management to decentralized management and leadership; the movement towards political pluralism and more democratic governance models; the movement towards the more open, civil society, in which the role of the individual is substantially increased; creation (reproduction) of the deep sense of national identity both inside the country and internationally; promotion of economic growth under the conditions of global competitive market economy; promoting more active political, economic and social cooperation in Europe. It is noted that the changes in the socio-cultural, economic, geopolitical context of Europe have led to the transformation of the goals and objectives of education, which are now aimed at bringing it closer to real life. After the entry of the Eastern European countries into the European Union, the main problems of the development of pedagogical education were the definition of goals and priorities of the development of higher pedagogical training in each country; the definition of priorities in the sphere of higher education in the process of integration of the states into a single European educational space. The main problems, which higher pedagogical education in the countries of the EU currently faces, have been singled out in the article. The ...

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.