Suchergebnisse

У статті визначено особливості професійної підготовки фахівців публічного управління та адміністрування; з'ясовано її мету та завдання; розкрито сутність понять «державне управління», «публічне управління», «публічне адміністрування»; розкрито педагогічні можливості застосування андрагогічного підходу та андрагогічної моделі навчання у професійній підготовці фахівців публічного управління та адміністрування в закладах вищої освіти; доведено важливість формування в майбутніх управлінців андрагогічної компетентності. ; The article is devoted to the topical problem of the theory and practice of higher education – professional training of public management and administration specialists. The purpose of the article is to determine the pedagogical possibilities and substantiate the expediency of using the andragogical approach in the professional training of public management and administration specialists. The stated purpose of the study has led to the choice of the following research methods: methods of theoretical analysis of scientific and methodological literature; definitive analysis, comparison, systematization, generalization – to clarify the state of development of the problem, identify key research concepts, theoretical justification of the use of andragogical approach in the training of public administration and administration. It is shown that public management is an area that is related to solving strategic tasks of government agencies, enterprises, institutions, organizations, taking into account a set of external and internal factors and trends in a competitive environment, as well as in a particular area of social production and the state as a whole. It is found that the purpose of professional training of public management and administration is formation and development of a new generation of public management and administration, by providing indepth theoretical and practical knowledge, skills, general principles of methodology of scientific and professional activities and other competences necessary for effective implementation of tasks of an innovative nature in the public sphere and be responsible to society; it is proved that implementation of professional training of future specialists in public management and administration on an andragogical basis will develop the activity, selfdirection of future managers, direct them to mastering and purposeful use of knowledge in forecasting, planning and implementation, intensify the development of professional and personal competences, self-realization; the expediency of using the andragogical model of education in the implementation of professional training of public management and administration specialists is revealed; it is shown that application of the andragogical approach will improve the quality of professional training of public management and administration specialists, formation of andragogical competence, which integrates professional and personal qualities of the future manager, helps to develop and implement effective scientific and organizational methods and management structures.

Визначено історичні, соціально-економічні, політичні детермінанти становлення та розвитку освіти корінного населення у США і Канаді; показано взаємозв'язок особливостей функціонування системи освіти корінного населення з процесами колонізації північноамериканських земель європейцями; розкрито сутність політики асиміляції корінного населення, яка породжувала расову дискримінацію корінного населення країн, посилювала їх маргіналізацію і деградацію; закцентовано увагу на діяльності шкіл-інтернатів для дітей корінних народів як однієї з форм освітньої асиміляції, показано їх негативний вплив на виховання дітей корінних народів; виявлено, що сучасною тенденцією освітньої політики щодо корінних народів є перехід від політики асиміляції до політики інтеграції; показано, що сучасна освіта корінних народів у США і Канаді базується на принципах мультикультуралізму, демократії, гуманізму, на націоналістичному підході, урахуванні освітніх потреб та потреб ринку праці. ; The article identifies and analyzes the determinants of formation and development of the education of indigenous peoples of the United States and Canada, identifies the features of functioning of boarding schools and their impact on the education and training of indigenous peoples' children. In order to achieve the aim, we used a retrospective analysis that helped track the emergence and development of the education of the indigenous peoples of the United States and Canada; structural-logical analysis which contributed to the study of legislative provision for the indigenous population; structural-functional analysis which allowed determining the specific features of education of indigenous peoples in the United States and Canada, to find out the features of the functioning of boarding schools; systemic-structural and comparative analysis which contributed to the definition of the common and distinctive in the countries under study. It has been established that the problem of indigenous education in the US and Canada has deep historical roots since the discovery of the American continent; the main determinants of development of indigenous peoples education in the North American countries are socioeconomic, political, historical, socio-cultural factors which are closely linked to the colonization of American lands by Europeans; the policy of indigenous assimilation was carried out in various forms, in particular, a policy of paternalism, the main purpose of which was the so-called "civilization of wild nations" and the policy of termination, which was aimed at eliminating the personal status of indigenous people, the abolition of federal care and waiver of obligations to provide financial assistance; the policy of indigenous assimilation proved to be ineffective, gave rise to racial discrimination of the indigenous people of the country, increased their marginalization and degradation. It was found out that the policy of assimilation was applied to educational policies concerning the indigenous population; boarding schools for indigenous children have become one of the forms of educational assimilation that have irreparably damaged the indigenous culture, their purpose was to destroy the values, principles, customs, and the language of indigenous peoples. It is revealed that the current tendency in educational policy is transition from assimilation policy to integration policy. It is shown that modern education of indigenous peoples in the USA and Canada is based on the principles of multiculturalism, democracy, humanism, nationalist approach, taking into account educational needs and labor market needs.

У статті здійснюється узагальнення скандинавського досвіду формування компетентностей для демократичного громадянства засобами неформальної освіти дорослих; показано роль ідей і концепції Н. Ф. С. Грундтвіга у становленні та розвиткові неформальної освіти дорослих у контексті формування демократичного громадянства; розкриваються сутність і значення фолкеоплюснінг як унікального скандинавського механізму формування громадянства та демократії; визначаються особливості функціонування вищих народних шкіл, освітніх асоціацій та інших освітніх інституцій у розбудові демократичного громадянського суспільства; окреслюються специфічні форми й методи навчання в закладах неформальної освіти дорослих з метою формування демократичного громадянства. ; In the article the Scandinavian experience of forming competences for democratic citizenship by means of non-formal adult education are summarized; the role of Grundtvig's ideas and concept in the development of non-formal adult education in the context of formation of democratic citizenship are shown; the essence and importance of folkeoplysning as a unique Scandinavian mechanism for citizenship and democracy are revealed; the peculiarities of functioning of Folk higher schools, educational associations and other education institutions in the development of democratic civil society are identified; specific forms and methods of learning in the context of development of democratic citizenship in Scandinavian countries are outlined. In order to achieve the goal, we used a retrospective analysis that helped to trace the particularities of the formation and development of non-formal adult education as a mechanism for the formation of democratic citizenship in Scandinavian countries; structural and logical analysis, which contributed to the study of legal support for Folk higher schools in the context of the formation of democratic citizenship; structural and functional analysis, which made it possible to identify the specific features of Folk higher schools as the centers of formation of folkeoplysning and to find out the peculiarities of their functioning; system-structural and comparative analysis, which helped to identify common and different in the studied countries. It has been established that the problem of democratic citizenship in the Scandinavian countries is given particular attention; non-formal adult education is an important mechanism for the formation of democratic citizenship, harmoniously combining and developing two components: the adult's personal development and the ability and need for active participation in community affairs, the ability to defend citizenship, cooperate with other people. Its main distinctive, purely "Scandinavian" features are: it is based on the Grundtvig's concept of "Folkeoplysning"; democracy as a guiding principle for society and organizations, the educational process, relations between people, and the formation of civic competences; equality as the main principle of functioning, as the principle of equality between participants of the educational process; leading characteristics – freedom, voluntariness, openness and personality-oriented learning; association with popular movements, associations, informal organizations; freedom to participate in educational groups, study at Folk higher schools, educational associations, adult education centers, use of public libraries; Folkeoplysning has great potential for the development of democratic citizenship, as it is able to contribute to solving problems of the local community, and through it to influence democratic shifts in society.

У статті визначено та проаналізовано специфічні особливості функціонування системи вищої освіти США, зокрема соціально-економічні, політичні, історичні, соціокультурні детермінанти її розвитку, розгалуженість законодавчого забезпечення, децентралізованість та регіональність, масовізація, альтернативність фінансування, багаторівневість і диверсифікованість структури, інтенсивний розвиток дослідницьких та корпоративних університетів, які зумовлюють її конкурентоспроможність і лідерські позиції у світі й окреслено можливості використання американського досвіду при розбудові системи вищої освіти в Україні. ; The article identifies and analyzes the specific features of functioning of the US higher education system which determine its competitiveness and leading positions in the world as also outlines the possibilities of use of the American experience in the development of the higher education system in Ukraine. In order to achieve the aim we used the structural-logical and structural-functional analysis which allowed us to determine the specific features of the US higher education system; the system-structural and comparative analysis which helped to define the promising directions for the development of higher education in the United States; the scientific extrapolation method which permitted us to outline the possibilities of using the innovative potential of American experience in the process of modernization of higher education in Ukraine. It has been established that the specific features of the functioning of the higher education system in the USA are socio-economic, political, historical, socio-cultural determinants of its development; ramification of legislative support, implementation of a number of reforms that were standard-oriented, professionally oriented and market- oriented; decentralization and regionalization, financing alternatives, multilevelness and diversification of its structure, comprised of universities, colleges and specialized institutions; intensive development of research and corporate universities. It has been found out that the specific features of functioning of the US higher education system ensure its competitiveness and leadership worldwide, therefore, American experience of building the higher education system can be used in Ukrainian educational space. To perspective directions of further research we refer the study of the organizational, content and procedural foundations of master degree programs at US universities, analysis of strategies and models of research universities in the United States, determination of possibilities of using elements of innovative American experience in Ukrainian educational space.

У статті розкриваються сутнісні характеристики інтернаціоналізації вищої освіти, особливості інноваційного розвитку університетів; аналізуються завдання, принципи, форми й результати міжнародної діяльності університетів США; виокремлюються умови ефективності міжнародної діяльності університетів та обґрунтовується її вплив на інноваційний розвиток усіх аспектів діяльності університетів США. ; The article describes the essential characteristics of internationalization in higher education, peculiarities of universities innovative development; analyzes the objectives, principles, forms and results of the U.S. universities international activity; distinguishes the conditions for effectiveness of universities international activity and justifies its impact on the innovative development of all aspects of the U.S. universities activity. It is shown that internationalization as a leading trend of higher education development creates opportunities for its modernization, innovation, provides mobility, improves the availability and quality, expands international cooperation. Internationalization serves as an important factor of innovative development of higher education in the USA, which is a cyclical process based on the interaction and interdependence of creation, dissemination and absorption of innovation; acts as both a strategic objective and a means of the U.S. universities international activity. It is found that international activity at American universities is considered as one of the tools of foreign policy issues, maintaining leadership and ensuring the competitiveness, innovative development not only of education, but also the country as a whole. International activity of the U.S. universities is complex and multifaceted, it is integrating into all activities of universities and serves as a factor of their innovation. Its main forms are collaborating with other universities, businesses and international organizations. Important results are academic and scientific mobility, development of internationalized curricula and more. The initial principles of its organization are integration, innovation, intensification, mobility, transferability, democracy, tolerance, multiculturalism, flexibility. Strategy of obtaining profit serves as a benchmark in the organization of international activity of the U.S. universities. The main objectives of the U.S. universities international activity are: improving the quality of education, creating global competencies, development of international benchmarking activity, the use of advanced ideas of international experience, international cooperation with universities in other countries, the export of educational services, international technology transfer and more. The effectiveness of the university international activitiy and ensuring its innovation are achieved by defining its strategy and tactics, the presence of individual units and professional project managers, development of internationalized curriculum and innovative educational programs of the university.

У статті розкривається особливості, зміст і шляхи реформування вищої освіти Великої Британії в кінці XX – на початку XXI століття; розглядаються переваги переходу від елітарної до бінарної, а потім до єдиної моделі вищої освіти; визначаються тенденцій реформування у контексті створення єдиного європейського освітнього простору (масовість; перехід від елітної моделі вищої освіти, яка була неспроможна забезпечити достатній інтелектуальний рівень суспільства, до бінарної, а потім до єдиної моделі вищої освіти, що орієнтована на потреби ринку праці; посилення контролю та скороченню автономії університетів; підвищення вимог до якості освіти; активна участь у реалізації ідей Болонського процесу, які мають сприяти підвищенню її якості та конкурентоспроможності, формуванню спільного європейського освітнього простору; інтернаціоналізація вищої освіти). ; The article shows that the current stage of the development of education in the European countries is characterized by great intensity of reform processes in higher education, which are determined by integration processes, the creation of a common European educational space. Attention is focused on the fact that Ukraine's accession to the Bologna process requires structural transformation of Ukrainian higher education system according to the agreed criteria, standards and specifications. In this context it is important to study foreign experience of higher education reforming, especially the experience of Great Britain, a country that has certain historical traditions of higher education, allowing it to occupy a leading place in the world rankings; moreover, it is one of the initiators and active participants of European integration process in education. The features of reforming of the British higher education system, including objectives, approaches, paths, structure, are summarized; it is shown that its modernization at the end of the XX-th and the beginning of the XXI-st century is a natural phenomenon that is not limited to national and state borders. It is determined that in its organizational structure British universities are divided into federal or collegiate universities (consisting of many colleges that have a high degree of autonomy) and unitary (organized on the basis of faculties). The vast majority of higher education institutions in Great Britain are financed from the state budget. It is emphasized that the British system of higher education correlates best with the requirements of the Bologna Process to the development of higher education in Europe, but existing differences are rather difficult to eliminate. The tendencies in higher education reforming of Great Britain are distinguished, including higher education on a large scale; transition from binary to a single model of higher education, which contributed to the control and reduction of university autonomy; increased requirements for quality education; active participation in the implementation of the ideas of the Bologna Process, which should enhance its quality and competitiveness, the formation of a common European educational space; internationalization of higher education.