Issue №8
2019
DOI 10.28925/2226-3012
www.doi.org/10.28925/2226-3012

CONTENTS

PHILOSOPHY AND HISTORY OF EDUCATION 

Oleksandr Sushyk, Iryna Sushyk

ACADEMIC MOBILITY OF UKRAINIAN STUDENTS IN THE HISTORICAL RETROSPECTIVE: BEGINNINGS, DIRECTIONS, MOTIVES


Malgozhata Kaminska

TEACHERS ABOUT LEARNING (IN) TO COOPERATION

Nina Batechko, Mykola Mykhaylicheko

ACADEMIC INTEGRITY PHENOMENON IN THE CONTEXT OF SCIENTIFIC APPROACHES SYNERGY

COMPARATIVE EDUCATION SYSTEMS

Oksana Starostina

VALUABLE UPBRINGING IN SCHOOL EDUCATION IN THE UK

Inna Vlasova

FINANCIAL AUTONOMY OF UNIVERSITIES: EXPERIENCE OF GEORGIA

Nataliia Yevtushenko

COMPARATIVE ANALYSIS OF THE SYSTEMS OF IMPROVEMENT OF QUALIFICATION OF TEACHERS OF NATURAL AND MATHEMATICAL SUBJECTS IN POSTGRADUATE EDUCATION OF UKRAINE AND THE REPUBLIC OF POLAN

SOCIOLOGY AND СULTUROLOGY OF EDUCATION

Maria Сhmielewska

THE EVENT OF AGGRESSION AS A SOCIAL PROBLEM

Yaroslav Kharhula

CIVIC EDUCATION AND SHAPING ELITES IN SOCIAL THEORY OF JOSÉ ORTEGA Y GASSET

EDUCATIONAL POLICY AND EDUCATIONAL LAW

Oleksiy Sysoie

ADMINISTRATIVE AND LEGAL ASPECTS OF LICENCING IN HIGHER EDUCATION

QUALITY ASSURANCE IN HIGHER EDUCATION: UKRAINIAN-POLISH EXPERIENCE

Victoria Pererva

REMOTE SPECIAL COURSE «LATIN. BOTANY TERMINOLOGY» AS A MEANS OF BECOMING A PROFESSIONAL AND TERMINOLOGICAL COMPETENCE OF BIOLOGY TEACHER

Veronika Prykhodko, Tamerlan Safranov, Tetyan Shanina, Vladyslav Mykhailenko

EDUCATION FOR LIFE: THE EXPERIENCE OF ODESSA STATE ENVIRONMENTAL UNIVERSITY

 

Yuliia Zaitseva, Sergii Novik

THREE-PERSONAL INTERACTION IN THE SYSTEM «LECTURER — STUDENT — TEACHER OF PHYSICAL CULTURE»

Olha Cherepekhina

MODERN APPROACHES TO DETERMINING THE PEDAGOGICAL COMPETENCE OF A FUTURE PSYCHOLOGY TEACHER

Svitlana Zaskaleta

TRENDS OF PROFESSIONAL TRAINING OF SPECIALISTS IN EUROPEAN COUNTRIES: QUALITY ASSURANCE (IQA) SYSTEM IN HIGHER EDUCATION










Oleksandr Suchyk

https://orcid.org/0000-0003-2223-4070

Candidate of Pedagogical Sciences, Associate Professor of the Department of Computer Technologies and Vocational Education, Lutsk National Technical University, 75 L’vivs’ka St., 43018 Luts’k, Ukraine


Iryna Suchyk

https://orcid.org/0000-0002-4620-5453

Candidate of Historical Sciences, Associate Professor of the Department of Humanitarian science, Social Security and Law, Lutsk National Technical University, 75 L’vivs’ka St., 43018 Luts’k, Ukraine



ACADEMIC MOBILITY OF UKRAINIAN STUDENTS IN THE HISTORICAL RETROSPECTIVE: BEGINNINGS, DIRECTIONS, MOTIVES
https://doi.org/10.28925/2226-3012.2019.8.818

The article reveals the phenomenon of academic mobility of students, shows its genesis, trends and flows of mobile youth during historical periods. The attention was paid to the motivational component of the process of youth integration into the global educational space. The main periods of the academic mobility of students from the medieval origins to the present are highlighted.
The first Western European universities are shown by the international intellectual centers of Europe XIV-XVII, where the leading youth of those times went. It is noted that the wandering lifestyle of medieval students was a way of integrating into the world of educational space. The attention is paid to the emergence of Ukrainian youth in European universities. The data on the number of Ukrainian students, their adaptation to the new cultural and educational society is given. Names of Ukrainians, graduates of European universities that became known to the world are mentioned.
The need for mobility, as moved to find a better option and learning outside of their own intellectual environment, has been traced in different historical periods. Changes in the global picture of the movement of mobile students from the late 90’s of the XX century. The attention is focused on the modern problem of immigration of progressive Ukrainian youth, the reasons for the migration of students, the main centers of their accumulation are named.
The main obstacles to promoting academic mobility of students to the European and world educational communities are considered. The emergence of virtual universities as an alternative to traditional appears, which become the basis of virtual academic mobility of the present.
Key words: academic mobility; mobile students; university; global educational space.



References

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  • Striuk, M. I. & Striuk, A. M. (2012). Educational object as a component of mobile learning. Collection of scientific works of Kamenets-Podolsky National University named after Ivan Ogienko, 83–86 (ukr).

  • Ukrainian Students in Poland: Engagement Policy, Integration and Motivation, and Student Plans: CEDOS Analytical Center Report. November 3, 2018. URL: https://cedos.org.ua/en/articles/ukrainski-studenty-v-polshchi-polityky-zaluchennia-intehratsii-ta-motyvatsiia-i-plany-studentiv dokumenti-ifla-ta-in (07.04. 2019) (ukr).

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  • Shymkiv, N. Eurodiplom. Why do Ukrainians go to study in Poland? URL: https://lb.ua/ society/2018/08/23/405797_ievrodiplom_chomu_ukraintsi_idut.html) document-ifla-ta-in (08.04.2019) (ukr).

  • Education: International student mobility in tertiary education (2016). UNESCO-UIS. URL: http://data.uis. unesco.org. document-ifla-ta-in (07.04.2019) (eng).

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  • Wit, H. (1995). De Strategies for the Internationalization of Higher Education: A Comparative Study of Australia, Canada, Europe, and the USA. Amsterdam, Netherlands: European Association for International Education, 176 (eng).

  • Sylvester, R. (2002). Mapping international education: an historical survey 1893 — 1944. Journal of Research in International Education,1, 90–125 (eng).

  • Sylvester, R. (2003). Further mapping of the territory of international education in the 20th cеntury (1944 — 1969). Journal of Research in International Education, 2, 185–204 (eng).

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Article text







Malgozhata Kaminska

https://orcid.org/0000-0002-1643-3949

PhD, Pawel Wlodkowic University College in Płock, The Republic of Poland



TEACHERS ABOUT LEARNING (IN) TO COOPERATION
https://doi.org/10.28925/2226-3012.2019.8.1925

he article presents selected results of own research on the learning and cooperation of teachers in school teams.
The opinions of teachers and directors on the need for team learning in cooperation and its manifestations in school practice were examined. Team learning was interpreted as the mutual transfer of knowledge, skills and professional and personal experience, through active and conscious participation in a team of people cooperating with each other on the principles of partnership and open communication.
Key words: collaborative learning, teamwork, continuous improvement, teacher collaboration.


References

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  • Przykłady można znaleźć w: D. Elsner, (red.), Szkoła jako ucząca się organizacja. Szansa dla ambitnych, Wydawnictwo „Mentor”, Chorzów 2003; Ch. Day, Rozwój zawodowy nauczyciela. Od teorii do praktyki, Gdańskie Wydawnictwo Psychologiczne, Gdańsk 2008; J. MacBeath, Future of Teaching Profession, Education International Research Institute, University of Cambridge, Brussels 2012; J.A. Fazlagić, Zarządzanie wiedzą w szkole, Wydawnictwa Centralnego Ośrodka Doskonalenia Nauczycieli, Warszawa 2007; B.D. Gołębniak, H. Kwiatkowska (red.), Nauczyciele. Programowe (nie) przygotowanie, Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej, Wrocław 2012; D. Elsner (red.), Sieci współpracy i samokształcenia. Teoria i praktyka, Wydawnictwo Wolters Kluwer, Warszawa 2013; M. Czerepaniak-Walczak, Uczenie się w działaniu — emancypacyjna perspektywa uczenia się, w: F. Bereźnicki, J. Świrko-Pilipczuk (red.), Procesy uczenia się i ich efektywność, Print Group Daniel Krzanowski, Szczecin 2006; M. Czubak-Koch, Uczenie się w kulturze miejsca pracy, Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej, Wrocław 2014; B. Muchacka, M. Witusiak-Kaleta, B. Walasek-Jarosz, Autorefleksja i analiza pracy własnej. Casebook ze wskazówkami dla praktykantów, Staropolska Szkoła Wyższa, Kielce 2013; J.  Szempruch, Nauczyciel w warunkach zmiany społecznej i edukacyjnej, Oficyna Wydawnicza „Impuls”, Kraków 2012.

  • Por. K. Hernik, (2014), K. Malinowska, R. Piwowarski, J. Przewłocka, M. Smak, A. Wichrowski, Polscy nauczyciele i dyrektorzy na tle międzynarodowym. Główne wyniki badania TALIS 2013, Instytut Badań Edukacyjnych, Warszawa








Nina Bateczko

https://orcid.org/0000-0002-3772-4489

Doctor of Pedagogical Sciences, Associate Professor, Head of the Department of Higher and Applied Mathematics, National University of Life and Environmental Sciences of Ukraine, Heroyiv Oborony Street, 15, 03042, Kyiv, Ukraine



Mykoła Mychajliczenko

https://orcid.org/0000-0003-2714-7291

Associate Professor,Associate Professor of the Department of Management and Educational Technologies, National University of Life and Environmental Sciences of Ukraine, Heroyiv Oborony Street, 15, 03042, Kyiv, Ukraine



ACADEMIC INTEGRITY PHENOMENON IN THE CONTEXT OF SCIENTIFIC APPROACHES SYNERGY
https://doi.org/10.28925/2226-3012.2019.8.2633


The article highlights the phenomen of academic integrity in the context of the synergy of scientific approaches: systemic and synergetic. It has been indicated that such an interpretation can serve as the theoretical and methodological basis of the phenomenon under study.
The definitional analysis of the problem of ensuring academic integrity, which is present in the scientific circulation both in Ukraine and abroad, has been carried out. It has been proved that academic integrity, on the one hand, is a complex interdisciplinary category that combines ethical standards and rules of human behaviour in the educational and scientific environment and the mechanisms and tools by which the latter are put into practice.
In the context of a systematic approach, the levels of implementation of the basic principles of academic integrity have been presented: international, national, state, higher education institution and personality levels. Understanding of ensuring academic integrity at various levels will allow taking into account the features of the phenomenon under study both at the level of society life and at the level of an individual. In the context of the synergetic approach, academic integrity has been considered as a nonlinear dynamic system capable of self-organization.
The best foreign and domestic practices of ensuring academic integrity at different levels have been provided.
The developed methodology can contribute to the creation of evolutionary models for the development of the system of academic integrity in Ukraine and the effective management of this process.
Key words: academic integrity, systematic approach, synergetic approach, level of ensuring academic integrity.



References

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Oksana Starostina

PhD., Associate Professor of the Department of Foreign Languages for Professional Communication, International Humanitarian University




VALUABLE UPBRINGING IN SCHOOL EDUCATION IN THE UK
https://doi.org/10.28925/2226-3012.2019.8.3442

The purpose of the article is to analyze the value foundations of the development of the school system in the UK at the primary and secondary levels of education. It has been found that the value basis for the development of the school system in the UK has not yet been the subject of research by Ukrainian scientists and is a gap in domestic science. The analysis of the value foundations of the development of the school system in the UK at the primary and secondary levels of education is carried out. It was revealed that each child with his personal characteristics was proclaimed the most important value for the modern society of Great Britain. The achievement of this goal is facilitated by such value orientations: personal development of the child, axiological orientation of the content of education, religiosity, citizenship, interpersonal communication, respect, tolerance and freedom of choice. It is noted that the education system in the UK has a complex hierarchical structure. It has been revealed that the student’s personal development at the initial and secondary stages of education is carried out here in a value context, forming a truly spiritual and moral person who seeks to act in accordance with virtues, is able to bear responsibility for his actions and actions, honor his country and its way of life, value cultural wealth of the nation. It is established that the UK education system is clearly aimed at the implementation of value guidelines by introducing the concept of value education in the activities of various educational organizations. It is concluded that in the UK, the valuable education of the younger generation through the programs of spiritual, moral, social and cultural development of students is a priority task of the educational process at the initial and secondary levels of education. The article also indicates a systematic approach to the organization of British education, as a structured and stable system of interconnected elements that ensure consistent and equitable development of students at all levels of training and education.
Key words: value education, value principles, school education, primary education, secondary education, personal development, spiritual development, moral development, social development, cultural development.



References

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  • Rogers, S. & Brown, S. (2014). Knowledge creation as an approach to facilitating evidence informed practice in early year’s settings: Examining ways to measure the success of using this method with early year’s practitioners in Camden (London). Retrieved from https://www.researchgate.net/ publication/320242044_Knowledge_creation_as_an_approach_to_facilitating_evidence_ informed_practice_in_early_years_settings_Examining_ways_to_measure_the_success_of_ using_this_method_with_early_years_practitioners_in_Camden (eng).

  • Spiritual, moral, social and cultural development. National Curriculum (2019). Retrieved from http: // archive.teachfind.com/qcda/curriculum.qcda.gov.uk/key-stages-3-and-4/general-teaching-requirements/spiritual-and-moral/index.html (eng).








Vlasova Inna
https://orcid.org/0000-0003-3532-3136
Candidate of Economic Sciences (PhD), Docent, Doctoral Candidate, Institute of higher education NAЕS of Ukraine, 9 Bastionna Str., Kyiv, Ukraine


FINANCIAL AUTONOMY OF UNIVERSITIES: EXPERIENCE OF GEORGIA
https://doi.org/10.28925/2226-3012.2019.8.4349

The analysis of legislative support of higher education and strategic documents of education and science development of Georgia is carried out. As a result, the strategic tasks of further development of higher education in Georgia are clarified. They are: modernizing and aligning higher education programs with labour market needs in order to improve the quality and learning outcomes to stimulate personal development and employability. It is necessary to develop a stronger development-oriented and results-based quality assurance system; strengthen the research base of universities and the links between teaching and research to make knowledge creation, transfer, innovation and technology as integral parts of study programs; modernize the research infrastructure; improve access to good quality education, particularly for students with financial problems and for students with special needs through scholarships (merit-based, need-based) and student loans; develop public funding with incentives for implementing above-mentioned objectives and for acknowledging for relative cost differences between various types of study programs or institutions. Sources of funding for higher education institutions of Georgia are revealed. They are: tuition fees which are covered by the state study grant and state Master’s study grant (only with regard to an accredited higher education programme); funds received through private grants, contributions; research grants awarded by the state on the basis of competition; programme financing allocated by the ministries of the relevant fields. The main mechanisms of state funding, in particular state grants (vouchers) for students and funding of educational places according to priority educational programs are determined. Mechanisms of students’ financial support, such as merit-based grants, needs-based grants, and free places for learning in priority areas are provided. The level of financial autonomy of universities is analysed.
Key words: voucher; sources of funding; state merit-based grants; state needs-based grants; university autonomy; university financial autonomy.



References

  • Ziderman, A. (2017). Financing Universities Through Vouchers: Lessons from the Republic of Georgia. Higher Education Policy. June 2017, Volume 30, Issue 2. 161–184.

  • Zaalishvili, T. (2013). Strategic Development of Higher Education and Science in Georgia. Policy Analysis of Higher Education according to Five Strategic Directions. Tbilisi, Georgia. Retrieved from http://erasmusplus.org.ge/files/ publications/Strategic%20Development%20of%20HE%20 and%20Science%20in%20Georgia%20-%20en.pdf (eng).

  • The Constitution of Georgia. Adopted on 24 August 1995 Last amendment 27.12.06. Retrieved from http:// www.parliament.ge/files/68_1944_951190_ CONSTIT_27_12.06.pdf (eng).

  • Law of Georgia on Higher Education. (2004). Retrieved from http://eqe.ge/res/docs/ 2014120816000571585. pdf (eng).

  • Law of Georgia on State Procurement. (2005). Retrieved from http://procurement.gov.ge/ files/_data/eng/ legalacts/Law_of_Georgia_on_State_Procurement.pdf (eng).

  • Ministry of education, Science, Culture and Sport of Georgia. Retrieved from https://www.mes.gov.ge/index. php?lang=eng (eng).

  • European Comission (2017). Overview of the Higher Education System Georgia. Retrieved from https:// eacea.ec.europa.eu/sites/eacea-site/files/ countryfiche_georgia_2017.pdf (eng).

  • Ministry of education, Science, Culture and Sport of Georgia. Unified Strategy for Education and Science for 2017–2021. Retrieved from https://mes.gov.ge/ content.php?id=7755&lang=eng (eng).

  • Bregvadze, T. (2013). Strategic Development of Higher Education and Science in Georgia Policy Analysis of Higher Education according to Five Strategic Directions; V — Higher Education and Employment.

  • Tbilisi, Georgia: Center for Social Sciences, Tempus, Center for International Education, Open Society Foundation Academic Fellowship Program, Open Society Foundation Georgia. Retrieved from http://css.ge/files/Papers/5%29_HE_and_Employment_-Tamar_Bregvadze_ ENG.pdf (eng).

  • National Center for Education Quality Enhancement (2018). Retrieved from https://eqe.ge/eng/static/5/ about-us (eng).

  • State Statistics Service of Ukraine (2017). Key indicators of activity of higher educational institutions of Ukraine at the beginning of 2016/17 academic year: statistical bulletin. Kyiv. Retrieved from http://www.ukrstat.gov.ua/ (ukr).

  • Law of Georgia on Legal Entity of Public Law https://matsne.gov.ge/ru/document/ download/19204/19/en/ pdf (eng).

  • OECD (2018). Education at a Glance 2018: OECD Indicators, OECD Publishing, Paris. http://dx.doi. org/10.1787/eag-2018-en (eng).

  • Ministry of Finance (2017). State Budget Report. Retrieved from http://mof.ge/images/ File/biujeti/gantsera-danarti-N334.pdf (eng).

  • World Bank (2018). Technical Assistance to Support Reforms to the Higher Education Financing System in Georgia (English). Washington, D.C.: World Bank Group. Retrieved from http://documents. worldbank.org/curated/en/895021551184190719/ Technical-Assistance-to-Support-Reforms-to-the-Higher-Education-Financing-System-in-Georgia (eng).

  • National Assessment and Examination Center. Retrieved from https://geonaec.com (eng).







Natalia Evtushenko

https://orcid.org/0000-0002-5835-2960

PhD (Pedagogy), Associate Professor of the Department of Natural and Mathematical Sciences and Information and Communication Technology in Education, Chernihiv Regional Institute of Postgraduate Pedagogical Education named after K. D. Ushynskyi, 83 Slobidska Str., 14000 Chernihiv, Ukraine



COMPARATIVE ANALYSIS OF THE SYSTEMS OF IMPROVEMENT OF QUALIFICATION OF TEACHERS OF NATURAL AND MATHEMATICAL SUBJECTS IN POSTGRADUATE EDUCATION OF UKRAINE AND THE REPUBLIC OF POLAND
https://doi.org/10.28925/2226-3012.2019.8.5056

The proposed article analyzes the peculiarities of the basic structural elements of the training systems of teachers of natural and mathematical subjects in postgraduate education of Ukraine and the Republic of Poland. The notion of professional development of specialists in the educational space of the countries is defined — intentional, planned and continuous process, which results in the expansion of teachers’ professional competences, improvement of their professional level, re-qualification of specialists, and development of universal personality.
The principles on which the systems of professional development of specialists of Ukraine and Poland are built and developed are considered: humanization, differentiation, interactivity, unity of socialization and professionalization of  personality, modularity and continuity of training. Also it is recognized among the principles of educational activities that are taken into account in the process of training of the Polish colleagues there are such as: the interrelation of theory and practice, variability, diversity of forms, continuity, multidimensionality, multilevelness, and openness.
Important functions (socio-cultural, developmental, educational, compensatory and adaptive) that the systems of teacher training fulfill as for continuous professional development and improvement of specialists are analyzed.
The author pays special attention to the analysis of functioning of the training systems of teachers of natural and mathematical subjects as multidimensional entities in postgraduate pedagogical education of the countries which are characterized by socio-state character, variability, flexibility, and construction considering different needs of teachers in their professional development.
The article analyzes the level structures of advanced training systems of postgraduate education of teachers of natural and mathematical subjects of Ukraine and the Republic of Poland, which have their own subjects at each level of regulation (national, regional, local, and institutional), and use certain principles, tools and institutions for achievement of the overall goal.
It is noted that the systems of advanced training of teachers of natural and mathematical subjects in the postgraduate education of Ukraine and the Republic of Poland have a lot in common at the stage of formation of goals and tasks, defining principles and functions, choosing the directions of development of educational activity.
Differences are observed in the structure of education systems and teacher training financing.
A detailed study of the quality criteria for the improvement of specialists in accordance with the international standards is proposed for further research, which will improve the evaluation of the results of the educational process and enhance the motivation of teachers for their personal and professional development and self-improvement.
Key words: improvement of teachers postgraduate pedagogical education; teacher; teacher training system.




References

  • Voliarska, O.S., & Pastushok, O.S. (2017). Rozvytok osvity doroslykh v Ukraini: pryntsypy i napriamy [Development of Adult Education in Ukraine: principles and directions]. Profesiinyi rozvytok fakhivtsiv u systemi osvity doroslykh: istoriia, teoriia, tekhnolohii: materialy II-oi Vseukrainskoi naukovo-praktychnoi Internet-konferentsii. Kyiv, Ukraine, 36–37 (ukr).

  • Deiaki pytannia pidvyshchennia kvalifikatsii pedahohichnykh i naukovo-pedahohichnykh pratsivnykiv [Some issues of improvement of qualification of pedagogical and scientific-pedagogical workers].

  • Postanova Kabinetu Ministriv Ukrainy vid 21.08.2019 r. № 800. Uriadovyi kurier. 2019. № 167 (ukr).

  • Zakon Ukrainy «Pro osvitu» [The Law of Ukraine On Education]. Retrieved from http://zakon2.rada.gov.ua/ laws/show/2145-19/page3 (ukr).

  • Kliasen, N. L. (2014). Pisliadyplomna pedahohichna osvita: zarubizhnyi dosvid ta suchasna praktyka [In-service Teacher Training: Foreign Experience and Current Practice]. Nova pedahohichna dumka, (2), 187–190 (ukr).

  • Lukianova, L. B. (2017). Zakonodavche zabezpechennia osvity doroslykh: zarubizhnyi dosvid [Legislative Support for Adult Education: Foreign Experience]. Kyiv, Ukraine: DKS-Tsentr (ukr).

  • Mushketa, R. (2007). Pidhotovka vchyteliv fizychnoho vykhovannia u Polshchi do otsiniuvannia navchalnykh dosiahnen uchniv [Preparing Physical Education Teachers in Poland for Assessing Students’ Achievements]: Doctor’s thesis: 13.00.04. Kyiv, Ukraine (ukr).

  • Nychkalo, N. H. (2008). Transformatsiia profesiino-tekhnichnoi osvity v Ukraini: monohrafiia [Transformation of Vocational Education in Ukraine: monohraf]. Kyiv, Ukraine: Pedagogichna dumka (ukr).

  • Sydorenko, V.V. (2018). Metodychna diialnist u suspilstvi, yake navchaietsia: vyklyky, problemy, perspektyvy rozvytku [Methodical activity in the learning society: challenges, problems, prospects for development]. Metodyst, 2 (74), 14–27 (ukr).

  • Buczkowska-Gola, M. (2000). Wymagając od ucznia, wymagajmy od siebie [By demanding from a student, we demand from ourselves]. Edukacja i dialog, (6), 46–49 (pol).

  • Ognevyuk, V.O., & Sysoieva, S. O. (2015). Training of educational experts in Ukraine: experimental interdisciplinary program. The advanced science journal, (6), 98–103, DOI: 10.15550/ ASJ.2015.06.098 (eng).







Maria Chmielewska

https://orcid.org/0000-0001-5622-1441

Doctor of Sciences in Education, Teacher of Biology in Gymnasium, Dean of the Faculty of Pedagogy, Pawel Wlodkowic University College in Plock, 1 2 Jana Kilińskiego al., 09-402 Plock, The Republic of Poland


THE EVENT OF AGGRESSION AS A SOCIAL PROBLEM
https://doi.org/10.28925/2226-3012.2019.8.5764

Aggression is a common phenomenon today in all areas of activities. At present, aggression is identified as an inherent element of life of a young person and it has serious consequences in his private and social life. There is no doubt that “in every person there is violence and aggression, only the conditions in which he or she is, determine to reveal this tendency.” The author wonders not about the possibility of eliminating aggression, but on limiting it and trying to control this phenomenon.
Key words: aggression; juvenile; perpetrator; forbidden act.




References:

I. Wykaz aktów prawnych

·         Suchańska A., Autodestruktywność pośrednia — samoagresja czy deficyt ochronny? [w:] Agresja i przemoc, (red.) M. Binczycka-Anholcer, Warszawa-Poznań 2001.

·         Aronson E., Człowiek istota społeczna, Warszawa 2001.

·         Babiker G., Arnold L., Autoagresja — mowa zranionego ciała, Gdańsk 2003.

·         Brawn-Gałkowska M., Ulik I., Zabawa w zabijanie, Lublin 2000.

·         Danielewska J., Agresja u dzieci — szkoła porozumienia, Warszawa 2002.

·         Encyklopedia pedagogiczna XXI wieku, Warszawa 2003.

·         Evans P., Toksyczne słowa, Warszawa 1996.

·         Frączek A., Szostek M., Programowanie psychoterapii w oparciu o teorię uczenia się [w:] Psychologia wychowawcza, nr 4/1967.

·         Gajewski M., Niebezpieczne gry komputerowe [w:] Wychowawca — Miesięcznik nauczycieli i wychowawców katolickich, nr 12 (108) 2001.

·         Kirwil L., Wpływ telewizji na dzieci i młodzież [w:] Problemy opiekuńczo-wychowawcze, nr 6/1995.

·         Kołodziejska D., Telewizja wpływa na rozwój dziecka, Edukacja i dialog, nr 3/2002.

·         Kosińska-Dec K., Jelonkiewicz I., Picie alkoholu a agresja interpersonalna wśród młodych dorosłych [w:] Alkoholizm i Narkomania, tom 13, nr 2, Warszawa 2000.

·         Kubacka-Jasiecka D., Funkcjonowanie społeczne osób agresywnych i samoagresywnych, Wrocław 1975.

·         Kube E., Przestępczość młodocianych z użyciem przemocy. Możliwości i szanse jej zapobiegania [w:] Przemoc w życiu codziennym, (red.) B. Hołyst, Warszawa 1997.

·         Cierpiałkowska L., Grupy samopomocy — niewykorzystana forma leczenia przemocy [w:] Agresja i przemoc; (red.) Binczycka-Anholcer M., Warszawa-Poznań 2001.

·         Liberska H., Matuszewska M., Wybrane czynniki i mechanizmy powstawania agresji w rodzinie [w:] Agresja i przemoc a zdrowie psychiczne, (red.) M. Binczycka-Anholcer, Warszawa-Poznań 2001.

·         Nowakowska M., Cywilizacyjna stymulacja zjawisk agresji i przemocy [w:] Agresja i przemoc w szkołach polskich i niemieckich, (red.) Ostrowska K. i Tatarowicz J., Warszawa 1998.

·         Obuchowska I., Agresja w perspektywie rozwojowej [w:] Agresja i przemoc a zdrowie psychiczne, (red.) Binczycka-Anholcer M., Warszawa-Poznań 2001.

·         Obuchowska, J. (1989). Przemoc w wychowaniu, Kwartalnik Pedagogiczny nr 4.

·         Oddziaływanie środków masowego przekazu na dzieci [w:] Wychowawca — Miesięcznik nauczycieli i wychowawców katolickich, nr 12 (108)/2001.

·         Pospieszyl I., Przemoc w rodzinie, Warszawa 1994.

·         Raczkowska J., Zagrożenie, poczucie bezpieczeństwa, agresja przemocą, okrucieństwem [w:] Problemy opiekuńczo-wychowawcze, nr 10/1993.

·         Ranschburg J., Lęk, gniew, agresja, Warszawa 1980.

·         Schmidt H. L., Przemoc w szkołach niemieckich [w:] Agresja i przemoc w szkołach polskich i niemieckich, (red.) Ostrowska K. i Tatarowicz J., Warszawa 1998.

·         Skorny Z., Psychologiczna analiza agresywnego zachowania się, Warszawa 1968.

·         Wolińska J. M., Agresywność młodzieży, problem indywidualny i społeczny, Lublin 2000.

·         Zimbardo P.G., Ruch F.L., Psychologia i życie, Warszawa 1996.

II. Wykaz aktów prawnych

·         Ustawa z dnia 12 marca 2004 r. o pomocy społecznej, tekst jedn. Dz. U. z 2017 r., poz. 1769.

·         Ustawa o wychowaniu w trzeźwości i przeciwdziałaniu alkoholizmowi, tekst jedn. Dz. U. z 2016 r., poz.487.

·         Ustawa z dnia 6 czerwca 1997 r. Kodeks Karny, tekst jedn. Dz. U. z 2017 r., poz. 2204.









Jarosław Charchuła

https://orcid.org/0000-0002-8470-7374

doktor nauk humanistycznych z zakresu socjologii Zastępca Dyrektora Instytutu Nauk o Wychowaniu ds. Dydaktycznych Akademia Ignatianum w Krakowie, ul. Kopernika 26, 31-501 Kraków, Rzeczpospolita Polska



CIVIC EDUCATION AND SHAPING ELITES IN SOCIAL THEORY OF JOSÉ ORTEGA Y GASSET
https://doi.org/10.28925/2226-3012.2019.8.6571

The social concept of José Ortega y Gasasse was developed at the beginning of the twentieth century but still remains valid. This article highlights in a special way the importance of civic education as a foundation for building a democratic society and shaping elites. In the light of Ortega y Gasset’s liberalism, important assumptions regarding freedom, civic education as well as the formation of elites are being analysed. These issues will be analysed in the context of assumptions regarding the principles of shaping the privacy of each citizen, which is the centre and source of all activities of the individual. Properly shaped privacy is the main goal of civic education and guarantees the formation of elites in society.
Key words: Ortega y Gasset, civic education, privacy, elites, liberalism.



References

  • Abad, P., Juan, J. (1992). El método de la razón vital y su teoría en Ortega y Gasset. Madrid: Teatropoe (es).

  • Abellán, J. (2003). Ortega y Gasset en la filosofía española. Madrid: Tecnos (es).

  • Almeida Amoedo, M. (2014). A vida como Projecto — senda de José Ortega y Gasset. Évora: Universidade de Évora (es).

  • Aguilar, E. (1986). Sobre el liberalismo en Ortega. Buenos Aires: Instituto Torcuato di Tella (es).

  • Aranguren, J. L. (1958). La ética de Ortega. Madrid: Taurus (es).

  • Burón González, M. (1992). La historia y su naturaleza. Ensayo sobre Ortega. Madrid: Akal Universitaria (es).

  • Cacho Viu, V. (2000). Los intelectuales y la política. Perfil público de Ortega y Gasset. Madrid: Biblioteca Nueva (es).

  • Cerezo Galán, P. (2011). José Ortega y Gasset y la razón práctica. Madrid: Biblioteca Nueva / Fundación José Ortega y Gasset — Gregorio Marañón (es).

  • Charchuła, J. (2018). „Kulturowe cele rozwoju naukowego. Misja uniwersytetu w koncepcji José Ortegi y Gasseta”. Kultura i Edukacja 3 (121), 231–243. DOI: 10.15804/kie.2018.03.15 (pol).

  • Dupeurix, A. (2013). Zrozumieć Habermasa, Warszawa: Oficyna Naukowa (pol).

  • Durkheim, E. (1977). The Evolution of Educational Thought, Londyn: Routledge and Kegan Paul, 1977 (eng).

  • Elorza, A. (1984). La razón y la sombra: una lectura política de Ortega y Gasset. Barcelona: Anagrama (es).

  • Fernández Agis, D. (2007). El desarrollo del pensamiento político de Ortega y Gasset. Santa Cruz de Tenerife: Idea (es).

  • Ferreiro Lavedán, I. (2005). La teoría social de Ortega y Gasset: los usos. Madrid: Biblioteca Nueva (es).

  • García, C, Juan, F. (1993). Ontología y sociología en Ortega y Gasset. Granada: Universidad de Granada (es).

  • Gray, R. (1994). José Ortega y Gasset: el imperativo de la modernidad. Madrid: Espasa-Calpe (es).

  • Haro Honrubia, A. (2008). Élites y masas. Filosofía y política en la obra de José Ortega y Gasset. Madrid: Biblioteca Nueva / Fundación José Ortega y Gasset (es).

  • Leszczyna, D. (2009). „Projekt filozofii witalnej w ujęciu José Ortegi y Gasseta”. Roczniki filozoficzne 1 (LVII), 127-155 (pol).

  • Lipski, A. (2013). Alienacja kultury jako zjawisko społeczne i kategoria opisowo-normatywna. Katowice: Uniwersytet Ekonomiczny w Katowicach (pol).

  • Llano Alonso, F. H. (2010). El Estado en Ortega y Gasset. Madrid: Dykinson (es).

  • López de la Vieja, T. (1996). Política de la vitalidad. España invertebrada de José Ortega y Gasset. Madrid: Tecnos (es).

  • López de la Vieja, T. (1997). Política y sociedad en José Ortega y Gasset. En torno a “Vieja y nueva política”.

  • Barcelona: Anthropos (es).

  • López Frías, F. (1985). Ética y política. En torno al pensamiento de José Ortega y Gasset, Barcelona: Promociones Publicitarias Universitarias (es).

  • Maharg, J. (1992). José Ortega y Gasset. Madrid: Cultura Hispánica (es).

  • Martín, F. J. (1999). La tradición velada: Ortega y el pensamiento humanista. Madrid: Biblioteca Nueva (es).

  • Menéndez Alzamora, M. (2006). La Generación del 14. Una aventura intelectual. Madrid: Siglo Veintiuno de España (es).

  • Nigris, F. (2005). Libertad y método: El liberalismo desde la perspectiva personal de Ortega y Marías. Madrid: Fundación Universitaria Española (es).

  • Ortega y Gasset, J. (1958). Obras completas, 6 tomos. Madrid: Revista de Occidente (wszystkie przywołane w artykule pozycje tego autora zostały zaczerpnięte z niniejszej publikacji a przy każdej pozycji umieszczonej w bibliografii został wskazany rok wydania danej pozycji, a także numer tomu w którym się ona znajduje i zakres stron): Ortega y Gasset, J. (1908). Asamblea para el progreso de las ciencias. T. 1, s. 99 — 110 (es).

  • Ortega y Gasset, J. (1923a). El tema de nuestro tiempo. T., 1, s.141 — 203 (es).

  • Ortega y Gasset, J. (1927). Espíritu de la letra. T. 3, s. 513 — 599 (es).

  • Ortega y Gasset, J. (1940). Ideas y Creencias. T. 5, s. 463 — 474 (es).

  • Ortega y Gasset, J. (1906). La pedagogía del paisaje. T. 1, s. 53 — 57 (es).

  • Ortega y Gasset, J. (1910). La pedagogía social como programa político. T. 1, s. 503 – 521 (es).

  • Ortega y Gasset, J. (1914). Meditaciones del Quijote. T. 1, s. 309 — 400 (es).

  • Ortega y Gasset, J. (1930a). Misión de la Universidad. T. 4, s. 311 — 353 (es).

  • Ortega y Gasset, J. (1923b). Pedagogía y anacronismo. T.1, s. 731 — 733 (es).

  • Ortega y Gasset, J. (1930b). Rebelión de las masas. T.4, s. 3 — 310 (es).

  • Ortega y Gasset, J. (1933). Sobre el estudiar y el estudiante, T. 4, s. 545 — 554 (es).

  • Ortega y Gasset, J. (1907). Sobre los estudios clásicos. T. 1, s. 63 — 67 (es).

  • Ortega y Gasset, J. (1911). Una respuesta a una pregunta. T. 1, s. 211 — 215 (es).

  • Polit, K. (2005). Kryzys cywilizacji Zachodu w myśli José Ortegi y Gasseta. Lublin: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej (pol).

  • Sánchez Cámara, I. (1986). La teoría de la minoría selecta en el pensamiento de Ortega y Gasset. Madrid: Tecnos (es).

  • San Martín, J. (2005). Ortega en circunstancia. Madrid: Biblioteca Nueva / Fundación José Ortega y Gasset (es).

  • Zea, L. «Ortega, filosofía desde la barbarie». Cuadernos Americanos 44.2 (1985): 45-58 (es).







Oleksij Sysojev

https://orcid.org/0000-0001-5899-0244

Candidate of Economic Sciences Kyiv International University



ADMINISTRATIVE AND LEGAL ASPECTS OF LICENCING IN HIGHER EDUCATION
https://doi.org/10.28925/2226-3012.2019.8.7280

The study provides an insight into administrative and legal aspects of licensing higher educational institutions, analyses changes in the licensing system of higher educational institutions and examines measures aimed at  nhancing the role of this institution in addressing the problem of quality assurance of higher educational institutions. The author investigates the legal nature and administrative aspects of licensing in higher education and proves that licensing in higher education is an administrative procedure, which takes into account the specific nature and characteristics of the activities of an educational institution, that are stipulated by the corresponding regulatory documents. The paper determines licensing as a legal phenomenon, which means that licensing activity belongs to the system of state-executive relations, the core of which is the organizing the citizens and the legal entities’ activities in the spheres where steadfast adherence to definite requirements and certain legal behavior is expected. One of the key research questions of this paper was the ambiguity of the concept of licensing in scientific literature, which combines the norms of administrative and civil law. Social and legal functions of licensing higher education institutions with the aim of their effective functioning in social and legal environment are outlined. Further, the author identifies the characteristic features of licensing in education.
This article also address the research questions of  licensing in education and offers the conclusions regarding the features of licensing as a legal phenomenon. The role of licensing activity in the system of state-executive relations and its contents and constituents are determined.
Key words: licensing, licensing in education, license, licensing as a means of the state regulation, administrative and legal aspects of licensing in education.



References

  • Bekirova, E. E. (2006). Pravove rehuliuvannia litsenzuvannia pevnykh vydiv hospodars’koi diial’nosti [Legal regulation of licensing of certain types of economic activity: Extended abstract of candidate’s thesis: 12.00.04 – Commercial law, Commercial procedural law]. Donetsk, Ukraine (ukr).

  • Vitvitsky, S. S. (2004). Derzhavnyj kontrol’ u sferi litsenzijnoi diyalnosti: [State control in the field of licensing activity: Extended abstract of candidate’s thesis:  12.00.07 – Management theory; administrative law and process; finance law; information law]. Kharkiv, Ukraine (ukr).

  • Zakon Ukrayini «Pro zatverdzhennya Licenzijnih umov provadzhennya osvitnoyi diyalnosti zakladiv osviti» [Law of Ukraine «On Approval of Licensing Conditions for Educational Activities of Educational Institution»]. (2015). Retrieved from https://ips.ligazakon.net/document/view/ KP151187?an=1&ed=2015_12_30 (ukr).

  • Lastovetskiy, A. S. (2005). Orhanizatsijno-pravovi zasady rehuliuvannia pidpryiemnyts’koi diial’nosti v Ukraini [Organizational and legal bases of regulation of business activity in Ukraine: Extended abstract of candidate’s thesis: 12.00.07 – Management theory; administrative law and process; finance law; information law]. Irpin, Ukraine (ukr).

  • Kashpersky, O. V. (2011). Administratyvno-pravovyj status sub’iektiv litsenzuvannia hospodars’koi diial’nosti v Ukraini [Administrative and legal status of subjects of licensing of economic activity in Ukraine: Extended abstract of candidate’s thesis:  12.00.07 – Management theory; administrative law and process; finance law; information law]. Kharkiv, Ukraine (ukr).

  • Pastuk, I. D. (2005). Orhanizatsijno-pravovi zasady litsenzuvannia hospodars’koi diial’nosti v Ukraini [Organizational and Legal Principles of Business Licensing in Ukraine: Extended abstract of candidate’s thesis:  12.00.07 – Management theory; administrative law and process; finance law; information law]. Kyiv, Ukraine (ukr).

  • Shevarikhin, A. A. (2003). Administratyvno-pravovi problemy litsenzuvannia hospodars’koi diial’nosti orhanamy vnutrishnikh sprav [Administrative and legal problems of licensing of economic activity by law enforcement agencies: Extended abstract of candidate’s thesis: 12.00.07 – Management theory; administrative law and process; finance law; information law]. Kyiv, Ukraine (ukr).

  • Shestak, L. V. (2005). Litsenzuvannia iak administratyvno-pravovyj instytut [Licensing as an Administrative Law Institute: Extended abstract of candidate’s thesis: 12.00.07 – Management theory; administrative law and process; finance law; information law]. Irpin, Ukraine (ukr).

  • Shpomer, A. I. (2011). Licenzuvannya gospodarskoyi diyalnosti: pitannya galuzevoyi identifikaciyi [Licenzuvannya gospodarskoyi diyalnosti: pitannya galuzevoyi identifikaciyi]. Universitetski naukovi zapiski, 1, 181–185 (ukr).

  • Shpomer, A. I. (2006). Licenzuvannya gospodarskoyi diyalnosti (gospodarsko-pravovij aspekt) [Licensing of business activities (economic and legal aspect): Extended abstract of candidate’s thesis: 12.00.04 – Commercial law, Commercial procedural law]. Kyiv, Ukraine (ukr).

  • Khomyshyn, I. Yu. (2018). Meta i zmist protsedury litsenzuvannia osvitn’oi diial’nosti. [The purpose and content of the licensing procedure for educational activities]. Porivnial’no-analitychne pravo № 2.  S. 275–278 (ukr).







Victoria Pererva

https://orcid.org/0000-0002-7086-3050

assistant of Botany and Ecology Department of Kryvyi Rih State Pedagogical University, Gagarin Av., 54, 50086, Kryvyi Rih, Ukraine



REMOTE SPECIAL COURSE «LATIN. BOTANY TERMINOLOGY» AS A MEANS OF BECOMING A PROFESSIONAL AND TERMINOLOGICAL COMPETENCE OF BIOLOGY TEACHER
https://doi.org/10.28925/2226-3012.2019.8.8188


The essence and advantages of distance learning as a form of organization of independent work in the professional training of future specialists are revealed. Formation of a professional term system is considered as a prerequisite for the formation of professional-terminological competence of a future teacher.
Independent work Outside the classroom process is expanding the amount of material to be absorbed (both theoretical and applied), assisting in preparing for the tests and examinations in professional disciplines. Today, integration of modern pedagogical and information technologies, their wide introduction into the educational process is very important. In the system of vocational education, issues of the culture of professional communication, are of particular importance. Imperfect knowledge of the professional terminology leads to the appearance of a significant number of typical errors, reducing the level of the culture of speech. An important role in mastering students’  knowledge of the special course «Latina. Botany terminology» is given to independent work, which gradually becomes one of the  leading forms. Application of new information and telecommunication technologies in the educational process, creation, and use of modern electronic teaching aids and distance courses solve complex tasks of forming a single educational information environment.  Distance learning course «Latina. Botany Terminology» for future biology teacher is allows each student to work in an individual mode under the guidance of teachers. The content and structure of the distance e-learning course «Latin. Botany Terminology» for students of the Natural Department of Pedagogical Institutions of Higher Education is shown. The purpose of the distance special course, is to enrich the personality language culture, understanding the semantics and etymologies of biological terms.
Key words: distance special course; professional and terminological competence; training.



References

  • Ghalecjkyj, S., Ghalecjka, T. (2018). Dystancijne navchannja jak element informacijno-komunikacijnykh tekhnologhij v osviti [Distance learning as products, information and communication technologies in education]. Zbirnyk naukovykh pracj Umansjkogho derzhavnogho pedaghoghichnogho universytetu. Vyp.1. S. 54-62 (ukr).

  • Ghrycaj, N. B. (2016). Systema metodychnoji pidghotovky majbutnikh uchyteliv biologhiji v  edaghoghichnykh universytetakh [The system of methodical preparation of future teachers of biology in pedagogical universities]: avtoref. dys. ... d-ra ped. nauk - 13.00.02. K. 40 s. (ukr).

  • Kryvonos, O. (2015). Vykorystannya elementiv dystancijnogo navchannya u procesi vyvchennya suchasnyx informacijnyx texnologij studentamy-filologamy [Using the elements of distance learning in the process of studying modern information technologies by students-philologists]. Mizhnarodnyj naukovyj zhurnal, 7, SS. 48-55 (ukr).

  • Lavrentjjeva, O. (2012). Speckurs «Formuvannja profesijnoji tvorchosti vchytelja» jak zasib stanovlennja skladovykh profesijno-pedaghoghichnoji kuljtury majbutnjogho pedaghogha [Spetskurs «Formation of professional creativity of the teacher» as means of formation of components of is  rofessional-pedagogical culture of the future teacher]. Vytoky pedaghoghichnoji majsternosti. Vyp. 10. S.170-175 (ukr).

  • Nakaz MON vid 25.04.2013 № 466 «Pro zatverdzhennja Polozhennja pro dystancijne navchannja» [On approval of the Regulations on distance learning]. URL: https://zakon.rada.gov.ua/laws/ show/z0703-13 (ukr).

  • Polovaya, N.O. (2017). Dystantsiyne navchannya yak innovatsiyna forma osvity [Distance learning as an innovative form of education]. Naukovo-teoretychnyj aljmanakh «Ghrani». 2017. T. 20. №1(141). S.27-31. DOI: 10.15421/17174 (ukr).

  • Samojlenko, O. M. (2011). Modeli dystancijnoji osvity ta osnovni etapy jikh rozvytku [Models of distance education and main stages of their development]. Teorija i praktyka dystancijnogho navchannja v pisljadyplomnij osviti. Vyp.5 (18). S.122-130 (ukr).

  • Tiljnjak, N., Sydorenko, L., Tiljnjak, A. (2019). Dystancijnyj kurs navchannja jak forma orghanizaciji samostijnoji ukrajinomovnoji pidghotovky studentiv tekhnichnykh specialjnostej [Distance learning as a form of organization of independent Ukrainian-language training of students of technical specialties]. Naukovi zapysky BDPU. Serija: Pedaghoghichni nauky. Berdjansjk: BDPU, 2019. Vyp.1. S.353-360. URL: https://pedagogy.bdpu.org.ua/wp-content/uploads/2019/05/40.pdf (ukr).

  • Bernard, R.M., Abrami P.C., Lou Y., Borokhovski E., Wade A., Wozney L., et al. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research. №3(74). 379–439. doi: 10.3102/00346543074003379. (eng).

  • Simpson, O. (2002) Supporting student in online, open and distance learning/ London: Kogan page Limited, 237 p. DOI: 10.4324/9780203417003 (eng).

  • Simonson, M., Smaldino, S., Zvacek, S.M. (2014). Teaching and Learning at a Distance: Foundations of Distance Education. Information Age Publishing, 350 p. DOI: 10.1080/08923647.2011.5897 57 (eng).








Prykhodko Veronika

https://orcid.org/0000-0003-3854-6693

Associate Professor, Odessa State Environmental University, 15 Lvivska Str., 65016, Odessa, Ukraine


Safranov Tamerlan

https://orcid.org/0000-0003-0928-5121

DSc. (Geology), Professor, The Head of Ecology and Environmental Protection Department, Odessa State Environmental University, 15 Lvivska Str., 65016, Odessa, Ukraine


Shanina Tetyana

https://orcid.org/0000-0002-4853-4808

PhD (Chemistry), Associate Professor, Odessa State Environmental University, 15 Lvivska Str., 65016, Odessa, Ukraine


Mykhailenko Vladyslav

https://orcid.org/0000-0001-6667-2457

PhD student, junior research assistant, Odessa State Environmental University, 15 Lvivska Str., 65016, Odessa, Ukraine



EDUCATION FOR LIFE: THE EXPERIENCE OF ODESSA STATE ENVIRONMENTAL UNIVERSITY
https://doi.org/10.28925/2226-3012.2019.8.8996

The article presents the educational component overview of the solid waste management and treatment system. The need for education in this area is caused by the crisis environmental situation in Ukraine and significant reforms in the legislative and regulatory sphere of waste management. The result of the educational process is the acquisition of  relevant competences, in particular, in matters of municipal solid waste management and treatment.
The peculiarities of competence formation in the area of municipal solid waste management and treatment according to the updated list of the European Union countries key competences are outlined in paper. The process of competence formation begins with the knowledge and skills acquisition, on the basis of which the way of thinking is formed. The system model of environmental situation formation and the importance of personal contribution to the municipal solid waste problem solution are the basic foundation in teaching and mastering of this topic. Municipal solid waste education should be permanent and cover all categories of recipients - from citizens to professionals with a gradual increase in environmental competence and maturity. The paper presents the experience of the Odessa State Environmental University on education in the municipal solid waste management and treatment area. All types of education are implemented at the university: formal, non-formal and informal, involving all categories of educational recipients. The main subject of the educational process is the lecture interacting with other groups of educational seekers. This leads to the need for continuous teacher education, which is realized through participation in researches, conferences, seminars, trainings and, most importantly, through practical experience.
Key words: competence; educational seekers; municipal solid waste management and treatment.



References

  • Ivanova, T.V. (2017). Ekolohichna osvita yak bazova skladova ekolohichnoi polityky derzhavy [Environmental education as a basic component of the state’s environmental policy]. Proceedings of the National Aviation University. Series: Pedagogy, Psychology, 11, 53-58. doi: 10.18372/2411-264X.11.12553(ukr).

  • Kontseptsiia ekolohichnoi osvity Ukrainy [The Environmental Education Concept in Ukraine]: Rishennia MON Ukrainy 13/6-19 vid 20.12.2001. Retrieved from https://zakon.rada.gov.ua/rada/show/ v6-19290-01 (ukr).

  • Natsionalna stratehiia upravlinnia vidkhodamy v Ukraini do 2030 roku [The national Strategy of waste management in Ukraine by 2030]. Retrieved from https://zakon.rada.gov.ua/laws/show/820-2017-%D1%80 (ukr).

  • Prykhodko, V.Yu. (2017). Process obrazovanija tverdyh bytovyh othodov v kontekste obespechenija ustojchivogo razvitija [The municipal solid waste generation process in the context of sustainable development procuring]. Geophilosophy of Eurasia Sustainable Development, 153-162 (rus).

  • Prykhodko, V. Yu., Shanina, T. P. (2018). Naukovo-doslidna robota studentiv za naprjamom «Upravlinnja ta povodzhennja z vidkhodamy» [The students’ research work in the field of «Waste Management and Treatment»]. Environmental research in higher education institutions, 301-305 (ukr).

  • Prykhodko, V. Yu., Safranov, T. A, Shanina, T. P., Mykhailenko, V. I. (2019). Ekologhichna skladova osvitnjoji dijaljnosti v sferi povodzhennja z vidkhodamy [Environmental component of educational activity in the area of waste treatment]. XXII International scientific conference “Ecology, environmental protection and sustainable nature use: education — science — production — 2019”: Abstracts of Papers, 144-146 (ukr).

  • Pro osvitu: Zakon Ukrajiny # 2145-VIII vid 05.09.2017 [About education: Law of Ukraine]. Retrieved from http://zakon3.rada.gov.ua/laws/show/2145-19 (ukr).

  • Ramkova proghrama onovlenykh kljuchovykh kompetentnostej dlja navchannja protjaghom zhyttja JeS [Framework for updated key competences for lifelong learning in the EU] (2018). Retrieved from http://dlse.multycourse.com.ua/ua/page/15/53#1 (ukr).

  • Safranov, T. A, Shanina, T. P., Gubanova, O. R., Prykhodko, V. Yu. (2014). Aktualjnistj pidghotovky fakhivciv-ekologhiv u sferi upravlinnja ta povodzhennja z vidkhodamy [The relevance of environmental specialists training in the area of waste management and treatment]. Proceedings of the educational seminar “The current state of educational and methodological support for environmental training”, 228-234 (ukr).

  • Еnvironment monographs № 83: OECD core set of indicators for environmental performance reviews. (1993). Paris: OECD (eng).







Yuliia Zaitseva

https://orcid.org/0000-0001-7155-392X

Candidate of Pedagogic Sciences, Senior Lecturer, Poltava V.G. Korolenka National Pedagogical University, 2 Ostrogradskogo Str., 36000, Ukraine



Serhii Novik

https://orcid.org/0000-0001-8718-6271

Novik Sergii, Candidate of Pedagogic Sciences, Senior Lecturer, Poltava V.G. Korolenka National Pedagogical University, 2 Ostrogradskogo Str., 36000, Ukraine



THREE-PERSONAL INTERACTION IN THE SYSTEM «LECTURER — STUDENT — TEACHER OF PHYSICAL CULTURE»
https://doi.org/10.28925/2226-3012.2019.8.97102


The content and forms of educational process of the physical education faculties students were analyzed in this article to organize physical culture and sports work. Pedagogical condition of formation of readiness to organize physical culture and sports work at comprehensive schools by future teachers of Physical Education was justified on the basis of isolated problems. This is directing of the combined efforts of Lecturers of professional disciplines and physical education teachers to support the professional development of future physical education teachers. The pedagogical condition is based on the three-personal interaction within the framework of equal relations in the system «teacher — student — teacher of physical culture», which is directional on the formation of readiness to organize physical culture and sports work by future teachers of Physical Education and provides for the linking of the faculties of physical education with comprehensive schools and another physical culture and sports institutions, where the students join the organization and holding different forms of the physical culture and sports work.
Specialists in the field of physical culture and sports role in gaining professional experience by future teachers of Physical Education was found out. Lecturer, this is a person, who has a leading place in the three-personal interaction, who controls this process and directs it.
The student is an active participant in the educational process, who has opportunity to form his own professional readiness and gains experience in organization of physical culture and sports work.
Physical education teacher and other specialists in this field help to students to see and understand the essence of  professional activity «from inside». They coordinate student activities in the organization of various forms of physical culture and sports work in the conditions of comprehensive schools and another physical culture and sports institutions.
Key worlds: Lecturer, pedagogical condition, physical culture and sports work, Physical education teacher, student, three-personal interaction.





References

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  • Boiko, A. M., & Shiyan N. I. (2003). Subiekt-subiektni vidnosyny vchyteliv i uchniv u pedahohichnii teorii i shkilnii praktytsi [Subject-subject relations of teachers and students in pedagogical theory and school practice]. Postmetodyka, № 4 (50), S. 2-9 (ukr).

  • Karchenkova, M. V. (2006). Pedahohichni umovy formuvannia hotovnosti maibutnikh uchyteliv fizychnoi kultury do profesiinoi diialnosti [Pedagogical conditions of formation of future physical education teachers’ readiness for professional activity]. dys. … kand. ped. nauk : 13.00.04. Pereiaslav-Khmelnytskyi, 226 s. (ukr).

  • Kolodii, N.V. (2019). Pedahohichni umovy formuvannia profesiinoi movlenievoi kompetentnosti maibutnikh bakalavriv sotsialnoi roboty [Pedagogical conditions for the formation of professional speech competence of future bachelors of social work]. Molodyi vchenyi, №1 (65). Retrieved from http:// molodyvcheny.in.ua/files/journal/2019/1/16.pdf (ukr).

  • Ovcharuk, V. V. (2018). Pedahohichni umovy formuvannia zdoroviazberihaiuchoi kompetentnosti studentiv zasobamy fizychnoho vykhovannia [Pedagogical conditions of formation of students’ health-saving competence by means of physical education]. Naukovyi chasopys Natsionalnoho pedahohichnoho universytetu imeni M.P. Drahomanova. Seriia № 15. Naukovo- pedahohichni problemy fizychnoi kultury (fizychna kultura i sport), Vypusk 12 (106)18, S.67-73 (ukr).

  • Sokolova, Yu. I. (2019). Pedahohichni umovy formuvannia profesiinoi hotovnosti maibutnikh vchyteliv pochatkovoi shkoly do zastosuvannia zasobiv dystantsiinoho navchannia. [Pedagogical conditions of forming the professional readiness of future primary school teachers to use distance learning tools]. Molodyi vchenyi, №6. Retrieved from: http://molodyvcheny.in.ua/files/journal/2019/6/19. pdf (ukr).

  • Spivakovskyi, O. V., Petukhova L. Ie., Kotkova V. V. (2014). Filosofiia trysubiektnoi dydaktyky v systemi pidhotovky maibutnoho vchytelia pochatkovykh klasiv [The philosophy of three-subject didactics in the system of preparation of the future elementary teacher]. Kompiuter u shkoli ta simi. № 3. 2014. S. 7-11. Retrieved from http://nbuv.gov.ua/UJRN/komp_2014_3_3







Olga Cherepekhina

https://orcid.org/0000-0001-6970-1217

Candidate of Psychological Sciences, Associate Professor, Associate Professor of the Department of Psychology and Pedagogy, Dnipropetrovsk State University of Internal Affairs, ave. Gagarina, building. 25, 49005 Dnipro, Ukraine



MODERN APPROACHES TO DETERMINING THE PEDAGOGICAL COMPETENCE OF A FUTURE PSYCHOLOGY TEACHER
https://doi.org/10.28925/2226-3012.2019.8.103110


The problem of pedagogical competence of the teacher of psychology is investigated in the article. In the context of the relevance of the development of pedagogical competence as a component of the professionalism of the future psychology teacher in higher education institutions, the content of the components of the corresponding pedagogical competence is revealed. It is emphasized that the basic competences reflect the specificity of a certain professional activity, and the special ones - the specificity of a specific visual or supra-curricular sphere of professional activity and correlate with the implementation of key and basic competences in a specific sphere of professional activity.
Key words: competence; pedagogical competence; pedagogical competence of the teacher; pedagogical competence of the teacher of psychology; structure pedagogical competence of the teacher of psychology.



References

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  • Derkach, A. A. (2004). Akmeolohycheskye osnovy razvytyia professyonala [Acmeological basis for the development of a professional]. Voronezh, Russia: MODEK (rus).

  • Druzhylov, S. A. (2005). Professyonal’naia kompetentnost’ y professyonalyzm pedahoha: psykholohycheskyj podkhod [Professional competence and professionalism of a teacher: a psychological approach]. Sybyr’. Fylosofyia. Obrazovanye. Nauchno-publytsystycheskyj al’manakh, 8, 26–44 (rus).

  • Zvarych, I. M. (2011). Pedahohichna kompetentnist’ i kompetentsiia vykladachiv vyschykh navchal’nykh zakladiv [Pedagogical competence and competency of the main mortgages]. Molod’ i rynok, 2, 17–22. Retrieved from http://nbuv.gov.ua/UJRN/Mir_2011_2_5 (ukr).

  • Kaplins’kyj, V. V. (2017). Zahal’nopedahohichna kompetentnist’ uchytelia: osoblyvosti, skladnyky, shliakhy formuvannia [Zagalnopedagogichna competence of the teacher: specialties, compartments, hats form]: Monohrafiia. Vinnytsia, Ukraine: TOV «Niland LTD» (ukr).

  • Kasiarum, S. O. (2013). Pedahohichna kompetentnist’ vykladachiv vyschykh tekhnichnykh zakladiv [Pedagogical competence of the graduates of other technical mortgages]. Naukova skarbnytsia osvity Donechchyny, 1, 28–31. Retrieved from http://nbuv.gov.ua/UJRN/Nsod_2013_1_9 (ukr).

  • Kashkar’ov, H. V. (2008). Kontseptual’ni zasady formuvannia v majbutni uchyteliv pedahohichnoi kompetentnosti schodo rozvytku krytychnoho myslennia v uchniv [Conceptual bases for the formation of teachers’ pedagogical competence for the development of critical thinking in students in the future]. Zbirnyk naukovykh prats’ Berdians’koho derzhavnoho pedahohichnoho universytetu (Pedahohichni nauky), 4. Retrieved from http://www.nbuv.gov.ua/portal/soc_gum/ znpbdpu/Ped/2008_4/Kashkarov%20.pdf)/ (ukr).

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  • Lebedeva, O. V. (2007). Razvytye metodycheskoj kompetentnosty uchytelia kak sredstvo povyshenyia effektyvnosty uchebnoho protsessa v obscheobrazovatel’noj shkole: avtoref. dys…. kand. ped. nauk: spets. 13.00.01 «Obschaia pedahohyka, ystoryia pedahohyky y obrazovanyia» [Development of methodological competence of a teacher as a means of increasing the effectiveness of the educational process in a comprehensive school: Candidate’s thesis: 13.00.01 «General pedagogy, the history of pedagogy and education»]. Nyzhnyj Novhorod, Russia (rus).

  • Otroschenko, L. S. (2015). Profesijno-pedahohichna kompetentnist’ vykladacha iak umova efektyvnoho dydaktychnoho protsesu u VNZ ekonomichnoho profiliu [Professional and pedagogical competency as a teacher of an effective didactic process at the VNZ economic profile]. Pedahohichni nauky: teoriia, istoriia, innovatsijni tekhnolohii, 1, 346–354. Retrieved from http:// nbuv.gov.ua/UJRN/pednauk_2015_1_46 (ukr).

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  • Rodyhina, I. V. (2005). Kompetentnisno oriientovanyj pidkhid do navchannia [Competent arrangements prior to the next]. Kharkiv, Ukraine: Osnova (ukr).

  • Sysoieva, S. O. (2011). Pedahohichna kompetentnist’ vykladacha vyschoho navchal’noho zakladu nepedahohichnoho profiliu [Pedagogical competence and the responsibility for a higher primary mortgage of a non-pedagogical profile]. Kompetentnisnij pidhid u suchasnij universitetskij osviti: zbirnik naukovih prac (pp. 3–11). Rivne, Ukraine: NUVGP (ukr).

  • Sysoieva, S. O., Sokolova, I. V. (2010). Problemy neperervnoi profesijnoi osvity: tezaurus naukovoho doslidzhennia [Problems of continuous professional education: thesaurus of scientific progress are grown]. Kyiv, Ukraine: EKMO (ukr).

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Svetlana Zaskaleta

https://orcid.org/0000-0002-5417-2612

Doctor of Sciense (Pedagogy), Associate Professor of English Language and Literature Department, Mykolaiv V. O. Sukhomlynskyi National University, 24 Nikolska Str., 54030 Mykolaiv, Ukraine



TRENDS OF PROFESSIONAL TRAINING OF SPECIALISTS IN EUROPEAN COUNTRIES: QUALITY ASSURANCE (IQA) SYSTEM IN HIGHER EDUCATION
https://doi.org/10.28925/2226-3012.2019.8.111116

The article analyzes the problem of ensuring the quality of higher education. Ukraine aims to be in the European trend towards modernization of higher education. Ensuring the quality of higher education is much planned and at the same time the availability of the necessary resources (academic and administrative staff, students, academic and administrative leaders; financial, material, informational, scientific, educational resources etc.); organization of  educational process that most adequately reflect modern trends in the development of national and world economy and education; the control of educational activities at the higher education sector and the quality of training of specialists at all stages of training and at all levels: the higher education institution, for higher education in different national and international (European) level. Quality assurance requires a lot of preparatory work. This is an extended process that requires continuous improvement of the achieved performance.
The general tendency of professional training of specialists in the countries of the European space is determined.
It is to ensure the quality of higher education.
The quality assurance of higher education is governed by the legal framework of the countries (the Law on Higher Education and related by-laws). Higher education quality assurance tasks are carried out by the Agency for the Supervision and Quality Assurance of Higher Education, in accordance with EU legislation and recommendations in the field of higher education quality. It is noted that the mechanisms of quality assurance of higher education are constantly being improved, which is the key to the development of higher education systems in the countries of the European area. Quality assurance is a priority of the Bologna Process, but its mechanisms are not seen as a goal. Their ultimate goal is to improve the quality of teaching and research. The quality assurance bodies support the institutions in their further development and, equally, play a key role as defenders of the public interest.
Key components of the quality assurance system of higher education is to ensure the quality of education at the Universities, processes of quality assurance in education teaching and learning; approval monitoring and periodic review of programs for assessing the quality of teaching staff, educational resources and support for students of information systems.
Key words: national system of education; quality of education, ensuring the quality of higher education, organization of educational process, internal quality assurance system, international experts, principles and procedures for ensuring the quality of higher education.



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