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One of the objectives of the European Higher Education Area is to promote the development of competences, with an emphasis on those competences that people need to maintain their current quality of life and high level of employability in the face of a changing society and labor market. This study analyzed the self-assessment of student preschool teachers’ professional competence, using a tool (survey) for assessing teachers’ professional competence. A structure of preschool teachers’ professional competence was analyzed. The results indicate that the developed survey can be used as a tool for the self-assessment of teachers’ professional competence. The most highly evaluated sub-competences were general tasks of ensuring professional activity; implementation of learning process; and improvement of professional competence. The data analysis revealed that the question “Is the work related to the field of study?” with the statements included in the survey sections “Implementation of the learning process” and “Improvement of professional competence” is an important indicator in the self-assessment of professional competence among student preschool teachers for the material situation.

The improvement of professional vocational education teachers in the context of lifelong education is a series of comprehensive systems that are continuously performed, both formally and informally. Life experience is the structure of teachers built on the perfect combination of cultural process of verbal skills, mastery of teaching materials and professional teacher's mastery of learning methods. The process of professional competences improvement is not a natural process that is routine, traditional and running independently. Instead, it is a process that requires strategic, clear, and actual planning in a structured system in order to achieve better education. In fact, dichotomous debate occurs with pros and cons, either professional competences improvement is a savior god in improving the quality of education, and on the other hand, criticism is also emerging. In general, the process of professional competences improvement is a fragmented activity, a coherent meeting that is decontextualized and isolated from real classroom situation. The approaches to know the professional competences improvement of vocational education teacher can be conducted with various patterns and models. This research aims to know the profile improvement of professional vocational education teachers who have knowledge of the culture. The method which is used is survey by descriptive research approach. The population of this research is vocational education teachers with expertise in the field of electric power which have possessed certification at SMKN (Vocational Education) in West Java. The finding of research shows that the improvement of professional vocational teacher's competences has not become an integral structure in the constellation of continuous professional development and the commitment on the improvement of professional vocational teacher's competences that include academic, personality, ethno- pedagogy, and self-efficacy competence should be developed in the context of local cultural substance strength.

Like in most countries around the world, Ukrainian civil servants were not prepared for the long-term changes caused by the COVID-19 pandemic and, in 2022, for operating under martial law conditions. The new realities forced them to adapt to the BANI world. A survey conducted among a sample of civil servants revealed that gender parity is not ensured in Ukraine's public service field, which became an additional research direction. The article presents the results of a research study based on a survey aimed at determining the influence of emotional intelligence on the competencies and capabilities of civil servants, with the efficiency of their work as the measuring criterion. The respondents evaluated the effectiveness of various forms and means of distance learning for different categories of civil servants. The study identified specific perspectives on work effectiveness based on components of emotional intelligence. Additionally, based on their experience, the survey participants recognized online training as an essential method for developing competencies and competences of civil servants. The research employed the following methods: theoretical analysis and synthesis of socio-psychological literature related to the research topic, psychodiagnostics, and statistical methods.

The article is devoted to one of the elements of the modern system of ensuring the quality of vocational training, the basis for determining the professional level and further improvement of professional competence - a professional standard, which certifies the requirements for the competencies of employees, ensures transparency, clarity and safety in the performance of their labor functions. In particular, the national regulatory framework regulating professional standards and the procedure for their development is analyzed; individual issues of foreign experience with professional standards are considered; the scope of application of the professional standard is determined (in particular, professional standards are used in the areas of: education; human capital management and continuous professional development of employees; assignment/confirmation of professional qualifications; professional orientation); the importance of the professional standard, both for employees and employers, which serves as the basis for determining the professional level and further improvement of professional competence; and the advantages of professional standards are outlined. It is noted that although professional standards, like qualification characteristics of professions, define requirements for qualifications and special knowledge, as well as tasks, responsibilities and specialization of employees, at the same time they are broader in structure and ideology. They serve as the basis for the formation of an industry framework of qualifications, where each qualification level is described by a clear set of requirements for knowledge, skills and competence of employees. Their main purpose follows from Article 4-2 of the Labor Code of Ukraine, which states that a professional standard defines “requirements for competencies, responsibilities and qualifications of employees”, as well as from Article 39 of the Law of Ukraine “On Education”, which establishes that a professional standard defines “requirements for competencies of employees that serve as the basis for the formation of professional qualifications”. The main structural elements of a professional standard are labor functions, professional competencies (by labor activity or group of labor activities), general competencies, objects and means of labor, requirements for knowledge, skills and abilities of an employee, etc.

One of the most important tasks in the 2022 UNESCO report is the preparation of teachers in the ɵeld of higher education, which is oriented towards the improvement of professional competence. The teacher is described as a creator of knowledge, and as a central person in educational and social transformation, while knowledge and learning are described as the basis of renewal and transformation. Opportunities for meaningful and high-quality education should be available at every stage of a person’s life. Preschool education is the ɵrst level of education and is where a child gains ɵrst knowledge, skills, and experience about the world around them. The preschool teacher and their professional competences are of particular importance in this cognitive process.Using the teachers’ professional competence assessment tool (survey), this study analyses the self-assessment of future preschool teachers’ professional competence in the planning, implementation and evaluation of the learning process. Our results show that the survey that we created can be used as one of the tools for the evaluation of the teacher’s professional competence. In addition, the professional competence of future preschool teachers can be promoted in the study process in the unity of theory and practice. From the survey, it can be concluded that the planning, implementation and evaluation of the learning process interact and are mutually dependent components of the teacher’s professional competence. In the data analysis, it was found that the professional competences of preschool teachers are strengthened, which helps to identify the individual needs of children and to plan, implement and evaluate the learning process in accordance with them.

The article is devoted to the problem of professional preparedness of the specialists for judicial system in the professional mediation and communication activities in the context of the transition to the sixth information-network technological paradigm. It traces the genesis of the concept of professional preparedness from the standpoint of psychological and pedagogical approaches. The authors consider the development of the concept’s content in a historical retrospective. The interrelation between the concepts of professional preparedness, competence and competency is shown. Emphasis is placed on the fact that the theoretical and methodological analysis contributes to the comprehension of existing and developing of new models of training of specialists for the judicial system in the professional mediation and communication activities, searching for the innovative pedagogical technologies and teaching methodological systems in the professional training of the future specialists in mediation and communication activities. The problem of the genesis of the concept “professional preparedness” remains in the field of research, supplementing the latter with the necessary component for specific research, obtaining previously unknown transformations of already existing interpretations, and proposing new models for the development of future professionals’ professional activity. The study of the genesis of the concept allowed the authors to come to an understanding of professional preparedness as a complex integrative formation, acting as a link between professional competence and professional competency. The analysis of psychological and pedagogical sources on the problem under study has shown that the actualization of the problem of professional preparedness of a specialist for judicial system to professional activity in general and its genesis, in particular, is of great importance for pedagogy of higher school. The theoretical significance of this study is determined by the fact that the received in the course of the study data not only contribute to clarifying the scientific interpretation of the concept “professional preparedness”, but also promote the development of higher school pedagogy theory in the context of formation of professional preparedness of specialists for the judicial system.

Scientific literature, LR legal acts and analysis of research conducted in Lithuania shows that the process of teachers’ qualification development is related to adult education and organization of teaching / learning, is relevant as a source of improvement of teachers’ pedagogical as well as andragogical activity and acquisition of new competences. But this process is complicated and consists of professional activity’s self-assessment / assessment, planning, self-improvement / improvement, practical application, reflection and as an aspect of quality assurance it is a repeated cycle of actions to improve quality. Knowing that andragogue organiser’s professionalism is one of the most important conditions for this process to be successfully and qualitatively implemented, the issue raised in this article is: what is the role of andragogue organiser’s professionalism in striving for effectiveness of teachers’ qualification development? The conducted quantitative research confirmed the importance of andragogue organiser’s professionalism for the effectiveness of this process. It is found that the main objective of teachers’ qualification development, that is, the quality of their professional activities and the acquisition of new competences will be achieved if the andragogue organiser will professionally implement the teachers’ qualification development process beginning with analysis of learning needs and ending with practical application of acquired competences. In the practical approach empirical data presented in this article can be significant in: 1) seeking to reveal the effectiveness of activity of Klaipeda District Education Centre that provides teachers’ qualification development services; 2) improving and ensuring the quality of this process; 3) achieving andragogue organiser’s professionalism (internal professionalism – improvement of professional competences by examining the analysis of research results, external professionalism – justification of andragogue organiser’s role of professionalism in the effectiveness of teachers’ qualification development).

This journal aims to identify, analyze and evaluate the implementation of teacher competency improvement programs in an effort to improve the quality of graduates of SD Negeri Kedaung Wetan 7, Neglasari District, Tangerang City, Banten. The method used is descriptive qualitative method, including data collection using observation, interviews and documentation. Interviews were conducted with principals, vice principals, teachers, school committees, parents and students. Evaluation analysis using a discrepancy evaluation model. The findings of this study: (1) Preparation of the design in the form of guidelines or standards of professional competence of teachers. (2) The installation of a review of standards or guidelines for the implementation of teacher professional competence improvement and infrastructure facilities have not fully supported the improvement of teacher professional competence. (3) Process: the obstacles for teachers have not carried out their duties and functions as educators and reformers. Improving the quality of graduates is marked by the achievement of KKM scores and changes in students: more disciplined, creative and innovative in terms of cognitive, affective and psychomotor. (4) The results of improving the professional competence of teachers can be felt by schools, teachers and students. It directly affects the quality of graduates. (5) Comparison. The improvement of the professional competence of teachers continues on an ongoing basis and is recorded in the form of written reports and submitted in stages to education policy makers. Various efforts made by the school management must be balanced with good collaboration and cooperation with parents and other school community members. Suggestions from parents are also very meaningful for schools in carrying out improving the professional competence of teachers in their own schools. This research is expected to: (1) increase the knowledge and insight of researchers, (2) materials for self-introspection and future teacher career development, especially teacher professional competence and the quality of graduates, (3) consideration for school principals, especially in determining policies for evaluating professional competence programs teachers and the quality of graduates and (4) material for consideration of central or regional government policies so that efforts to increase the distribution of education quality through teacher competence.
 Keywords: Teacher Professional Competence, Graduate Quality, DEM

The article proposes a solution to a scientific problem, which is to substantiate the feasibility of using online courses in the professional training of masters in the pedagogical university, to develop an online course and experimentally test its effectiveness as a means of developing the professional competencies of masters in the speciality 014~Secondary Education (Mathematics). The author used the following methods of scientific research: pedagogical experiment, observation (for systematic perception and analysis of learning activities, motivation and personal growth of students in the context of blended learning), testing (to determine the level of logical thinking and development of students’ professional competences), questionnaire (to monitor the ergonomics and efficiency of the online course and the Mathematics teacher’s e-portfolio), expert evaluation of the developed online course, and methods of mathematical statistics (for proper processing of experimental data and verification of the online course’ effectiveness). The results of the control stage of the study indicate a positive trend in the development of mathematical, information and educational, methodological, psychological and pedagogical, and professional and technological competencies of students in the experimental group. The final test of the online course was chosen as a tool for determining the level of mathematical competencies of the masters in the experimental group. The reliability of the assessment of the masters’ professional competencies was confirmed by testing the hypothesis of the normal distribution of test results according to the Shapiro-Wilk test. In addition, a close correlation between students' academic achievement level in an online course and the level of logical thinking development was substantiated using the Student’s t-test. Prospects for further research include the development of online courses on Mathematics teaching methods with an emphasis on methodical, professional, and technological competencies; a detailed study of the impact of the latest information technologies (artificial intelligence, virtual and augmented reality, web programming, etc.) on the development of students’ information and educational professional competences in distance and blended learning.

The article addresses to the need for the professional and pedagogical competence formation of future officers who obtain a master’s degree in a higher educational institution with specific learning conditions. The purpose of the article – is to substantiate the need to organize and use an additional master’s course for future officers obtaining higher education in specialties 081 “Law” and 262 “Law Enforcement” in higher educational institutions with specific learning conditions. Methodology. Foundation and analyses of objective conditions for the professional and pedagogical competence formation of future officers, whose professional activities are related to the processes of training, education of members of the rank and commanding staff of military units, law enforcement units, judicial protection, state border protection, human rights protection in bodies and penal institutions, etc. The theoretical and methodological basis of the article are didactic principles and theories of training, as well as a system of interactive methods and tools that ensure the development of pedagogical abilities of future officers. Results. The carried out analysis of publications of national scientists on the researched subject allowed to define real problems which influence reception not only theoretical knowledge, but also the main practical skills and abilities of pedagogical influence application of young officers professionals on members of the rank and commanding staff to create effective official communication, their training and education, building relationships and effective communication process during their professional and service activities. Practical implications. The introduction of the additional course “Higher School Pedagogy” in the educational and professional and educational and scientific program for the obtainers of the second (master’s) level of higher education in specialties 081 “Law” and 262 “Law Enforcement” will promote the development of future officers and provide the required level of readiness for pedagogical activities within the performance of professional and service tasks as well as the implementation of the educational process of the rank and commanding staff. Key words: future officers’ professionals, competencies, professional competence, pedagogical activity, professional and pedagogical competence.

Background. Healthcare professionals fall into the professions that significantly strengthen national economy. In order to avoid national economic losses, we should protect older healthcare professionals as a source of national workforce by developing and implementing a health-saving technology that prolongs their professional effective activity. Based on the previously conducted sociological survey of doctors providing medical care in the polyclinics of Moscow and Moscow Oblast, an assessment of the doctors’ professional competencies was carried out [1] and an organizational technology was formed [2] and then submitted to an expert evaluation. Objective. To expertly evaluate the importance of the activities that are included in the organizational technology prolonging the professional effective activity of older doctors. Materials and methods. The methods of sociological, statistical and expert evaluation were used for studying the experts’ opinions on the importance of each activity of organizational technology for prolonging the professional effective activity of healthcare professionals. Experts (n = 50) were asked to rank the activities according to the importance for achieving the result – support for the professional effective activity of doctors - in the case of the implementation of this organizational technology. The experts were specialists in the field of healthcare and public health: chief physicians, heads of departments of polyclinics in Moscow and Moscow Oblast, accredited in the specialty of the Higher Attestation Commission 03.02.03 "Public health, organization and sociology of healthcare, medical and social expertise" with leadership experience in healthcare from 1 to 29 years. The objectivity of experts’ judgment is based on their knowledge and expertise in healthcare and public health. Findings. The experts progressively evaluated the organizational technology, firstly by each stage and then as a whole. Thus, it was made a conclusion on the effectiveness of organizational technology preserving medical competencies and prolonging the professional effective activity of older doctors.

One of the most important purposes of Higher Education is to train highly competent specialists, to provide high quality education as a result of mastering educational programs in accord with the requirements of Federal State Educational Standard (FSES) of Higher Education. This purpose is the key point in the work of any Institution of Higher Education. Modern competences paradigm of Higher Education (bachelor’s degree) is directed to form the following types of competences: general cultural competences (gcc), general professional competences (gpc) and professional competences (pc) which are presented in the working programs of the faculties or departments the subjects are taught by. In the set of compulsory subjects there is Working (teaching) practice of Bachelor’s degree Linguists which is held in secondary general education schools. This kind of practical education is considered by teachers, psychologists and scientists-methodologists as one of the most significant stages in training teachers which leads to improving professional competences of students-linguists - future foreign language teachers. In this article we pay attention to investigation of professional competencies of linguists – future foreign language teachers. It is in the course of teaching practice that future specialists have opportunities to demonstrate knowledge, skills and abilities, to implements and improve their professional competences.

The purpose of the article. In the process of our empirical research, we had the aim to examine the level of professional reliability of doctors who performed their professional duties during the COVID-19 pandemic in Ukraine. We assumed that the higher the level of professional reliability was, the more effectively doctors will perform their own professional activities in unusual, extreme conditions of their professional activity. The research involved 550 doctors of Rivne Regional Hospital (Rivne, Ukraine). Methods and methodical instrumentation of the research. To solve the problem of our research, a set of methods was used, the choice and combination of which have been determined by the subject, the purpose and the objectives of this research: - theoretical methods – theoretical and methodological analysis of scientific sources and available according to the problem of our research psychological approaches: their systematization, classification, generalization, theoretical modeling to study the phenomenon of professional reliability of doctors who worked in difficult conditions of the COVID-19 pandemic in Ukraine; - empirical methods – the observation, the interview, a questionnaire, testing, the method of expert assessments, which have been used for a deeper, holistic research of the structure of professional reliability of doctors; psychological and pedagogical experiment in the form of the empirical studying of the formation of a structure of professional reliability of doctors. The results of the research. We proved, that for specialists of medical sphere of the activity with a high level of professional reliability there was a main characteristic: the ability to perform professional activities in special and extreme conditions, the formation of professional and moral culture of a doctor, the constant development of components of his/her professional competence, professional readiness and professional reflection, the ability to implement effective psychological and acmeological influences, the development of reflective culture, the formation of a harmonious “self-concept” in professional and managerial activities, the actualization of psychological mechanisms, conditions, factors and determinants of the person’s professional development, etc. In our opinion, the professional reliability of a doctor is characterized by: a high level of stable productivity (or efficiency) of the professional activity; a high level of professional qualification and developed professional competence; optimal intensity of the professional activity; a high level of accuracy and reliability; a high level of organization of the professional activity; low indirectness (depending on purely external factors); creativity; the possibility of developing the subject of the professional activity and ensuring the actual professional growth; focus on achieving positive socially significant goals and results. Conclusions. We proved that bifurcation space of a professionally reliable Doctor includes: the ability to transfer professional experience; a high stable productivity of professional activity; the responsibility for the decisions having been made and their implementation; the ability to achieve own goals in any case; professional knowledge and the experience to be the director of some medical organization; the ability to act in critical situations and situations of cognitive dissonance; the ability to control the flow of doctors’ professional activity; a high level of professional competence; the ability to make and clearly implement their own decisions. If these components of a professionally reliable Doctor are formed at a high level, the Doctor can perform his/her professional activity with a high degree of its productivity, in difficult pandemic conditions, in situations of stress and cognitive dissonance. The latter emphasizes on the difference between the capabilities and the style of internal activity of Doctors who provide their activity in a period of COVID-19 pandemic: the ability to achieve meanings until the moment of meaningful acceptance of surrounding us reality and move on – to expand the meaning of the symbolic space (which is the COVID-19 pandemic) and, according to this, to show the measures of our own meaningful space (human life in a pandemic). Such conditions significantly encourage doctors to improve themselves as real professionals, to update their own professional reliability.

The purpose of the study was to reveal the features of the competence approach to the study and assimilation of knowledge in histology, cytology and embryology by students of higher medical education. Materials and methods. Analysis, generalization and systematization of information of scientific and methodical work were used in the study. Results and discussion. A competence approach to the educational process is an approach that clearly outlines the competencies that must be acquired and implemented in real life during future professional activity. Today, medical institutions of higher education combine traditional and innovative teaching methods. The acquisition of professional competencies is more effective due to the application of the latest learning technologies and the introduction of modern methodological approaches in the study of theoretical and clinical disciplines. The latest methods and technologies provide a personally oriented approach to learning, develop critical thinking, cognitive activity, contribute to self-improvement and self-education of the future doctor. In the process of training, medical students acquire the following competencies: integral – the ability to solve tasks and problems in professional health care activities; general – the ability to apply knowledge in practical situations and professional activities; special – the ability to determine the structural components of organs and systems; the ability to use the acquired knowledge for further diagnosis of pathological changes in the clinic; the ability to evaluate the results of laboratory tests, make a diagnosis, determine the nature of treatment; skills in performing medical manipulations, etc. When determining the forms of pedagogical activity at the Department of Histology, Cytology, and Embryology, the competence approach to the study of histology is preferred. A competence approach to education is the key to students acquiring high-quality knowledge, skills and abilities that will meet the modern needs of the medical field and the expectations of patients. The examples of the methods used to develop competencies among students include the method of working with material in small groups, evaluating advantages and disadvantages and the method of comparisons (searching for common and distinctive features when determining and comparing histological structures). Conclusion. Thanks to the competence approach to education, the tasks set for higher medical education students are successfully implemented: acquiring professional competencies, acquiring quality knowledge, abilities and skills, forming clinical thinking, developing communication, mental and practical abilities, which will facilitate the adaptive process of future doctors

The paper presents a project for the adaptation of graduates of pedagogical universities to work at educational organizations. The goal and tasks of the project, the organizational plan, and specific steps for its implementation are specified. The authors analyze possible risks, results, and prospects for the development of the project and briefly outline the legal and financial plans and the strategy of the project. The project implies close interaction of young teachers with the school administration, experienced teachers, students, and their parents, as well as improvement of professional culture and competencies in educational activities. The objective of the study is to design a set of organizational and pedagogical measures to ensure the successful social and professional adaptation of a young teacher. Methodology: the methodology of the work was based on the activity approach and the principle of systematicity; it also included a theoretical study of empirical data obtained by observation and diagnostics. Results: the development of a program for the adaptation of young teachers in general education schools is an efficient way to overcome difficulties in novice teachers’ professional activities. The professional development of a young teacher will be more successful if the interaction of teachers, students, and their parents is actively and correctly implemented. This becomes possible due to diagnostics of pedagogical difficulties and professional competence; involving experienced teachers performing the mentoring function in the adaptation of young teachers; transforming adaptation into a management process. The authors prepared organizational step-by-step training including: 1. conducting classes of the “School of Pedagogical Experience”, communicative training sessions, workshops on planning and conducting classes and extracurricular activities for young teachers, assigning a teacher-mentor, social care teacher, and psychologist for each young specialist; 2. intensifying the participation of young professionals in creative groups, public teams, professional competitions; novice teachers’ self-analysis of their pedagogical activity at the end of the academic year and revealing further areas for self-improvement; 3. various forms of events (consultations, open classes, master classes, workshops, creating a portfolio, a professional skill competition, etc.) to improve young teachers’ professional competence; diagnosing young specialists’ professional qualities and preparing them for job competence certification. Multifaceted activities, especially methodological ones, for the adaptation of young specialists will help to improve their professional competence and solve the personnel problem of schools. Practical implications: the developed project can be used as a launching platform for the adaptation of young teachers at not only general education organizations but also educational organizations of other education types and levels. The project implies network cooperation with other educational institutions, conducting joint methodological activities, and involving experienced schoolteachers in organizing young teachers’ work at school.