Arts, crafts, and dance - developing aesthetic learning processes in arts and crafts through a general teacher education and higher dance education collaboration

One of the many problems assailing Philippine Education, according to the Congressional Commission on education (EDCOM), is the progressive deterioration of basic education (EDCOM Report, 1993). It also notes that our elementary and secondary schools have failed to teach the expected competencies to the students, as much as it reveals that the teachers are the main culprits, one reason being that many teachers themselves do not posses at least the minimum teaching competence. In 1997 the Filipino grade and high school students ranked 37th and 38th respectively in a test administered to 39 nations for the Third International Mathematics and Science Study. This is certainly one other instance that reflects the deplorable performance of most Filipino students. The 1993 EDCOM Reports again attributed such inadequacy to poor teacher preparation and training, as well as to the low quality of students enrolled in teacher training institution. The same observation echoes in one Professional Regulation Commission report in 2006, where it revealed that in the last four years, the national rate of passing in the Licensure Examinations for Teachers has not indicated any improvement. To exemplify, it noted that in 2005, only 26% registered a passing rate, as compared with the 27%, 26%, and 35% of the 2004, 2003, and 2002 respective rates. This may be one reason why the then Department of Education Secretary Florencio Abad had said in an interview account in 2005 that, apparently, basic education could not as yet deliver quality education because of the failure of most teacher training institutions to provide the department with quality graduates. The Presidential Commission for Educational Reform (PCER) must have been a bit prophetic when it found in a 2000 survey that some aspects of the educational system were either stagnating or deteriorating. It offered as evidence the perpetual shortfalls in classrooms, textbooks, and teachers; unsatisfactory achievement scores in Math, Science, and Language; increasing disparity among regions and between urban and rural areas; decline of private sector participation, and the recurring issue regarding language instruction. All these contributing factors, it further averred, took a heavy toll on overall teacher development, which, it claimed, as it cited the 1998 World Educational Report, has "in fact declined over the last 30 years and continues to decline in every region and most countries." To address these problems, PCER has recommended the implementation of Project Teacher Empowerment to Achieve Competence and Humaneness (TEACH), which aimed at strengthening the competencies of both in-service and pre-service teachers. In the same view, the Commission on Higher Education (CHED), in collaboration with the Teacher Education Council, developed the master plan for Teacher Education (CHED Report, 1997). This plan envisions to design programs for teacher education that will enhance the positive image of the teacher through a deliberate effort of improving the curriculum and the teachers' workplace. It also hopes to bring about a culture of excellence and world-class competitiveness, which will once more bring teachers at the helm of all professions. In this light, one of its earlier tasks was to require teacher education institutions (TEIs) to review, and if need be, redesign their curricula and syllabi. It also set up centers of excellence for the different areas that TEIs must be concerned with, such as, for example on research, science and math instruction, and teacher education. These various progressive initiatives done by the CHED to improve and uplift the teaching profession via the TEIs were largely made the basis for the crafting and eventual implementing of the CHED Memorandum Order No. 30 (CMO 30), series of 2004. This document on the "Revised Policies and Standards for Undergraduate Teacher Education Curriculum", seeks among other things, to define certain limits regarding the TEIs' education and other allied programs, competency standards, curriculum, and course specifications. Together with the Joint CHED-DepEd Memorandum, which was issued subsequently, certain guidelines for the implementation of the new teacher education curriculum were formulated for TEIs' compliance. Such moves created additional, albeit necessary demands on many TEIs. The Philippine Normal University (PNU), for one, which is considered as the country's premier teacher training institution, has been tasked to play a crucial role in addressing major educational issues and concerns. Being a Center of Excellence in teacher education on a national level, it has been its mandate to pioneer in delivering efficient and effective, yet innovative, relevant, functional, and quality program in teacher education. It thus becomes incumbent upon PNU not only to consider possible alternative sources for educating the teachers, but also to conceptualize and experiment on a variety of programs. While carrying out more vigorously its mandated objectives, functions, and responsibilities, the University embarked on a five-year modernization program which is predicated upon such a mission. Through this effort the Department of Student Teaching (DST) saw a rebirth of sort when the Board of Regents (BOR) approved its creation on January 12, 2003. Where it used to be for many years only a unit under the Department of Curriculum and Instruction, it is now an independent department. At its inchoate stage, the DST, saddled with such challenges as are brought about by university-wide changes and development, already finds it difficult to provide quality experience to its clientele, the student teachers (STs). For one, there is now a mismatch between the growing number of STs and the present condition and circumstances prevailing in the Center for Teaching and Learning (CTL) where they hold their campus teaching practicum. There is, for example, only one class in certain grade/year level at the Center for Teaching and Learning (CTL) that can accommodate only a few STs at a time. With the total number of STs per term ranging between 600 to 700, accommodation problems definitely boggle the mind. Given also the substandard classrooms in terms of size and facilities, most STs have to stay outside while the class is going on. This situation somehow deprives them of the learning they otherwise would have gained from observing the supervising instructors (SIs) or their peers teach the class have they been inside the classroom all throughout the session. For another reason, especially in the high school level, there are majorship areas that lack corresponding SIs. Records show that in recent years, CTL high school teachers' specialization is only in such areas as English, Mathematics, Filipino, and Biology. The STs whose major fields of concentration are in General Science, Chemistry, Physics, and Values Education are, therefore, not given proper placement. Considering that STs stay only for a quarter of a term in either the campus or off-campus internship program (which runs for only about 12 weeks of exposure for observation and actual instruction), the special Wednesday policy at the CTL, following the university practice, may seem to be a bit ruinous on quality, even adequacy, of learning that the STs should otherwise be gaining. Moreover, although the co-and extra-curricular activities are important part of the student teaching experiences, the instructional skills that can be developed from actual classroom work may again be put to task, if too many such activities are held within the 6-week period of internship (e.g. boy/girl scout investitures, Sportfest and field demonstrations, which could eat a lot of time from STs for student rehearsals). All these confirm the findings of the 1999 CHED-PNU Collaborative Research on Laboratory Schools (CORELS) to the effect that greater participation and actual classroom teaching are more apparent in off-campus than on-campus teaching experience; and that a significant number of TEIs have neither been giving adequate exposure nor have accomplished many activities that develop the pre-service teacher competencies to a greater extent. There is, however, one other thing to consider should a revision of the STP become a necessary option. This concerns the Joint CHED and DepEd Memorandum Order, which has been issued under DepEd order no. 39, s. 2005. With its premise that says that student teaching being one of the most important and crucial phases in Teacher Education and that all TEIs and public and private schools involved "shall ensure that students teachers are well prepared for their eventual assumption as teachers," it further requires that TEIs and DepEd schools concerned "shall forge a Memorandum of Agreement (MOA) with the TEIs which should stipulate the administrative and financial arrangements effective SY 2005-2006." It has, thus, set some collaborative guidelines regarding deployment of Preservice teachers for their Field Study and Practice Teaching courses and the specific roles and functions that CHED, DepEd, and TEIs are expected to perform. With this new concern emerging, most TEIs, especially SUCs whose budget has been slashed down, face another challenge insofar as implementing their STPs are concerned. Because of these challenges and concerns, the DST deems it necessary to rethink the structures as well as the overall system involved in the STP that it presently implements, especially since some of the practices it has observed through the years virtually bear little relevance to the existing demands, concerns, and recent developments in student teaching. New modalities, therefore, need to be resorted to in order to fully address these concerns and challenges. As the UNESCO International Commission on Education for the 21st Century Report has so aptly stated, "...the profound changes required on teacher education (and for that matter, on student teaching), call not for

The paper is devoted to the consideration of the problem of finding approaches to assessing the level of formation of teachers’ readiness for research activities, as one of the important components of their professional practice. Recognition of the significance of the phenomenon under consideration in the educational sphere and the realization that the system of pedagogical support for research activities of future teachers in pedagogical higher educational institutions, and teachers in the system of raising their qualifications to some extent outdated, require their substantial renewal. In this connection, the problems of searching for approaches to the study of ways of forming teachers’ readiness for research activities become relevant, which makes it necessary to build a model of such readiness itself. The aim of the paper is to analyze the state and develop a model of readiness for research activities of students of a pedagogical higher educational institution and teachers of educational institutions. The main research methods are theoretical analysis of scientific and psychological-pedagogical literature devoted to the problem of research, testing of teachers of general educational institutions, bachelors and masters studying at a pedagogical university, methods of mathematical processing of statistical data. Means of researching the problem posed is criterion-based questionnaire-test tools, which allow to identify correlation dependencies between the indicators of the components of readiness for research activities and the levels of its formation. The study was conducted on the basis of the Krasnoyarsk State Pedagogical University named after VP. Astafyev with the participation of bachelors, master and teachers of educational institutions. The analysis of the state of the problem of research activities in the training of future teachers in a pedagogical university and teachers of educational institutions based on questionnaire and test diagnosed tools revealed correlations between the indicators of the four components in the structure of students’ readiness for research (motivational, cognitive, activity, reflexive) and levels this readiness (student, practitioner, theorist, research leader). The obtained dependencies and research data allowed to form a model of readiness for research activities of students of a pedagogical university and teachers of educational institutions, describing the degree of formation of each component at each level. The article materials may be useful for the organization of computer diagnostics of the readiness in question. Such diagnostics will not only allow automated identification of the level of readiness for research activities, but also give recommendations on the development of a particular characteristic, show how close the respondent is to the next level and what he needs to do to do this.

The monograph is devoted to the consideration of organizational and methodological aspects of the problem of self-assessment of the education quality and educational activities of general secondary education institution as a component of the internal system of ensuring the education quality. In a historical retrospective, the prerequisites for the transformation of systems of control and evaluation of the activities of general secondary education institution of are revealed, the theoretical foundations of self-assessment of the education quality and educational activities of an educational institution as a factor in the development of the school are substantiated. A comparative analysis of systems of the education quality indicators in general secondary education institutions used in different countries of the world was carried out. The principles of self-assessment of the education quality and educational activities of the school are determined and justified, and a systematization of organizational models for its implementation is proposed. Particular attention is paid to the results of an empirical study of the characteristics of the manifestation of some elements of the culture of evaluation activities of school leaders, the formation of which is considered by the author as a prerequisite for the successful implementation of an internal system for ensuring the education quality and educational activities of the school and its effectiveness. The study of the characteristics of the manifestation of the evaluation activity of school leaders was carried out depending on their official status, professional characteristics, demographic characteristics, as well as taking into account their attitude to certain processes, in particular, such as motivating school staff, introducing innovations, etc. Using statistical analysis methods, it has been proven that there are features and differences in the perception of school principals and their deputies regarding the procedures for assessing various components of educational and management processes in educational institutions, which is of practical importance for ensuring the effective implementation of self-assessment of the education quality in general secondary education institutions and the development of the content of improvement programs qualifications of managers and teachers of educational institutions. The monograph will be useful to scientific and scientific-pedagogical workers in the field of general secondary, postgraduate and adult education, graduate students, doctoral students, managers and teachers of general secondary education institutions, civil servants of the education quality management system.

Open educational resourses have become a strategic source of a high degree of importance and this explains the reason for the acceleration of countries to join the use of them, but unfortunately, the results of a survey study conducted in the Kingdom of Saudi Arabia on eight experts in e-learning showed a gap that hinders integration in the use of open educational resources among educational institutions, especially at the general and higher education. Accordingly, the present study aimed to review the most prominent Open Educational Resources (OER) platforms in Saudi Arabia and identify the reality of cooperation and the best means of integration between higher and general education institutions from the perspective of specialists and concerned bodies. It adopted the analytical survey (descriptive) method. It covered a population of specialists and concerned bodies in e-learning from higher and general education institutions. The study applied a questionnaire to a sample of (144) participants from higher education institutions and (327) participants from general education institutions. Finally, it concluded results, made recommendations and suggested further studies.

This manuscript examines the status of L2 teacher education research over the past 15 years from three perspectives. First, it examines the status of L2 teacher education research vis-à-vis general teacher education. Second, a common stereotype which considers teacher education as a Western phenomenon is challenged. Third, it investigates the extent to which different levels of education have benefited from relevant research. Data obtained from 176 research articles published from 2003 to 2018, showed that teacher education research is expectedly more nested within general education. Nevertheless, it was revealed that whereas general teacher education is more promulgated in Western contexts, L2 teacher education is more based in Asia-pacific contexts. Finally, higher education appears to be left out in both L2 and general teacher education research, as most studies focused on K-12. The results are believed to provide important implications for L2 teacher education researchers and practitioners.

The burgeoning conflict over the water sharing is now a global phenomenon. Many international treaties, laws and water management models are available to settle down the water sharing issues among the states like Absolute Territorial Sovereignty and the Upper Riparian, Absolute Territorial Integrity and the Lower Riparian and Mediated Strategy of Restricted Integrity. Inter-provincial water sharing issue in Pakistan is a classic example of upstream-downstream rivalry which has been traced back from the pre-partition history of Pakistan. Lower riparian province Sindh has a historical conflict with upper riparian province Punjab, Balochistan being lower riparian has water conflicts with Sindh, and KPK has water sharing issue with Punjab. The constitution has also empowered the existing institutions like CCI and IRSA and established several new rules for the water manageme among provinces. Currently, it has become the issue of federation and has disturbed the provincial harmony and national integration.

The purpose of the presented work is to determine the main components of the process of regulating the activities of general secondary education institutions, as well as the main characteristics of the financing process. The main role of the components of the management process in institutions of general secondary education and the components of financial support are determined. The main research methods are: analysis and synthesis - to determine the main components of the process of regulating the activities of general secondary education institutions, methods of deduction and induction - to determine the main aspects of financial support for the activities of general secondary education institutions, graphic method - to visually present the results of the study. Regulation of the activities of general secondary education institutions is an important element of ensuring quality education and sustainable development of the educational system. The state, as the main regulator, establishes the regulatory framework and standards for the functioning of educational institutions, as well as provides funding to ensure the availability and quality of education. The main areas of regulation of general secondary education institutions include: regulatory and legal regulation, financing, quality standards, monitoring and evaluation, personnel development, infrastructure and material and technical support. All these aspects of regulation contribute to the creation of a favorable environment for the development of general secondary education institutions, increasing their efficiency and ensuring the quality of education and upbringing of students. Regulatory policy should be aimed at ensuring the sustainable development of education, taking into account the modern challenges of society and the needs of the labor market. It is important that regulation is flexible and adaptable to changing conditions, providing general secondary education institutions with the opportunity to respond effectively to new challenges and to innovate. Regulation of the activities of institutions of general secondary education includes a number of financial aspects that affect their functioning, development and the quality of the education provided. Financial support is one of the key factors that determines the effectiveness of the educational process and the development of general secondary education institutions. The main aspects of the financial regulation of the activities of general secondary education institutions are defined: state funding. The government allocates budget funds to ensure the functioning and development of general secondary education institutions. State funding ensures the basic level of provision of educational services and infrastructure needs of institutions; regulation of tariffs and prices. The state can regulate the level of tuition fees in institutions of general secondary education to ensure the availability of education for different sections of the population; financial control. Institutions of general secondary education are subject to financial control by state inspection bodies, which allows for effective and economical use of budget funds; investment attraction. General secondary education institutions can attract additional funds from external sources, such as grants, sponsorships, donations, etc. This allows to increase financial resources and implement new projects and programs; financial support of educational programs. The state can provide financial support to individual educational programs and initiatives aimed at improving the quality of education and development of institutions; formation of budgets: General secondary education institutions form their budgets, taking into account needs and profitability, as well as the goals and objectives facing them. The financial aspect of regulating the activities of institutions of general secondary education is important for ensuring the stability of their work, improving the quality of education and ensuring accessibility for all segments of the population.

The purpose of this work is the study of international experience and the substantiation of compliance with basic hygienic indicators when implementing atypical planning and construction solutions in new and existing institutions of general secondary education for the physical protection of participants in the educational process during the war in Ukraine. Materials and methods. Sanitary and hygienic, bibliometric and analytical methods were used in the work. Review. In Ukraine, in connection with the ongoing full-scale war and in order to protect students, there was an urgent need to solve the issue of protecting students, teachers and employees of the general institution of secondary education during the educational process, especially in those located in territories close to territories with active hostilities. The first special underground institution of general secondary education was opened in the city of Kharkiv – a bunker-type school, which corresponds to the current comprehensive policy of the Ministry of Education and Culture "School Offline". This institution of general secondary education is located in an underground space at a depth of 6 m. It is designed for a simultaneous capacity of 600 students of grades 1-11 (or 900 students in two shifts). The high cost of designing and building an underground institution of general secondary education limited its capacity, provision of a full set of functional groups of premises, including recreational, physical culture and sports, educational and production zones, provision of premises with natural lighting and insolation. For the implementation of this project, the architectural and planning and sanitary and hygienic standards have not been partially met, which may negatively affect the health of children and affect their quality of life in the future. In conditionally safe territories, it was proposed to arrange protected spaces in institutions of general secondary education, which also has a number of disadvantages and requires in-depth study. Conclusions. According to the results of the study of the international experience of extensive construction of underground institutions of general secondary education, none were found. However, the experience of building underground institutions of general secondary education with students staying during the school day is isolated, was carried out as an experiment and did not spread. The introduction of the latest constructive solutions (protected spaces) and the possibility of further expansion of the design and construction of underground institutions of general secondary education in Ukraine require careful study. Keywords. State regulation, world experience, institutions of general secondary education, bunker school, construction in underground space, educational protected spaces, children's safety.

An important condition for reforming pedagogical education is the training of highly qualified teachers of higher education institutions who are able to implement program objectives and implement the requirements of professional, industry standards and educational programs in the educational process of pedagogical education institutions. Article’s purpose is to generalize the features of training future teachers of pedagogy to teach the course «Didactics» in the system of professional education of future primary school teachers. Methods applied: the method of theoretical analysis of normative educational documents and educational-methodical literature on methods of teaching pedagogy in institutions of higher pedagogical education; methods of generalization, systematization for formulating the conclusions of scientific research. Most educational programs for the training of specialists at the second (master's) level in pedagogical specialties provide for the assignment of the qualification «teacher of pedagogy», which requires his thorough theoretical and methodological and practical preparation for teaching pedagogical disciplines. Therefore, it is important in this context determination of methods of teaching the section of pedagogy «Didactics», which includes acquaintance of future teachers of pedagogy with the main goals and objectives of the course, its structure, features of the work program on the discipline, a list of sections and topics recommended for future primary school teachers; mastering the most rational forms and methods of organizing classroom (lectures, seminars, micro-teaching, modeling of pedagogical situations, etc.) and extracurricular (pedagogical observation of the real pedagogical process in primary school, acquaintance with pedagogical and methodological literature, study of advanced pedagogical experience, etc.) work of students, features of diagnostics of results of educational achievements from a course «Didactics». Preparation for teaching «Didactics» is an important component of professional training of future teachers of pedagogy in higher pedagogical education, which provides targeted, systematic and comprehensive mastery of knowledge of didactics and methods of its teaching in higher education and training the teacher's personality with a high level of scientific knowledge. organization of the process of knowledge transfer to applicants for institutions of higher pedagogical education.

The article presents the results of an empirical study of the clarity of the self-concept of teachers of general secondary education institutions as a degree of expressiveness, internal coherence and stability of the structural elements of the self-concept that make up its content. An insufficient level of clarity of self-concept was established for quite a large number of teachers. Attention is focused on the fact that people with low self-clarity have higher levels of anxiety, depression, emotional instability, a tendency to destructive types of reflection, and rumination than people with high self-concept clarity The gender-age and organizational-professional features of the clarity of the self-concept of teachers of general secondary education institutions are determined. In particular, it was established that male pedagogical workers are characterized by a higher level of self-concept clarity than women, although such differences level off with age. In addition, it was determined that the clarity of the self-concept is higher among teachers from lyceums and gymnasiums compared to their colleagues from traditional institutions of general secondary education, especially among those who hold managerial positions.The relationship between the clarity of teachers' self-concept and their psychological well-being was revealed. It was established that the higher the level of clarity of self-concept, the higher indicators of psychological well-being are characterized by the studied teachers.A conclusion was made about the expediency of developing the clarity of the self-concept of teachers of general secondary education institutions, which will contribute to their psychological well-being.

The Development of Distributed Leadership in Lithuanian Pre-school Education Institutions

У статті акцентовано увагу на необхідності оновлення системи ступеневої підготовки майбутніх учителів початкових класів у зв’язку з прийняттям Професійного стандарту “Вчитель початкових класів закладу загальної середньої освіти”. Уточнено сутність поняття “ступенева підготовка майбутніх учителів початкових класів”. Представлено модель ступеневої підготовки майбутніх учителів початкових класів. Визначено трудові функції, якими мають оволодіти фаховий молодший бакалавр, бакалавр та магістр. Наведено приклад врахування професійних компетентностей, визначених у професійному стандарті, у результатах вивчення освітнього компонента “Методика роботи класного керівника”.

In this monograph, inclusive education as a social phenomenon in the process of education and upbringing, the functions and tasks of the inclusive training of the fu-ture social science teacher, the development of the inclusive training of the future social science teacher based on the formation of collective competencies, the pedagogical con-ditions for the development of the inclusive training of the future social science teacher, the development of the inclusive training of students didactic model, technologies of development of inclusive training of the future social science teacher based on a com-petent approach, organization and conduct of pedagogical experiments, analysis of the results of conducted pedagogical experiments are explained. The monograph can be used by professors and teachers of higher education institutions, basic doctoral stu-dents, independent researchers, masters, students and teachers of general secondary education and professional education institutions in their activities.

An adapted version of the Teacher/Staff Skillstreaming Checklist was used to determine the level, type, and area of social skills instruction provided to general and special education teachers. Nine universities participated in the study in which facilitators advertised the adapted questionnaire to licensed general and special education teachers enrolled in university-based degree programs over a 6-month period. A total of 237 participants completed the questionnaire. Results indicate that general and special education teachers receive a limited amount of direct and incidental social skills instruction in their preservice and/or in-service training programs. The general and special education teachers reported receiving more instruction in particular areas of social skills within their in-service training. Special education teachers who teach in self-contained settings did not receive more social skills instruction than did resource room teachers in preservice or in-service training programs. However, special education teachers who teach in resource rooms did receive more social skills instruction than did general education teachers, but only in their preservice training programs.

The article substantiates the relevance and expediency of career orientation work in general secondary education institutions in the conditions of designing an educational environment, taking into account the results of the analysis of professional orientations of high school students. It was found that the informed choice of a profession is an important step towards the successful personal and professional self-realization of student youth, the development of a future career and life priorities. The research and publications on this topic, as well as the existing definitions of the concepts of ’career guidance work’ and ’career guidance’ are analysed. It is determined that career guidance and vocational guidance are most often interpreted as psychological and pedagogical activities of general secondary education institutions aimed at preparing a person for a conscious choice of profession and determining their place in society.  It is argued that the formation of a person’s readiness for professional self-determination, including the use of pedagogical technologies, requires the creation of systematic work, which becomes possible in the conditions of designing an educational environment. Such systemic activity is possible only under the condition of the development of partnership relations between general educational institutions and a number of other public institutions, such as the library, employment service, public organizations, etc. The methods and forms of vocational guidance work, which can be divided according to content and direction, are singled out. Informational and methodological resources for career guidance activities in institutions of general secondary education in terms of designing an educational environment from state institutions and public organizations are offered, which are presented in the form of consultations on educational and career planning. The results of the survey of high school students in Kyiv institutions of general secondary education are characterized, and it is noted that high school students experience an increase in psychological stress when choosing a profession. Examples of career guidance work in modern institutions of general secondary education, which integrated the career guidance component into the educational process, are given, library forms of such activity are highlighted. Prospective ways of developing career guidance work with high school students in institutions of general secondary education in terms of designing an educational environment are outlined, aimed at modernizing the content of career guidance, searching for new forms of career guidance activity.