Hungarian Educational Terminology in a Minority Context: A Terminological Analysis of Concepts Related to Teachers’ Professional Development in Slovakia

<p>The regulation of a profession is justified when it improves consumer protection and public health. Higher education food science and technology (FST) degrees, widely offered in many universities in Europe open to a wide range of jobs in the food sectors where the employees could cover different positions, roles and carry out diverse activities dealing with the food production and the quality and safety of the food products.This work reviews the state of the art of the FST regulated professions requiring higher education qualifications in the European countries. The research was carried out by collecting specific information on regulated professions by contacting unions, professional associations, public servant categories/professions, and by visiting national and EU websites.  The data collected for each regulated profession were: country, training/education required, date of implementation of regulation, professional training (if required), capability test (if required) and acts required by law to be signed by a regulated professional. Only professions that required a higher education diploma were included in this search.Few countries were found to have a regulated profession in FST, in particular: Food Engineering (Turkey), Food Technologist (Greece, Iceland, Italy and Slovenia), and Oenologist (Italy, Portugal and Spain). FST regulated professions in Europe are thus scarce and have a rather limited history. The Food Technologist in Italy and the Food Engineer in Turkey were found to be the only completely regulated professions found in Europe. Food and professional regulation have been evolved over the years and raised the debate on the regulation of FST professions. Academia as well as other policymakers has to further contribute to this discussion to keep high the standards for quality of education and training of the qualified workforce and professionals in the food sector.</p>

This research study was conducted in order to investigate Continuing Professional Development (CPD) in the South African quantity surveying profession. The study further aimed to establish the reasons why some quantity surveyors do not acquire the required CPD hours and face losing their professional registration with the South African Council for the Quantity Surveying Profession (SACQSP). Practising quantity surveyors’ perceptions in terms of CPD was investigated in order to establish whether there are factors restricting their participation in CPD as well as to determine whether quantity surveyors regard CPD as beneficial and value adding to them as individual as well as the profession. Data to conduct the study was gathered via a national web-based questionnaire. The questionnaire was structured to investigate the respondents’ perceptions regarding the importance of CPD as well as relating evidence to various aspects of CPD, as drawn from the literature. One hundred and thirty-eight registered quantity surveyors participated in the survey. The research established that quantity surveyors regarded handing in their CPD records on time as the most important factor when participating in CPD. It was found that quantity surveyors lack a structured approach to CPD, suggesting that they merely engage in CPD when they have adequate time. With regard to CPD Category 1, respondents regard seminars as the most important; however, the majority of the respondents participate in Acta Structilia by completing a short questionnaire relating to published articles. With regard to CPD Category 2, respondents regard mentoring of professional candidates as the most important, and most often engage in this activity. Respondents indicated that the most significant barrier to participation in CPD is time related, with work commitments restricting participation. Respondents were neutral to the statement that quantity surveyors not complying with CPD requirements should be de-registered. Respondents regarded CPD as beneficial as well as a value adding activity, although it takes up much of their valuable time. The study identified changes made to the CPD system and explains how the processes differ from those of previous years. The study will be beneficial to the SACQSP in improving the CPD system and highlighting its shortcomings, benefitting the quantity surveying profession as a whole.

The aim of the present study was to characterize the evolution of the process of regulation of Physical Education profession and its representation from the perspective of the Counselors of the CONFEF / CREF6 / MG System, in the state of Minas Gerais. It used a qualitative analysis with the application of interviews, as well as the interpretation of legal documents. The main results were divided into 4 categories: i) From the Physical Education Teachers Associations (APEFs) to the regulation of the Physical Education profession; ii) Teaching Physical Education and Sport in School; iii) Physical Activity and Health; iv) Sports Training; v) Sport Management. We can understand within the proposed categories that the Councilors perceive an improvement in the quality of Physical Education and Sports from the regulation of this profession.

Nurses and allied health professionals (AHPs) are required to evidence their engagement in continuing professional development (CPD) in order to retain their professional registration. Many challenges to CPD are reported, but little literature has explored pertinent CPD issues for clinicians with specialist roles or working in specialist services. No literature to date has explored the perceptions of CPD held by patients who receive these specialist services. Three focus groups and two conference calls were conducted with nurses, physiotherapists, podiatrists and occupational therapists who work in musculoskeletal (MSK) services; managers of these services; and people who use MSK services. These focus groups aimed: to explore the CPD needs and issues for this group of clinicians; to explore the perceptions of CPD held by people who have MSK conditions; and to compare the above with current literature to discern any factors specific to MSK settings. The focus groups and conference calls were audio-recorded. The recordings were coded by the researchers using a priori and inductive coding. The main issues discussed were: funding and time for CPD, providing examples of ways to provide CPD in spite of the challenges faced; that CPD needs changed with level of experience; initiatives by clinical specialists to reduce professional isolation; and future trends in CPD, including concerns about succession planning. The views of people with MSK conditions demonstrated an emphasis on communication skills that was seldom raised by managers and clinicians. Sufficient time, funding and provision of study leave were key to facilitating CPD activity for nurses and AHPs working in MSK services. People with MSK conditions particularly valued health professionals who combined good listening and communication skills with an attempt to understand what it was like to live with their condition.

The paper is discussing and critically looking at the new action plans prepared for the least developed regions in Slovakia (the criteria for eligibility is the unemployment rate 1.6 times above the national average in at least 9 of 12 consecutive quarters) prepared in cooperation among the experts and the Governmental Office of the Slovak Republic. These actions plans were designed in short period of time by spatial planning, education, industry and agriculture professionals and represent special, non-systematic legal measure within the system of regional development support in Slovakia. The first plans were agreed on and legally supported in the middle of 2015 and the paper is looking into the first results reflected in the decreasing unemployment rate. The paper, firstly, portrays the situation of regional development in Slovakia focusing mainly on eastern and south-eastern parts and explains the reasons for this step by the government and why this decision was taken relatively quickly. Secondly, the situation which necessitated the decision to create the action plans is described and explained. Then, the action plans are discussed regarding their structure and the main pillars on which the development is guided in these regions. Special emphasis is put on the financial and fiscal measures combining the national resources and EU financial support. Final part is dedicated to discussing the action plans, their advantages and disadvantages and ways forward. One of the preliminary conclusions of larger research project focused on preparing the strategy for new regional development in Slovakia is that the prepared and agreed on action plans together with focusing on these regions by the national government are initial success factors for regional development of the lagging regions. Furthermore, the action plans are increasing the local capacities and social capital to improve the regions by empowering local public and private stakeholders to be more actively involved in the local and regional development.

The importance of teacher autonomy in building professional development culture A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010) . In other words, teachers' engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers' self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000) . Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers' professional life and schools' development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers' professional learning are integrated into a day-to-day "experiment" performed collaboratively by teachers and principals (Niemi, 2015) . This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000) .

Professional Development This chapter starts by outlining the typical career trajectory that might be undertaken as a professional designer, from student to expert designer, and what different descriptive levels mean, illustrated using a table of professional competencies developed by Michael Eraut, which is used as background to identifying professional competencies at different levels. The position of Design Educators is discussed. Professional registration and membership of societies for designers and design educators. This covers the need and desirability of professional registration. The memberships available from the Chartered Society of Designers and the Institution of Engineering Designers are described, together with an outline of the Engineering Council’s registration grades available through the bodies it licences. The Higher Education Academy’s professional recognition scheme for teaching staff in Higher Education is outlined, and Eraut’s outline table of competencies is used to show how these relate to each other. Registration processes and assessment of professional levels are covered. Continuous Professional Development (CPD) Each society expects its members to be engaged in Continuing Professional Development. This section asks whether this is realistic, and why. It then takes a broad brush treatment of CPD and investigates ways to carry it out, to keep the records and then to evaluate the development that has taken place.

Continuing professional development in the NHS—what is to be done?

Annotation. Introduction. In the article the main trends in the professional development of scientific and pedagogical workers of Ukraine in 2019-2020 were analyzed. Approaches to defining the concept of “professional development” are based on updated legal documents and scientific sources. The system of professional management development is considered as a priority task of modern higher education, which provides a continuous process of improvement and acquisition of new professional and key competencies of research and teaching staff in order to comply with European standards of educational services quality. Purpose. The aim of the study is to identify features of dynamic changes in the system of professional development of research and teaching staff in 2019-2020, to clarify the factors and forecast further development based on the updated regulatory framework, the formation of general mechanisms for managing professional development. Results. The formed approaches to definition of a trajectory, a direction, planning, and system of the organization of professional development of scientific and pedagogical workers of higher education institutions reflect conformity to public inquiries and requirements. The obtained results contributed to the qualitative analysis of the system of professional development of scientific and pedagogical workers on the example of the Dnipro Academy of Continuingl Education. Conclusions. The article proposes ways to improve and diversify the management system of professional development of scientific and pedagogical workers of higher education institutions, namely the creation of a unit of professional development, development of regulations, implementation of systematic control and analytical activities, stimulation and motivation of scientific and pedagogical workers to professional growth. Trajectories, job responsibilities, interests and needs, specifications of personnel management development, application of strategic planning technology are displayed. Keywords: scientific and pedagogical employees; professional development; advanced training; internships; innovation management.

The present state of the problem of special psychologists' professional training is researched. The practical aspects of its improvement are analyzed. The analytical review of the scientific basis for theoretical and practical components of the psychologists’ training in the field of special education by modern researchers is conducted. The concepts of reforming, bases of a perspective vision of domestic education development are characterized. Various methods of scientific studies within the framework of the identified research problem are considered. The key parameters and pedagogical conditions were determined and the basis for the design of the system for professional psychologists' training in the field of special education was described. The basic paradigms of the psychological and pedagogical process organization have been implemented, which allowed for revealing the basic positions of professional psychologists' training in the field of special education. The emphasis is placed on the importance and necessity of studying and implementing the best practices of foreign countries in the context of higher education. The ways to modernize professional psychologists' training in higher educational establishments are found. The attention is focused on the importance and necessity of studying and providing the best practices of foreign countries in the context of higher education. The key parameters for ensuring the competitiveness of a specialist in this sphere are determined: they are high overall level of the national education system development; assimilation of new and advanced experience acquired in the process of cooperation with foreign countries; ensuring the quality of services in the internal and external markets of educational services; availability of high-quality educational and research infrastructure; development of strategic partnership; development of mobility. The ways of modernization for special psychologists’ professional training in higher educational institutions are determined. On the basis of the analysis, the content of the professional psychologists' training in the field of special education has been clarified and the components of the preparedness structure for a future competitive specialist-psychologist (in the aspect of innovative activity) prepared for work in the current market conditions have been specified.

Reforming the education system of Ukraine in accordance with the concept of high-quality, modern and affordable general secondary education "New Ukrainian School", the needs of society to provide quality educational services impose certain requirements on the professional level of teaching staff. Pedagogical workers are the driving force of the reform, therefore special attention is paid to the system of professional development, which is a component of adult education. The system of professional development should contribute to the continuous professional and personal development of teachers, the formation of their own trajectory of professional development, be advanced. The article analyzes the normative legal acts regulating the professional development of pedagogical workers in Ukraine. According to the Law of Ukraine "On Education", teaching staff are obliged to constantly raise their own professional and general cultural level and pedagogical skills. Continuous professional development is one of the labour functions of a teacher, determined by professional standards. In addition, certification of teaching staff is impossible without advanced training. The approval of the order of professional development allows to determine the types, forms, volume and periodicity of professional development, the procedure for recognizing the results of professional development, and also gives teachers the opportunity to independently choose the forms of education, educational programs and subjects of professional development. Payment for professional development of employees is guaranteed by the state. Municipal institutions of postgraduate education, financed from the relevant budgets, meet the needs of the regions to improve the skills of pedagogical personnel. In addition, the legislation provides for the possibility of attracting other sources of financing, such as the state budget, own income of educational institutions. Significant changes in legislation that have occurred in recent years have created favourable conditions for continuous professional and personal development of pedagogical personnel in Ukraine. At the same time, the analysis of the mechanism of planning advanced training by educational institutions showed the need to make changes to the Procedure for advanced training in order to clarify it, as well as the need to update the provision on the certification of teaching staff.

All registered nurses and midwives are required to take part in continuing professional development (CPD) in order to maintain their professional registration (NMC, 2004). This is part of the post-registration education and practice (PREP) requirements (NMC, 2004). In addition to this, the NMC (2006) stated that nurse and midwife prescribers have to undertake CPD within their own area of prescribing practice. This article considers the CPD requirements for nurse prescribers under three sections: personal responsibility; accessing CPD; and employer's responsibility. Tools to help identify your own learning needs are discussed and some useful competency frameworks are identified, both of which will assist in identifying and planning your CPD requirements.

In October 1994 nurse prescribing was launched for the first time in Britain in eight community demonstration sites. Using nurse prescribing as an illustration, this paper aims to explore the regulation of nursing and the influence of medicine on the expansion of the nurse's role. Arguing that professional development and regulation must be understood within the context of state control, the paper questions whether nurse prescribing represents a genuine development in nursing roles or is merely an act of tacit delegation by a medical profession which is itself subject to loss of autonomy. Recognising historical renegotiation in divisions of health-care labour, sections on the introduction of nurse prescribing; changing professional boundaries; and regulation in nursing, medicine and pharmacy, are used to critique nurse prescribing as an example of growing nursing professionalisation.

Introduction. The article is devoted to the problem of newly-qualified teachers’ professional development. The aim of the study is to identify the difficulties of novice teachers during their adaptation in educational settings of the region and to substantiate the ways to improve the quality of initial teacher education in the system of continuous teacher education. Materials and Methods. The methodological basis of the study consists of contextual biographical and cluster approaches. The contextual biographical approach involves studying teachers’ professional biographies in the system of continuing education, taking into account complex external conditions. The cluster approach defines the principles of interaction between various stakeholders within the regional community in order to ensure the sustainable development of the regional educational system. In order to achieve the research goal, the following methods were used: theoretical (analysis of scholarly literature, comparison, generalization) and empirical (online questionnaire, focus group method, method of independent expert assessments). Results. Based on the analysis of scholarly literature, the authors provide their definition of professional and personal teachers’ development as a basic component of their professional development during the period of initial teacher education and at the initial stage of professional development. The authors argued that the main difficulty of novice teachers during the adaptation period is their interaction with various subjects of the educational process at school - students and their parents. The article substantiates the necessity of creating a regional educational cluster as an effective mechanism for improving the quality of initial teacher education at different stages of continuous teacher education. Conclusions. Based on the authors’ idea about professional and personal development of teachers as a basic component of their professional development in the initial period of their working life, the study reveals the main difficulties of novice teachers during their adaptation in educational settings of the region, overcoming of which requires changes in the system of psychological, teacher and methods education at universities and colleges. As an effective mechanism for improving the quality of teacher education, the authors substantiated the idea of creating a pedagogical scientific and educational cluster in the region, which unites the participants of the territorial educational community interested in providing the regional education system with highly qualified teaching staff.

\nУ статті міститься порівняльний аналіз принципів забезпечення якості розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку в зарубіжній та вітчизняній науковій літературі.\n
\n\nВиділено принципи забезпечення якості розвитку професійної компетентності, яким підпорядковуються системи розвитку професійної компетентності керівників структурних підрозділів зарубіжних підприємств сфери зв’язку, а саме: принцип поліфункціональності систем розвитку професійної компетентності керівників; принцип безперервності навчання; принцип забезпечення результативності; принцип інноваційності; принцип є диверсифікації політики в сфері навчання та розвитку; принцип використання моделі компетенцій для моделювання системи розвитку професійної компетентності керівників; принцип системності розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку. А також принципи забезпечення якості розвитку професійної компетентності, яким підпорядковуються системи розвитку професійної компетентності керівників вітчизняних підприємств сфери зв’язку: принцип диверсифікації форм та методів педагогічного впливу на персонал; принцип мультиплікації досвіду всередині підприємства; принцип відповідності стратегії розвитку професійної компетентності керівників актуальній стратегії підприємства.\n
\n\nПроведений порівняльний аналіз дав змогу виявити істотні відмінності у принципах забезпечення якості розвитку професійної компетентності керівників структурних підрозділів підприємств сфери зв’язку у зарубіжній та вітчизняній практиці, а також в особливостях систем розвитку професійної компетентності даної категорії керівників (зокрема, в цілях навчання, домінуючих принципах та підходах до моделювання систем розвитку професійної компетентності, стратегії навчання, змісті, формах та методах навчання, організаційно-педагогічних умовах та очікуваних результатах навчання). Перспективним вважаємо вивчення доцільності й можливості використання зарубіжного досвіду в процесі розвитку професійної компетентності зазначеної категорії керівників, моделювання систем їх розвитку у відповідності з виявленими принципами, а також оцінка ефективності педагогічних впливів на них.\n