Advanced Training Courses Research Articles

Specialists of helping professions in the modern everyday life of the regional educational space

Introduction. The social order for helping professions and their representatives is constantly growing. This is due to the specifics of the problems that modern society translates as a result of its own transformations. The lack of readiness of a part of society, which includes children, youth and the elderly, to accept the current everyday life largely determines the peculiarities of the activities of representatives of helping professions focused on the application of psychological and pedagogical knowledge. The stability of the order of everyday life is not stable and unchangeable. Two processes influencing the variability of the content of everyday life, everyday life and everyday life, characterize the modern regional educational space, in which old-new approaches disappear and appear, determining the imitation of the renewal of pedagogical processes that are experiencing a period of semantic stagnation, despite changes in formats and tools. This actualizes the problems of the specifics of the professional activity of specialists in helping professions, as well as the peculiarities of their training during the period of university education. The purpose of the work is to analyze the readiness of specialists of helping professions in the field of pedagogy to work in the format of «past in present», characteristic of the current state of the regional educational space. Materials and methods. The author summarized the materials obtained during the pilot study in 2020–2022. The analysis of the products of professional activity, content analysis, thematic analysis, generalization, participant observation, survey, non-standardized conversation, non-standardized self-description were used. Results of the study. In the course of a qualitative study, significant topics were identified that interpret the everyday life of subjects of education in the current state of the regional educational space. Working specialists did not have an attitude to everyday life as a set of routine actions and operations, future specialists did not reveal any attitude to the daily routine of professional activity, which they perceived as inevitable (it is necessary to work). It has been established that respondents are not always inclined to show subjectivity; the semantic field organized by them, determined by the activity performed, correlates with everyday life, but does not accept all its characteristics; The nature of the difficulties that may arise in establishing interaction in educational events between different groups of people is due not to age or professional characteristics, but to different perceptions of the «familiar» in the system of those places where life is carried out. The conclusion is made about the professional and personal distance of subjects of education in the events of everyday education. Discussion and conclusion. The specifics of the work of specialists of helping professions in the modern everyday life of the regional educational space are the understanding of everyday life; understanding the languages and dictionaries of social groups with which the specialist works, deepening empathic listening, mastery of the body and voice; establishing the cyclical nature of their own activities. The practical significance of the results of the study lies in their consideration and application during the period of professional training of educational psychologists, social teachers, in advanced training courses and professional retraining of working specialists. The prospects of the study consist in updating the principles of the functioning of the regional educational space in modern conditions and determining the role of universities in ensuring the readiness of specialists in helping professions to work in the dynamics of its everyday life.

Psychological and pedagogical principles of stimulating teachers’ professional development in the system of postgraduate education on the basis of the acmeological approach

The article is devoted to the theoretical and methodological aspects of stimulating teachers to professional development and personal and professional self-improvement in the system of postgraduate education. It is taken into account that the main way for pedagogical workers to obtain education is training, self-study based on the rethinking of self-development and self-improvement. Based on the analysis of psychological and pedagogical literature, the essence of the scientific definitions “development” and “self-development” was analysed. Thus, “development” is considered as an active process of personality formation based on improvement. Development involves conscious behavior aimed at improving personal and professional qualities and the desire to achieve effectiveness, increase independence, and the creative nature of activity. “Self-development” is a necessary condition for the self-realisation of an individual, which involves the inner independent desire of a person to enrich their own individual qualities. Active development as well as self-development of teachers is carried out in the system of postgraduate education on the basis of the acmeological approach. The implementation of the acmeological approach increases the need for achievement, motivates teachers to act successfully, promotes them to achieve “acme”. Postgraduate education allows improving objective, subjective, procedural and performance criteria of pedagogical activity. Within the framework of self-development of teachers in the system of postgraduate education, the acmeological approach is based on four main aspects: 1) organising the acmeological environment; 2) establishing the acmeological position; 3) developing the acmeological potential; 4) improving the acmeological culture. Based on the use of the acmeological approach, the following positive achievements were reached: there increased independence in goal setting, which was based on the formulation of strategic and tactical goals, setting practical tasks, choosing effective ways of achieving the defined goal; it became possible to ensure the creative nature of educational activity on advanced training courses as every student independently created the program of their personal and professional development. The article presents a range of educational programs aimed at improving the level of general competences (speech competence, communicative competence, inclusive competence, digital competence, managerial competence, moral and ethical competence) of teachers in the system of postgraduate education at the Postgraduate Education Centre of Ternopil Volodymyr Hnatiuk Pedagogical University. Innovations in the process of organisation of advanced training courses at the Postgraduate Education Centre were analysed. In particular, we mean the organisation of master classes, trainings, roundtable discussions, scientific discussions, international and all-Ukrainian conferences and forums, creative laboratories, methodological workshops, Web-quests, practical simulations, which contribute to increasing teachers’ internal motivation for self-development and self-improvement.

FORMATION OF THE COMPETENCE OF PEDAGOGICAL PARTNERSHIP BETWEEN TEACHERS AND PARENTS OF STUDENTS ON COURSES OF IMPROVING PEDAGOGICAL QUALIFICATIONS

Currently, the problem of forming the competence of the pedagogical partnership of educators with parents of students is very urgent. At advanced training courses, we explain to educators how to correctly build relationships with parents in order to direc

Implementation of the key competence of lifelong learning in physical education

The article reveals issues related to ways of implementing the key competency "Learning throughout life" in the physical education of schoolchildren in general secondary education institutions. Pedagogical situations and methodical techniques that physical culture teachers can use during class and outside of school are outlined. On the basis of the modular control work, which is a mandatory component of the program of advanced training courses "Modernization of school physical education in the conditions of the new Ukrainian school" for physical education teachers, which are held on the basis of Ivan Boberskyi Lviv State University of Physical Education, the ways of implementing this key competence by means of physical education. Physical education teachers during course retraining (134 people, of them: 72 people of the highest qualification category, which is 53,74%; 29 people – I category (21,64%); 12 – II category (8,96%); 18 – specialists (13,43%); 3 – young specialists (2,24%) carried out simulations of a physical education lesson based on the competence approach, created pedagogical situations and methodological techniques, with the help of which innovations were introduced into various forms of physical education. that in the development of the key competence "Lifelong learning" it is possible to highlight pedagogical situations, methodical techniques that encourage solving educational, health-related, developmental tasks during the physical education lesson and in extracurricular time. from the medical group, to show creativity and creativity in compiling individual complexes of general developmental exercises taking into account individual characteristics, interest reasons and motives.
 It was established that, according to the results of the modular control work, the formation of the key competence "Learning throughout life" is of particular importance for students who are directed to preparatory and special medical groups, since improving the health of students is the main motive in the search and assimilation of the necessary information.

CONTEXTUAL METHODOLOGY OF OFFICERS` PROFESSIONAL INTEGRITY DEVELOPMENT IN ADVANCED TRAINING SYSTEM

The article is dedicated to the theoretical analysis of the contextual methodology for the development of professional integrity of officers of the Armed Forces of Ukraine (hereinafter – officers) in advanced training courses. The author analyzes the scientific views on the concept of "methodology" and proposes the author's own definition of the concept of "methodology for developing professional integrity of officers". In particular, the author defines methodological approaches to the methodology of its development, as well as the main stages, purpose, tasks, content, methods, types of training sessions, and means.
 The author reveals the following main stages of the methodology: diagnostic and motivational stage, which is aimed at determining the formation of professional integrity of officers before advanced training, clarifying the problems and difficulties they "face" in their professional activities, as well as developing values and positive motivation to develop their professional integrity and further self-development; theoretical and practical, which is targeted at the development of theoretical knowledge and improvement of practical skills and abilities of integrity behavior and activities of qualified officers, including through a special course by creative use of contextual active types of training in the system of their improvement; evaluation and result, which is aimed at determining the development of officers' professional integrity as a result of their professional growth.
 The proposed methodology will contribute to the development of values and motivation, activation and deepening of theoretical knowledge, improvement of practical skills, abilities and capabilities of officers' integrity behavior and activities.

Advanced Driver Training’s Impact on Teen Driver Skills

Standard driver education in the United States focuses on basic skills and the knowledge needed to pass licensure examinations. Newly licensed teen drivers are at high risk of crashes and death. To date, few interventions have addressed advanced driving skills that are not taught in typical driver education programs. We investigated the effect of a single day advanced driver training course on crash-avoidance skills. We enrolled 785 teens in a controlled quasi-experimental trial of advanced driver training (ADT: “intervention group”) versus a waitlist comparison group. The ADT consisted of 2 h of classroom education and repeated execution, with instruction and feedback, of four driving skill drills on a controlled, closed course. The comparison group performed each drill once per assessment, with only basic instruction. We measured their ability to successfully execute the driving skill drills (i.e., slalom, wet braking and steering, emergency lane change, and spin avoidance) on the day of the ADT and 3 to 6 months after the baseline skills assessment. The intervention group improved more than the comparison group, particularly in the spin avoidance skills, including spin avoidance, keeping the car on the course, and maintaining an appropriate speed during the drill. Further exploration of the ADT concept as an improvement to driver education and safety is warranted.

Formation of Goal-Setting Skills as an Integral Component of a Teacher’s Professional Development

The article reveals the concept of goal-setting. In defining the concept of a goal, we proceed from the fact that the goal should express the planned results of activities. The goal-setting ability is considered as a system-forming skill both in the preparation of future teachers and in the improvement of professional competencies of practical teachers. The purpose of the article is to present the results of a study on the justification and development of the content of teaching teachers aimed at the formation of goal–setting skills. The methodology of the research is a system-activity approach, in which the results of education are considered as a system-forming component. In the analysis of psychological, pedagogical and methodological literature, the concept of goals in teaching was clarified, generalized areas of goal-setting – subject and meta-subject– were identified, problems of the formation of professional competencies of teachers in terms of goal-setting and ways to solve them were identified. The identification of problems in the formation of goal-setting skills occurred both on the basis of the analysis of literature, written works of teachers and students, and in the process of observing their practical activities. As the main methodology for the formation of goal–setting skills, the SMART method was chosen– the method of setting “smart” goals. In the process of teaching mathematics teachers at advanced training courses, as well as teaching students– future teachers, training aimed at developing goal-setting skills using the SMART methodology was conducted as an approbation. In conclusion, conclusions are drawn about the expediency of organizing special training in goal-setting skills for both future teachers and working teachers as part of professional development.

Preparation of teachers for the organization of early career guidance in a preschool educational organization

The problem and the goal. Early career guidance should begin with preschool age due to the special role of this period for the formation of the foundations of the child's worldview, but its implementation depends on many conditions, a significant role belongs to the readiness of teachers for this activity. The purpose of this article is to study the readiness of teachers to organize early career guidance in a preschool educational organization. Methods. The main method of research was a questionnaire containing questions that determine the understanding by educators of the essence of the problem of early career guidance and the need for its implementation in preschool educational organizations. 78 educators from kindergartens No. 9 "Rosinka" (40 people) and No. 16 "Kolokolchik" (38 people) of the city of Shadrinsk, Kurgan region (Russian Federation) took part in the survey. Results. The majority of kindergarten teachers (71%) are aware of the importance and necessity of early career guidance for children (cognitive component), but only 61.54% of teachers are ready to implement this activity in preschool. Teachers need support from the preschool administration (25.64%), help from parents (23.08%), and their own motivation – 23.08%. 74.36% of educators pointed to the importance of a developing subject-spatial environment in the formation of ideas about the world of professions and adult work, slightly less emphasized the importance of including regular classes with children on early career guidance in the teacher's work plan (61.54%). Teachers also note that they would like to get acquainted with new programs and technologies for early career guidance" (51.28%) and take advanced training courses (33.33%). Conclusion. Teachers carry out some work on early career guidance for preschoolers, however, it is not systemic in nature, but is episodic, and this fact makes it ineffective. At the same time, educators need advanced training, which will allow them to solve professional tasks of organizing early career guidance in a preschool educational organization at a higher level. Keywords: career guidance, teacher training, components of teacher readiness

Practice-oriented model of prevention of destructive behavior of students in the process of formation of spiritual and moral culture

Introduction. The current, rapidly changing world is faced with global changes taking place in various spheres of human activity and bearing a spiritual, moral, ontological character. Insufficient level of spiritual and moral culture, uncertainty in the choice of life-meaning orientations, change of value attitudes, manifestation of egocentricity generates quasi-needs and destructive behavior among students. This is the reason for the problem of studying the prevention of destructive behavior of students, which has become particularly relevant. The purpose of the article is to test a practice–oriented model of prevention of destructive behavior of students in the process of formation of spiritual and moral culture (PDPO in the process of FDNA). Materials and methods. The study involved 287 5th grade students and 48 teachers of the educational organization of the city of Krasnodar (Russian Federation). The research methods are based on a rational combination of theoretical and experimental methods of studying objects corresponding to the set goals and objectives, aimed at determining the level of development of spiritual and moral qualities, the formation of vital functions in students, their value orientations and destructive manifestations (test «Value orientations» by M. Rokich; card «Spiritual and moral development of a student» by V.I. Andreev; diagnostic card of readiness of a student and a teacher to prevent destructive behavior in the process of forming a spiritual and moral culture by Yu.N. Sinitsyn; methodology for assessing the formation of vital functions, spiritual and moral development and destructive manifestations of a student by V.I. Andreev, Yu.N. Sinitsyn). The method of mathematical statistics is the Kramer-Welch T-test. Results. The analysis of the problem of preventing destructive behavior of students in the process of forming a spiritual and moral culture allowed us to develop and test a practice-oriented model of PDPO in the process of FDNA, which is based on objective and subjective pedagogical conditions, using integrative technology for preventing destructive behavior of students. As a result of the implementation: 1) a decrease in the level of destructive behavior of students by 60,7%, the effectiveness of experimental exposure is represented by changes in the difference in characteristics according to the coefficients ТEMP before = 0,009 and ТEMP after = 4,59; 2) an increase in the levels of vital functions by 12,1% (ТEMP before = 0,24, ТEMP after = 6,23), the formation of moral qualities in students by 13,2% (ТEMP before = 0,03, ТEMP after = 8,24), the readiness of students for PDPO in the FDNA process by 15,7% (ТEMP before = 0,45, ТEMP after = 8,15). Conclusion. The created practice-oriented model of PDPO in the process of FDNA allows to expand the understanding of the prevention of destructive behavior of students in the process of forming a spiritual and moral culture and can act as a prerequisite for: the development of network interaction of educational organizations in the systems of general and vocational education on this issue; the continuity of FDNA of students in educational organizations at all levels; conducting advanced training courses qualifications of teaching staff, parental training. Keywords: spiritual and moral culture, prevention of destructive behavior, students, conceptual model, pedagogical system, criteria and indicators of readiness for the prevention of destructive behavior, practical recommendations

According to the Needs and Demands of Men's Hair Education Research on the Development of Curriculum Using Flip Running

As the interest of industry and users increases the haircut market is demanding talented people with core competencies. Therefore this study aims to contribute to the activation of haircut education by identifying the necessity and needs of haircut education deriving haircut curriculum using flipped learning and developing curriculum that can be used in beauty-related educational institutions. This study examined the theoretical background through analysis of previous studies related to flipped learning and haircut education. In order to find out the necessity and requirements of male haircut curriculum SPSS 26.0 was used for frequency analysis. In order to examine the current curriculum data were collected from beauty education institutions and private education institutions across the country and analyzed. In order to verify the reliability of male hair curriculum 10 experts were verified and evaluated through descriptive statistical analysis and the following results were obtained. In the survey of barbers the necessity of education the systematization of barber education and the use of video lectures were high. As a result of comparative analysis of beauty-related colleges basic male cut training courses were dominant and private educational institutions consisted of advanced male cut training courses. The reliability of the expert group was 4.9 points in major development and educational contribution. Based on these results the objectivity of the curriculum was verified by constructing a curriculum using flipped learning and it is considered to be useful as basic data for barber education and research for the training of professional manpower required by industry.

Reducing the learning curve of interlaminar full-endoscopic discectomy: mushroom model-simulation training.

To describe a cheap simulation model used to reduce the learning curve of the interlaminar full-endoscopic discectomy in a pilot study. The steep and difficult learning curve remain one of the main obstacles against the widespread diffusion of interlaminar full endoscopic lumbar discectomy (ILFED). One solution to overcome this learning curve is training with deliberate practice. As realistic models are relatively expensive and cadaver workshops not readily available, we developed a simple and cheap model to train the key steps of the procedure. A simple and cheap model were designed. It consists of a king oyster mushroom stalk, a glove finger, a sponge and cotton wool. In order to fix the model to the table and to simulate the level of the patient's skin whereupon the hand of the surgeon relies, a wooden holding device was also used. As the purpose of this pilot study was to evaluate the model as a stimulator, it was tested during an advanced endoscopic training course. A step-by-step learning method with key steps was used by participants attending an advanced ILFED training on expensive realistic models. The model was considered as comparable and enough realistic to train key steps in order to reduce the learning curve and training costs. We present an affordable, simple and reproducible training model, which allows for deliberate practice of the key steps of the ILFED procedure. The model may be used by surgeons starting with spinal endoscopy.

Analysis of professional deficits of teachers of the Republic of Tatarstan

The research relevance is due to the need for regional education systems to develop tools and assessment techniques that allow identifying professional deficits in Russian teachers. This article analyses the results of approbation diagnostics of professional competencies of teachers in the state information system “Electronic Education of the Republic of Tatarstan”. Diagnostic tools were developed by scientific and pedagogical workers of organisations of higher and additional professional education of the Republic in accordance with the provisions of the professional standard “Teacher”.Aim. The present research aims to analyse and summarise the results of the monitoring of professional deficits of teachers of the Republic of Tatarstan in the field of subject, methodological, psychological, pedagogical and regulatory competencies for further building individual development trajectories and targeted professional development programmes.Methodology and research methods. Teachers were tested in their personal accounts in the information system “Electronic Education of the Republic of Tatarstan”. Evaluation materials were divided into blocks that differ in content and purpose in accordance with the labour functions of the professional standard “Teacher”: legal, subject, methodological and psychological-pedagogical blocks. Each option consisted of 25 tasks. The maximum participant in the diagnostics could score 100 points. The interpretation of the level of professional deficits was carried out in accordance with the scale recommended by the Ministry of Education. The results of the diagnostic work were processed using visual and mathematical- statistical methods implemented within the tools and libraries of the Python programming language.Results and scientific novelty. The authors identified the target blocks corresponding to certain labour functions of a teacher. When performing the tasks from the identified target blocks, teachers experience the greatest and least professional difficulties. The authors identified control and measuring materials, which are associated to be the most difficult. The deficit level was analysed among subject teachers. The authors separately analysed the results of testing in the field of inclusiveness and individualisation of the educational process, the formation of digital competencies in the context of teachers of the humanities, natural sciences and primary school teachers. A correlation analysis of block diagnostic results was carried out. The influence of the territorial factor on the differentiation of test results was analysed. Difficulties, equally pronounced for both urban and rural teachers, in most cases are associated with the unwillingness of teachers to fully solve professional tasks in the formation of functional literacy of schoolchildren, the development of inclusive and personalised learning; with insufficient knowledge of the psychological and pedagogical features of the development of children of different ages to resolve conflict situations.Practical significance. The results obtained and the conclusions drawn can become the basis for the preparation of methodological recommendations in the field of organising the educational environment for advanced training courses, taking into account teachers’ urgent needs.

Роль социологических исследований в грантовой деятельности

Every year the share of scientists who participate in grant activities increases. Participation in grants becomes a priority in the professional activity of a scientist. Despite the availability of publications on the topic of grants, there are practically no studies on highlighting the place of sociological research in grant activities. The purpose of this study is to show the role of sociological research in the development of projects and typical mistakes in the preparation of applications. Research methodology - the main method was desk research. To solve particular problems, a content analysis of Russian and foreign literature on sociological research and grant activities was used. As a result of the study, the legal framework governing grant activities, the main funds of grantors, the main provisions of the grant application, and the specifics of using sociological research in grant activities were considered. The results of the study can be applied in the field of social and youth policy, in the development of methodological and practical recommendations for the development of applications for grants. The materials of the study formed the basis of the Retraining Program on "Organization of work with youth", advanced training courses "Research work".

ІНТЕГРАЦІЯ ВНУТРІШНІХ І ЗОВНІШНІХ ФОРМ ТА МОДЕЛЕЙ ПРОФЕСІЙНОГО РОЗВИТКУ ВИКЛАДАЧІВ ФІЗИЧНОГО ВИХОВАННЯ У БАГАТОГАЛУЗЕВИХ ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article is devoted to the problem of internal and external forms and models of physical education teachers’ professional development at multidisciplinary institution of higher education integration. The purpose of the article is determined as follows: to present the possibilities of internal and external forms and models of physical education teachers’ professional development integration at multidisciplinary institution of higher education. The article presents the results of scientific and pedagogical literature analysis, which highlights theories, concepts, approaches that underline professional development of physical education teachers, its content, knowledge, skills and abilities, professional values and attitudes of physical education teachers, forms, and methods of physical education teachers’ professional development. The article presents institutional forms and models: internships, professional development programs, advanced training courses, cooperation between different institutions of higher education, cooperation between different departments of a multidisciplinary institution of higher education, cooperation between the Department of Physical Education and other divisions of a multidisciplinary institution of higher education). The conclusion is made about availability of a wide variety of forms and models of professional development and their balanced application based on the integration of the potential of the external environment and internal – academic environment of multidisciplinary institution of higher education, which contributes to ensuring the principle of correspondence of professional development proposals to the interests and needs of physical education teachers, Departments of Physical Education, and multidisciplinary institutions of higher education in general. The prospects of further scientific research are outlines.

STEM-ОСВІТА НА ВІДКРИТИХ ОСВІТНІХ ПЛАТФОРМАХ

Modern society functions under the influence of technology, thanks to which all areas of its life are developing. This contributed to the emergence of a new direction in education - the STEM direction, which combines natural sciences (Science), technology (Technology), engineering (Engineering) and mathematics (Mathematics). This direction is focused on applied research in solving specific problems and using at the same time interdisciplinary connections, concepts and methods, which today are followed and formed in natural and technical sciences and mathematics and digital technologies. The study of the STEM direction is not yet provided for in the main curriculum of educational institutions but takes place mostly through webinars, advanced training courses, conferences, etc. And with the introduction of distance learning into the educational process, electronic educational platforms for mastering certain knowledge have become relevant. The purpose of the article is the analysis of educational resources regarding the provision of STEM education or the training of teachers for its implementation. The article examines well-known foreign (Coursera, edX, Udemy) and Ukrainian (Prometheus and EdEra) open educational platforms. The choice of these platforms is based on: popularity, a convenient interface with the ability to filter courses, the presence of courses with the word "STEM" in the title, free access. The considered quantitative analysis of STEM courses on the specified platforms showed that there are no STEM courses on Ukrainian platforms. To get an idea of the capacity (content) of STEM-related courses, we took individual courses on the Coursera, edX, Udemy platforms. Namely, the course "Emprendiendo en STEM" (Coursera), "Advancing Learning Through Evidence-Based STEM Teaching" (edX), "Finding the Art in Engineering - STEM to STEAM" (Udemy). Based on the results of the analysis of courses on open educational platforms related to STEM education, it was concluded that Coursera contains the largest number of courses that mention STEM. At the same time, examples of their completion show that the developers do not offer courses specifically for acquiring STEM education.

Ways and prospects of development of higher inclusive education in Russia

The subject of the study is the problem of the functioning of inclusive education in Russian universities. Through the analysis of modern documents proclaiming the right of persons with disabilities to receive quality education, as well as the actual practice of introducing inclusion in the activities of universities, the author attempts to assess the level of development of higher inclusive education in Russia. The paper describes the main approaches of universities to teaching students with disabilities and with disabilities. The problems of universities that cause insufficient readiness of universities to accept and train people with disabilities are identified. The author's attention is focused on ways to overcome the identified difficulties, as well as issues of improving the process of inclusion in the activities of universities by conducting self-examination in higher education institutions for the university's readiness to teach students with disabilities. When considering materials of a legislative and legal nature, the author of the work used such research methods as analysis, description, synthesis. In order to identify the most fruitful ways of organizing an accessible educational environment for people with disabilities in universities, the method of analyzing pedagogical experience was also used. When formulating the conclusions of the study, general theoretical methods of comparison and systematization proved to be in demand. The main conclusion of the study is that Russian higher inclusive education is currently experiencing only a stage of its development, and it is too early to talk about true inclusivity in the practice of Russian universities. However, the work reflects the measures taken by universities to ensure comfortable conditions for the education of people with disabilities. Among them: the desire to expand the specialized material, technical and didactic base, the organization of psychological and pedagogical support of the category of students and teachers interacting with it. The fruitfulness of the introduction of advanced training courses for the teaching staff, the creation of resource training and methodological centers is noted. The novelty of the research lies in the fact that the author of the work introduces the concept of the inclusivity index – a kind of result of self-reflection of the university's activities, which allows to indicate the degree of its readiness to accept students with disabilities.The author also presents the main components of the inclusivity index, which are necessary for clarification when compiling questionnaires for self-examination of the university.

THE PROBLEM OF FORMATION OF ADMINISTRATIVE COMPETENCE OF STATE AND MUNICIPAL EMPLOYEES OF THE REGION

Introduction. The scientific research is devoted to the issues of scientific and methodological substantiation of the formation and development of the administrative competence of state and municipal employees in the institutional system of advanced training. Methods. The study is based on a wide range of general scientific and narrow-profile methods, such as semantic analysis and synthesis, abstract-logical, system analysis, and others. Results. It is proved that state authorities and local governments, on the one hand, need the operational activities of their employees, and on the other hand, they are forced to ensure the professional growth of their employees in accordance with the law and the requirements of modern management. The practical aspects of the study consist in studying the assessments of course participants of the benefits of attending advanced training courses from the standpoint of their narrow professional specialization, as well as from the point of view of their personal interests. Conclusions. The main problems of advanced training, the educational needs of state and municipal employees in obtaining practice-oriented knowledge, and the features of the formation of the content of training programs are clarified.

Автоматизация стенда системы контроля уровня и температуры резервуарного парка

The aim of the work is to automate the stand that simulates the technological equipment of oil tank farms, including the hydraulic part and automation tools for controlling and monitoring, using the necessary hardware and software, to study the operation of protection and blocking algorithms, alarms and automatic control in accordance with industry regulations and requirements for microprocessor equipment control systems at hazardous production facilities. The objective is to create a modern level and temperature control system. The research uses the method of system analysis, the theory of automatic control, structural solutions of human-machine systems designed to automate production and intelligent support of control processes and the necessary data processing in organizational, technological and distributed control systems. As a result of the study a block diagram of the stand is developed based on the well-known three-level model of a typical automated process control system for monitoring the level and temperature of the tank farm. The novelty of the work lies in building a model of an automated control system for a tank farm with a distributed structure to study its operation. The findings of the research state that the proposed automated control system of the level and temperature monitoring system stand is a model of a real tank farm and implements all the basic functions associated with automating technological and control operations, which allows studying its work in the laboratory. It fully fits into the terms of designing modern automated process control systems, which makes it a good subject for studying as part of advanced training courses for students of educational institutions in the direction of “Automated control systems for oil pipeline transport”.

Advanced Nursing Practice als Konzept für die Versorgung von Menschen mit außerklinischer Beatmung in Deutschland: Ergebnisse einer Bedarfs- und Curriculumanalyse

IntroductionOutpatient intensive care for people on home mechanical ventilation (HMV) is a complex area of care with high demands on the nurses specialised in this field. Internationally, academic qualification as an Advanced Practice Nurse (APN) has become established in these fields of specialised care. Despite the large number of further training opportunities, there is no university qualification for home mechanical ventilation in Germany. Based on a demand- and curriculum analysis, this study therefore defines the role of an APN for home mechanical ventilation (APN-HMV). MethodsThe study structure is based on the PEPPA framework (Participatory, Evidence-based and Patient-focused Process for the Development, Implementation and Evaluation of Advanced Practice Nursing). The need for a new model of care was determined with a qualitative secondary analysis based on interviews with health care professionals (n = 87) and a curriculum analysis (n = 5). Analyses were conducted using the Hamric model with a deductive-inductive approach. Subsequently, the main problems and objectives to improve the model of care were agreed upon in the research group, and the APN-HMV role was defined. ResultsThe qualitative secondary data analysis illustrates the need for APN core competencies, especially in the psychosocial area and in family-centred care. The curriculum analysis resulted in a total of 1,375 coded segments. The focus of the curricula was on the central competency “direct clinical practice” (1,116 coded segments) and thus on ventilatory and critical care measures. Based on the results, the profile of APN-HMV could be defined. ConclusionsThe introduction of an APN-HMV can usefully complement the skill and grade mix in outpatient intensive care and counteract care problems in this highly specialised area. The study provides a basis for the development of appropriate academic programmes or advanced training courses at universities.

МЕТОДИЧЕСКОЕ СОПРОВОЖДЕНИЕ КУРСОВ ПОВЫШЕНИЯ КВАЛИФИКАЦИИ УЧИТЕЛЕЙ РУССКОГО ЯЗЫКА И ЛИТЕРАТУРЫ РЕСПУБЛИКИ ТАДЖИКИСТАН В РАМКАХ ФЕДЕРАЛЬНОГО ГОСУДАРСТВЕННОГО ОБРАЗОВАТЕЛЬНОГО СТАНДАРТА ТРЕТЬЕГО ПОКОЛЕНИЯ: НАПРАВЛЕНИЯ И ПЕРСПЕКТИВЫ

The paper presents options for methodological support of advanced training courses for teachers of Russian language and literature working in Russian-Tajik schools of the Republic of Tajikistan. The tasks assigned by the leaders of the two countries to the large team participating in the humanitarian program provided meaningful content of advanced training courses, interaction with verbal teachers in the classroom and during their direct pedagogical activity. The requirements of the Federal State Educational Standard (FSES) of the third generation for the organization of the educational process allowed us to identify problematic issues that require development and long-term solutions. In this regard, prospects for further cooperation were identified, which will allow to provide the necessary methodological support to teachers of the Russian language and literature of the Republic of Tajikistan, both within the framework of philological school education and in the field of work with gifted bilingual students.