Comprehensive Educational Institution Research Articles

Exploring the influence of Islamic governance and religious regimes on sustainability and resilience planning: A study of public administration in Muslim-majority countries

This research delves into the relatively uncharted territory of Islamic governance and its impact on strategic sustainability and climate resilience planning in Muslim-majority countries. It scrutinizes the role of religious regimes in public administration and policy-making within these nations. The study employs a case study methodology, focusing on 11 strategically chosen countries within the Islamic world, and evaluates their respective climate resilience and sustainable development objectives. Forty-five reports, plans, and government documents from 2017 to 2023 re analyzed using a two-cycle coding process facilitated by software. The paper makes three significant contributions. Firstly, it addresses the academic call for understanding the positive governance of sustainable development and resilience planning in Muslim-majority countries, specifically focusing on the role of religious regimes. Secondly, it reframes the general understanding of governance in public administration related to resilience planning in Islamic countries. Lastly, it offers an understanding of religious regimes to analyze climate resilience planning. The analysis reveals several thematic categories, each representing a different resilience and sustainability planning governance aspect. The study’s results suggest that nations with the most effective plans tend to have robust economies, comprehensive educational institutions, pluralistic societies, inclusive governments, and liberal religious regimes, all of which positively influence sustainable development and climate resilience planning.

Intellectual Triumph in The Islamic Scientific Exploration of Andalusia

This article delves into the period of Islamic magnificence in Andalusia, spanning from 913 to 961 CE, under the rule of Khalifah Abdurrahman An-Nashir. It sheds light on the epoch's remarkable strides in scientific exploration, notably through the prominence of influential scholars and scientists like Ibn Rushd and Ibn Athiyyah, whose enduring contributions continue to resonate within the Islamic world. Methodologically, this research adopts a historical approach, meticulously examining pertinent books and journals to unearth the narrative of this transformative era. This study showed that central to this era's intellectual ascendance was the establishment of comprehensive educational institutions, ranging from foundational to advanced levels. A striking exemplar is the University of Cordoba, a revered seat of learning that exemplifies an integrated educational approach. Additionally, the era's scientific vitality found material expression in the creation of opulent libraries, housing collections exceeding a million scholarly volumes. The outcome of this exploration underscores the palpable intellectual dynamism that characterized the Islamic golden age in Andalusia under Khalifah Abdurrahman An-Nashir's leadership.

PEDAGOGICAL PREREQUISITES FOR SUPPORTING STUDENTS WITH LEARNING DIFFICULTIES IN INCLUSIVE EDUCATION

Responsibility for the inclusion of students with different learning needs in society should be shared equally by all: teachers, parents, education policy makers, local and national authorities, etc. It is not and should not be the sole responsibility of the educational institution, teachers and professionals of the support team. Inclusive education is an integral component of education policy, while a system of support measures is a key condition for inclusive education. Any student with learning difficulties must receive appropriate support measures in order to be able to learn in mainstream education. It is essential that student`s learning difficulties are identified as early as it is possible, so that individualised and professional support is provided on time. The humanistic pedagogical framework of the chosen teaching and learning strategy is important. Such approach consists of the varied, targeted and professional application of pedagogical approaches and methods appropriate to each student. This is an essential prerequisite for the successful implementation of inclusive education. Using theoretical research methods - analysis of literature and normative acts, as well as empirical research methods - survey, statistical analysis of results and visualisation of data, the aim of the article is to identify existing challenges and develop proposals for successful implementation of inclusive education in comprehensive educational institutions for students with learning difficulties. As a result of the study, the authors developed a number of recommendations for local authorities as school founders, school administrators, teachers and support team professionals in order to help the implementation of inclusive education at schools more effectively. The results of the study confirm the lack of resources for meaningful and effective implementation of inclusive education in educational institutions, as well as reflect the support measures applied by educational institutions for pupils with learning difficulties, identifying influencing factors in the implementation of inclusive education.

Training future physical education teachers for health-preserving activity in the conditions of an inclusive educational environment

The article highlights the problem of training future physical culture teachers for working in an inclusive educational environment of educational institutions. The aim of the study was to establish the theoretical foundations of the problem of training future physical education teachers for organizing health-preserving activity in an inclusive educational environment. The urgency of focusing research attention on the problem of training potential teachers of physical culture for the introduction of elements of sports and mass work in an inclusive educational environment on health-preserving grounds is substantiated. Scientific information on the concepts of “inclusive educational environment”, “health-preserving sports and mass work” has been systematized. It was determined that the modern inclusive educational environment is characterized by a system of value attitudes towards learning, upbringing and personal development of children with special educational needs, as well as a set of resources (means, external and internal conditions), their life activities in a comprehensive educational institution and a focus on the implementation of individual educational strategies of students. The author characterizes the peculiarity of the professional activity of a physical education teacher in the introduction of health-preserving sports and mass work in an inclusive educational environment; it consists in the need to create a barrier-free health-preserving environment in the future profession, the formation of knowledge, skills of individualization and differentiation in physical education of children with special educational needs and the development of qualities that will contribute to the success of the teacher’s implementation of an individual approach in the physical education of school students, taking into account the principles of inclusion.

Formation of Communication of Educational Institutions Using Social Networks

Objective: The article is devoted to studying the theory and development of social networks' practical aspects in the educational institutions' communication system. The relevance of the research is formed by the growing interest in social networks among young people and the problem of ineffective, outdated teaching technologies that have little involvement among students. The study aims to develop recommendations for social network use in a comprehensive educational institution's communication system. Methods: To solve the question, SWOT analysis, grouping, data analysis, synthesis, and generally scientific methods of induction and deduction are used. Results: The study's results are 1) identification of the student's predisposition to gain knowledge in social networks; 2) identification of effective ways of presentation and educational information; 3) identification of strengths, weaknesses, opportunities, and threats of social networks in the educational process; 4) assessment of the technological possibility of implementing social networks in the educational process; 5) assessment of the possibility of applying different information types for effective communication; 6) a list of recommendations for the implementation of social networks in the overall educational communications system. Conclusions: The novelty of the study is formed by a set of relevant recommendations. The practical significance lies in the implementation of the recommendations in the different countries educational systems.

Експериментальна перевірка ефективності підготовки майбутніх учителів основ здоров’я до застосування методики функціональної асиметрії мозку людини у професійній діяльності

Мета роботи – Розробити механізм оцінки рівня реабілітаційного потенціалу шляхом математичного моделювання. Матеріал і методи. 120 чоловіків з розладами психіки і поведінки внаслідок вживання алкоголю віком 25-40 років розділені на 3 підгрупи (по 40 людей в кожній): І група – з високим рівнем реабілітаційного потенціалу, ІІ група – з середнім рівнем та ІІІ група – з низьким рівнем реабілітаційного потенціалу. Проведено анкетування та клінічне обстеження для визначення факторів, які представляють важливість для багатофакторного регресійного аналізу. Результати. Встановлено, що реабілітаційний потенціал людей з розладами психіки і поведінки внаслідок вживання алкоголю є комплексним показником, який поєднує різні фактори. Серед них виявлено: клініко-функціональні, експертні, психо-біологічні та соціально-реабілітаційні фактори реабілітаціного потенціалу. В кожній групі пацієнтів вони мають свою ступінь вираженості. Виявлений кореляційний взаємозв’язок між цими показниками дозволив розробити рівняння багатофакторної регресії. Висновок. Для створення індивідуальних програм фізичної терапії та ерготерапії доцільно застосовувати багатофакторну статистично обгрунтовану математичну модель реабілітаційного потенціалу. Показано, що об’єктивна та рання оцінка реабілітаційного потенціалу сприятиме плануванню адекватних цілісних програм фізичної терапії та ерготерапії для людей з розладами психіки і поведінки внаслідок вживання алкоголю. Це дозволить підвищувати рівень реабілітаційного потенціалу протягом всього періоду впровадження у практику програм фізичної терапії та ерготерапії для таких пацієнтів. Це в свою чергу може використовуватись не тільки для відновлення звичайних видів життєдіяльності, працездатності та соціалізації, але й в якості прогностичного фактора для встановлення успішності заходів фізичної терапії та ерготерапії.

Показатели теста 6-минутной ходьбы у здоровых детей и подростков

Exercise tolerance, as a functional indicator of the health status of children and adolescents, can be determined using a simple, accessible, safe and maximally physiological out-of-laboratory 6-minute walking test (T6MX), which is based on the quantitative result of the distance traveled in 6 minutes at the submaximal load level. This test was introduced in 1963, more than 15 countries presented reference equations and formulas, percentile curves and control values for children and adolescents. In the Russian Federation, normative data developed on a large sample of children were not presented, therefore the use of the test in childhood is limited. The purpose — to create normative parameters of T6MX depending on gender and age for healthy children and adolescents. Materials and methods. A continuous one-time personalized examination was conducted of 3693 children of the I–II health groups aged 7 to 18 (girls — 48.8%, boys — 51.2%) who attended comprehensive and secondary specialized educational institutions of the Chuvash Republic. Anthropometric and physiometric measurements were carried out, all children passed the 6-minute walking test. Results. The median distance traveled by boys of the junior school group was 492.5 [435; 535.8] m, by girls — 504.8 [463; 548.5] m, by boys of the middle school group —570.5 [503.5; 614.3] m, by girls — 551.8 [519.5; 608] m, by boys of the senior school group —500.8 [452.8; 539] m, by girls — 509.5 [464.5; 548.5] m. The results of T6MX in the general population of the examined schoolchildren did not show a significant correlation with anthropometric or physiometric indicators. Conclusions. In the junior and middle school age, the distance traveled by boys was greater compared to girls; with increasing age in the senior school group, test results decrease in adolescents; 17 and 18-year-old girls walk a longer distance in 6 minutes than boys of the same age.

FEATURES OF TEACHER’S ASSISTANT WORK DURING DISTANCE EDUCATION

The article clarifies the importance of organizing high-quality distance learning. The pandemic has already forced all educators to adapt and adjust their work to remote mode. However, the war in Ukraine brought new challenges – the destruction of schools, forcibly relocated students and teachers who study and work in new schools throughout Ukraine and beyond, “dropping out” of the educational process of individual children and entire classes due to air raids, combat actions and other causes connected with war. Now, more than ever, it is important to organize high-quality distance learning, especially for children with special needs, for whom the learning process is even more difficult. Since these children have limited opportunities to quickly react and process information from the environment, it is important to introduce supportive steps into the educational process that will help minimize the effects of psychological trauma. Specialists who work with this category of children participate in the development of various content to support them using different forms of education (face-to-face, remote, mixed). They also help parents of children with special educational needs who need support and assistance with consultations and advice. Therefore, with the introduction of distance learning, the specifics of a teacher’s assistant’s work have changed somewhat. Theoretical provisions regarding the inclusive education of children with special needs are presented in the works of domestic and foreign scientists (V. Zasenko, E. Danilavichiute, A. Kolupaeva, L. Savchuk, T. Sak, O. Taranchenko, D. Deppeler, T. Lorman, D. McGee-Richmond, D. Harvey, etc.). In particular, the specifics of psychological and pedagogical support are considered, it is emphasized that the organization of the educational process in classes where students with special needs study has its own characteristics (forms, methods, involvement of various specialists, parents, etc.). Therefore, in the conditions of a comprehensive educational institution with inclusive education, one of the essential points is the creation of additional necessary conditions, provision of support and accompaniment for children of this category at the present time.

RELEVANCE AND TRENDS IN THE FORMATION OF SCIENTIFIC AND EDUCATIONAL CENTERS

The article argues for the need to create scientific and educational centers and analyzes the features of the organization of scientific and educational spaces. As a result of the study, the main trends in the formation of scientific and educational centers were identified. The main idea of the terms "lifelong learning", "adult education", "permanent education" is the development of personality and adaptation of a person to new life, social and professional experience. Such training plays an important role in the areas of employment and social security, economic well-being and competitiveness. Now there are no comprehensive scientific and educational institutions that would meet the requirements of modern society and provide a comfortable microclimate for all age groups. Therefore, the issue of organizing scientific and educational centers is extremely important and relevant for the intellectual, cultural, social and economic development of society. The SECs are focused on educating the general public and are designed to instill in their listeners a love for science and popularize it. On the basis of the studied theoretical studies, the following trends in the formation of modern scientific and educational centers have been identified: polyfunctionality; integration of the educational and business functions into production and research spaces; the characteristic architectural image of the NPC is created with the help of a symbiosis of educational and research concepts; when designing an SEC based on institutions, it is necessary to take into account the potential of existing architectural objects for scientific purposes to adapt, innovate and integrate the educational function; ergonomics, safety, comfortable conditions for all age groups of the population. An analysis of the world experience in designing scientific and educational institutions made it possible to identify the following trends: SECs must comply with the modern concept of the educational process; free planning, spatial frame structure, adaptive spaces are characteristic; in most classrooms it is advisable to use the "case method"; subordination to the context of the surrounding development and integration into the existing landscape; characteristic is the ability to transform spatial and architectural-figurative structures; combining in one block of related disciplines that complement each other; "dynamic" adaptation of scientific and educational spaces in order to optimize and supplement or change the functional purpose. The main functional groups of SECs have been identified. The Scientific and Educational Center is a kind of partnership that integrates all types of education, the capabilities of universities, scientific organizations, industrial base and business to accelerate technological development, master advanced industry technologies, provide a basis for gaining practical experience in creating intellectual results and mastering style of scientific activity, formation of ideas about future professional activity.

Техника рисования гуашью в обучении натюрморту китайских учащихся старших классов

The aim of the paper is to describe the features of studying gouache techniques in painting by the example of teaching still life to Chinese schoolchildren in comprehensive educational institutions. The article discusses the main methods and techniques of working with gouache, as well as the basics of composition in building a still life in the course of teaching Chinese schoolchildren. The scientific novelty lies in the formation of methodological recommendations for teaching still life drawing to Chinese schoolchildren in comprehensive educational institutions based on Russian scientists’ works. As a result, it is shown that teaching gouache still life expands Chinese schoolchildren’s understanding of the methods and ways of still life drawing and contributes to the formation of skills in building a composition and image in a harmonious ratio of form and color; a plan for painting a gouache still life for high school students of the Chinese school is proposed.

Provision of comprehensive secondary schools with teaching staff holding university-level degrees: With the main focus on the regions of the Russian Federation

Introduction. The current socio-political and economic situation in the Russian Federation requires significant reorientations of the Russian economy towards import substitution, the development of high-tech and social technologies, and a considerable renewal of the service sector. This, in turn, sets priorities for the entire Russian education system. Rapid changes in technological processes, the development of digitalization and artificial intelligence, the rapid obsolescence of knowledge and the need to update it, and the increasing processes of globalization require teachers to constantly advance their professional competences, have stable civic position, understand the vector of government policy and nurture the appropriate educational attitudes in the younger generation, to take part in the formation of a national-cultural consciousness, a conscious sense of national cultural peculiarities and the unity of the Russian people, taking into account the uniqueness and specificity of living in various Russian regions. The article discusses some regional features of staffing educational settings and examples of solving the national tasks of identifying professional deficits within regional educational systems, measures to support teaching staff, and strategies and mechanisms of state regulations in the field of education. The purpose of the study is to reveal the characteristic features of staffing comprehensive schools with employees holding university-level degrees in the regions of the Russian Federation. Materials and Methods. The article presents the results of investigating the representation of teacher education in the regions of the Russian Federation. The study was conducted using a comparative analysis of official statistical data on comprehensive secondary educational institutions (‘OO-11’ reporting form) and on Higher educational institutions (‘VPO-1’ reporting form). The research methods also included a sociological survey of Local Educational Authorities within the regions of the Russian Federation. Results. The research has revealed the need for teaching staff identified by Local Educational Authorities, the most common mechanisms for solving the problem of teacher shortage in the regions of the Russian Federation, and the mechanisms used for identifying the needs for teaching staff. The prevailing mechanisms of revealing the interest of children and youth in career in education and teaching are determined. The survey indicated the most common measures of support for teaching and education staff in the regions by Local Educational Authorities, directions for improving the quality of initial teacher education and other aspects related to the provision of regional education systems with teaching staff, and the quality of induction and mentoring systems for newly qualified educators. The results of the survey are selectively presented in the article. Conclusions. The results obtained can be used by the state authorities of the subjects of the Russian Federation, federal districts of the Russian Federation, and higher educational institutions to improve the efficiency of regional models of teacher education, integrating them into the national educational system of teacher education.

Изучение образовательных потребностей абитуриентов с инвалидностью

Background. The presence of health limitations and disabilities of students affects the structure and content of their educational needs. In some cases, these students may require special counseling in career guidance, assistance in social and psychological support in the process of acquiring education. Aims. The purpose of this study was to analyze the educational needs of applicants with disabilities and develop recommendations to expand the accessibility of higher education for this category of youth. The research was carried out as part of the State task of the Ministry of education and science of the Russian Federation. Methods and procedures. The researchers monitored the educational needs of applicants with disabilities using the survey method in the form of an online questionnaire. Outcomes and results. The article presents the results of monitoring the educational needs of 170 Russian school graduates with disabilities and health limitations who studied in 16 comprehensive educational institutions, where students of the 11th grades were trained and who expressed a desire to participate in the monitoring. The research was carried in the assigned territory out as part of the State task, which includes 7 constituent entities of the Russian Federation: the Republic of Bashkortostan, Mari El, Tatarstan, the Udmurt and Chuvash Republics, the Orenburg and Kirov regions. Conclusions and implications. Based on the analysis of the monitoring results, recommendations for regional and municipal authorities and educational organizations subordinate to them were developed. The recommendations are aimed at positioning ways to increase the accessibility and quality of higher education for persons with disabilities, their further employment and career growth.

THE DEVELOPMENT OF INCLUSIVE SCHOOL EDUCATION IN THE FEDERAL REPUBLIC OF GERMANY

Introduction. The process of formation and development of inclusive school education in Germany is revealed in the article. The relevance of inclusive processes development is shown in the context of single system of European educational environment. The ways of inclusion and inclusion education development are consider, taking into the account of history and features of socio-political and administrative-territorial system of the country. Purpose – the analysis of the development school inclusive education features in the conditions of Germany and possibilities of the using constructive ideas of German experience in the field of inclusive education in the conditions of Ukraine. Results. The important place in the publication has a brief overview of the process of special education formation in Germany from the beginning of the ХVІІІ century till 80-s years of the ХХ century, when the segregative approach in the school education system was replaced by integrative approach, which led to close cooperation between comprehensive and special educational institutions in order to organize the learning and provide pedagogical assistance to kids-teenagers with limited educational opportunities, who in mass schools cannot be effective without special assistance. Features of the learning organization for children with special educational needs in the conditions of inclusive education in Germany, schools, which exemplary organize joint learning of children with special needs and ordinary children together, were revealed on the basis of the analysis of the domestic and foreign scientific works. As the example, the work experience of Erika-Mann-Schulein Berlin-Wedding school, which is developing as “school for all children” since 1998 and the primary school named after A. Fleming, which began teaching children with limited opportunities 45 years ago and uses the elements of Maria Montessori methodology, were revealed. Germany’s success in the implementation of inclusive education as the effective form of education for the children with special educational needs was noted. The development of the theoretical and methodological fundamentals of inclusive education and the carrier guidance system for this category of children deserves attention. A number of the shortcomings in the work of the inclusive schools, which are caused by the gap between different federal lands regarding the number of children with special needs, who visit comprehensive schools, insufficiently developed infrastructure, unpreparedness of separate teachers, etc. In the formulated conclusions was emphasized the possibility of applying certain ideas of FRG experience in the system of inclusive education in Ukraine, which correspond to the general European tendencies of development and main directions of further scientific research of this issue.

Practical implementation of the inclusive education system and its impact on the development and socialization of the children who need mental and physical development correction

Recently the researchers in Ukraine have become increasingly interested in the issues of special and inclusive education for the children with psycho-physical development peculiarities or disabilities (children with special needs), since the number of such children increases with every passing year. More than 160 thousand children in Ukraine (from birth to 18) need social support. Many recent studies have focused on the problem of inclusive education as a means and mechanism of ensuring equal rights for the children with different levels of psycho-physical development to receive educational services at the schools in their residence location, in favourable teaching and learning surroundings of a comprehensive educational institution. This, in its turn, requires appropriate methodological, pedagogical and psychological support. However, the study has revealed that inclusive education in Ukraine is predominantly spontaneous, not systemic. It concerns, first of all, the preschool education stage: a significant percentage of children with special needs do not receive appropriate educational and corrective-compensatory assistance, since until recently it has not been stipulated and specified by the educational curriculum at the state level, in particular regarding preschool education. However, the term «inclusive» implies not only the provision of education for children with peculiarities of psycho-physical development, but also their spatial placement in a general group of schoolchildren, providing them with equal appropriate opportunities for success in the learning process. Therefore, if we want the process of inclusiveness to work successfully, we have to change the environment, in which a child with psycho-physical disorders is placed. In addition, it should be taken into account that inclusive education combines a wide range of values, principles and methods aimed at ensuring effective and highquality education for all pupils, heightening the capabilities of everyone. The purpose of the article is to present the key findings of the research on the practical implementation of the inclusive education experimental model and its impact on the development and socialization of the preschoolers with psycho-physical disorders. It has been proved that the effectiveness of the practical implementation of the model greatly depends on a correct combination of the method utilization stages in the conditions of a comprehensive preschool educational institution, laying emphasis on the formation of a tolerant attitude towards people who need correction of psycho-physical development.

HISTORY OF INCLUSIVE EDUCATION IN INDEPENDENT UKRAINE: SOCIAL LEGAL ASPECT

Inclusive education is based on an ideology that ensures equal treatment of all people, eliminates any discrimination against children, but creates special conditions for children with special needs. Inclusive education involves creating an educational environment that meets the needs and capabilities of each child, regardless of their particular needs. The purpose of the study is to highlight and analyze the process and stages of becoming inclusive education in Ukraine; identification and characterization of innovative aspects in a particular period of inclusive development of education. Through the use of methods of analysis, synthesis and generalization of legal acts and documents the main stages of formation of inclusive education have been identified. Results and practical value. It has been found out that the development of inclusive education is a natural stage of the special education system development, connected with the society and the state rethinking of the disabled with the determination their right to equal opportunities in different spheres of life, including education. Inclusive education is proved to be a system of educational services based on the principle of ensuring the basic right of the child to education and the right to obtain it at the place of residence, which provides the education of a child with special educational needs in the context of a comprehensive educational institution. Prospects for further research. The study and analysis of the establishment and provision of social inclusive education programs in integrated territorial communities has been identified.

СТРУКТУРНО-ФУНКЦІОНАЛЬНА МОДЕЛЬ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНИХ МОВ ДО ПРОЕКТНОГО НАВЧАННЯ: ТЕОРЕТИЧНИЙ АСПЕКТ

У статті представлено теоретичні аспекти процесу конструювання моделі підготовки майбутніх учителів іноземних мов до проєктної діяльності в закладах загальної середньої освіти; висвітлено наукові підходи до її створення: системний, особистісний, діяльнісний, компетентнісний, контекстний, міждисциплінарний і рефлексивний.
 Модель представлено в єдності та взаємодії таких змістових блоків, як: цільовий, теоретико-методологічний, організаційно-методичний та діагностико-результативний. Виокремлено критерії готовності майбутніх педагогів до проєктного навчання: мотиваційно-ціннісний, когнітивно-пізнавальний, операційно-діяльнісний та рефлексивно-оцінний.

МУЗИЧНЕ СЕРЕДОВИЩЕ УКРАЇНЦІВ: РЕАЛІЇ ТА ПЕРСПЕКТИВИ


 
 
 The article analyses the state of musical environment in contemporary Ukraine. It is noted that musical environment is a complex heterogeneous phenomenon which is formed in the process of musical activity and includes all its components: creativity, performance, spreading and perception. At the macrolevel musical environment includes all musical sound atmosphere of the Earth. At the microlevel – it is a direct musical surrounding of the individual. The article focuses only on some factors which influence the state of contemporary Ukrainian musical environment: mass musical teleproduction, teaching music in comprehensive educational institutions, musical education and education for adults, festivals, specific character of regional music playing. In conclusion it is noted that “improvement” of one of the mentioned kinds of musical activity cannot change considerably surrounding sound reality. «Reformation» of musical environment as well as other spheres of social existence implies complex approach.
 
 

РІВНІ СФОРМОВАНОСТІ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ КОМПЕТЕНТНОСТІ ПЕДАГОГІВ ЗАКЛАДІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

У статті представлено результати дослідження рівнів інформаційно-комунікаційної компетентності педагогів загальноосвітнього навчального закладу. Здійснено аналіз сучасного досвіду використання інформаційно-комунікаційних технологій у практичній діяльності педагогів України та світу. Співставлено існуючі вітчизняні і світові підходи до оцінювання ІК-компетентності педагогів. Наведено результати емпіричного дослідження рівнів інформаційно-комунікаційної компетентності педагогів загальноосвітнього навчального закладу. Визначено критерії ІК-компетентності педагогів: інформаційний (обізнаність із ІКТ, розуміння їх сутності та ролі в навчальному процесі); мотиваційний (інтерес та потреба впровадження); діяльнісний (уміння використовувати їх на своїх уроках та при підготовці до них, здатність самостійно створювати відповідну інформаційну та навчально-методичну продукцію та системно застосовувати у своїй професійній діяльності). Критерії відображено в 3-х рівнях: базовому, технологічному, творчому. Сучасний стан використання ІКТ у роботі педагога виявив значні потенційні можливості для ефективної модернізації шкільної освіти на основі оновлення технічного арсеналу засобів навчання, оптимізації виконання існуючих державних програм, спрямованих на інформатизацію, комп’ютеризацію та оновлення матеріально-технічної бази шкіл, надання їм вільного доступу до мережі Інтернет. Встановлено, що в процесі використання сучасних ІКТ на уроці підвищується зацікавленість учнів до предмета, мотивація пізнавальної діяльності та активність на уроці. Підвищення рівня ІК-компетентності педагога виступає важливою передумовою забезпечення якості освіти, сприяє формуванню ІК-компетентності учнів. Інструменти та механізми оцінювання ІК-компетентності педагога дозволяють впливати на зміст, форми і методи методичної підготовки вчителів. Це створює можливість оптимізації використання ресурсів навчального середовища та підвищення ефективності професійної діяльності педагога відповідно до вимог інформаційного суспільства.

.Восстановление материальной базы и кадрового состава учебных заведений Краснодарского края после освобождения от оккупации (1943–1945)

The paper describes the issues of reconstruction of schools and educational institutions of the labour reserves of the Krasnodar region in 1943–1945. The rehabilitation of educational institutions in the province was carried out in accordance with the instruction of the USSR People’s Commissariat of education, which followed up with the local authorities the tasks of determining the material damage caused during the hostilities, organizing the reconstruction of schools and recruitment for educational institutions. The author notes that in the summer of 1943, repair and construction of secondary schools with the active participation of teachers and students were started in the region. Considerable attention is paid to the personnel policy, had being realized with firing those teachers that had been on the occupied territory and attracting young teachers from the best graduates of schools of the region. As a result of active work of local authorities, teachers and students in the wartime conditions most part of comprehensive schools and educational institutions of labor reserve system operating in region before war was restored.

The Use Of International Experience In The Framework Of Skill Enhancement Course For Unesco Aspnet Educators

The relevance of the present issue is caused by a strong need to adapt educational curriculum of teacher training courses to the requirements of ever-more connected world and emerging of Knowledge Societies for fostering quality education and global citizenship principles at regional, national and international levels. The aim of the study is to demonstrate the pedagogical and humanitarian potential of adding UNESCO global agenda issues into career development programs for teaching staff on the example of successfully completed release of training course in Kazan, Russia. The key research method used within empirical approach was the study of the educational structure activity (extended courses “UNESCO ASPnet teacher”), monitoring of training materials and pedagogical observation. The research resulted in the conclusion that addressing global social, cultural, and educational issues is extremely beneficial to students and practicing teachers, providing the formation of a new outlook and understanding of global coherence and responsibility, boosting their personal and professional development. The article is of practical interest for acting and potential project participants, instructors and managers from secondary comprehensive, vocational, tertiary and extended educational institutions.