Development Of Domestic Education Research Articles

Development of domestic education based on the use of innovative educational technologies in the context of new challenges

Aim. To consider the role of modern education in the context of using innovative educational technologies in the context of new challenges.Tasks. To determine the trends in the development of domestic education; to analyse the modern challenges that affect it; to consider the impact of digitalization of the educational process on the educational potential of students.Methods. This article traces the development of domestic education in various aspects with the help of general methods of scientific cognition. The tendencies characteristic of the current state are revealed, as well as the necessity and directions of further development of domestic education are determined.Results. The main trends in the development of domestic education in the Russian Federation (RF) and modern challenges that affect it are highlighted. Various training needs, questions about the choice of individual educational trajectory, specific pace of learning material mastering, emphasis on self-education, the need to comply with scientific and technological changes are analysed. The influence of digitalisation of the educational process on the educational potential of students is considered.Conclusions. The conclusion about the need for further transformation of education is formulated. In the conditions of new challenges it is necessary to introduce new innovative educational technologies in the educational process and to meet the modern demands of the market and society.

«Axiological Turn» in Russian Education: Position of Subjectivism

Reflective theorizations about the state and prospects for the development of domestic education clearly recognize two trends in its future – continuity and individualization. In addition, the tendency of an “axiological turn” in the sense of education as a value and the value of education itself is clearly articulated. Modern pluralism of educational practices indicates the possibility of an individual to become the main subject of a new type of educational interaction based on independent institutionalization. Does the trend of “axiological turn” have ontological grounds for the sanctioned possibility of free change in the subjectivity of an individual in the educational space on fundamentally new methodological grounds? Or is it a continuation of the methodological tradition of axiological subjectivism? In order to find the foundations of a new axiological tradition in the educational space, a theoretical formalization of the category of “value” in the historical and philosophical tradition is being developed, and the results of this formalization are projected onto modern Russian education.On the one hand, the interpretation of educational values as skills, abilities and competencies is nothing more than an objective requirement of a dynamically changing socio-cultural situation with its ever-increasing uncertainty. On the other hand, the “axiological turn”, to a much greater extent, is associated with a change in the value orientations of the individual him/herself. This, with a special degree of efficiency and dynamism, is expressed in a change in the nature of educational-individual trajectories towards the professionalization of educational practices with a simultaneous strengthening of their meta-component. It is emphasized that meta-skills, along with existential skills, are the general vectors in the development of the axiological ecosystem of education. Based on the historical and philosophical review of the understanding of values and ideas about education as a way of reproducing culture (in the dialectic of alienation and appropriation of social values), the conclusion is formulated that modern concepts of the reversal of educational practices are, to a certain extent, private explications of axiological subjectivism.

Аналитический обзор исследований в рамках научной школы экзистенциальных подходов в педагогике М.И. Рожкова

Based on the study of publication activity in the Journal of Pedagogical Research, trends in the development of modern domestic pedagogical science are analyzed in the framework of the implementation of theoretical, methodological and practice-oriented ideas developed in the scientific school of existential approaches in pedagogy under the guidance of Doctor of Pedagogy, Professor Mikhail Iosifovich Rozhkov. It is shown that in modern socio-cultural conditions, the implementation of educational practices based on ideas that embody the meanings of the existential strategy of educating a free personality is especially relevant. Our research has shown that the leading trends in the development of domestic education at the present stage, embodying the ideas of existential approaches in pedagogy, are: the use of subject-oriented technologies in the educational process, the organization of a personality-developing educational environment at school, pedagogical support for the self-development of children and adolescents in conditions additional education, the specificity of the forms of training teachers for the implementation of pedagogical support for self-development and self-realization of students in conditions of additional education, stimulating self-development and self-realization of students in a value-oriented educational environment. The study was carried out with the financial support of the Russian Foundation for Basic Research within the framework of scientific project No. 20-013-00616.

Повышение квалификации учителей математики и информатики на основе командного подхода для устранения методических дефицитов осуществления критериальной оценки учебных достижений школьников

The widespread introduction of a criterion system for evaluating the educational results of schoolchildren is an actual and significant direction of the development of domestic education. The article is devoted to the problem of eliminating methodological deficits of teachers in the development of criteria assessment tools for the current control of subject results of teaching mathematics and computer science in primary and high school. The article describes the method of organizing advanced training of teachers of mathematics and computer science on the basis of a team approach that contributes to the practical implementation of the intra-school system of current control of students ' academic achievements on a criterion basis. The article presents an approach to the implementation of an additional professional training program for teachers of mathematics and computer science on the basis of "team training", focused on the development of professional skills necessary for conducting procedures for the current control of subject learning outcomes, the Department of Mathematical Education and Computer Science of St. Petersburg Academy of Postgraduate Pedagogical Education.

Trajectories of Education Development: from 1960s to 2000s

The article is devoted to the analysis of the formal and substantive aspects of the development of education in the process of forming a single European educational space. The formal conditions for the integration of education (the development of common quality criteria, the choice of educational trajectories, the mobility of students and teachers) were considered by default as arising from the European concept of individual rights and freedoms. The content of education in the post-industrial era, when society refuses to impose strict value and behavioral imperatives on the individual, is aimed at ensuring a level of autonomy of the subject that would allow him not only to realize his creative potential, but also to determine his life goals and meanings. In this regard, an important task is to develop the theoretical and conceptual foundations of the leading trends in the transformation of the educational system - personalization, autonomization of the subject, the introduction of projective techniques, recognition of the leading role of creative activity. The conditions for Russia's entry into the Bologna process and the thesis about the alienness of the standards introduced in this regard for national education are analyzed. It is shown that the cognitive foundations of design and creative activity, as well as the ideas of intellectualization of education, developed in the 1960s in Russian philosophy, psychology and pedagogy, can be used as methodological foundations for reforming Russian education. The possibilities of using the activity paradigm as a conceptual framework for developing a teaching methodology, a methodology for the formation of critical thinking and project activity are shown. This allows us to conclude that there is still variability in the trajectories of the development of domestic education, which can be based both on methodological and technological advances, as well as cultural and anthropological perspectives.

Регионализация как основа модернизации современного музыкально-педагогического образования

The article is devoted to the relevant problem of regionalizing modern musical and pedagogical education. The purpose of the study is to identify the structural components of the content of the regional ethno-grade component of multinational Stavropol in the musical and pedagogical formation of the region, as well as the study of the patterns of their interaction. In accordance with the purpose of the article, a source-edge analysis of scientific sources on issues, as well as a comparative analysis of the inclusion of local lore content in the content of educational material at different historical stages of the development of domestic education. The scientific novelty is characterized by a new cultural approach to the development of the content of the regional component of multinational Stavropol in the musical and pedagogical formation of the region. As a result, the model of the bachelor's training program in the direction of the preparation of future music teachers in providing their professional competencies on the implementation and implementation of a regional ethno-grade component into a community pedagogical practice is proposed.

Women’s vocational education 1890–1990 in Finland and Sweden: the example of vocational home economics education

ABSTRACT This article argues that women’s vocational education needs to be viewed in relation to the development of vocational education and training (VET) more broadly. The history of women’s VET is also a history of the term “women’s education” itself and how, almost a century after it was introduced, this term is hardly used. Instead, we see gendered vocations and vocational programmes that predominantly recruit women. The aim of this study is to investigate and compare the rise and fall of VET specifically targeting women in Finland and Sweden, in particular the kind of VET described in educational policy during the 20th century as education that was predestined for women. What societal motives underpinned the establishment and development of domestic education as VET? How can we understand the dismantling of education targeting women? Our primary sources are government inquiries concerning VET for women and previous research in this field. We argue that the reasons for the development of women’s VET reflect not only how certain social groups understood societal needs at the time, but that developing VET was a response to the increasingly significant but complex roles women played in the public arena.dv

Политехнизация школы в Центрально-Черноземной области в 1931–1933 гг.

We examine various aspects of the introduction of polytechnic education in educational institutions of the Central Black Earth Region. The relevance of the study is justified primarily by the fact that this aspect of the development of domestic education has not been previously studied, and also by novelty of archival documents introduced into scientific circulation for the first time. We focus on the legislative consolidation of the principles of polytechnism in the framework of the educational reform in the early 30s of 20th century, as well as on the theoretical understanding of the technological aspect of the educational process. The purpose of this research is to study the state policy aimed at developing labor training and education in lower and secondary educational institutions and implementing its aspects in the Central Black Earth Region. The study analyzes the measures taken by the regional authorities within the framework of implementing the party’s policy on education polytechnization: increasing the number of workshops and workrooms, purchasing equipment, assigning household plots to schools, organizing clubs and competitions, conducting excursions to enterprises, improving the skills of school employees and librarians, helping them establish contacts with enterprises and allocating them experienced engineers and technicians to work in schools. We examine the difficulties that accompanied school polytechnization. They included: poor equipment of workshops, low qualifications of instructors and teachers, unwillingness of managers of a number of organizations to meet halfway with schools, formalism in organizing socialist competitions and contracts with enterprises, underestimation by school administrators and teachers of the importance of technical training. In conclusion, we summarize the achievements and shortcomings of the polytechnic aspect of the educational process in the Central Black Earth Region of the early 1930s, and outline further prospects for labor training in Soviet schools.

ВИКОНАННЯ СПЕЦІАЛЬНОГО ЗАВДАННЯ З РОЗКРИТТЯ ЗЛОЧИННОЇ ДІЯЛЬНОСТІ ОРГАНІЗОВАНОЇ... ГРУПИ ЧИ ЗЛОЧИННОЇ ОРГАНІЗАЦІЇ У СФЕРІ МІЖНАРОДНОГО СТУДЕНТСЬКОГО ОБМІНУ

One of the important factors in the development of our state is a student exchange with other countries. This type of international cooperation not only contributes to the establishment of a positive image of Ukraine and the strengthening of business and friendly relations with other states, but also produces a significant positive impact on the development of domestic education and science, enriches the state budget for foreign exchange earnings from abroad. But along with the positive results of international student exchange programs, there are negative ones. The situation in the sphere of international student exchange programs is characterized by criminalization, the rapid spread and active transformation of various schemes of criminal activity, which, among other things, poses a threat to the national security of Ukraine. During the detection and pre-trial investigation of these crimes, a number of problems arise. A significant part of them is related to the use of the institute of covert investigative (search) actions and the corresponding operational and investigative measures. One of these actions is the performance of a special task to disclose the criminal activity of an organized group or criminal organization, provided for by Art. 272 of the Criminal Procedure Code of Ukraine. In the practical implementation of the provisions of this article to detect and investigate crimes in the sphere of international student exchange program, a number of legal and organizational issues arise that require a scientific solution. The purpose of this article is to identify the issues of using the execution of a special task to disclose the criminal activities of an organized group or a criminal organization in uncovering a pre-trial investigation of crimes in the sphere of international student exchange, and suggest their solutions. This study found that ensuring the effectiveness of the execution of a special task to disclose the criminal activities of an organized group or a criminal organization in the fight against crimes in the sphere of international student exchange program needs to improve the legislative and subordinate normative and legal regulation of this operational and investigative activities and the corresponding covert investigative (search) actions. The organization of the execution of a special task within the framework of counteracting crimes in the sphere of international student exchange program shall: on the one hand, be based on the provisions adopted in theory and practice of operational investigative activity, and on the other, take into account the specifics of organized criminal activity in this sphere. It is necessary to take into account the specific type of criminal formation, among which we distinguish the following: a) transnational criminal groups; b) transnational criminal groups that specialize in trafficking Ukrainian citizens to other countries; c) transnational criminal groups that specialize in the illegal deprivation of liberty of foreigners who have arrived in Ukraine to receive higher education, extorting ransom for their return, their labor and other exploitation; d) transnational criminal groups that specialize in smuggling objects and substances prohibited for free circulation, as well as cultural property; e) transnational criminal groups with a terrorist orientation; f) Ukrainian criminal corruption groups; g) criminal groups formed in Ukraine on an ethnic basis with the participation of foreign students; h) other criminal groups formed in Ukraine with the participation of foreign students.

Фінансова автономія ВНЗ як ресурс забезпечення якості освіти

У межах даної статті розглянуто та проаналізовано впровадження фінансової автономія закладу вищої освіти та її сплив на забезпечення якості освіти. Основою реалізації дослідницької мети є використання таких методів, як логічний, аналіз (проаналізовано основні складові фінансової автономії закладу вищої освіти), синтез (визначено практико-прикладні аспекти реалізації процесу фінансової автономії, визначено основні проблеми, що виникають у процесі формування та функціонування фінансової автономії закладу вищої освіти), аналітичний (сформульовано рекомендації щодо розвитку фінансової автономії закладу вищої освіти в Україні). На основі проведеного аналізу визначено, що набуття фінансової автономії закладами вищої освіти, та отримання можливості створення ендавменту кардинально вплине на забезпечення якості освіти закладу – підвищить якість підготовки спеціалістів, їх конкурентоздатність на ринку праці та буде стимулювати розвиток науки. Ство¬рюючи ендавмент, як ресурс довготривалого розвитку, визначаються і нові підходи щодо розвитку вищого навчального закладу, залучаючи кошти благодійників, а також створюються нові механізми прийняття управлінських рішень. Держава має перейти до рівноправних партнерських відносин із вищими навчальними закладами, формувати нові підходи розвитку вітчизняної освіти, що відповідає сучасним світовим вимогам.

Истоки отечественного образования: культурно-исторический аспект

Formation and development of domestic education, including
 professional, is the long and difficult process caused by
 influence of a number of factors of historical, socio-cultural, ideological
 and political and economic nature. Within this article we
 consider it expedient to analyze some tendencies of educational
 culture during the era of the XVII — beginning of the XVIII century,
 significant for the domestic pedagogical direction, which
 predetermined further forming of the Russian national educational
 system in integration of its educational, spiritual and moral,
 training and professional components. Formation of system of
 domestic professional education and spiritual and moral education
 served as a prerequisite to further development and strengthening
 of line items of the Russian state in the world community.

Significance of spiritual factor and ethnocultural traditions in the development of domestic education

Significance of spiritual factor and ethnocultural traditions in the development of domestic education