Development Of General Education Research Articles

General education in Taiwan’s universities: Development, challenges, and role

General education is closely tied to universities because the holistic and liberal elements of modern general education are key ideals of both traditional Chinese and Western universities. General education plays a key role in the sustainable development of universities and the realization of their educational ideals. This study discusses the development and challenges of general education in Taiwan’s universities, and the role of general education in the sustainable development of universities. According to a literature review, this study explores the following roles: (1) general education as the foundation of university professional education; (2) general education reform as the foundation of university education reform; (3) general education as the educational ideal of universities; (4) general education as a solution for the “knowledge-only” and “dehumanization” problems of universities; (5) general education as a buffer between technology and humanities in universities; (6) general education as a tool for the enrichment of university culture; and (7) general education as a means to achieve the goals of universities and promote their sustainable development.

An exploratory study on the mode and method of general education and training for general practice undergraduates: a narrative review.

ObjectiveTo learn from the experience of foreign general practice education mode, and to exploratory study on the mode and method of general education and training for general practice undergraduates in China.BackgroundThe rise of general practice medicine addresses the lack of holistic attention to patients in specialist medicine. General practice education is an important means of training general practice skills, but the development of general practice education in China is not yet matured.MethodsBy using the method of comparative education, taking the United States, Australia, France and Britain as examples. This article makes a comparative analyzes the status of general practice education in foreign countries and discusses the development of undergraduate general practice education in China from four perspectives: national policy, teacher resources, curriculum system, and education training modes.ConclusionsThe four countries attach great importance to general practice education, with mature training methods, registered practice and continuing education. It is hoped that this article can establish and improve the policy system for the development of general subject teachers and optimize the inclusive, assessment and evaluation system of general practice teachers. In addition, more attention should be paid to general practice scientific research to create a teaching team with high standards, high quality, and high scientific research literacy and to form standardized scientific teaching methods that promote the development of general medicine education and training through high-quality teaching experiences. In addition, more attention should be paid to general practice scientific research to create a teaching team with high standards, high quality, and high scientific research literacy and to form standardized scientific teaching methods that promote the development of general medicine education and training through high-quality teaching experiences.

The development of general education in the Soviet Union in the second half of the XX century: searches and results

The development of general education in the Soviet Union in the second half of the XX century: searches and results

Итоги первого полугодия реализации межведомственных комплексных планов по доступности всех уровней образования, отдыха, профориентации и занятости

The materials of the conference dedicated to the results of the first half of the implementation of the Interdepartmental Comprehensive Plan to increase the accessibility of secondary vocational and higher education for people with disabilities and disorders, as well as the Interdepartmental Comprehensive Plan for the development of inclusive general and additional education, children's recreation, and the creation of special conditions have been published for students with disabilities and disorders. The conference took place on July 29, 2022 in Moscow (Russia).

ДЕЯКІ АСПЕКТИ РЕФОРМУВАННЯ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ В УКРАЇНІ У КОНТЕКСТІ КОНЦЕПЦІЇ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

The paper considers the development of general secondary education in Ukraine over the last century. The relevance of this article lies mainly in the analysis of the basic principles of implementation of the NUS (New Ukrainian School) reform and is also aggravated by such problems as the reduction in the number of general secondary education institutions, the establishment of support schools and lyceums, provision of transportation for students and teachers, development of appropriate infrastructure, etc. To achieve the purpose of the study the following tasks were identified: to study the dynamics and trends of general secondary education development, to analyze the situation in this area within the regions of Ukraine, to identify the problems in the reforming of general secondary education in terms of meeting the requirements for specialized education. The Law of Ukraine «On Complete General Secondary Education» was analyzed in detail and the main changes and amendments to this document were described on the example of statistical educational indicators. The article also addressed the problem of the gap in the provision of educational services between urban and rural schools. The results of the survey showed that the analysis of the development of specialized education in Ukraine was not fully studied. There are already some differences between regions in terms of the number of general secondary schools and the number of students in them. The proposed reform to create a network of lyceums would significantly increase the area to be served by one institution, which would exacerbate the problem of transporting students and teachers to schools, increase the time spent there, as well as actualize other infrastructural issues.

ІННОВАЦІЯ ЯК ТРЕНД РОЗВИТКУ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ: ДОСВІД США

The aim of the study was to analyze some educational innovations in secondary education in the United States with a projection on the Ukrainian education system in terms of its reform and integration into the world educational space. Based on scientific analysis, the concept of educational innovation is specified. It is stated that innovation is not only an innovation but also the ability to think anew, to rethink existing theories and rules. The issue of financing educational innovations has been updated. The results of the introduction of an educational voucher in the US secondary education system on the example of individual states and the impact of the voucher system on the formation of the competitiveness of secondary education and improving the quality of educational services are studied. The results of Indiana’s largest school voucher program, Indiana’s Indiana Choice Scholarships program, are reviewed. The concept of the «digital divide» in the context of the transition to distance learning is studied. It is substantiated that for modern Ukrainian society the most important task is to develop promising guidelines for development and effective practices of educational innovations, reforming the educational system by transforming it into an effective model of education that would meet international standards. It is concluded that the digitalization of education requires appropriate technical and information support, including the development and implementation of a national IT strategy, ensuring equal access to e-learning resources, the formation of digital competence in students and teachers. Recommendations are offered that may be a prospect for the development of general secondary education in Ukraine based on the positive experience of the United States

Розвиток закладів загальної середньої освіти в умовах відродження незалежності України

The article substantiates the particular features of the development of general secondary education institutions in Ukraine at the end of the twentieth century. It is emphasized that during this period there were significant educational transformations, which were marked by general professionalization of secondary education aimed at training qualified workers in various fields of industry, the promotion of democratic practices in the use of educational innovations (pedagogy of cooperation, the priority of humane relations in teaching and student groups based on individual characteristics of each person, mutual trust, respect and love, reasonable demands, organization of the educational process on the basis of creative acquisition of social experience and modern culture). It is determined that the improvement of theoretical concepts were aimed at developing the principles and laws of the educational system using modeling technologies. The school (the educational institution) is considered to be an integral living organism, a phenomenon of pedagogical reality, which is interrelated and possesses an important function to educate the individual. It is clarified that at the end of the twentieth century, progressive ideas regarding the development of general secondary education institutions were actively developing.They concerned the prospective development of general secondary education in the context of the development of Ukrainian statehood; the creation of a national state educational policy; activation of wider participation in educational reform of public, pedagogical and cultural leaders in order to form a national education system; revival of the Ukrainian school on the basis of European values and innovative principles. The author characterizes and analyzes the normative legal sources, in particular the concepts that had a synergistic effect on the development of education curricula, on the formation of different types of educational institutions, and the system of management in general secondary education. Keywords: institution of general secondary education, types of educational institutions, functions of an educational institution, educational policy.

Global imperatives of economic component development of general secondary education in Ukraine

A literary analysis of economic issues of financing education by the state, in accordance with international law and globalization of the world economy in order to implement the right to quality education is presented. A conceptual analysis of the system of improving the financing of educational institutions in Ukraine, in particular the specifics and various mechanisms for raising funds and international cooperation of developing countries with developed countries and international programs has been conducted. In addition, the results of international assistance to Ukraine, including financial assistance at the level of general education – international charitable assistance in the form of an international project "House of Europe", within the international programs "Erasmus +" and "European Solidarity Corps" are analyzed. The international program "House of Europe" is presented, which supports creative cooperation between Ukrainian organizations, educational institutions and their partners from the EU and the UK, finances the development of cultural infrastructure and educational programs for young people. Also presented is the Erasmus + Program (2021–2027), an EU program to support and develop education, training, youth and sport in Europe. The program focuses on the social integration of young people, the environmental and digital development of developing countries, and the participation of young people in democratic life.
 According to the results of joint activities within the international program / project "House of Europe", the international program "Erasmus" and the European Solidarity Corps, the most defined criteria for the quality of general secondary education are identified, namely: objective assessments of educational institutions - student performance tests, the probability of successful entry into prestigious colleges and universities after graduating from primary and secondary school; as well as subjective assessments - attendance of classes, received assessments (success), students' interest in certain training courses / programs, taught in an educational institution.
 Statistics on the activities of the "ESC Summary" / European Solidarity Corps and "Erasmus +" for 2019–2020 according to the reporting "ESC Summary" / European Solidarity Corps and "Erasmus +" are presented

Socio-geographical aspects of formation of the general educational complex of regions of Ukraine

The article considers spatial differences in the development of the general educational complex. The main indicators that characterize the level of development of the general educational complex are the coefficient of concentration, the coefficient of localization, social density, the quality of students' knowledge, the number of teachers, and others. Based on these indicators, 5 groups of regions were identified according to the level of development of the general educational complex using Kohonen's self-organizing feature map. As of January 1, 2020, there were 14,815 general secondary education institutions inUkraine, with 437,981 teachers and more than 4 million students. In general, inUkraine, there is significant spatial differentiation in the level of development of general secondary education, which contradicts the principles of equality and access to quality educational services.

МЕТОДИЧНА ПІДГОТОВКА ВЧИТЕЛЯ-СЛОВЕСНИКА В КОНТЕСТІ УПРОВАДЖЕННЯ ІНТЕРАКТИВНИХ ТЕХНОЛОГІЙ

The article reveals some features of implementation of the interactive technologies in methodical work with the teachers-verbalists. There is outlined importance of the «subject-subject interaction» for the process of active interaction of all subjects of the educational process, aimed at organizing of their cooperation, in which each teacher has an opportunity to self-realize, gain some necessary experience and professional ability. Implementation of interactive learning changes the way of acquiring new knowledge and formation of the professional competencies, creates favorable conditions for development of the teachers' independence, promotes development of their creativity. There was analyzed the principle of the interactive learning technologies use in the process of the Ukrainian language learning, which allows to increase the level of language knowledge and skills acquisition, degree of training of such mental operations of the pupils as analysis, synthesis, comparison, generalization, which underlie development of critical thinking, form the professionally significant qualities and skills of a person. Among the forms of work with Ukrainian language teachers that are most effective in the implementation of interactive learning technologies, cooperative, situational modeling, discussion issues and collective group learning are singled out. When using interactive methodological technologies, the main task of the teacher is not so much in the transfer of information as in attracting students to creative and scientific research. The use of interactive technologies allows to organize creative interaction between the subjects of learning, the result of which is the «discovery» of new knowledge by the student in the process of solving educational problem, psychologically adjust the student to the scientific wave and the status of project activity in the lessons of the Ukrainian language and literature. This will contribute to the formation of the ability to analyze the main trends in the development of general secondary education and designing them in professional activity. Under such conditions, the study of the Ukrainian language and literature at school will meet the modern needs of society, the challenges facing the system of general secondary education.

Development Status and Future of General Education in Colleges and Universities in the Era of Globalization

With the development of the era of globalization, the comprehensive quality requirements of college students have increased, and the long-standing shortcomings of my country's higher education system have gradually appeared. The development status and future development of general education has become a concern of people. The purpose of this article is to study the development status and future of general education in universities in the era of globalization. This article analyzes all aspects of the public education system of the country, society, family, higher education, etc., understands the current situation and future development of my country's general education system, discovers the main problems currently existing, and conducts in-depth research on appropriate implementation countermeasures. It aims to provide new perspectives and suggestions for the development of general education courses in my country's universities, and to provide references for the reform of general education. This article conducts an experimental investigation and analysis on the general education courses of self-employment of students in certain colleges and universities in this city. The experimental research shows that only 28.6% of the students who choose the discussion method, case teaching method, and self-directed learning method are used, especially to cultivate students’ learning habits. The self-directed learning method with self-directed learning ability only accounts for 7.25%, which shows that most colleges and universities now have a relatively simple teaching method for general education courses.

On the concept of the development of general history education in Russia in the 2020s

On the concept of the development of general history education in Russia in the 2020s

СТАН ТА РОЗВИТОК МОВНОГО СЕРЕДОВИЩА У ПРОЦЕСІ НАВЧАННЯ В СЕГМЕНТІ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

At the present stage of the development of general secondary education, one of the most important issues is to provide students with the opportunity to study using the state language in general secondary education institutions (GSEI). The purpose of the article is a comparative analysis of the educational indicators of the languages ​​of instruction and offered language courses in the general secondary education by the regions. Current problems in the linguistic field are considered, changes in the legislation regarding this issue are studied, educational indicators impacting government’s language are determined, socio-demographic factors are examined, in particular the number of language courses, their teaching by regions, the number of institutions and students receiving instruction in the state language, in the languages ​​of national minorities, languages ​​of indigenous peoples. The analysis is based on the information in the summary table № D-7-8 "Information on languages ​​of instruction and language courses in general secondary education institutions" by regions and types of area (urban settlements, rural areas) for the period of 2004/2005-2020/2021 academic years. The distribution of GSEIs by languages ​​of instruction and students in these institutions was studied by categories: training is conducted exclusively in one language; training is conducted in two languages ​​or more; language is studied as a course, optional, or in study groups. The share of day GSEIs and their students studying in Ukrainian and other languages ​​of instruction (Russian, Romanian, Bulgarian, Hungarian, Moldovan, Crimean Tatar, etc.) was calculated and analyzed, which allows determining trends in the introduction of the Ukrainian language in the educational process, the role of the languages of the minority ​​and indigenous peoples in certain regions of Ukraine. The results of the analytical research of the linguistic environment in the educational process will help to find ways to develop a government’s language policy and facilitate a successful resolution of language issues to contribute to the harmonious development of the state, the society as a whole, and the individuals.

ПІДХОДИ ДО ПРОГНОЗУВАННЯ ПОКАЗНИКІВ ДЛЯ ВИЗНАЧЕННЯ ПОТРЕБИ В ПЕДАГОГІЧНИХ ПРАЦІВНИКАХ У СИСТЕМІ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

Considering the current stage of development of general secondary education, one of the most important issues is to provide qualified pedagogical staff to the general secondary education institutions (GSEIs). This research examines the framework for forecasting the indicators of the general secondary education system using demographic information and statistical reporting data at the national and regional levels by types of territory (urban settlements, rural areas). New approaches to the analysis of the information environment for forecasting the evolution of indicators have been implemented and the set tasks have been thoroughly researched. The logical sequence of the indicators was defined so the principles and methods of forecasting can be implemented. The framework for the created models and applied methods used for calculating the forecast values of indicators was substantiated, in particular the general school body, number of pupils of ninth grade who will continue attending tenth grade, number of pedagogical staff, teachers and teachers of retirement age still working. The calculations of the forecast school body for the period of 2020/2021–2024/2025 academic years allow identifying certain trends in migration and demographic processes occurring in the regions of Ukraine. Estimated forecast values for the period of 2020/2021–2024/2025 academic years for the number of pedagogical staff, teachers and teachers of retirement age still working allows us to assess the annual additional need for qualified personnel for the GSEIs. The usage of the obtained results will become an important background for the creation of multifactor models to simultaneously take into account the impact of several factors on the development of the forecast system and assess the prospects for its development in the future.

Research on the Trend Change of Social Donation Income of Colleges and Universities in China

Higher education funds are the blood of the development of general higher education, and social donation income is an important supplement to higher education funds. Based on the 1999-2018 China education funds statistical yearbook, this paper studies the current situation of social donation income of colleges and universities in China, analyzes the donation income of different levels of education and different countries, and analyzes the imbalance degree from the perspective of the central, local and provincial governments. The study found that during the period of 1998-2017, although the social donation income of ordinary colleges and universities in China keeps increasing in absolute value, the proportion relative to the total funds of colleges and universities has been declining, and its potential supplementary role is far from playing out. From the perspective of provinces, there are great differences across the country, the average coefficient of variation is 1.73, the average Gini coefficient is 0.7, the imbalance is obvious, and remains stable, the downward trend is not obvious. Moreover, the degree of imbalance in the eastern and central regions is relatively high, but it has been a downward trend in the past 20 years, which can drive the overall decline; the degree of imbalance in the western and northeast regions is generally on the rise, especially in the western region, which is a problem worthy of attention. Based on the above results, this paper discusses how to expand the channels for universities to accept donations, learn from American non-profit private universities, and adjust the system by the government.

Young teachers’ professional identity in the conditions of social, labor, and digital transformation of Russian society

In society, there is a perception of young teachers as the future of the Russian education system who need constant patronage due to their lack of professional experience and skill. However, young teachers present not only a professional resource for the future of Russian education but also a social group with its own interests and values that is able to make a significant contribution to the development of general education in the present. Study proposes a multidimensional methodological construct of the sociological study of the professional identity of young teachers in Russian society developed within the “soft conception” of identity with consideration of both Russian and foreign theoretical and methodological experience. The internal and external factors for the formation of young teachers’ professional identity, as well as the structure, functions, and the real and ideal types of this identity are identified. The detection of tendencies in the development of real professional identity allows identifying the direction of the transformation of young teachers’ professional identity in Russian society via the comparison with ideal types.

ПЕРВЫЕ ОБЩЕОБРАЗОВАТЕЛЬНЫЕ ШКОЛЫ ИРКУТСКА: ИСТОРИКО-ПЕДАГОГИЧЕСКИЕ АСПЕКТЫ РАЗВИТИЯ

Introduction. The paper addresses the issues of the establishment and development of the first general educational institutions in Irkutsk. These are the City (“Gradskaya” in old Russian) School and the Main National School that functioned in the late XVIII – early XIX centuries. The topic of the education development in Irkutsk in this period is of interest to the history of pedagogy, as it demonstrates the forms and methods of teaching and learning in Russia in their historical aspect, shows the uniqueness of school work, the position of the school, teacher, and student in a Siberian city-the provincial center of the country. Based on the available archival materials and those made available for the scientific use, the quantitative and social structure of students in different periods of the development of the city first comprehensive schools, the quantitative and social structure of teachers are presented, a comparative analysis of the development of general education in large cities of Siberia is carried out, and a conclusion is made about the leading position of Irkutsk. The study aims to cast light on the activities of the first general education schools in Irkutsk as the center of the vast East Siberian region in close connection with the development of public education in Siberia. Materials and methods. The study relies on the comparative analysis of historical sources and reconstruction of the historical period. The results of the study. The activity of the first Irkutsk educational institutions in the late XVIII – early XIX centuries is presented. The following trends are to be emphasized: the improvement in the quality of student knowledge, quantitative growth in the number of students, general enhancement of the education and literacy in Irkutsk residents. The results of the schools’ activities are presented. The first educational institutions of the city prepared, mainly, employees, officials, teachers, and gave general basic knowledge. The paper indicates the social structure of students. The teaching staff, who had a pedagogical education, is characterized. It is worth noting that the personal approach is applied to describe the process of functioning of the first general educational institutions in Irkutsk, which allows us to outline the trends in the study on the emergence of the Siberian intelligentsia. In terms of the number of students in the three main public schools opened in Siberia, Irkutsk had the highest. Furthermore, despite the quantitative fluctuation in students in general, their number grew. The paper concludes that the development of public education in Irkutsk in the late XVIII – early XIX centuries ranked fi rst in Siberia. Therefore, it is no mere chance that Irkutsk school was the first in Siberia in 1805 to be transformed into a gymnasium, playing a significant role in training literate people. Keywords: City (“Gradskaya” in old Russian) school, the Main National School, the composition of students and teachers, education, the quality of student knowledge, the training program, student performance

Research and Enlightenment of General Education Curriculum in Columbia University

At present, the competition for talents in higher education around the world is very fierce. Under the demand of reform and the development trend of global higher education, the development of general education in Chinese universities is very important. As a non-professional, non-utilitarian education, general education The fundamental purpose of education is to cultivate the social responsibility of talents so that they can actively participate in social life and achieve comprehensive development. General education courses are a concentrated expression of the concept of general education. Research on the practice of general education is conducive to the improvement of the quality of talents in Chinese universities.

Financial mechanisms of the economic component of forecasting and development of general secondary education in Ukraine

The inefficiency of the current system of financing education in Ukraine in the conditions of budget deficit necessitates the search for / implementation of mechanisms that promote the development of economic independence of general education institutions to increase the efficiency of financial resources. The article presents an analysis and definition of regulatory costs of educational services in Ukraine, in particular: presents the calculation of regulatory costs of educational services in Ukraine and substantiates the need to develop stages of implementation of the program of transition of general secondary education to regulatory funding. Introduction of regulatory funding, development and coordination of the main stages of financing of educational institutions, taking into account regulatory funding, will lead to increase of quality of education, level of motivation and efficiency of work of school. In this regard, the application of foreign experience in reforming financial relations between the state and educational institutions, defining and developing the sequence of measures / stages of implementation of the program of transition to regulatory funding will help improve the mechanism of using budget funds.Determination of regulatory costs is based on the calculation of: the cost of providing educational services in the current and planning period / year. Accordingly, it should be an incentive for high performance of the school, based on the calculation of the integrated performance of educational institutions. The introduction of the normative principle of financing educational institutions requires the development of stages of transition to new principles of financing. In this regard, the sequence of measures / stages for the implementation of the program of transition of educational institutions to regulatory funding is defined and presented. The introduction of the main stages and measures of financing of general educational institutions will lead to the improvement of the quality of work of educational institutions

Pedagogical culture of parents: challenges and ways of formation

The article considers the formation of parents’ pedagogical culture as an important factor in the development of general secondary education which ensures the quality of educational services. The analysis of the scientific and pedagogical literature, researches of the UNICEF and the National Children’s Hotline shows that the issue of forming parents’ pedagogical culture gains ground. According to the theory of generations, participants of the educational process belong to different age groups and there is a need to clarify the issue concerning how to establish their joint interaction to ensure the quality of education. Under such conditions, child’s parents must be pedagogically literate, be able to organise and implement effective family education, joint activities together with an educational institution to create an atmosphere of trust and mutual respect, where there is no violence or discrimination. The educational resource for parents is directly dependent on the level of their pedagogical culture formation as one of the components of their family life. Under parents’ pedagogical culture, we understand a system of pedagogical knowledge, pedagogical and psychological competence, which are aimed at the upbringing and development of a child. Moral, communicative, didactic, physical, aesthetic components; environmental culture and culture of thinking; speech, work, and moves are the components of parents’ pedagogical culture which are to be considered. The formation of parents’ pedagogical culture can be carried out by motivational, semantic and constructive components and is aimed at parents’ awareness of the need for pedagogical knowledge, their readiness to be an active participant in the education and upbringing process of the child. In the process of forming parents’ pedagogical culture, the teacher must constantly improve the skills of positive pedagogical communication, the validity of parents’ pedagogical position; introduce active forms of their learning; use the principles of partnership pedagogy and teamwork.