Development Of Professional Work Research Articles

Guest editorial: knowledge, skills and values in welfare to work services with vulnerable clients

ABSTRACT This thematic issue adresses the knowledge, skills and values in welfare-to-work programmes (WtW) with disadvantaged clients. The aim of this special issue is to explore the status and development of professional work in WtW settings. In most countries, front-line workers implementing activation measures have no clear professional profile, and are recruited from a variety of professions, making them a heterogeneous group (Caswell et al. 2017). Scholars disagree on whether this area should be understood as de-professionalized administrative work, an emerging professional field of ‘activation work’, or a new specialization within social work (Andreassen and Natland 2022; Nothdurfter 2016; Nothdurfter and Olesen 2017; Raeymaeckers and Dierckx 2013; van Berkel, Penning de Vries, and van der Aa 2022). These questions are important because the way frontline workers manage the tensions between institutional policies and professional values in their everyday work is crucial for the welfare of vulnerable clients, and several studies have pointed to the importance of frontline workers’ orientations in the implementation of welfare policy (e.g. Gjersøe, Leseth, and Vilhena 2020; Jessen and Tufte 2014). Nevertheless, few studies have examined what forms of knowledge, skills and values are present and how they are shaped in the everyday work at the front lines of WtW.

Ремесленное образование как перспективное направление развития современного профессионального образования

The article considers the main aspects of craft activity in modern society and reviews the literature on craft education as one of the directions of development and improvement of professional education. The main organizational, technological and psychological characteristics of handicraft activity are highlighted. The analysis of trends in the development of professional work in the context of providing professional training for handicraft business is carried out. The main problematic areas of handicraft activity are noted: the lack of legislative and regulatory documents regulating the field of handicraft; federal state educational standards in the field of training of handicraft personnel have not been developed in vocational education; professional standards have not yet been developed for existing handicraft professions and craft activities; the lack of educational and scientific literature on handicraft activities and craft professions, which limits the opportunity to master craft education. Currently, the development of handicrafts is on the path of complicating the performance of professional activities. Modern craft education requires significant intellectual investment associated with the idea and design of future products, the presence of imagination and creativity in their work, an important role is played by the ability to build and maintain interpersonal relationships with various groups of people involved in the structure of the organization of a craft enterprise. Today, the organization of handicraft work requires a certain professional training with the need to form professional competencies of various directions (technological, legal, economic, pedagogical, aesthetic, etc.), which, in turn, will be able to stimulate professional improvement and professional development in handicraft activities.

МЕТОДИКА НАВЧАННЯ КОМП’ЮТЕРНОЇ ГРАФІКИ СТУДЕНТІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

Computer graphics is a leading component of the training of modern specialists. The article presents the model of teaching method the computer graphics based on the interconnection of several components, which are closely related in the educational process, with the choice of appropriate methods, forms and development of teaching methods aimed at forming the professional skills and development of professional work taking into account individual benefits of the student, as well as modern requirements of society and the labor market. In the proposed model of computer graphics teaching method, the following levels are identified: motivational-target, axiological, activity-procedural and reflexive-evaluation. The article emphasizes that the basis of designing the method of teaching computer graphics lies in the interconnection of several components that are closely interwoven in the educational process and associated with the choice of appropriate methods, forms and didactic means of training aimed at the formation of professional skills and the development of professional creativity taking into account the individual preferences of students, as well as modern requirements of society and the labor market.