Different Levels Of Accreditation Research Articles

The Analysis of Ukrainian Policy in the Field of State-Religious Education: Secondary School

The article provides an overview of approaches to the organization of religious education in secondary schools of Ukraine during the period of its independence, which complements the European experience of studying this issue. Attention is paid both to the historical circumstances of the beginning of school religious education in the interaction of religious, state and educational institutions, and to modern issues related to the policy of introducing subjects of religious and moral orientation in Ukrainian schools. The current legislation in the field of religious education in a secular school, the real practice of its implementation, and the challenges that give an idea of ​​the specifics of Ukraine in this matter in the European space, are analyzed. The legislative work of Ukraine on ­resolving the issue of legal regulation of the possibility of establishing educational institutions of different levels of accreditation by religious organizations is generalized. Statistical data on the state of teaching religious and moral subjects in schools of Ukraine are analyzed. Prospects and possibilities of further teaching of religious education in the Ukrainian public school are considered.

PROGNOSTIC ASPECT OF EDUCATIONAL COMMUNICATIONS IN DIGITAL SOCIETY

The issue of the use of educational communications in university students’ training and prospects of their development in the digital society have been analyzed. The methodological basis for the study of prognostic aspects of modernization of educational communications is the combination of systematic, axiological, cultural and individual-oriented approaches. The aim of the paper is to carry out theoretical analysis of the issue and experimentally confirm the effectiveness of educational communications in psychological, pedagogical, social, economic and technological aspects. The analysis of modern philosophic and pedagogical studies of Ukrainian and foreign scholars demonstrated that the development and innovative use of educational communications is influenced by globalization and integrative processes, dynamic changes on international, national and regional labour markets, intensive implementation of informational support, rapid development of commercial activity and the sphere of educational services, including online services. The pedagogical experiment carried out at the National Aviation University, Ukraine, has verified the effectiveness of integrated use of educational communications in distant education. The result of the study proved that the development, modernization and use of educational communications are determined by the following factors: flexibility of educational communications and their orientation towards society requirements; their forward-looking character and focus on dynamic changes in all social, economic and industrial spheres, taking into account digitalization and new educational requirements of different segments of population connected with it; modernization of teaching content, forms, technologies and methods in different educational subsystems; equal access to quality education for all segments of population in the country. The approaches to pedagogical forecasting, development, modernization and the use of educational communications on national, regional and field levels have been offered. It has been found out that upgrading educational communications in the digitized society requires modernization of legislation in view of foreign and domestic innovative experience, increasing demands of employers, educational establishments of different levels of accreditation, state employment service and educational requirements of different segments of population.

Analysis of Mathematical Proof Ability in Abstract Algebra Course

Mathematical proving is an important ability to learn abstract algebra. Many students, however, found difficulties in solving problems involving mathematical proof. This research aims to describe the students' mathematical proving ability and to find out the difference of the ability among students in private universities with three different levels of accreditation – A, B, and C. We used descriptive and comparative methods to reach the goals by involving mathematics education department students from A, B, and C-accredited private universities as its subjects. We used a test and interview to collect the data. The data of the students' mathematical proving ability were then statistically described and then compared among the three subject categories using the Kruskal-Wallis test and U Mann Whitney post hoc test. The results suggest that the students' mathematical proving ability from the A, B, and C-accredited universities respectively were 77.14 (high category), 39.32 (low category), and 36.78 (low category). Furthermore, the comparison results suggest that the significant differences only happen between universities with A and B accreditation level, and between the ones with A and C accreditation. Based on these findings, the mathematical proving ability of the students from B and C-accredited universities still needs to be improved by making the students accustomed to exercising with proof problems, motivating them to learn, and providing them learning materials that are easy to understand.

ДО ПИТАННЯ ВПРОВАДЖЕННЯ ЛІЦЕНЗІЙНОГО ІНТЕГРОВАНОГО ІСПИТУ З МЕДИЦИНИ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ УКРАЇНИ

Introduction. The entry of the Ukrainian state into the European educational space, bringing in line domestic educational standards of future medical profe-?sionals’ training to European ones led to the reform of higher medical education, expanding the content of educational programs, introducing new methods and technologies of teaching students and improving forms of cooperation of teachers and students in medical establishments of higher education. In this regard, the Ministry of Health of Ukraine decided to introduce a licensed integrated exam for students of medicalestablishments of higher education, which aimed to identify not only the level of training of graduates of domestic medical establishments, but also to compare their training with European and world levels.The purpose of the article is to reveal the history of the introduction of a licensed integrated medical exam in Ukraine, the content of the system of students’ training for it, the positive aspects and shortcomings of the first experience of this form of state certification in various medical establishments of higher education. Methods. During the work on the article the following main research methods were used: analysis, synthesis, comparison, generalization, descriptive. Results. The history of the introduction of the licensed integrated exam in medicine in Ukraine during the end of the 20th – the first quarter of the 21st century in Ukraine is revealed in the article. The sites of the Ministry of Health of Ukraine and the Testing Center at the Ministry of Health of Ukraine, which contain state documents on the feasibility of the system of implementation of a licensed integrated medical exam; information about the experiment in some medical etablishments of higher education of Ukraine and the first experience of implementing licensed state certification in medical universities, schools, colleges and academies in the Ukrainian state are presented and analyzed. It was established that the experiment was initially conducted in some establishments of higher education since 1996 with further discussion of its results, and in 1998 the licensed integrated exam has become mandatory for all medical establishments of higher education of Ukraine that train specialists in “Medicine” and “Pharmacy”. Since 2000 it has become mandatory for specialists in “Dentistry”, and since 2004 exams have become mandatory for interns and in 2007 they have become mandatory for interns-dentists. Particular attention is paid to the content, structure and stages of implementation of this exam, analysis of the first results of its implementation and assessment of training for the exam by teachers and students of Ukrainian medical establishments of higher education. A comparative description of the methods of training, organization of the exam, information material for it, forms of independent training for the exam of students in medical establishments of higher education of different levels of accreditation is given. The experience of teachers’ work at such medical establishments of higher education as Bukovynian State Medical University, Vinnytsia National Medical University named after M.I. Pyrohov, Zaporizhzhia State Medical University, Ternopil State Medical University named after Ivan Horbachevsky, Kharkiv National University of Pharmacy, Zhytomyr Institute of Nursing, Dnipropetrovsk Medical Academy and others. Originality. The experience of introduction of the licensed integrated examination in medical estab-?ishments of higher education of Ukraine of different levels of accreditation is systematized for the first time.

The Peculiarities of Preparation of Masters for Teaching of the Pedagogical Disciplines in the Institutions of Higher Pedagogical Education

The prerequisite for ensuring the professional training of masters in the specialty "The Primary Education" in Ukraine is the formation of their professional competence to teach in the higher education institutions. After all, in addition to qualifying as a primary school teacher, they are also qualified as the teacher of pedagogy. Accordingly, the preparation of the modern primary school teacher requires the organization of the educational process in higher education on a scientific humanistic basis which provides purposeful systematic provision of psychological and pedagogical training of scientific and pedagogical staff for the higher education institutions of different levels of accreditation for their interaction with students. This article summarizes the author's experience of studying the teaching methods of the disciplines "Fundamentals of Pedagogy", "Didactics", "Theory and Methods of Education", "Socio-pedagogical Fundamentals of Educational Management" and "History of Pedagogy". In particular, theoretical and aspects of students' methodical activity are revealed: active listening, participation in dialogue and discussion during lectures, observation of pedagogical classes from different sections (basics of pedagogy, didactics, theory of education, history of pedagogy), development of the text of lectures on separate topics, micro-teaching and analysis of pedagogical situations, their modeling, execution of creative tasks, production of visual material. Preparation of the masters for teaching of pedagogical disciplines in the institutions of higher pedagogical education facilitates their mastery of the basic concepts and categories of pedagogy, historical aspects of the formation of pedagogy as a science, current trends in education; the content of pedagogical disciplines in the institutions of higher pedagogical education; features of the education process, its regularities and principles, the methods and organizational forms, etc. Also, in the process of studying the methodology of teaching pedagogical disciplines, the masters have the ability to prepare curricula for disciplines; to plan and conduct various types of training (lectures, seminars and practical classes); to control and diagnose students' educational achievements; to organize various types of cognitive work with students, etc.

ПОПУЛЯРИЗАЦІЯ ВИКОНАВСТВА НА НАРОДНИХ ІНСТРУМЕНТАХ У СУЧАСНОМУ КУЛЬТУРНО-ОСВІТНЬОМУ ПРОСТОРІ УКРАЇНИ

There have been considered the state and perspectives of propagation of the performance on folk instruments, on the bandura in particular, in the youth cultural environment and modern educational practice of Ukraine, Ternopil region in particular.There has been raised the problem of popularization of the performance on folk instruments in the context of modern socio-cultural and educational processes.It is noted that contemporary performing arts on folk instruments reflected the characteristic tendencies of Ukrainian art development at the end of the 20th – beginning of the 21st century. It is based on the established educational base of Ukrainian artistic institutions of different levels of accreditation, on the extensive concert and festival network. The solo instrumental, vocal-instrumental and ensemble performance has been actively developed and a galaxy of performers has been established conducting active concert activities in Ukraine and abroad.Attention is focused on the representation of Ukrainian musical groups with the involvement of folk instruments, both academic and the youth popular groups and performers.It is emphasized that during the period of popularization of the performance on folk instruments, the appeal to the sphere of mass culture and the interpretation of world “hits” and cover versions, the active participation of instrumentalists in show projects and festivals, in international contests, etc., is becoming characteristic new forms of youth music: the so called “club projects”, “apartment concerts”, theme parties, joint performances with famous rock or pop musicians, etc.There has been analysed the activities of famous representatives of Ternopil region: instrumental chapels, the student instrumental chapels and orchestras, instrumental performers, who contributed greatly to the popularization of the performance on folk instruments.Among them there are the Strusiv Bandurist Choir “Kobzar” and the studio “Kobzaryk”, the bandura chapel “Mriya” (Chortkiv), the “Vatrivchany” ensemble, the “Oriana” trio (subsequently the quartet), the “Roxolana”, “Stritennia”, the duet “Elegy of Strings”, creative collectives operating in educational institutions of Ternopil and Ternopil Region. More thoroughly there has been presented concert and festival competition activity of instrumental groups at the Ternopil Volodymyr Hnatyuk National Pedagogical University, Terebovyany College of Culture and Arts.

СУЧАСНІ ВИКЛИКИ ДЛЯ УКРАЇНСЬКОГО БІЗНЕСУ

The challenges facing Ukrainian business in new socio-economic realities were considered. It was noted that the rapid pace of globalization and migration processes and the growth of the digital economy have increased the interest in business innovation and recruitment problems. It is emphasized that current problems should be seen as challenges for the revival and further dynamic development of business. It is revealed that the main challenges for Ukrainian enterprises are: the intensification of competition, especially in foreign markets, for the use of the resource potential of national economies and for markets; increased competition at the global level for labor, especially highly skilled, which is one of the reasons for the growing shortage of personnel in the domestic market; decreasing demand in the domestic market amid rising imports; high level of corruption; underdevelopment of industrial and social infrastructure, inefficiency of logistics; lack of knowledge and innovation of business; the dynamic growth of the digital economy (digitization). Ukrainian enterprises must respond to these challenges, first of all by technological modernization of their enterprises on an innovative basis, transition to creation of new productions and new types of products; involving employees through various motivational programs, in particular by investing in training and retraining through close collaboration with educational institutions at different levels of accreditation; increasing the capacity of the internal market by increasing the scale and efficiency of the business sector, which will be accompanied by a decrease in unemployment and an increase in real incomes, and by gradual import substitution; promising areas of business diversification; active use of digital technologies in business, unique software products which will provide indisputable advantages for increase of competitiveness.

The Cloud Technologies and Augmented Reality: the Prospects of Use

Popel M.V. and Shyshkina M.P. The Cloud Technologies and Augmented Reality: the Prospects of Use. The article discusses the prospects of the augmented reality using as a component of a cloud-based environment. The research goals are the next: to explore the possibility of the augmented reality using with the involvement of the cloud-based environment components. The research objectives are the next: to consider the notion of augmented reality; to analyze the experience the augmented reality using within the cloud environment / system; to outline the prospects of the augmented reality using in educational institutions; to consider the technical conditions of the augmented reality use. The object of research is: the educational process in educational institutions of Ukraine of different levels of accreditation. The subject of research is: the educational process in a cloud-based environment in educational institutions of Ukraine.The research methods used are the next: analysis of scientific publications, observations. The results of the research are the next: on the basis of the analysis of scientific works, it has been established that the experience of the augmented reality using in the systems based on cloud technologies already exists. However, the success of such a combination has not yet been proven. Currently, laboratory tests are known, while the experiment was not carried out under natural conditions in control and experimental groups. It is revealed that the attraction of the augmented reality for the educators requires the development of new methodologies, didactic materials, updating and updating of the curriculum. The main conclusions and recommendations: the main principles of augmented reality use in the learning process are: designingof the environment that is flexible enough, attention should be paid to the teaching and didactic issues; adjusting the educational content for mastering the material provided by the curriculum; the research methods that can be used in training along with the elements of augmented reality are to be elaborated; development of adaptive materials; training of teachers, which will include augmented reality in educational practice.

Аналіз фізичної підготовленості студентів на основі результатів тестів і нормативів щорічного оцінювання

У статті розглянуто проблему фізичної підготовленості студентської молоді вищих навчальних закладів різних рівнів акредитації. Серед студентів Львівського національного університету імені Івана Франка (n=4636) і Медичного коледжу ЛНМУ імені Данила Галицького (n=327) проведено тести й нормативи щорічного оцінювання фізичної підготовленості, що відповідають їхньому віковому цензу. Проаналізовано рівень фізичної підготовленості студентів зазначених ВНЗ за гендерною ознакою, віком та курсами навчання. Дослідження дало змогу виявити що студенти-першокурсники Львівського національного університету імені Івана Франка мають нижчий рівень фізичної підготовленості, порівняно зі студентами старших курсів. Фізична підготовленість 34,47 % досліджуваних чоловічої статі та 42,55 % студентів жіночої статі університету перебуває на низькому рівні.
 Серед студентів Медичного коледжу ЛНМУ імені Данила Галицького встановлено зниження кількості студентів із достатнім рівнем ФП на 27 % і зростання на 30 % – із середнім рівнем від І по ІV курс. Отримано зниження якісної оцінки в тестових вправах на гнучкість та в бігу на короткі дистанції. Визначено низькі результати в студенток усіх курсів навчання у вправах «стрибок у довжину з місця й згинання-розгинання рук в упорі лежачи».
 Установлено, що малорухомий спосіб життя студентів університету та медичного коледжу, який спостерігаємо в студентської молоді, котра часто обмежується лише заняттями фізичним вихованням у ВНЗ (2 год на тиждень), що є значно нижчим від потреб молодого організму та негативно відображається на показниках фізичної підготовленості. Одержані результати ФП студентів мають стати важливим чинником у підвищенні мотивації студентів до систематичних занять фізичною культурою й спортом та оптимізації фізичного виховання у ВНЗ.

Key Performance Indicators for the Nato Centres of Excellence

Abstract The NATO Centres of Excellence (COEs), entities involved in various fields of transformation in support of the Alliance, are subject of different levels of accreditation performed by NATO. An important aspect of such recognition comes with the NATO institutional accreditation for Quality Assurance (QA) in the case of the COEs involved in education and training delivery (alongside other NATO, National and Partner Education and Training Centres). The NATO QA seal is the trustworthy mark that a COE fulfils the expected quality requirements (based on a solid Quality Management System) in the educational process, and provides deliverables „fit for purpose” as solutions for the NATO education and training requirements. While the individual strategies of the COEs are pretty much different in this endeavour, we would outline the commonality of the standards they rely on. This paper focuses on institutional performance measurement as reference in the Quality Management System, trying to identify benchmarks for Key Performance Indicators (KPIs) based on the current experience at the COEs level - extended to the wider NATO Transformation Network - and shared best practice. DISCLAIMER: This paper expresses the views, interpretations, and independent position of the authors. It should not be regarded as an official document, nor expressing formal opinions or policies, of NATO or the HUMINT Centre of Excellence (HCOE)

Main groups by risk behavior on HIV infection according to the analysis of youths’ preventive awareness.

To study the awareness of young people on HIV prevention and highlight the main groups of risk - behavio r in the city Ivano-Frankivsk there was conducted anonymous survey of 1926 respondents aged 14 to 24 years in schools and educational institutions of different levels of accreditation, children’s orphanges and at the Regional Centre of AIDS Prevention and Control. It was found that 70% of people aged 14-24 years do not have sufficient knowledge about HIV prevention. Preventive awareness improves with age, and persons of the senior school age and adolescence (OR=1.77; 95% CI=1.37-2.29) female (1.33; 1.10-1.61) are the risk-groups of HIV infection by age and sex . . There was proved that risk-behavior groups are also teenagers with deviant social behavior (3 . 14; 1 . 59-6 . 19), as well as non-medical college students (1.81; 1 . 47-2 . 23), the natives of rural areas (1.38; 1 . 11-1 . 71). The data should be considered in the development of scientifically based measures of primary prevention of HIV among the identified target risk groups.

Требования сферы туризма к подготовке специалистов по направлениям туристско-экскурсионной деятельности в Республике Таджикистан

In the article, the author discusses the concept of professional development and staff training in the sphere of tourism, the basic form of professional development of staff and such forms of advanced training of employees of tourism enterprises as a short-term training, self-study, internship. The staff of enterprises of the tourism industry has a role in the conduct of competition, ensuring the existence and success of the enterprise. Therefore, they should pay so much attention to the level of professional training that is one of the most important factors in ensuring the competitiveness of the tourism enterprises in the market. Especially in the current context of rapid aging of theoretical knowledge, abilities and skills, they require the need for lifelong learning and continuous staff development. In addition, the article analyzes the practice and training of tourism in higher educational institutions of Tajikistan. The author examines the levels, models, some of the problems of the new program standards in various areas of tourist-excursion activity in the Republic of Tajikistan. The author substantiates the necessity of priority tourism development of education system in various areas of tourist and excursion activities, the increase of its role in the modernization of the tourism industry, the introduction of new areas of training “Tourism”, which requires the development of state standards of tourism education, theoretical justification approaches to the selection and structuring of its content and software and methodological support of educational process in higher educational institutions of different levels of accreditation. The purpose of the article is to identify and disclose the content of the professional development of personnel of the enterprises of the tourism industry and to study the requests of tourism practices and problems of training specialists in various areas of tourist-excursion activity in the Republic of Tajikistan.

AACSB International and the management of its brand: implications for the future

Purpose – The purpose of this paper is to explore how AACSB might better position itself through brand management.Design/methodology/approach – The paper attempts to offer suggestions on a different branding strategy for AACSBFindings – The paper suggests that AACSB establishes different levels of accreditation, each having different standards and each having a different level of prestige. This repositioning of the AACSB brand would make the accreditation standards flexible, depending on the resources a school wanted to devote to business education, and the prestige that the school wished to achieve with accreditation.Originality/value – The paper contributes to the literature by proposing a solution that will enhance the value of AACSB accreditation to schools of different resource endowments.

Perspectives on health promotion competencies and accreditation in Europe

There is a growing and diverse health promotion workforce in Europe; however, no overall body has responsibility for quality assuring standards of training and professional practice at the European level. This paper provides an overview of recent developments in Europe, including initiatives led by the International Union for Health Promotion and Education, in the context of developing a pan-European accreditation system. Specific developments on establishing national-level accreditation processes in the UK, Estonia and The Netherlands are examined. While there is limited experience in this field across Europe, lessons can be learned from those countries with established systems. This paper focuses on those countries which have developed competencies, standards and accreditation systems, and the implications for developing a pan-European accreditation system are discussed. Differences between countries in the formats, content and processes of developing accreditation, coupled with the different educational, practice, political and resource situations, reflect the complexity of developing a pan-European system that is flexible, relevant and comprehensive. The development of competencies, standards and accreditation is not intended to be directed at health promotion specialists alone but aims to assure quality in performance of all those who contribute to health promotion, from whatever background or area of professional practice. It is likely that there will be a need to develop a robust system that will accommodate different levels of accreditation for different levels and fields of practice. Developing a pan-European accreditation system poses a significant challenge but also presents a unique opportunity to form a solid basis for building capacity and assuring quality for health promotion practice, research and training across the European region.

Problems of Religious Studies in Ukraine

Ukraine in our time is characterized by a high level of saturation by various educational institutions. Now there are 14 classical and 45 technical universities, 30 academies, 72 institutes and 740 other educational institutions of different levels of accreditation, which are in state ownership. At the same time, 90 higher private educational institutions were created, which were licensed by the Ministry of Education of Ukraine. Except for this, various religious churches and religious organizations reorder 50 religious educational institutions. About 5,000 future clerics and preachers learn about them. More than 4,000 Sunday Schools are organized in religious communities of different denominations, which are visited by almost 60 thousand children of the faithful. Education in Ukraine is based on democratic principles, the requirements of the Constitution and the current legislation.