Group Expert Assessment Research Articles

Adaptation of Interpersonal Support Evaluation List (ISEL-12) for Mothers of Children Aged 3-6 Years in Indonesian Context

Adaptation of psychological instruments is very important because of differences in culture and context. This study aims to adapt the Interpersonal Support Evaluation List (ISEL-12) in an Indonesian context. Initial steps include back-to-back translation, focus group discussions, expert assessments, and pilot studies. From this procedure, the number of items obtained is 12 which is the original ISEL-12 version, there are five revised items according to the context of cultural groups and parenting activities of mothers with children of early child age (3-6 years). The twelve final questions were tested on 533 mothers with an average age of 34.5 years from several regions in Indonesia. Construct validity tests are performed using EFA and CFA. The analysis showed good validity and reliability (Cronbach's alpha: 0.920) and item loading factors ranging from 0.398-0.816 by showing that the three-factor model was suitable, with values based on RMSEA=0.079, CFI=0.923, TLI=0.911 and GFI=0.918. The conclusion is that ISEL-Ind also has 3 aspects in forming social support for mothers who have children in early childhood, namely, tangible support, belonging support and appraisal support. Keyword: Mother’s; Social Support; ISEL

EXPERT ASSESSMENT OF COMPETENCES AND LEARNING RESULTS FOR MASTER’S ACCORDING TO HIGHER EDUCATION STANDARD IN INFORMATION AND MEASUREMENT TECHNOLOGIES

The purpose of this work is to analyze the learning processes at the second (master’s) level of higher education for the training of specialists in industrial engineering. To achieve the goal, an analysis was carried out and the importance of applied competencies and learning outcomes in the standard of higher education for obtaining the master’s degree in the specialty “Information and measurement technologies” was evaluated. The conducted research is based on expert assessments of scientists of the National Metrological Center of Ukraine and a higher technical education institution in one of the European countries. An algorithm for group expert assessment of the importance of competencies and learning outcomes has been proposed and substantiated, and their priority has been established. The most important competencies and learning outcomes that can significantly influence the quality of education in the specialty “Information and measurement technologies” have been determined. The identified competencies and learning outcomes with the least impact require attention, as this may indicate their formal nature. Taking into account the current trends in the development of the industry, provisions of current legislation, regulatory documents, established terminology in the field of metrology, and information and measurement technologies, experts proposed changes to the description of some competencies and learning outcomes. The results of the conducted research should be taken into account during the next revision of the standard of higher education for the preparation of masters in the specialty “Information and measurement technologies”. At the same time, special attention should be paid to those competencies and learning outcomes that, according to experts, have the least impact. Research findings can also be useful for universities in identifying procedures and areas for improvement that will allow for better alignment of curricula, competency acquisition, and learning outcomes.

DEVELOPMENT OF TECHNIQUE FOR STRUCTURING OF GROUP EXPERT ASSESSMENTS UNDER UNCERTAINTY AND INCONCISTANCY

Context. The issues of structuring group expert assessments are considered in order to determine a generalized assessment under inconsistency between expert assessments. The object of the study is the process of synthesis of mathematical models of structuring (clustering, partitioning) of expert assessments that are formed within the framework of Shafer model under uncertainty, inconsistency (conflict).
 Objective. The purpose of the article is to develop an approach based on the metrics of theory of evidence, which allows to identify a number of homogeneous subgroups from the initial heterogeneous set of expert judgments formed within the framework of the Shafer model, or to identify experts whose judgments differ significantly from the judgments of the rest of the group.
 Method. The research methodology is based on the mathematical apparatus of theory of evidence and cluster analysis. The proposed approach uses the principles of hierarchical clustering to form a partition of a heterogeneous (inconsistent) set of expert evidence into a number of subgroups (clusters), within which expert assessments are close to each other. Metrics of the theory of evidence are considered as a criterion for determining the similarity and dissimilarity of clusters. Experts’ evidence are considered consistent in the formed cluster if the average or maximum (depending on certain initial conditions) level of conflict between them does not exceed a given threshold level.
 Results. The proposed approach for structuring expert information makes it possible to assess the degree of consistency of expert assessments within an expert group based on an analysis of the distance between expert evidence bodies. In case of a lack of consistency within the expert group, it is proposed to select from a heterogeneous set of assessments subgroups of experts whose assessments are close to each other for further aggregation in order to obtain a generalized assessment.
 Conclusions. Models and methods for analyzing and structuring group expert assessments formed within the notation of the theory of evidence under uncertainty, inconsistency, and conflict were further developed. An approach to clustering group expert assessments formed under uncertainty and inconsistency (conflict) within the framework of the Shafer model is proposed in order to identify subgroups within which expert assessments are considered consistent. In contrast to existing clustering methods, the proposed approach allows processing expert evidence of a various structure and taking into account possible ways of their interaction (combination, intersection).

ASSESSMENT OF THE HIGHER EDUCATION SYSTEM AVAILABILITY IN THE RUSSIAN FEDERATION FOR THE TRANSITION TO EDUCATION 2.0

The purpose of this work is to highlight and detail the issue of the availability of the higher education system in the Russian Federation for the transition to the new concept of Education 2.0. To achieve this goal, the following methods were used: descriptive methods, statistical methods, economic and mathematical methods, as well as methods of group expert assessment. As a result of the work done, the average level of availability of the higher education system in the Russian Federation for the transition to the new concept of Education 2.0 for a certain date was determined with high accuracy, and its constituent elements were also detailed within the middle levels for key projections: information, technological, legal, social, and economic. As a result, it was concluded that the entire system of higher education in the Russian Federation is not sufficiently prepared in the near term for the analyzed transition. As a recommendation in the area under consideration, it was suggested that it is advisable to implement the Education 2.0 concept locally in higher educational institutions in the Russian Federation with a high relative level of project funding (for example, in extended education programs, in retraining senior management personnel, as well as in the framework of specialized MBA and DBA programs). The novelty of the work done by the authors is determined by the projection structuring of the analyzed problem within five interconnected fields, as well as the obtaining of quantitative results with a high level of objectivity in the presentation of quantitative and qualitative results achieved including through the use of a complex of logically and analytically processed opinions of qualified experts.

Structure and quality assessment of professionally oriented tasks for future teachers

Introduction. In recent decades, one of the significant global trends in the field of higher education is the expansion of its links with the world of work. This implies not only a new design of the results of training students in the form of a system of universal, general professional and professional competencies, but also the introduction of modern adequate technologies for assessing the level of their formation and development at all stages of students’ education at a university. Given that competence is an integrative characteristic of personality traits, one should recognise the relevance and necessity of developing such assessment tools that create situations for the student to be included in various types of his/her future professional activities. One of these tools is professionally oriented tasks that allow for an integral approach assessing the formation of competencies by taking into account all types of professional tasks and broad interdisciplinary connections in their content and, therefore, requiring a synthesis of professional knowledge, skills and abilities of the student for their solution.Aim. The aim of the study is to justify the structure and criteria for assessing the quality of professionally oriented tasks to diagnose the level of student teachers’ competency formation.Methodology and research methods. The methodological framework of the study was the activity, competency-based and qualimetric approaches, which allow the training of teachers to be considered as a flexible system that takes into account all types and tasks of their future professional activity, and reflects the relationship of goals, methods, content of training and diagnostics of its results. As the main one, the study used a qualimetric approach, which involves the use of the method of group expert assessments to organise procedures for pedagogical examination of the structure of professionally oriented tasks and criteria for assessing their quality.Results. The method of group expert assessments allowed the authors to define the structure and criteria for assessing the quality of professionally oriented tasks as a means of developing and diagnosing the integrative learning outcomes of future preschool teachers.Scientific novelty. The structure of professionally oriented tasks is substantiated, represented by: an invariant part with an emphasis on the fundamental component of the content of student training, covering the fundamental psychological and pedagogical knowledge of the future teacher, the ability to apply them synthetically and transfer them to professional activities; a variable component aimed primarily at diagnosing professional competencies determined by the profile of the student training. The criteria for assessing the quality of professionally oriented tasks have been established by the method of group expert assessments, which make it possible to objectify the procedures for diagnosing the competencies of future teachers: multifunctionality, specialisation orientation, latency, integrativity.Practical significance. The present research findings can be used by university teachers in the process of training and targeted correction of the readiness of pedagogical students. Moreover, the research materials could be applied to form and diagnose the entire spectrum of students’ universal, general professional and professional competencies, including within the framework of possible individual educational trajectories.

ПОРІВНЯННЯ ЕКСПЕРТНИХ ОЦІНОК КРИТЕРІЇВ ЯКОСТІ ОСВІТНЬОЇ ПРОГРАМИ У ГАЛУЗІ КОМП’ЮТЕРНО-ІНТЕГРОВАНИХ ТЕХНОЛОГІЙ

The article presents the results of comparative expert research to establish the importance of the applied national criteria for the quality of the educational program (CQEP) of higher education institutions (HEIs). For these studies, a group expert assessment of the importance of the CQEP for the educational program (EP) in the field of computer-integrated technologies was applied. The teaching staff of two universities is involved in conducting such an evaluation: The State University of Telecommunications (Ukraine) and the Gheorghe Asachi Technical University of Iași (Romania). To conduct this research, the existing CQEP and their sub-criteria and a special algorithm of group expert evaluation were used. It has been established that the most important CQEP and their sub-criteria include, first of all, CQEP regarding human resources, the educational environment, material resources, and the structure and content of the EP. The greatest spread of experts’ opinions (from the weightiest to the least weighty) can be stated for the sub-criteria of CQEP regarding access to EP and recognition of training results and transparency and publicity. With this in mind, this CQEP sub-criteria requires close attention when revising them for a better balance of the CQEP sub-criteria system. Harmonization of the list of fields of knowledge and specialties for which higher education students are trained with the International Standard Classification of Education, as well as the national terminological and conceptual apparatus with the international one, should be considered extremely appropriate in Ukraine. The issue of prioritizing the preparation of higher educational institutions for the accreditation of the EP, meeting the most essential requirements of the sub-criteria of the CQEP, and taking into account their significant number, remains relevant. This also determines the relevance and necessity of conducting special expert studies on the comparison of the importance of CQEP for different fields of knowledge.

EXPERT ASSESSMENT OF THE COMPETENCIES AND RESULTS OF BACHELOR'S STUDY ACCORDING TO THE STANDARD OF HIGHER EDUCATION IN INFORMATION AND MEASUREMENT TECHNOLOGIES

The article establishes the relevance of researching the importance of applied competencies and learning results in the standard of higher education for obtaining the bachelor's degree in the specialty “Information and measurement technolo- gies”. To achieve the goal, the description and requirements of competencies and learning results were analyzed, and an algorithm for group expert assessment of their importance was proposed and substantiated. Based on the assessment, the priority of profes- sional competencies and learning results was established. The most important competencies and learning results that can signifi- cantly influence the quality of education in the specialty are determined. Competences and learning results with the least impact on the quality of education in the specialty have been identified, which may indicate their formal nature. To better balance the system of competencies and learning results, it is necessary to pay special attention to those that have the least influence during the next revision of the standard of higher education for the training of bachelors in the specialty “Information and measurement technolo- gies”. The changes to the description of competencies and learning results proposed by the experts take into account the current trends in the development of the industry, provisions of current legislation, regulatory documents, and established terminology in the field of metrology and information and measurement technologies.

Psychological and pedagogical examination of the personality model of the future leader of the national technology initiative

Introduction. The problem of creating psychological and pedagogical conditions for the formation of the personality of the future leader of the National Technology Initiative is one of the topical areas in modern education. This issue is especially relevant in modern socio-economic conditions that require new specialists who are ready and able to create new technologies. Materials and Methods. As the main methods, the analysis of sources on the problem under study was used, including regulatory documents, scientific articles on the research topic, as well as generalization and systematization of the data obtained. A psychological and pedagogical examination of the personality model of the future leader of the National Technology Initiative was carried out. Results. A draft personality model of the future leader of the National Technology Initiative is outlined, built on the basis of a generalized opinion of experts. Based on the analysis of personality theories, the main criteria for the personality model of the future leader of the National Technology Initiative are determined. The algorithm of group expert assessment of the personality model of the future leader of the national technological initiative is presented. Methods for registering indicators of the formation of personality substructures of the future leader of the National Technology Initiative are pedagogical and psychological diagnostics, and expert evaluation. Trends of positive dynamics of personality development of the future leaders of the National Technology Initiative were revealed. Discussion and Conclusions. In the work, a psychological and pedagogical examination of the personality model of the future leader of the National Technology Initiative was carried out. As a result, a draft personality model of the future leader of the National Technology Initiative was obtained, built on the basis of a generalized opinion of experts. This model included a description of the qualities of the future leader of the National Technology Initiative and a means of forming and diagnosing these qualities.

Development of forms of interaction between the enterprise and the university within the framework of the dual education model: experience and prospects

Introduction. One of the most important tasks of the modern education system in Russia is the search for organizational forms that can meet the needs of the labor market, solve the problem of providing enterprises, especially high-tech ones, with personnel with deep fundamental knowledge and relevant practical skills. The answer to this request is the development of a dual education system that takes into account the modern realities of socio-economic development. The purpose of the work is to study the development of forms of organization of interaction between enterprises and educational organizations within the framework of dual education. Materials and methods. In order to study the significance and prospects for the development of the dual education system, a retrospective and comparative analysis, an ecosystem approach were used. The study involved 98 graduates of one of the basic departments of the Don State Technical University (Russian Federation), who studied from 2003 to 2020 and are currently working at a partner enterprise. For the purpose of comparative analysis and confirmation of the hypothesis about the impact of training at the basic department on the acceleration of professional adaptation, two groups of employees (35 people each) with work experience from three to ten years were also interviewed: those who studied at this department and those who did not study at it. The method of group expert assessments, questionnaires, the Mann-Whitney U-test are applied Results. A survey of employees of a large Russian industrial enterprise who studied at the basic department and did not study at it showed that the average period of professional adaptation of the first was about 4.9 months, which is more than twice less than the same period in the group of those who did not study at it. Similarly, the period of perception of the corporate culture of the enterprise: for those who studied at the basic department, it is more than two times shorter than for those who did not study at it. Both groups of respondents rated the importance of mentoring for young workers by 5 points on a 5-point scale. The Mann-Whitney U-criterion for assessing the period of professional adaptation is 108.5, for assessing the perception of corporate culture – 86.5 (at U0.01=413; U0.05=471). Conclusion. The results of the study allow us to conclude about the significance of the accumulated experience in the development of the domestic dual education system and its key institutional unit – the basic department at the partner enterprise. The prospects for the development of dual education are seen in the dissemination of the principle of lifelong learning. This principle presupposes the formation of a new model of dual education as part of a vocational education ecosystem that allows taking into account current and prospective personnel requirements of enterprises.

DEVELOPMENT OF MATHEMATICAL MODELS OF GROUP DECISION SYNTHESIS FOR STRUCTURING THE ROUGH DATA AND EXPERT KNOWLEDGE

Context. The problem of aggregating the decision table attributes values formed out of group expert assessments as the classification problem was solved in the context of structurally rough set notation. The object of study is the process of the mathematical models synthesis for structuring and managing the expert knowledge that are formed and processed under incompleteness and inaccuracy (roughness).
 Objective. The goal of the work is to develop a set of mathematical models for group expert assessments structuring for classification inaccuracy problem solving.
 Method. A set of mathematical models for structuring the group expert assessments based on the methods of the theory of evidence has been proposed. This techniques allow to correctly manipulate the initial data formed under vagueness, imperfection, and inconsistency (conflict). The problems of synthesis of group decisions has been examined for two cases: taking into account decision table existing data, only, and involving additional information, i.e. subjective expert assessments, in the process of the aggregation of the experts’ judgments.
 Results. The outcomes gained can become a foundation for the methodology allowing to classify the groups of expert assessments with using the rough sets theory. This make it possible to form the structures modeling the relationship between the classification attributes of the evaluated objects, the values of which are formed out of the individual expert assessments and their belonging to the certain classes.
 Conclusions. Models and methods of the synthesis of group decisions in context of structuring decision table data have been further developed. Three main tasks of structuring decision table data gained through the expert survey has been considered: the aggregation of expert judgments of the values of the decision attributes in the context of modeling of the relationship between the universe element and certain class; the aggregation of expert judgments of the values of the condition attributes; the synthesis of a group decision regarding the belonging of an object to a certain class, provided that the values of the condition attributes are also formed through the expert survey. The proposed techniques of structuring group expert assessments are the theoretical foundation for the synthesis of information technologies for the solution of the problems of the statistical and intellectual (classification, clustering, ranking and aggregation) data analysis in order to prepare the information and make the reasonable and effective decisions under incompleteness, uncertainty, inconsistency, inaccuracy and their possible combination

Диагностика педагогического мышления студентов – будущих педагогов на основе компетентностного подхода

In the didactics of higher education, the issue of professional thinking development (so-called pedagogical thinking) for students majoring in pedagogics remains insufficiently studied. At the same time, pedagogical thinking, and the methods of its development and diagnostics can provide clear guidelines for teaching individualization and correction mechanisms. These methods should focus on fostering the professional qualities for future teachers. The purpose of the article is to describe the proprietary technology for diagnosing the level of students’ pedagogical thinking - future preschool teachers - using the group expert assessment method. Research methods and techniques. The study was carried out through a competency-based approach, which coordinates the competence-oriented goals of future teachers’ professional training with the level of their pedagogical thinking. The method of the group expert assessment was used to justify the structure, content, and students' pedagogical thinking levels. We involved qualified university instructors and pre-school teachers as experts. Findings. We determined the basic structure of pedagogical thinking and its development levels for these students. This helped to define the choice of teaching aids and targeted assistance to students within individual educational pathways. The article shows the interrelation of components and interdependence of the pedagogical thinking for students with the structural components of the professional and pedagogical competence for a bachelor degree student. The novelty of the research. The authors propose a methodology for diagnosing the development level of students’ pedagogical thinking which is coordinated with the competence-oriented goals of their professional training. The federal-state educational standard of higher education and the Professional standard “Teacher (pedagogical activity in the field of preschool, primary, basic and secondary education)” determines the content of these goals. Practical significance. The findings of the research can be applied by administrative authorities and university instructors for planning individual educational pathways of undergraduate students, as well as of post-graduate students studying the current issues of preschool education.

GROUP EXPERT EVALUATION OF QUALITY CRITERIA OF THE EDUCATIONAL PROGRAM FOR THE FIELD OF METROLOGY AND INFORMATION-MEASURING TECHNIQUE

The article's urgency of researching the importance of the applied national criteria for the quality of the educational program (CQEP) for higher education institutions (HEI) was established. The approach to group expert assessment of the weight of CQEP for the educational program (EP) in the field of metrology and information-measuring technique was studied. Members of one of the sectoral expert councils on technical specialties are involved in carrying out such assessments. To achieve this goal, the composition and requirements of the CQEP sub-criteria are analyzed, the algorithm of group expert assessment of the CQEP weight was proposed and substantiated, and the priority of the CQEP sub-criteria based on the conducted assessment was established. Conducting a quality assessment of EPs by experts and the National Agency for Quality Assurance in Higher Education according to clearly established criteria and sub-criteria helps to improve the quality of EPs of HEI. Although the HEI should pay attention to all the established criteria (sub-criteria), more attention should be paid to those identified by experts as the most important and those that significantly affect the quality of EP. It is established that such criteria include, first of all, training through research, human resources, teaching, and learning in the educational program. At the same time, the experts of technical specialties have the most doubts about the sub-criteria of the CQEP for internal quality assurance of the EP (K8), and this criterion itself is not considered important by them. At the same time, a large number of CQEP sub-criteria regarding the structure and content of the EP are also questionable, although they consider this criterion to be important. Therefore, these sub-criteria of the CQEP need special attention during the next revision of the set of CQEP to better balance the system of sub-criteria of the CQEP.

PROFESSIONAL LANGUAGE COMPETENCE OF TECHNICAL UNIVERSITY STUDENT: CONCEPT, STRUCTURE, DEVELOPMENTAL SPECIFICS

The use of competence-based approach in higher technical education demands a certain degree of precision from teachers and researchers when building a structure of a competence. This paper explores foreign language training in a technical university. It discusses the specifics of a concept of competence in the context of a technical university taking into account its qualimetric nature, the ability to measure the results of its development. Also, the concept, structure and developmental specifics of a complex, professional language competence relevant for technical universities are presented. Based on the literature review and the use of method of group expert assessment, the structure of professional language competence for a technical university student is identified. It consists of three its most significant components: communicative, cognitive and domain-specific. With that, the domain-specific component implies two individual educational trajectories which correspond to the needs of future graduates. The presented structure lays the foundation of a pedagogical model and technology developed by the author and can be used for other pedagogical solutions and experiments.

Technology of formation of future pedagogue’s commitment to designing the educational project content

The relevance of the research is accounted for by the need to reshape the system of professional training of future pedagogues towards realisation of the sought educational function. The training process should envisage the formation of young specialist’s professional qualities in adapting the content of educational work to learners’ individual characteristics and educational needs. Due commitment to selecting and structuring (designing) the content of educational projects is a significant component of such qualities. In the research 680 students and 836 learners of general education organisations took part. The following methods were applied: active learning, group expert assessment, observation, pedagogical experiment, authorial diagnostic tools, case studies. Pearson’s criterion χ2 was used to establish statistically credible differences between the control and experimental groups. It was revealed that the efficiency of future pedagogue’s training within the framework of the explored activities increases with the use of due technology for forming a commitment to constructing the educational project content. The essence of the professional training technology is teaching the future pedagogue to design (select and structure) the elements of the educational project thesaurus with regard for the learners’ individual characteristics and educational needs, and to apply it in practice in addressing the educational targets. Following the implementation of the said technology, the experimental group showed a significant increase in the number of students demonstrating high and medium levels of preparedness for the above work (χ2 = 5.99; p = 0.05). A significant difference was found between the groups in respect of three of the four analysed components: motivational (χ2 = 9.14; p < 0.05), cognitive (χ2 = 12.8; p < 0.05), evaluative-reflexive (χ2 = 7.8; p < 0.05). At the same time, no difference was found between the groups in terms of the activity component: (χ2 = 2.45; p > 0.05). This fact is accounted for by the same requirements for the educational process results in both groups and by the generalised mission of preparing students for project-specific and functional activities. The developed technology may be used in the process of practice-oriented training of the future and presently functioning pedagogues for the realisation of the educational mission.

Analysis of Data Presented by Multisets Using a Linguistic Approach

The problem of the analysis of datasets formed by the results of group expert assessment of objects by a certain set of features is considered. Such datasets may contain mismatched, including conflicting values of object evaluations by the analyzed features. In addition, the values of the assessments for the features can be not only point, but also interval due to the incompleteness and inaccuracy of the experts’ knowledge. Taking into account all the results of group expert assessment of objects for a certain set of features, estimated pointwise, can be carried out using the multiset toolkit. To process interval values of assessments, it is proposed to use a linguistic approach which involves the use of a linguistic scale in order to describe various strategies for evaluating objects: conservative, neutral and risky, and implement various decision-making strategies in the problems of clustering, classification, and ordering of objects. The linguistic approach to working with objects assessed by a group of experts with setting interval values of assessments has been successfully applied to the analysis of the dataset presented by competitive projects. A herewith, for the dataset under consideration, using various assessment strategies, solutions of clustering, classification, and ordering problems were obtained with the study of the influence of the chosen assessment strategy on the results of solving the corresponding problem.

Formation of a draft model of a national technology initiative specialist

The article indicates the draft model of an NTI specialist, built on the basis of the generalized opinion of experts. Education as an integrated process is focused on the intellectual, spiritual and moral, creative, physical and/or professional development of a person. Based on the analysis of personality theories, the main criteria of the personality model of an NTI specialist are determined. An algorithm for group expert assessment of the personality model of an NTI specialist is presented. Methods for registering indicators of the formation of personality substructures of NTI specialists are pedagogical and psychological diagnostics and expert assessment. The tendencies of positive changes in the personality development of NTI specialists are revealed.

The synthesis of strategies for the efficient performance of sophisticated technological complexes based on the cognitive simulation modelling

Purpose. Improving the productivity and energy efficiency of complex technological complexes through the development and use of scenario-cognitive modeling in control systems. Methodology. Fuzzy cognitive maps, in the form of a weighted oriented graph, were used to develop a scenario-cognitive model. As a result of the conducted research studies, a new strategy of generalization of an expert estimation of mutual influences of concepts on the basis of methods of the cluster analysis is offered. Findings. Based on experimental research and object-oriented analysis of a complex technological complex, a structure of a fuzzy cognitive model is created. A scenario-cognitive model in the form of a weighted oriented graph (fuzzy cognitive map) has been developed, which illustrates a set of connections and the nature of the interaction of expertly determined factors. To solve the problem of impossibility of operative interrogation of experts in case of change in parameters of functioning of difficult technological complexes, expert estimations of values of weight coefficients of mutual influence of concepts are received. Cluster analysis methods were used to group expert assessments and determine a single value as a result of the research. The results of the scenario-cognitive modeling of the enterprise showed that production shutdowns and abnormal situations related to the failure of electrical equipment, deviations of the technological regime and the quality of wastewater treatment have a significant impact on the dynamics of productivity, energy efficiency and efficient use of equipment. Originality. The new scenario-cognitive model developed for forecasting the situation in the absence of accurate quantitative information consists in creating a fuzzy cognitive map, for modeling which many parameters of complex technological complexes are expertly determined. Using the developed methodology, a degree of interaction of these parameters is found, which allows determining dynamics of change in target criteria of functioning under various management strategies. Practical value. On the basis of the created scenario-cognitive model, software has been developed which allowed analyzing dynamics of change in productivity, energy efficiency and efficiency of use of the equipment under possible scenarios of functioning of difficult technological complexes is developed.

Педагогическая экспертиза структуры и содержания профессиональных компетенций будущих педагогов системы дошкольного образования

The Federal State Educational Standard for a new generation (FSES of HE 3++) sets out universal and general professional competences for university graduates. Educational structures can define professional competences independently and describe them as professional standards. A means of solving this challenge is to use a group of assessment experts – one of the core academic qualitative methods. This collective expert opinion helps to develop an algorithm for pedagogical competence expertise and for generalizing their quantitative representation and content. The article presents methods for the structure and content of professional competences for undergraduate students majoring in preschool education. These include the group expert assessment method and the procedure for reconciling the determined competences with current legal documents for preschool education. The research focused on competence-based and qualimetric approaches aimed at modeling the outcomes of education. The “framework” sets out the structure of competences that act as the professional quality standards for higher education. The group expert assessment made it possible to identify groups of professional competences and elaborate their content. The authors have determined the academic expertise for the structure and content of professional competences for students who are the future preschool teachers. This involved the examination and harmonization of the requirements of the Professional Standards for “Teachers (teaching practice in the field of preschool, primary, lower secondary, upper secondary education) (a pre-school teacher, a teacher),” and the Federal State Educational Standard for preschool education. These stages can be implemented in developing the structure and content of professional competencies for students majoring in other areas and profiles of training, which adds to their practical value and usefulness. The findings can be used by university instructors to identify and develop professional competences for undergraduate students following their future job functions and actions as outlined by professional standards.

The Technique for the Development of Basic Preschool Teacher and Parental Competencies

Introduction.In recent years, serious changes in the Russian system of preschool education have been observed. These changes are connected not only with the relevant updating of the educational content and introduction of new teaching forms and methods, but also with the need to improve the parents’ psychological and pedagogical culture in the questions of upbringing and education of children. In this regard, it is reasonable to consider the possibilities of social partnership between the family and the preschool educational organisation, the potential of which is currently not fully elicited.Theaimof the present article is to present the original technique for the development of basic (core) competencies of preschool educators and parents through social partnership between a family and a pre-school educational organisation.Methodology and research methods. While developing the technique, the basic provisions of competency-based, humanistic, system-based and qualimetric approaches were taken into account, thus allowing the authors to implement the principles of individualisation, cooperation and self-organisation. When identifying and evaluating the level of the development of preschool educators’ and parents’ basic competencies, the method of group expert assessments was used as the main research toolkit. In order to organise and support the development of basic competencies, the authors used case study method, implying practical tasks, discussions and professional simulation games.Results and scientific novelty.Social partnership is considered as the most productive form of relations between the specialists of pedagogical sphere and parents, who are experts in upbringing and understanding of the child. Voluntary and long-term cooperation, based on trust, recognition of mutual responsibility, common goals and values, provides a wide range of opportunities to increase the psychological and pedagogical competency of parents and contributes to the professional growth of the teaching staff of the preschool educational organisation. The authors designed a “reference” thesaurus, which is a hierarchical set of interrelated competencies, needed by each member of the interaction for the full development of a young child. Taking into account the members’ individual educational demands and needs, the stages of social partnership are identified: members of pre-school families – in qualified professional assistance and support; children − in educated parents; teachers – in information on the peculiarities of behaviour of pupils outside the preschool educational organisation. The algorithm of formation of basic competencies of teachers and parents of pre-school children was developed and tested in the course of the experiment.Practical significance.The proposed technique can be used for developing social partnership in other pre-school educational organisations, as well as in the system of advanced training for pre-school teachers and in the preparation for their certification as a guidance material, demonstrating the ways of solving the problems, specified in the Federal State Educational Standard of preschool education.

The global proportion and volume of unrecorded alcohol in 2015.

BackgroundAlcohol consumption is associated with elevated risks of disease and injury, and the best indicator of the level of consumption in a country is total alcohol per capita (APC) consumption among adults which comprises recorded consumption and unrecorded consumption. While recorded consumption can be assessed with small measurement bias via taxation or other governmental records, unrecorded consumption is more difficult to assess. The objectives of this study were to estimate the country-specific proportion and volume of unrecorded APC in 2015, to identify main sources of unrecorded alcohol and to assess to what extent experts perceive unrecorded alcohol as a public health, social, and financial problem.MethodsEstimates of unrecorded APC were based on a multilevel fractional response regression model using data from World Health Organization’s (WHO) STEPwise approach to surveillance surveys (16 countries, 66 188 participants), estimates from the routine WHO reporting on key indicators of alcohol use (189 countries), and a nominal group expert assessment (42 countries, 129 experts). Expert assessments also included data on the sources of unrecorded alcohol and the perception of unrecorded alcohol as a public health, social, and financial problem.ResultsThe volume of global unrecorded APC was 1.6 L pure alcohol, representing 25% of the total APC. The volume of unrecorded APC was highest in Europe (2.1 L per capita), while the proportion of unrecorded APC was highest in the WHO Eastern Mediterranean region (57% of the total alcohol). In countries with available data, homemade alcohol was identified as a major source of unrecorded alcohol. The majority of experts considered unrecorded alcohol to be a public health (62%), social (60%), and financial problem (54%).ConclusionsHigh volumes of unrecorded alcohol are consumed globally; however, the volumes consumed and the sources of the unrecorded alcohol exhibit large geographical variation.