Higher-education Teaching Personnel Research Articles

ЭКОЛОГИЗАЦИЯ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА

The article brings forward a comprehensive technology for disseminating professional knowledge in waste management among the students of Samara State Social and Pedagogical University. The technology implies both introduction of changes to educational programs and collaboration with mass media. Using plastic waste as an example it is demonstrated how lack of environmental awareness in young people leads to decline in efficiency of the waste processing industry. Involving students in settling and mitigating environmental problems is possible provided that theory and best practices used in everyday life are transmitted to them. Through bringing the environmental practice into educational and extracurricular activities, students and higher education teaching personnel are taking real steps to preserve natural resources and develop environmental awareness in the youth of the Samara region.

Interdisciplinary research of motivation as a factor of successful professional adaptation of residents

The urgency of research is caused by the problem of quality and success of the residents’ professional training, the important factor of which is a complex of motives inclining and directing towards activities.The aim of the study is to identify a set of incentives for successful professionalization during the adaptation of residents to a new educational environment (in the first two months) based on the implementation of interdisciplinary approaches.The principal methods for studying this problem were social survey and psychodiagnostic testing, statistical processing of the research quantitative results. 369 residents took part in the experiment.The results of the research showed that the principal motives for successful professional adaptation of residents were an informed choice of the place for further education; choice of speciality, where there were favorable conditions at the clinical sites and effective tutors with practical and educational experience; choice of the department, where its head was involved in residents’ training, and the curators were involved in the practical healthcare.The authors presented a model of the residents’ motivation place in the value components of the public health system on the whole, taking into account interaction of medical organizations and medical higher educational establishments.The significance of research lies in the fact that the obtained results contribute to the enhancement of medical education. The research materials can be of help for the tutors, higher-education teaching personnel, the administration of medical universities.

Анализ и оценка кадровых рисков научно-педагогических работников в образовательной организации высшего образования

The article deals with the challenges of building of HR capacity in higher education institutions aimed at minimizing HR risks in conditions of uncertainty of regulations for HEIs scientific and pedagogical staff. Assessment of staffing for the educational programs implemented at Samara National Research University named after Academician S.P. Korolev (Samara University) by university schools and integrated training areas allowed to identify inconsistencies between the qualification of permanent scientific and pedagogical staff (SPS) and the requirements of regulatory legal acts as well as to offer recommendations for elimination of such inconsistencies. The analysis of the identified discrepancies served as the basis for the identification and classification of substantial and potential HR risks that come with scientific and pedagogical staff. Using the expert assessment method, the significance and probability of occurrence of such risks have been assessed. At the final stage of the study, we provided methodological recommendations for HR risk management with due regard to the Unified Code of Ethics in force and absence of professional standards “Teacher Professional Training, Vocational Education and Continuing Professional Education”. Measures to prevent and minimize HR risks in higher education include, in particular, the development of advanced training and retraining programs, annual monitoring of staffing, development of intra-university regulations governing the work of higher-education teaching personnel by position.

Academic freedom and the decolonisation of knowledge: curriculum transformation in South Africa from a UNESCO perspective

ABSTRACT Decolonisation aims at exposing the ills of colonialism in an attempt to undo their long-standing effects. Important criticism of curriculum decolonisation has focused on potential conflicts with academic freedom. However, this criticism has to some extent suffered from a perceived lack of agreement on the concept and status of academic freedom itself. The present study views decolonisation in South Africa from the perspective of the international standard afforded by the UNESCO recommendation concerning the status of higher-education teaching personnel (1997). It is argued that, whereas some conceptions of decolonisation are intrinsically in conflict with the recommendation, compliance depends in other cases on implementational details. Moreover, regarding several conceptions, furthering decolonisation and implementing the UNESCO recommendation go hand in hand. In a case study, the Nelson Mandela University Transformation Plan 2018–2020 is critically examined. Finally, it is suggested that there may be considerable benefits associated with using the UNESCO recommendation as a guide in and throughout curriculum transformation.

КОНСТРУКТЫ ОРГАНИЗАЦИОННОЙ ПСИХОЛОГИИ И БИЗНЕС-ПРОЦЕССОВ В ФИЗКУЛЬТУРНО-СПОРТИВНОЙ ДЕЯТЕЛЬНОСТИ СТУДЕНТОВ ВУЗА ПО ФОРМИРОВАНИЮ УНИВЕРСАЛЬНЫХ КОМПЕТЕНЦИЙ

The purpose of the research is to develop criteria for assessing the involvement of students in physical culture and sports activities for the formation of universal competencies based on the analysis of the constructs of organizational psychology and business processes. Methods and organization of the research. Analytical and synthetic methods, methods of abstraction and systematization were used. Results and discussion. As a result of the research, the constructs of organizational psychology and business processes such as «personal involvement», «organizational commitment», «organizational civic behavior», «involvement in work», «passion for work», «personal resource», «job satisfaction» and universal competencies of physical and sports activity in the system of higher education were studied. Based on the synthetic method, the possibilities of using these constructs in the process of developing competencies among university students are formulated through the criteria for assessing involvement in physical culture and sports activities according to the expert opinions of the higher-education teaching personnel, questionnaires and social surveys. In conclusion, it is postulated: a low degree of knowledge of the possibility of using the presented constructs; lack of a clear and well-formed classification of criteria for the students’ involvement in physical culture and sports activities for the formation of universal competencies; the process of formation of universal competencies of physical culture and sports activities of students contributes to their personal involvement; the possibility of using the author's criteria-based assessment of students’ involvement, depending on the material and technical organizational conditions and professional capabilities of the higher-education teaching personnel.

THE REVOLUTIONARY ATTACK ON «FREEDOM OF EDUCATION», OR THE PROLETARIAN READING OF SOCIAL DISCIPLINES IN THE 1920s: FROM CONCEPTION TO IMPLEMENTATION

The article examines the problems of the Soviet education formation in one of the most troubled periods of the Soviet history – in the 1920s. The features of the policy of the Soviet government in this direction are studied. Through the study of a number of steps taken by the Soviet government in the field of university curricula transformation, a general picture of large-scale changes in the entire educational system is given. The work focuses on social disciplines that became key ones in creating the Soviet educational system. On the example of the activities performed by two universities in the Volga region (the largest at that time) – Saratov State University and Kazan State University -the main reasons and principles of introducing new social disciplines are studied. What it involves first is Marxist-Leninist social disciplines, which are actively implanted by the new government in the educational programs of the country’s universities in general and the universities of the Middle Volga Region in particular. The process of building social institutions designed to accumulate the study of Marxist-Leninist disciplines in universities is shown. On the basis of examining the archival documents reflecting the activities of these universities, particular moments of history associated with the beginning of the introduction and teaching Marxist-Leninist disciplines were reconstructed. The emphasis is placed on studying the reflection of the higher-education teaching personnel and their individual representatives on the ongoing changes. Individual statements of university teachers, their speeches, articles, and their direct social practices became one of the main sources that made it possible to reconstruct the attitude of the university intelligentsia to the flooding of the educational process with Marxist-Leninist disciplines and to the transformation of their professional space as a whole. The paper also traces the methods of the university intelligentsia’s influencing the ongoing changes. The interconnection between the socio-cultural practices of university professors and lecturers and the results of social disciplines transformations is revealed. It is noted that the initial plans of the authorities were largely adjusted, largely under the influence of the higher-education teaching personnel. In general, the article defines the significance of socio-cultural practices of the university intelligentsia for the emerging Soviet educational system.

Hygienic assessment of the tension of the labor process and emotional state of the teaching staff of a medical university

The medical condition of the higher-education teaching personnel of the university is reflected in the quality of the educational process in the educational institution and, as a consequence, in the formation of professional competencies of future graduates. It is known that workers in the fields of education and health care more than others are subject to stress, physical inactivity and, as a result, professional (emotional) burnout. The present study is devoted to the study of the state of health, activity, mood, professional (emotional) burnout of the teaching staff of a medical university, assessment of the intensity of their work process, professional risk. The study of well-being, activity, mood, professional (emotional) burnout was carried out using a questionnaire survey using well-known methods. The assessment of the intensity of the labor process was carried out in accordance with the Guidelines for the assessment of occupational health risks for workers. The assessment of occupational risk categories was carried out in accordance with the Guidelines for Assessing Occupational Risk for Workers' Health, as well as using a matrix of consequences and probabilities according to GOST Risk Management. Risk assessment technologies. It was found that the working conditions of the teaching staff of a medical university are tense 2 degrees. Evaluation of the functional emotional state showed that the teaching staff of a medical university has moderate emotional burnout, against the background of a high level of psychoemotional exhaustion. Indicators of well-being and mood have high (favorable) levels, while the activity indicator, on the contrary, has a low (unfavorable) value, presumably against the background of increasing employee fatigue. The occupational health risk of employees is medium (significant), the risk class according to the severity of the possible consequences of identified hazardous events is medium (T3), the probability of the consequences of a hazardous event is high (B4), the risk class is medium (C12).

HR Perspectives of Russian Universities: Who Will Teach in the Near Future?

Introduction. A university professor is the major actor of the preparation of future specialists, the carrier of significant amount of implicit knowledge, which due to objective reasons cannot be formalised. For the full functioning of the higher school and its development, it is necessary to form and support the affective system of uninterruptable reproduction of qualified scientific and pedagogical personnel. The growing problem of ageing of higher-education teaching personnel (i.e. faculty) of Russian universities, which is not isolated from other negative trends, causes a threat to the overall human potential of the country.Aim. Within the scope of a further scientific discussion1, the aims of the article are the following: to comprehensively discuss the crisis situation in the field of higher education HR in Russia, to identify the key causes of the crisis and to indicate the possibilities of overcoming it.Methodology and research methods. The methodological framework is based on systematic approach, which includes general scientific methods (deduction, induction, generalisation, comparative analysis, etc.) and special research methods (historical method, correlation and regression analysis, statistical analysis, etc.).Results and scientific novelty. The causes of demographic crisis of the Russian higher education institution are considered: a) the rapid ageing of highereducation teaching personnel; b) the outflow of young teachers to other sectors of employment; c) the reluctance of graduates of master programmes to build their career in the field of higher education; d) the lack of the general interest in postgraduate school as a traditional institute for the training of scientific and pedagogical personnel of the highest qualification in Russia; e) the reduced efficiency of the functioning of the institute of postgraduate education; f) the long period of becoming young teachers as candidates of science. The crisis is continuously increasing against the background of: a) the growth in the number of potential applicants – young people aged 18 to 24; b) the low income level of young university teachers, including most of the leading universities; c) the lack of the system of state support and stimulation of young teachers. There are currently no economic prerequisites for the use of “soviet” experience in terms of a significant increase in the financial attractiveness of postgraduate school and perspectives of scientific and pedagogical activities. Therefore, it is necessary to propose the measures at the federal level, taking into account modern realities. To resolve the problem mentioned above, the author’s concept of the state programme “Future Associate Professors” is proposed, which should be realised by organising two promotion trajectories: a) “student → assistant and postgraduate student → preparation and dissertation defence → associate professor”; b) “a practicing specialist with experience in the department’s profile → teacher and postgraduate student → preparation and dissertation defence → associate professor”. The innovations designed to ensure successful implementation of the programme are formulated and justified: a) state subsidies for a part of the cost of students’ and young specialists’ participation in the programme; b) targeted “teaching” budget places for postgraduate studies; c) the introduction of an additional criterion for evaluating universities in the framework of annual monitoring.Practical significance. The research results and proposals can be used by the Ministry of Education and Science of Russia, as well as by the heads of Russian universities to increase the effectiveness of their activities at the national and local levels.

The Main Developments in the Education System in Russia in 2018

In 2018, the main developments in the education system can be divided into the two unequal phases: one before the President’s May 2018 Decree and the other after it. Before May 2018, the main attention was focused on teachers’ salaries; the “struggle” to raise them to the average pay in a relevant region was already waged for six years running. Average salaries of higher-education teaching personnel attract less attention though by 2000 their value was to be equal to 200 percent of the average salary in a relevant subject of the Russian Federation where the higher educational institution was situated. From May 2018, the main focus in education was switched over to development of the “Education” national project and the volume of budget funding to be allocated on the specified goals. In addition, in the higher education system serious debates started on the issue of state accreditation of higher educational establishment.

АВТОНОМІЯ УНІВЕРСИТЕТІВ: АНАЛІЗ МІЖНАРОДНИХ ДОКУМЕНТІВ

The article is devoted to the identification of the higher education development trends on the basis of the key analytical documents analysis of the following international organizations in higher education: United Nations Educational, Scientific and Cultural Organization (UNESCO), Organisation for Economic Cooperation and Development (ОЕCD), World Bank, European University Association. UNESCO documents are focused on the autonomy of higher education institutions and academic freedom. Autonomy means that degree of self-governance necessary for effective decision making by institutions of higher education regarding their academic work, standards, management and related activities consistent with systems of public accountability, especially in respect of funding provided by the state, and respect for academic freedom and human rights. However, the nature of institutional autonomy may differ according to the type of establishment involved. Autonomy is the institutional form of academic freedom and a necessary precondition to guarantee the proper fulfilment of the functions entrusted to higher-education teaching personnel and institutions. The World Bank Analytical reports are emphasized on the financial autonomy as an integral part of the higher education financing system. The OECD reports are devoted to the university autonomy in the context of financing, quality assessment and management of higher education institutions. The tendencies of the development of higher education systems in Europe are defined. They are increasing of the role of higher education in ensuring the competitiveness of countries in the world economic community; increasing of the universities competition in market economy and controlling over the public financial resources effective using; increasing demands for higher education quality; decentralization of higher education institutions management; development of the institutional autonomy and academic freedom; the interconnection of institutional autonomy, accountability and responsibility for the quality of higher education; the educational paradigm changing in terms of learning and teaching recognition as key institutional priorities.

Right To Education And Teacher Gap In Nigeria: Estimating The Problem And Lessons From International Best Practices

This paper was first presented as the 2018 Distinguished Guest Paper at Nigeria’s Annual World Teachers’ Day Symposium. The theme of the 2018 World Teachers’ Day, which is “Right to education means the right to a qualified teacher” therefore, provides the context. The paper examines the main thrusts of the 1966 International Labour Organisation (ILO)/United Nations Educational, Scientific and Cultural Organisation (UNESCO) Recommendation concerning the Status of Teachers and 1997 UNESCO recommendation concerning the status of higher education teaching personnel which laid a strong foundation for the professionalization of teaching and gave birth to the World Teachers’ Day. It argues that the theme of the World Teachers’ Day calls for a balance between the promises of the right to education and implementation of the 1996 ILO/UNESCO and 1997 UNESCO Recommendations. Against this background, the paper x-rays the concept and dimensions of the right to education as intended by the international conventions and international education goals. It also discusses the approaches to determining out-of-school children and interrogates the figures of out-of-school children and the teacher gap in Nigeria. It finally discusses some international best practices regarding the right to education and the strategies of the African authorities to tackle the teacher gap in the continent and provides some recommendations for Nigeria.

Electronic learning resources and online education technology: issues of effectiveness evaluation

The relevance of the problem under investigation is due to the widespread use of electronic learning resources and online education technologies in Russian universities and the need to improve their quality for increasing the students learning efficiency. The article aims to study the possibilities for improving the efficiency of e-learning resources and online education technologies and their application specific in teaching students. The leading method of this issue research is the analysis of electronic learning resources and online education technologies use at Russian HEIs. Research results: analysis of electronic learning resources and online education technologies use at Russian HEIs was conducted; approaches for evaluating the efficiency of electronic resources and online education technologies use were developed; recommendations on improving the e-learning resources and online education technologies use were formulated, as well as for developing methodological and pedagogical support for their use in the educational process. The article materials can be useful for: higher-education teaching personnel who one way or another uses e-learning resources and online education technologies in teaching activities; HEIs' leaders; materials developers and employees of universities that are involved in the practical introduction of e-learning resources and online education technologies into the educational process; students and post-graduate students. Learning Efficiency; E-

НАВЧАННЯ ПІВДЕННИХ СЛОВ’ЯН У КИЇВСЬКІЙ ДУХОВНІЙ АКАДЕМІЇ (1900–1918)

The article fully characterises education of the South Slavs at the Kiev Theological Academy according to the studying new archival documents. It was found the content of the educational process, the problems faced by foreign students and how they were solved in the academy. It is shown the Russian Empire authorities’ interest in the preparation of the clergy for the Balkans. It is exposed the solidarity of the South Slavic youth with the Ukrainian people concerning the non-acceptance of gendarmerie-police management methods in Ukraine. The fates of graduates after studying in Kiev are studied. The purpose of this study is to determine the reasons of education of the South Slavs at the Kiev Theological Academy, the content of the educational process and participation of the South Slavic youth in the public realities of contemporary Ukraine. In the early twentieth century and before the establishment of Soviet authority in Ukraine, the South Slavs received higher and professional education here. A small number of educational establishments at homeland, economic and political instability in the Balkans almost to the end of the First World War contributed to the moving of young people to foreign countries for education. The situation was used by countries, who inculcated their ideology on foreign students during the study process, justifying and ensuring the successful penetration of their policies on the lands of the South Slavs. Those students who studied in Ukraine, had to become the spokesmen for the interests of the Russian Empire in the Balkans. Actually, educational institutions successfully coped with these tasks. Thus, the Kiev Theological Academy defended and propagated the imperial ideas of tsarist Russia through education of foreigners in it. Selection of candidates from other countries for studying was not accidental. The religious factor was the leading in lobbying foreign policy interests of the Russian Empire. The South Slavs were represented by Bulgarians, Serbs, Montenegrins, Macedonians and Bosnians with Herzegovinians. The Croats and Slovenes were called Austrian Slavs at that time in Russia, and since they belonged to the Catholic world, the work with them was in other spheres. The South Slavs who studied at the KTA were plunged into the social and political processes that took place in Ukraine, and together with the Ukrainian intelligentsia and studentship formed the international educational process that lasted in Ukraine till the establishment of the Bolshevik regime. The content of unsent letters to the home of Balkan students indicated an understanding of the difference between what the higher-education teaching personnel of the Academy said and what they saw and heard on the Kyiv streets and other cities of Ukraine. The South Slavic youth expressed solidarity with the Ukrainian people concerning the non-acceptance of the gendarmerie-police management methods in Ukraine. The ideas of the Slavic consolidation and equality, declared by the Russian Empire and determined as the core of foreign policy activity, were not supported by the authorities on its lands. Understanding these circumstances, the South Slav students were cooled to imperial propaganda that Russia is the centre of Slavic unity and a fighter for the independence of the Balkan Slavs. Public moods of Ukrainian community significantly influenced the formation of such a position of the South Slavs.

НАВЧАННЯ ПІВДЕННИХ СЛОВ’ЯН У КИЇВСЬКІЙ ДУХОВНІЙ АКАДЕМІЇ (1900–1918)

The article fully characterises education of the South Slavs at the Kiev Theological Academy according to the studying new archival documents. It was found the content of the educational process, the problems faced by foreign students and how they were solved in the academy. It is shown the Russian Empire authorities’ interest in the preparation of the clergy for the Balkans. It is exposed the solidarity of the South Slavic youth with the Ukrainian people concerning the non-acceptance of gendarmerie-police management methods in Ukraine. The fates of graduates after studying in Kiev are studied. The purpose of this study is to determine the reasons of education of the South Slavs at the Kiev Theological Academy, the content of the educational process and participation of the South Slavic youth in the public realities of contemporary Ukraine. In the early twentieth century and before the establishment of Soviet authority in Ukraine, the South Slavs received higher and professional education here. A small number of educational establishments at homeland, economic and political instability in the Balkans almost to the end of the First World War contributed to the moving of young people to foreign countries for education. The situation was used by countries, who inculcated their ideology on foreign students during the study process, justifying and ensuring the successful penetration of their policies on the lands of the South Slavs. Those students who studied in Ukraine, had to become the spokesmen for the interests of the Russian Empire in the Balkans. Actually, educational institutions successfully coped with these tasks. Thus, the Kiev Theological Academy defended and propagated the imperial ideas of tsarist Russia through education of foreigners in it. Selection of candidates from other countries for studying was not accidental. The religious factor was the leading in lobbying foreign policy interests of the Russian Empire. The South Slavs were represented by Bulgarians, Serbs, Montenegrins, Macedonians and Bosnians with Herzegovinians. The Croats and Slovenes were called Austrian Slavs at that time in Russia, and since they belonged to the Catholic world, the work with them was in other spheres. The South Slavs who studied at the KTA were plunged into the social and political processes that took place in Ukraine, and together with the Ukrainian intelligentsia and studentship formed the international educational process that lasted in Ukraine till the establishment of the Bolshevik regime. The content of unsent letters to the home of Balkan students indicated an understanding of the difference between what the higher-education teaching personnel of the Academy said and what they saw and heard on the Kyiv streets and other cities of Ukraine. The South Slavic youth expressed solidarity with the Ukrainian people concerning the non-acceptance of the gendarmerie-police management methods in Ukraine. The ideas of the Slavic consolidation and equality, declared by the Russian Empire and determined as the core of foreign policy activity, were not supported by the authorities on its lands. Understanding these circumstances, the South Slav students were cooled to imperial propaganda that Russia is the centre of Slavic unity and a fighter for the independence of the Balkan Slavs. Public moods of Ukrainian community significantly influenced the formation of such a position of the South Slavs.

INNOVATIVE APPROACH IN SHAPING of BEHAVIOR OF TEACHERS IN MODERN SOCIETY: RUSSIAN CASE

The article raises the question of ethics of pedagogical activity as a set of norms and rules of conduct of teacher providing the moral character of the pedagogical activities. The article presents an analysis of the current approach to shaping the future of teaching staff in higher education. In addition, an analysis of the rules relating to professional ethics of teacher, the main directions of the implementation of relevant competencies in the practice of higher education institutions. Main attention is paid to the moral and ethical aspects, as one of the most important aspects of the development of higher education teaching personnel. The peculiarity of pedagogical activity is that it is based not so much on the power of the administrative authorities, but rather on the pedagogical authority. That is why today the sphere of ethics and morality of the teacher with all its features to the foreground, and the last decade in the domestic pedagogy and psychology noted increased attention to issues of moral education.

Higher-Education Teaching Personnel Wages: Main Trends

Average wages of higher-education teaching personnel (HETP) in 2015 must account for 130% of the average wages in a given region. The Russian average HETP wages in January-September 2015 accounted for 140.2% of the average wages in economy, showing high differentiation by constituent territory of the Russian Federation. Russia’s Ministry of Education and Science has recently concluded that HETP average wages much higher than 130% is indicative of that the money management of a higher education institution is cost-inefficient. Therefore the Ministry plans to cut subsidies which subordinated higher education institutions receive for implementing their government assignment, considering it reasonable that no extra money should be allocated to institutions which can afford above-normal HETP wages. Hence, budget allocations may be cut for such institutions, whereas they may increase for institutions which fail to catch up with the target value. With such a policy in place, however, a reverse effect can be attained, that is, higher education institutions will cut their HETP average wages in order to be eligible to apply for more funds to cover their current operations.

О новых практиках государственного управления в российских университетах (по результатам полевого исследования)

New public management practices in prestigious universities are researched in this paper. Based on the field
 study — higher-education teaching personnel (HETP) interrogation — problem areas related to university managerialism
 policy have been revealed. It has been shown, that the administrative machine and control department
 extension, as well as low level of professorship involvement in decision-making destroy the academic autonomy
 and create a latent conflict between managers and HETP.

Institutional Features of National Personnel Policy and Social and Labour Relations in Higher Education Establishments

Social and labour relations in higher education institutions are in a state of transformation on institutional, legislative, rule-making levels. To improve the quality of national personnel policy in respect of higher education institutions it is necessary to enhance the process of its realization on institutional level by expanding the spectrum of educational services with account of their quality, adapting new institutional form of social and labour relations – the effective contract in higher education institutions, developing social safety policy and providing fair salary for higher-education teaching personnel with due consideration of key performance indicators. DOI: 10.5901/mjss.2015.v6n3s3p283

UNIVERSITY TEACHERS’ READINESS TO APPLY THE MODERN EDUCATIONAL TECHNOLOGIES

The aim of the research is to investigate the readiness of the university teachers to apply the modern educational technologies. Methods . The methods include theoretical: analysis of existing modern educational technologies, the concept «readiness» and its components, abstraction of signs and kinds of modern educational technologies based on the scientific literature and in the Federal State Educational Standards (FSES); empirical: questionnaires and testing methods for detecting levels of university teachers’ skills and readiness to use modern educational technology. Results . The main features of modern educational technologies are identified and justified that are to comply with modern methodology of the theory and practice of education study and the latest FSES requirements; the level of science, manufacturing, and modern rules of human relations. The components of readiness of university teachers to use modern educational technology are structured. The linguistic component is included along with the cognitive, psychological, operational, connotative components; its necessity is proved. The average level of readiness for the use of modern educational technology by university teachers is identified. Scientific novelty . The author specifies the features of the modern educational technology. The most significant components of higher-education teaching personnel readiness to use technological innovations are identified. As a whole, these results form the indicative framework for the development and measurement of readiness of the university teachers to use the modern educational technology. The development of the readiness of the university teachers to apply the modern educational technologies is proved to be an issue of current interest. Practical significance . The research findings can be used as the basis of techniques and methods designing for its further development and measurement of the training, retraining and advanced training of the teaching staff of universities.

The Peculiarities of Socio-Educational Support of the Future Specialist Professional Formation in Higher Education

Socio-educational support in the process of education modernization should exhibit humanitarian nature, flexibility, non-violent and “non-intrusive” character of the educational process that can directly relate to the needs and interests of its members. The heightening attention to every member of the educational process marks the idea of socio-educational support of the specialist’s professional development top-priority. In this regard we have identified and described the content of the socio-educational support of a future specialist professional development in higher school that involves creating favorable conditions for personal development, social self-determination and professional establishment of the subjects of education in particular organizational and pedagogical forms, as well as successful possessing necessary competencies in the process of teachers’ and students’ interaction. The submissions of the article can be valuable for the higher-education teaching personnel and advisors in the educational institutions of both higher and secondary professional education.