Professional Training In Ukraine Research Articles

ІННОВАЦІЙНІ ТЕХНОЛОГІЇ НАВЧАННЯ – ОСНОВА МОДЕРНІЗАЦІЇ ПРОФЕСІЙНОЇ ОСВІТИ

Key directions for reforming professional training in Ukraine are analyzed. Theoretical issues concerning implementation of innovative teaching technologies in professional training are discussed. Future specialists' key, subject-matter and professional competences required at the labour market are elicited. Innovative teaching technologies necessary for forming future specialists' professional competences are determined.

Some Countries’ Experience in Organizing Professional Training and Activity of Probation Officers

Abstract In the article, some countries’ experience in organizing professional training and activities of probation officers has been analyzed. Based on comparative analysis of activities of the Probation Institute abroad, it has been determined that probation service has different functional and organizational features in individual countries. For instance, probation service in different countries is subordinate to different agencies. Thus, probation service in Great Britain, Denmark, Japan, Finland, Norway, Latvia, the Czech Republic and Estonia is under the control of the Ministry of Justice; in the USA, Germany, Hungary, it is subordinate to the judiciary; in the Netherlands – public prosecutor’s office; in Sweden – prison authorities; in Singapore, probation service is under the guidance of the Ministry of Community Development and Sports. Another difference consists in the fact that in some countries the law defines probation as punishment (Sweden, Finland, Latvia), whereas in other countries it refers to some criminal measures (Great Britain), exemption from punishment (Estonia) or is not determined at all (the USA). Despite the differences, the goals and means of achieving them in each probation service are similar in the context of criminal law. The approaches to professional training of probation officers have been analyzed and relevant conclusions have been drawn regarding organization of probation officers’ professional training in Ukraine. In particular, work with offenders should be performed by highly qualified specialists who have a degree and who have passed specialized training courses in educational institutions subordinate to probation authorities. It is important that the content of probation officers’ professional training should be constantly updated, taking into account new approaches and methods of working with convicts, which are recognized as effective.

Comparative Pedagogical Analysis of Philologists’ Professional Training at American and Ukrainian Universities

Abstract The article deals with comparative and pedagogical analysis of philologists’ professional training at American and Ukrainian universities on the conceptual (philosophical and pedagogical paradigms, concepts, theories, approaches, teaching goals and strategies), organizational and pedagogical (tuition fee, training duration and modes, entry requirements) and content and technological levels. The structures of philologists’ professional training in the USA and Ukraine have been compared at the conceptual level. It has been revealed that at present, in both countries, professional training is carried out under the conditions of degree-based education taking into account competency-based, practice- and personality-oriented approaches, is based on the principles of humanization and humanitarization, learning democratization, the combination of national traditions and trends in the international educational space, is aimed at developing a modern, highly competitive specialist in philology. It has been indicated that in the system of philologists’ professional training in the United States, there is an orientation towards the subject of learning; personal and practical approaches to organizing professional training of future philologists create the most favourable conditions for developing students’ skills; however, in Ukraine these approaches are only becoming popular. It has been concluded that profound analysis of the advantages in using rational ideas of US experience will upgrade and improve the system of philologists’ professional training in Ukraine, which is a component of continuing professional education caused by the concrete socioeconomic factors of society development and is to reveal the specificity of philologists’ professional training (the content, forms, methods and pedagogical technologies), to create effective stimuli for professional and personal development of philologists.

FUTURE TECHNOLOGY TEACHERS’ PROFESSIONAL TRAINING IN TERMS OF UKRAINE'S INTEGRATION INTO THE EUROPEAN EDUCATIONAL SPACE

The peculiarities and tendencies of educational space development in countries of Europe were characterized in the process of studying the European experience of future specialists’ professional training. The current state of future Technology teachers’ professional training in Ukraine was analyzed. The congruence of the Ukrainian educational system to the requirements of the European educational space was established. The ways of improving the professional staff training for the purpose of European integration are defined.

The Essence and the Structure of Future Specialists’ Business Competence in Ukraine

For the younger generation business is the primary or secondary form of employment, which proves the urgency of business competence formation. Solution of this problem requires the theoretical studies and development of pedagogical conditions of future specialists’ business competence formation. Unfortunately, among the main flaws of modern professional training in Ukraine we can identify the low motivation for the expression of business initiative and insufficient level of formation of readiness for business activity (incorporated by the content of professional education) and the lack of implementation in the educational process the innovative forms and methods that creates controversy between modern professional education and needs of small and medium businesses. Based on the results of scientific research it was found that business competence of future specialists is a component of their professional competence. Analysis of publications dedicated to the abovementioned problem allows us to conclude: the future specialists’ business competence formation involves acquiring of economic knowledge and developing skills of their use that helps to solve business tasks by students; forming ability of the person to self-realization and self-development that leads to manifestation of making the business initiative. Indicators of business competence formation are: level of knowledge; future specialists’ positive attitude to business as a part of the Ukrainian economy; existence of business skills and elements of business culture; independence in applying professional knowledge and skills; readiness for making economically- reasonable decisions; awareness of responsibility for the quality of the business tasks doing.
 Further scientific research aimed at developing a technology of forming the future specialists’ business competence on condition of the realization the Program "Youth in business" in Kharkov Trade and Economic Institute of Kyiv National University of Trade and Economic.

The Essence and Structure of Masters’ of Public Administration Core Competencies in the USA

Abstract The article deals with revealing the essence and structure of Masters’ of Public Administration professional training in the USA. It has been concluded that Public Administration studies the realization of government policies and trains future public administrators for professional activity; is guided by political science and administrative law; aims to improve the justice, equality, security and efficiency of public services. It has been indicated that the MPA degree is dedicated for those willing to work in public sector. It has been found out that MPA programs are designed to develop the abilities, skills and methods specialists use to realize policies, programs and projects as well as to resolve crucial issues within their organization and/or in society. It has been stated that in the United States of America Master of Public Administration (MPA) and Master of Business Administration programs (MBA) are quite similar, however, have certain differences. It has been defined that the MPA program focuses on different ethical and sociological criteria secondary for business administrators. Simultaneously MPA programs encompass economy courses to supply students with knowledge of microeconomic and macroeconomic issues. It has been specified that MPA programs are built on a range of core competencies defined by the Network of Schools of Public Policy, Affairs, and Administration (NASPAA). The list of the core competencies (to lead and manage in public governance; to participate in and contribute to the public policy progress; to analyze, synthesize, think critically, solve problems and make decisions; to articulate and apply a public service perspective; to communicate and interact productively with a diverse and changing workforce and citizenry) and their detailed characteristics have been presented. It has been identified that cultural competency of future public administrators has become an essential constituent of public affairs curricula. It has been concluded that the above-mentioned positive aspects of the experience may be used to improve future public administrators’ professional training in Ukraine.

ІСТОРИКО-ПЕДАГОГІЧНИЙ АНАЛІЗ СТАНОВЛЕННЯ ПІСЛЯДИПЛОМНОЇ ОСВІТИ ЛІКАРІВ В УКРАЇНІ

This article highlights the historical aspect of the formation of the doctors’ professional training in Ukraine since the time of the medical faculty of the Kharkiv University foundation in 1806. It presents the sequence of doctors’ postgraduate training system development. The author describes the experience of the Kharkov Medical Society in a question of the repeated demonstration courses for doctors in bacteriology implementation. The paper makes an inventory of the Medical Faculty Dean of the University of Saint Vladimir (now – Bogomolets National Medical University) professor M.A. Tikhomirov initiative (1900) for the commission establishment (among the most experienced professors of the faculty) to study issues of relevance, timeliness, and the establishing of doctors’ recurring courses; describes the role of the medical faculty of the University of Saint Vladimir at the first doctors’ universities repetitive courses introduction in Ukraine (1906), gives their approximate content, and provides rules for their organization and conducting in a six month duration period. Also this paper describes the practice of specialized postgraduate medical institutions creation such as: Clinical Postgraduate Medical Institute in 1918 (now – Shupyk National Medical Academy of Postgraduate Education), Kharkiv Doctors’ Advanced Training Institute in 1923 (now – Kharkiv Medical Academy of Postgraduate Education), Institute for Doctors’ Advanced Training in Odessa in 1926 (now – Zaporizhzhia Medical Academy of Postgraduate Education).

СОЦІАЛЬНО-ЕКОНОМІЧНІ УМОВИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ФАХІВЦІВ ФАРМАЦЕВТИЧНОЇ ГАЛУЗІ В УКРАЇНІ (50-60 РОКИ ХХ СТОЛІТТЯ)

The article examines the socio-economic conditions of pharmaceutical industry professional training in Ukraine in the 50-60's, 20th century: the basic requirements to universities and colleges for work on physical education and sport in the UkrSSR; the article shows that during the future pharmaceutical industry specialists practices the Ukrainian higher and secondary medical (pharmaceutical) educational institutions were guided by the historic Twentieth Communist Party of the Soviet Union Congress decisions and instructions of the Ministry of Higher Education and Ministry of Health of the USSR and UkrSSR on training of skilled workers of the Soviet health care; methods to improve professional training of the pharmaceutical industry according to the economic development of society.

The Concept of Research of Pharmacists Professional Training in Ukraine

Despite an increased focus of the Ukrainian scientists (V. Lazoryshynets, O. Volosovets, I. Vitenko, Ya. Tsekhmister, V. Chernykh, and others) on the issue of professional training of pharmacists, today it still remains insufficiently studied, and taken European integration into account it requires significant attention. The concept of pharmacists professional training in Ukraine implies that pharmaceutical education, i.e. the structure, content, timeframes, and quality, should be brought to conformity with the state and international standards and with the demand of the country's healthcare system for high-quality pharmaceutical aid provided to population, for supply of good medicinal products in sufficient amounts, for the development of new technologies in production of medicinal products, for maintaining the nation's health. The system of continuous professional training of pharmacists in Ukraine comprises three successive stages, integrated between each other since every next stage is based on the previous and backs the new, higher level of pharmacists professional training, namely undergraduate training, postgraduate studies, continuous (lifelong) professional development. The ultimate goal of pharmacists professional training in Ukraine is to achieve objectives such as improving the quality of medicinal products and pharmaceutical aid; maintaining and strengthening the nation's health; promoting the quality of education, research and professional activities of higher educational and postgraduate institutions offering pharmaceutical education; competitiveness of pharmacists in the European and international labor markets.

A Comparative Analysis of Models of Bachelors of Arts’ Professional Training in Applied Linguistics at the Universities of Ukraine and the Usa

Abstract The analysis of scientists’ researches from different countries dealing with different aspects of training in the educational systems of developed countries was carried out. The models of Bachelors of Arts in Applied Linguistics professional training in Ukraine were considered. It was analyzed a professional training of Bachelor of Arts in Applied Linguistics in the USA and the comparative analysis of models of professional training of Bachelors of Arts in Applied Linguistics at the universities of Ukraine and the USA was carried out. Different and similar approaches of using new learning technologies, the structure and content of educational programs, assessment systems and scientific methods of teaching, practical training Bachelors of Arts in Applied Linguistics, accreditation and certification of Bachelor of Arts in Applied Linguistics qualifications were defined. The general positive characteristics of professional training of Bachelor of Arts in Applied Linguistics in the United States and Ukraine were determined.

Experience German universities to improve the quality of higher education and the possibility of its use in professional training in Ukraine

In this article experience of Germany high educational schools of reformation of high educational system was presentated partly. This experience with the perpers of development of quality of professional preparation in Ukraine can be used.