Provision Of Educational Services Research Articles

Awareness of childhood visual impairment

Aim of the study The aim was to evaluate the level of awareness among parents and caregivers of visually impaired children. Methods This was a prospective cross-sectional study that was conducted on parents/caregivers of visually disabled children to assess their realization of visual impairment through a structured questionnaire. Results The respondents included 604 parents/caregivers of visually impaired children. The results revealed that 48% were mothers, 82.1% were college graduates, 26.4% were aware of the availability of visual impairment rehabilitation, 66.9% believed that early detection of the child visual impairment was family’s responsibility, and 57.1% thought that the environment plays a key role in forming these children’s personality. Overall, 93.4% agreed that the family’s culture and social awareness play a key role in avoiding psychological burden, 91.9% agreed that the proper awareness campaigns have a significant role in mitigation of the children’s psychological burden, and 91.9% agreed that these programs could have a positive effect of the children’s educational career. The primary source of information was through the ophthalmology clinic, as reported by 45.6% of participants. In addition, 84.9% believed that these children should join regular schools, and 96.2% agreed that providers of educational services should be trained. Moreover, 51.7% were aware of the presence of special schools for these children. Furthermore, 51.5% believed that with the help of the family and environment, children with visual impairment could adapt in the society, and 65.2% agreed that these children could lead an independent life. Conclusion Raising public awareness particularly among families about the childhood visual impairment is crucial to foster understanding and acceptance of children with visual impairment, so that they can face challenges, interact with community, adapt to their surrounding environment, and lead an independent life.

ЗАРУБІЖНИЙ І ВІТЧИЗНЯНИЙ ДОСВІД РЕГУЛЮВАННЯ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ПРАЦІВНИКІВ ТА ЇХ ПРОФІЛЬНОЇ ПІДГОТОВКИ

This article, for the first time in domestic practice, explores the application of additional regulation of professional activity in Ukraine and EU member states. The following tasks were carried out: studying international and European approaches to the employment of regulated professions by employers and educational service providers; comparing the domestic system of professional activity regulation; reviewing relevant domestic publications; analyzing legislative and regulatory acts of a regulatory nature; proposing the typification of regulated professions and professional qualifications in Ukraine for the first time; and identifying the primary shortcomings of the Ukrainian system of professional activity regulation. During the research, the methods of monographic, systematic analysis, and comparative were used. The results indicate that domestic authors tend to concentrate their specialized research on the study of foreign education while paying little attention to relevant domestic practices. Among the author's key findings is the lack of a unified, legally established framework for defining and implementing regulations for professional activities in the country. Comparing the recognition of professional qualifications in regulated professions is challenging due to differences in recognition procedures, volumes, tools, terms, and content. The lack of a national registry of regulated professions and qualifications also poses difficulties for stakeholders and foreign partners. This is particularly important when it comes to recognizing the professional qualifications of war refugees in host countries. In Ukraine, professions and qualifications are typically regulated using a departmental and sectoral approach. This approach involves preparing, externally assessing, recognizing, and practically implementing over 400 regulated professions, job titles, and positions, as well as full and partial professional qualifications associated with them. The National Qualifications Agency is not responsible for creating a register of regulated professions/qualifications. It also does not fully form the register of qualifications as a whole, focusing exclusively on including only professional qualifications defined in professional standards, the number of which is insignificant and does not exceed three hundred, etc.

Barriers to the integration of palliative care in Ghana: evidence from a tertiary health facility.

Integration of palliative care (PC) in cancer management is critical to improving the overall quality of life of cancer patients and their families. Nevertheless, only a few people in need of PC services actually receive them. The study explored the barriers to the successful integration of PC in cancer management in Ghana. The design was an exploratory descriptive qualitative research design. In all, we conducted 13 interviews with service providers (7), patients (4) and caregivers (2). An inductive thematic analysis was carried out. Data were managed using QSR NVivo 12. Our study reveals the different levels of barriers that adversely affect the successful integration of PC and cancer management. Emerging from the findings are patient- and family-level barriers (denial of the primary diagnosis and understanding of PC and financial constraints), service provider-level barriers (healthcare providers' misunderstanding of PC and late referrals), and institutional and policy-level barriers (infrastructural and logistical constraints, non-inclusion of PC in the National Health Insurance Scheme, low staff strength). We conclude that different levels of barriers are encountered in the integration of PC in cancer management. There is a need for policymakers to develop comprehensive guidelines and protocols for the integration of PC into cancer management. These guidelines should address the various levels of factors that serve as barriers to PC integration. The guidelines should also emphasise the importance of early referral for PC and educate service providers on the benefits of PC for patients with life-limiting illnesses. Our findings underscore a need to include PC services and medication in the benefits package of the health insurance scheme to reduce the financial burden on patients and their families. In addition, continuous professional training of all cadre of service providers is needed to facilitate PC integration.

A Study on Strategies to Improve Elementary School Teachers' Professionalism in the Context of Integrated Education

Integrated education is an educational concept of special education, which refers to the provision of equal quality education and related services for all children, including those with special educational needs, in regular classes in regular schools in the community, based on the belief of meeting the diverse learning needs of all children. In recent years, the elementary school level has become the main basis for the development of integrated education, and the number of children with special needs attending classes has gradually increased, placing higher demands on the professionalism of elementary school teachers. This study aims to improve the professionalism of elementary school teachers in the context of integrated education at three levels: educational administration, schools and teachers, which will not only inject new energy into the development of elementary school teachers' professionalism, but also better promote the development of "class attendance" in China.

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Vocational education and training (VET) is an integral part of the Ukrainian educational system and an important component of the country�s reconstruction both now and in the long term, due to the large-scale Russian invasion of Ukraine. Given this, VET institutions in Ukraine should adapt to the unfavourable conditions of the ongoing russian-Ukrainian war and train qualified workers in accordance with the requirements of the current labor market. As a result of the martial law in Ukraine, starting on February 24, 2022, VET institutions subsequently switched to distance learning, and then, depending on the security situation in the certain region, provide educational services in three different formats (full-time, distance and mixed). By that time, Ukrainian students already had experienced distance learning due to the COVID-19 pandemic and the introduction of quarantine measures, so this was not a new challenge for most participants in the educational process. However, other problems that had existed in providing quality VET for some time before have crystallized. It is about the proper methodological support of the educational process, one of the main components of which is the availability of the required educational materials. The working hypothesis of this article is that one of the key factors influencing the provision of quality educational services in the VET system is the availability and accessibility of training materials (textbooks), which should be up-to-date, reflect the current needs of society and take into account the needs of the business sector. To test this hypothesis, the article analyzes in detail the survey covering 25 Regional Educational and Methodological Centers of Vocational Education in Ukraine, which was conducted by the authors in 2020. The study found, among other things, that it was an imbalance between the available number of textbooks and the real need for quality educational literature in a number of professions; nearly 50% of vocational training textbooks were outdated and did not reflect trends and changes in the relevant sectors; some textbooks were published in russian in the Soviet era etc. However, in recent years, the situation with the provision of materials for VET education and its accessibility has improved significantly, and today the vast majority of educational materials are available online and are concentrated on several electronic platforms. In order to facilitate and increase the efficiency of further use of educational literature, the authors propose to create a unified e-platform for VET, which will host training materials (textbooks) not only in Ukrainian, but also English-language resources that have proven to be of high quality, in particular, from EU countries.

Survey of clinical placements within pre-registration diagnostic radiography programmes in the UK and Ireland

IntroductionPlacement capacity is a challenge in supporting the clinical education of diagnostic radiography students within the UK at a time where growth in the workforce is required if service delivery needs are to be met. COVID-19 has been one of the catalysts in the growth of innovative and simulated clinical placement models. This survey seeks to understand the current picture of clinical education models and the drivers for it. MethodsA short online MS Forms survey with mixed question types was distributed to higher education institutions (HEIs) delivering pre-registration diagnostic radiography programmes in the UK and Ireland. Descriptive and thematic analysis of data was undertaken to gain insight into the clinical placement models used. ResultsResponses related to 24 programmes from 17 HEIs were collated. Capacity issues, increased student numbers and ability to achieve the learning outcomes were the drivers for the model and arrangement of clinical placements. Clinical practice hours varied widely across programmes as did the proportion of simulation-based education. Respondents felt an increase in the use of placements in modalities and other settings could further increase training capacity. ConclusionOpportunities to further change the clinical placement model have been identified which may alleviate some pressure points on capacity. Guidance around clinical practice hours may facilitate a sustainable approach to workforce training. Innovative placement models will require assessment strategies that align in order that students demonstrate relevant capabilities in a range of settings and value varied learning opportunities. Implications for practiceThe collective engagement and innovation of higher education institutions and service providers will be needed to create sustainable quality models of clinical training and assessment to meet diagnostic radiography workforce requirements.

THE WEBSITE OF THE HIGHER EDUCATION INSTITUTION AND ITS IMPORTANCE IN THE INFORMATION AND EDUCATIONAL ENVIRONMENT

The article examines the importance of creating an informational and educational environment of a higher education institution as a condition for quality provision of educational services for its applicants and informing potential users. The role of the informational competence of the educational worker in the innovative educational environment for orientation in today's variety of information sources is revealed. The theoretical and practical aspects of the functioning of the information and educational environment and the essence of the concept itself are considered. The functions and tasks of the educational website as an element of the informational and educational environment, which occupies the key place of an effective organizational lever, are analyzed. The structure of the University website was studied and the principles of filling it with public access information depending on the category of users were highlighted. A scheme for filling the official website of the Higher Education Institution with data is proposed. It has been established that in order to effectively solve the tasks that rely on the website of the Higher Education Institution, its structure must be competent and clear, as optimized and logical as possible, which affects its perception by users and ranking in the global Internet. The information content should take into account the category of users, the navigation should be as clear as possible, and the visual component should be attractive and recognizable.

DIGITAL UNIVERSITY. CONCEPT OF CREATION

The article deals with the problem of creating and implementing a digital university. The author defines a digital university as a certain mega-educational service implemented on the basis of digital intelligent protocols for training specialists in various fields with a view to obtaining higher education and supporting research and educational activities. The component architecture of cognitive services of a digital university is defined as a technological basis for the provision of educational services. The following system components are defined: scientific education, world view, ontology, taxonomy of information resources, transdisciplinarity, transdisciplinarity of information resources, transdisciplinary education, cognitive technologies, knowledge capsule, narrative of information resources, university capacity, educational logistics, etc. The article describes educational and technological areas and their system components, which include: the formation of transdisciplinary educational clusters of scientific, educational and methodological literature; automatic systematization, classification and ordering by certain parameters of descriptions of scientific, scientific, technical and educational products and publications recommended for use in the educational process; creation of curricula in an ontological format; information and analytical assessment of the scientific relevance of the content of narratives of academic disciplines to modern challenges of development of specialized knowledge systems; creation of interactive knowledge bases on thematic profiles of academic disciplines; creation of a library of knowledge capsules for different curricula; formation of a digital image of each university teacher and each department; formation of classrooms for each student, taking into account the profile of his/her studies; formation of a digital image of each student, determination of evaluation criteria. The method of transdisciplinary consolidation of networked information and educational resources and knowledge systems in the operational environment of student research and educational activities is described. Characteristics of the cognitive-communicative scenario of consolidated interaction of students with digital narratives, educational assets and teachers are provided. The article presents the characteristics of the two-circuit operational space of a digital university and generalizes the scheme of consolidated interaction of a student with the educational resources of a digital university.

COMPARATIVE ANALYSIS OF STRATEGIES FOR BUILDING SECOND AND THIRD LEVEL OF 125 “CYBER SECURITY” EDUCATIONAL PROGRAMS

The article analyzes the global market for the provision of educational services in the field of information security and cybersecurity. The study aims to compare strategies for building curricula for the second and third levels of education for specialties related to information technology, information, and cybersecurity, as well as to formulate recommendations for harmonizing the learning process and international standards. Cybersecurity training programs are becoming outdated too quickly. ISO standards are updated approximately every four years. Also, the standard for the specialty 125 “Cybersecurity” for the third educational level still needs to be finalized. There is a problem of forming a consistent process of introducing the latest approaches and practices into the curriculum. The growth of the information technology market is leading to an increase in the need for cybersecurity specialists. Two processes are taking place simultaneously: the transition from practical skills to fundamental knowledge and vice versa. The most successful higher education institutions are those that can combine both approaches simultaneously. But this requires an experimental base, practical training laboratories, and a staff of teachers and researchers. Only large institutions can perform this task. Since cybersecurity challenges are constantly changing, higher education institutions are required to improve their programs annually. Simultaneously with the process of updating teaching approaches, the body of international and industry standards, as well as various best practices and frameworks, are being improved. Rapid change requires not only continuous improvement from educators but also from cybersecurity practitioners. Thus, the process of continuous learning should continue after the formal completion of a master's or Ph.D. program. The results of this study show that only a comprehensive development of information security skills allows for high-quality training of specialists. Based on this, the requirements for the educational standard for training specialists and scientists are presented.

Google Classroom

The rapid development of information technologies, the challenges caused by the pandemic and military actions on the territory of Ukraine contributed to the forced necessity of educational institutions to switch to new forms, methods and means of organizing the educational process, as well as providing students with the necessary diverse educational content for the quality provision of educational services in synchronous and asynchronous modes. The article deals with the design and use of the educational tool Google Classroom for the organization of distance learning in institutions of higher education, in particular for the providing of various types of content to those seeking education. The stages of designing a digital environment based on Google Classroom are presented, namely: (1) create a Google Classroom; (2) develop course structure and flow; (3) create a task; (4) integrate Google Workspace services; (5) integrate external tools; (6) involve students; (7) add and adjust feedback; (8) monitor performance. The participants of the experiment were students of the 1st year in the field of knowledge 12 Information technologies of the National University of Life and Environmental Sciences of Ukraine. In order to study the effectiveness of the use of Google Classroom for the providing of various types of educational content during distance (mixed) learning, students were asked to fill out a questionnaire according to the developed criteria (quality of educational content; ease of access to educational content; functionality; communication; accessibility) and relevant evaluation indicators Google Classroom for providing of various types of educational content in modern conditions of education. This work presents an analysis of the opinions of 164 expert students of a higher education institution. The need to develop a methodology for creating and delivering various types of educational content using the educational tool Google Classroom was identified.

TECHNOLOGY AS A FACTOR OF MODERNIZATION OF THE PROCESS OF TRAINING SPECIALISTS IN VOCATIONAL (VOCATIONAL AND TECHNICAL) EDUCATION INSTITUTIONS

The concept of technologization of the content of education as a component of pedagogical science is substantiated in the article, aimed at developing the skills of pedagogical workers of professional (vocational and technical) education institutions (hereinafter — P(VT)EI) and the algorithmization of educational processes by increasing the scope of application and strengthening the effectiveness of modern tools, forms and methods of training, development and management. The main concepts for the technologically oriented educational process in the system of professional (vocational and technical) education (hereinafter — P(VT)E) have been specified, which proves the importance of technology, which is gaining significant momentum in the world educational practice. It is noted that to achieve it, all educational processes must be technological, that is, those that actively use modern educational technologies and their elements. Approaches to implementing the process of technologization through social, organizational-pedagogical and psychological-pedagogical technologies are considered. It was determined that organizational and pedagogical educational technologies are aimed at the acquisition by the participants of the educational process of a new competence — informational and technological, which is connected with the application of innovative forms and methods of training, development and management and includes three components: informational, computer or computer technological and procedural operational. In order to determine the technological state of the P(VT)E system of Ukraine, a set of criteria was considered and selected, with the help of which it is possible to solve the issues related to the establishment of norms: the methodological load of pedagogical workers of the P(VT)E for mastering modern educational technologies; quality control of their activities, etc. It has been established that in order to implement the processes of technologization of the P(VT)E system in Ukraine, it is important to strengthen the practice-oriented personal and professional training of specialists who are capable for informational thinking. It involves mastering the ability to make decisions in constantly changing circumstances; create conditions for the development of the institute of employers and the institute of mentors for young professionals; to diversify providers of education services P(VT)EI, local education management bodies, professional associations and professional development centers, business organizations, etc.).

ПЕРСПЕКТИВИ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНИХ СПЕЦІАЛЬНОСТЕЙ ДО РОБОТИ В УМОВАХ ІНКЛЮЗІЇ В ОСВІТІ

The article emphasizes that the introduc-tion of inclusive education into the education system of Ukraine violates the solution of a set of problems. The purpose of the article is to clarify the main obsta-cles to the introduction of inclusive education in the edu-cation system of Ukraine and to outline promising direc-tions for training future specialists in socionomic special-ties to work in the conditions of inclusion in education. The article reveals the main advantages of introduc-ing inclusive education. The main factors inhibiting the effective functioning of inclusive education in the system of educational institutions were identified and analyzed: a) lack of awareness of the head of the educational insti-tution about the conditions of organization, creation and financing of an inclusive class; b) lack of main providers of educational services of educators/teachers of inclusive education in preschool, primary and secondary (by spe-cialty) education); c) lack of development of the inclusive competence of specialists who provide additional devel-opmental, correctional and rehabilitation services in addi-tion to the educational process. The characteristics of the prospects of training in in-stitutions of higher education for future managers and teachers of educational institutions, social workers, occu-pational therapists, physical rehabilitators, and practical psychologists are given: 1) improvement of educational and professional programs; 2) updating the content of educational disciplines, in particular the inclusion of edu-cational disciplines "Inclusive education", "Fundamentals of inclusive pedagogy"; 3) the use of contextual training during the training of specialists as a form of active train-ing focused on the future professional training of stu-dents, the gradual saturation of the educational process with the technologies of inclusive education; 4) update of competences and competences in accordance with the emergence of future professions "Manager of inclusive education", "Tutor of a child with special educational needs".

INCREASING THE LEVEL OF PROFESSIONAL COMPETENCES OF TEACHERS OF INCLUSIVE RESOURCE CENTERS IN THE CONTINUOUS EDUCATION SYSTEM

The article describes and proposes ways to increase the level of professional competencies of pedagogical workers of inclusive resource centers in the system of continuous education both at the basic and post-basic stages in the absence of professional standards that describe the requirements for competencies, duties, and qualifications. The author came to the conclusion that thanks to the limitless possibilities of self-education, formal and informal education, and practical experience, it is possible to achieve a high level in the formation and development of professional competences of specialists of inclusive resource centers, provided that a well-thoughtout construction of one’s own educational trajectory and the offer of educational service providers for practicing teachers, which take into account the demand for specific professional needs. Emphasis is placed on professional competencies as a dynamic concept characterized and determined by specific time requirements and labor market demands. It is necessary to develop and improve them according to the needs of service users – students with special educational needs (educational difficulties), their parents (persons who replace them), members of teams of psychological and pedagogical support of educational institutions, teachers.

ПОЄДНАННЯ НОМОТЕТИЧНОГО ТА ІДІОГРАФІЧНОГО ПІДХОДІВ У ФОРМУВАННІ ЕТИЧНОЇ КУЛЬТУРИ В ЗАКЛАДАХ НЕФОРМАЛЬНОЇ ОСВІТИ ДОРОСЛИХ

Education is one of the priority directions for the recovery of Ukraine after the war. The ability to get "quick" knowledge will be of great importance. Accordingly, the provision of high-quality educational services by non-formal adult education institutions will make it possible for trainees to acquire new, in-demand professional skills in a short period of time, which in turn will speed up the post-war recovery processes on the territory of our country. The main goal of the article is to study the conditions of the formation of ethical culture and its components in an institution of non-formal education of adults using nomothetic and idiographic approaches. This article examines the formation of an ethical culture and an ethical professional environment, as a component of the system of ensuring the quality of educational services in an institution of non-formal adult education, through a combination of nomothetic and idiographic approaches. Also, the opportunities they create for systematizing basic principles and formulating generalizing conclusions are defined. Special attention was paid to the analysis of the policy of compliance with ethics at different levels of responsibility and the principles of ensuring the quality of service provision in institutions of non-formal adult education; the author defines the code of ethics of non-formal adult education institutions, formulates its main provisions and proves the necessity of its application in non-formal adult education institutions with the provision of quality educational services.

GAME THEORY AND FINANCIAL COMPONENTS FOR DETERMINING THE BUDGET PLACES OPTIMAL DISTRIBUTION IN THE HIGHER EDUCATION SYSTEM OF UKRAINE

The complexity and interdependence of management and decision-making problems in the system of higher education require new ideas and approaches, which necessitates the search for new management solutions using modern approaches and methods of economic and mathematical modeling. The article is devoted to the problem of optimal allocation of budget places for higher education institutions by specialty. The conducted research shows that the priorities of the state, labor market and consumers do not coincide. In this situation, the university, as a provider of educational services, must balance the demand of the consumer (applicants, students and their parents) with the offers of the customer (the state, entrepreneurs, the labor market), taking into account the forecast of demand in the labor market. The purpose of the study is to determine the optimal allocation of budget places for higher education institutions considering financial constituents, system analysis and the game theory method. A solution to the problem is offered by building an economic-mathematical model using game theory techniques and methods of analyzing hierarchies, which have a powerful apparatus for considering many different models, approaches and concepts for solving the same problem. The presented mathematical model allows to obtain a balanced optimal distribution of budget places by university specialties, which harmonizes the demands of applicants and employers. The budgetary expenditures for higher education are an effective regulator of direct action on the training of specialists with higher education and an instrument of state regulation of the number of state-ordered students. Based on the results of the study, the model of distribution of the institution's budget expenditures for decision-making management is proposed, which allows redistributing funds to expenditure items that are included in the development expenditures of higher education institutions. Further development of the described model in the direction of researching the impact on existing restrictions on the market of educational services will allow offering powerful mechanisms and technologies for managing the process of forming optimal strategies for the development of higher education institutions.

On Distance Learning, Open Educational Resources, and the Role of University Libraries in These Processes

Objective. The article is aimed to improve the understanding of university communities (teachers, students, librarians) concerning the development of distance learning, open educational resources, and the new role of university libraries in these processes. Methods. The main data on the development of distance learning, OER, and increasing the role of university libraries in these processes were obtained due to the analysis of professional publications in periodicals and on the university websites of around the world, the application of methods of method of participant and non-participant observation, a description of the authors’ own experience (the director of the scientific library, the associate professor of IT disciplines and the heads of the scientific library departments) who work at the Ukrainian State University of Science and Technology (Dnipro, Ukraine). Results. It has been established that the implementation of distance learning systems, the use and availability of open (preferably free) information sources on open access platforms or open educational resources (OER), exchange of scientific research in the digital scientific space, etc. – these components are closely interconnected and used among teachers, scientists, students. Distance education requires inclusion in the processes of both teachers – authors of open educational resources, and employees of certain services providing information and IT support for both teachers and the resources created by them. Such structures are university libraries, which were among the first to support the philosophy of openness and to join the processes of supporting open access, open science, and open education based on intellectual information systems and technologies. The experience of the scientific library of USUST is considered – a structure that enables online access to text and non-text OER as a necessary element while ensuring limited personal interaction between a teacher and a student. Conclusions. Today, during the crisis caused by the Covid-19 pandemic and the war in Ukraine, the foundations are being actively laid to make the provision of educational services at universities, in particular distance education, dynamic and multidimensional. It is necessary to integrate electronic library resources with distance learning platforms to ensure unhindered access for students and teachers.

Философский идеал образованности: поколение предан(н)ых

The generation that studied philosophy in the 1980s learned to build communism and shape the man of the future, protecting him from the influence of bourgeois values and the ideals of the soulless “golden calf”. These were self-confident students convinced of the working principle of democratic centralism and the universality of philosophical knowledge. This was a young generation of idealists who received a scientific justification for their confidence in the Soviet materialist philosophy of Marxism developed by the previous generation, which was alive, it could be asked questions and discussed at the Faculty of Philosophy of Moscow University. What and how they taught in the 80s helped someone not only survive, but also technologically use management science to build a business or form a monetized personal brand, and someone to stay in philosophy, primarily in teaching philosophy, and build new educational systems of modern Russia and to form new relations for the provision of educational services. Fortunately, the subject of teaching in this generation was not affected.

STRATEGIC FLEXIBILITY OF ZVO IN THE FORMATION OF COMPETITIVE GOALS IN THE CONDITIONS OF CHANGES

The article examines the issue of strategic flexibility of higher education institutions in modern conditions. The relevance of the study of the strategic flexibility of higher education institutions in the formation of competitive goals in conditions of change is determined by modern trends in the competitive advantages of higher education institutions; adaptation of flexible development strategies; partnership cooperation with European universities; increasing the competitiveness of the teaching staff; diversification of new areas of scientific activity and new opportunities for development. In the process of writing a scientific article, various general scientific research methods are used. An analysis of the development strategies of four institutions of higher education was carried out, namely, Ivano-Frankivsk National Technical University of Oil and Gas (Ivano-Frankivsk, Ukraine), Lviv Polytechnic (Lviv, Ukraine), Mining and Metallurgical Academy named after S. Staszyca (Krakow, Poland), Poznań Polytechnic (Poznań, Poland). The conducted analysis showed that the most important element is the goals and objectives, and their components are determined primarily not by strategic planning due to the improvement of the quality of education and the positioning of higher education institutions as a competitive market of educational services, it’s the adaptation to market conditions, the formation of a competitive specialist capable of working at the international level, the search and attraction of consumers, analysis of activities of educational institutions, analysis of provision of educational services to consumers, diversification of educational activities in order to enter the European market of educational services. The practical value of the research lies in the thorough analysis of development strategies for the implementation of flexible management of institutions of higher education in a changing, flexible and competitive environment. Strategic flexibility will allow to form a new environment of “VUKA” and “BANI”, because in difficult conditions, competitiveness of the university is quite important.

CHARACTERISTICS OF DIDACTIC CONDITIONS OF MONITORING QUALITY OF EDUCATION OF FUTURE MASTERS OF DENTISTRY IN THE EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY

The content of the article consists in the characteristics of didactic conditions for monitoring the quality of education of future masters of dentistry in the educational environment of the university. It was determined that the reform of higher education in Ukraine involves its reorientation, humanization and democratization, aimed at creating a modern system of monitoring and evaluating the quality of education in the educational environment of higher education recipients. It has been investigated that today the monitoring of the quality of education of future masters of dentistry in the educational environment of the university consists in ensuring an effective, objective information display of the state of the quality of the higher education system, monitoring the dynamics of the quality of the provision of educational services, the effectiveness of the management of the quality of higher education, identifying changes that affect the quality of higher education and educational activities, as well as studying the effectiveness of the institution's work, the results of the organization of educational, methodological and scientific work. It has been found that the considered didactic conditions in the general didactic context are intended to regulate the learning process, control it and evaluate program learning outcomes, and also act as a methodical basis for creating a system for monitoring the quality of education of future dental masters in the educational environment of the university. Their further successful implementation depends on many factors: the development of didactics, pedagogy, educational management, pedagogical monitoring, the level of digitization of education in general and a specific medical institution of higher education in particular, the organization of education quality assurance departments.

BASIC VECTORS OF MANAGEMENT OF JOINT COOPERATIVE INSTITUTIONS OF HIGHER EDUCATION

The article highlights the issues of management of joint cooperative institutions of higher education, substantiates that the formation of cooperative institutions of higher education is an effective form of organization of economic activity in many national markets of educational services. It is proved that joint cooperative institutions of higher education are economic organizations created with the participation of institutions of different countries. Therefore, such institutions have all the attributes of economic organization, but with certain features. The article defines the goal, which consists in the development and scientific substantiation of theoretical and methodological foundations, methodological approaches and practical recommendations for the management of cooperation of higher education institutions for the development of global competitiveness. In accordance with the set goal, the following tasks were formulated and completed: theoretical principles of management of cooperation of higher education institutions in a global environment were investigated; the role and main forms of development of cooperative structures in conditions of global competitiveness are outlined; the economic essence of the cooperative management of higher education institutions in market conditions is substantiated. It is substantiated that the autonomy of higher education institutions in developed countries is a management tool that in the social environment, provides a continuous process of socialization of the individual, allows management to focus on purely educational and research tasks. It is determined that in recent years the mechanisms of knowledge production and transfer have changed dramatically, the amount of knowledge and professionally relevant information is growing rapidly. Unlike the higher education institutions of the past, modern institutions operate in a competitive market environment, trying to provide themselves with more income from the provision of more educational and other services. It is estimated and substantiated that alternatives for the development of higher education institutions will be based on balancing the stated goals, environmental challenges and available resources. Different higher education institutions focus on different results: some strive to be leaders in the number of students, others aim to gain research status, others maintain a positive reputation in a particular field of science and education, others focus on high profitability and so on. Accordingly, individual development vectors will be considered in each case. These scenarios will be more accurate if they take into account as many significant factors as possible.