Standards Of Higher Education Research Articles

Network time for the European Higher Education Area

In this article, we discuss the process of standardization of Higher education (HE) initiated by the Bologna Process bringing to the forefront the temporal politics of the standardization of European Higher Education Arena (EHEA). Empirically, we perform a comparative review of the Scorecards indicators at the base of the Bologna Process monitoring project. We argue that the fabrication of EHEA could be seen as the installation of new time-space ‘time’ and ‘space’ appear inevitably intertwined. Instead of being a simple addition, the time space of EHEA interferes with the multiple time spaces of educational institutions and is characterized by being a network time, an unbroken and fragmented temporality sustained, enacted through, and controlled by the fluidity and the malleability of standards. They change recurrently over time, playing with different rhythms. What emerges is an overall arrhythmia that maintains the field permanently in tension. This reconfigures temporality as intrinsically manifold: as multiple and heterogeneous. Moreover, the temporal politics of standards reconfigures perception of past, present and especially future. The current state of implementation is constantly being (re)shaped in relation to the present and future performances, where’s one today level of EHEA targets achievement forms the basis for improvement tomorrow. In this scenario, assessing standards and headline targets become a policy instrument for synchronizing the countries performances, by locating them in a temporal framework that encodes future-oriented dispositions.

Quality management in higher education: The individual work of students’ quality management

The importance of this article is dictated by the necessity to adopt the Bologna standard of higher education including the module system into the frame of the Ukrainian university network. The author gives a brief review of the development of the quality concept and approaches, which have been made to integrate it into higher education management. The article sets out the new scheme of individual work of student management seen as part of the general management process.

СТАНДАРТИЗАЦІЯ ВИМОГ ДО ВИЩОЇ ОСВІТИ, ЯК ІНСТРУМЕНТ ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ВИЩОЇ ОСВІТИ: РІВНІ ВИЩОЇ ОСВІТИ ТА ПРЕДМЕТНІ ОБЛАСТІ

The article discusses some problems of standardization of higher education levels and subject areas in Ukraine, as well as possible ways to solve them. For this purpose, international standardization practices, experience, and problems of creating new higher education standards in Ukraine are considered. According to the Law of Ukraine "On Education", standardization is one of the components of the external quality assurance system in education. Ukrainian legislation provides several levels of standardization – legal requirements, the National Qualifications Framework, higher education standards. The National Qualifications Framework of Ukraine was established in 2011. Today it defines 8 levels corresponding to the levels of the European Qualifications Framework. The new Law of Ukraine "On Higher Education", adopted in 2014, gives higher education institutions significantly greater academic autonomy and provides teachers and students with greater academic freedom. At the same time, it envisages the creation of a new model of quality assurance based on the ESG-2015 and the practices of the EHEA countries. However, the implementation of this model faces a number of problems. Higher education standards should guarantee, on the one hand, the compliance with the level requirements of the NQF, EQF and the QF EHEA, and on the other one, with the needs of the labour market. The formulation of the subject area of ​​the specialty turned out to be one of the serious problems in the development of standards. At the initial stage of work on standards, it was quite common for developers to try to define the subject area through the content of education. Another major challenge was to ensure that the complexity of requirements of the standards meets the NQF levels. Proposals to solve these and some other problems are being discussed.

Компетентності й результати навчання бакалаврів технології медичної діагностики та лікування: хімічний аспект

The adoption of the new standard of higher education by the specialty 224 «Medical diagnostics and treatment technologies», specialization «Laboratory diagnostics» at the first (bachelor) level of higher education presupposes the possibility of elaborating on its basis new educational curricula and academic programs in specific subject areas including chemistry ones. As the result of the analysis of the content of new standard of higher education, the chemistry component was defined, as well as the learning outcomes of teaching the target category of specialists, the content of students' chemistry competences and their learning outcomes as the result of teaching them chemistry subjects have been formulated. The competences mentioned have been specified in our research in the frameworks of chemistry competences as: the ability to apply the habits of critical thinking to state the interdependence between the content, structure and qualities of chemical compounds and their medical and biological significance, between causes and consequences of physical and chemical processes typical for human liquids; to apply analytical methods of research, chemical equipment, vessels and reagents; to analyse qualitative and quantiative content of chemical compounds using appropriate methodologies; to perform safe activites in a chemistry laboratory; to perform an independent analysis of modern profession-related scientific information in chemistry, to perform researches concerning the chemical content of biological liquids of a human, of environmental objects and food products, to present the results of this work in different forms (as an abstract, report, publication in scientific sources). The results of teaching chemistry subjects include the following: a student understands the essence of professionally-oriented chemistry concepts, methods of conducting chemical researches, ways of applying laboratory equipment, safety rules in a chemical laboratory; conducts mathematical calculations, connected to solutions preparation; prepares solutions; equips a working place with laboratory equipment, reagents, personal safety means according to the methodology of conducting chemical research; finds relations between the composition, structure, qualities of chemical substances and their medical and biological interpretation; implements analytical methods of research, chemical equipment, supplies and reagents; plots curves of relationship between indices that are researched in chemical experiment, is capable of working with them; conducts mathematical calculations of numerical content of substances and their mixtures; sticks to the safety rules while working in the chemical laboratory; conducts exploratory researches of the chemical content of substances and their mixtures; processes, systematizes and presents information obtained using contemporary computer and information technologies. The hierarchy of competences has been designed. The matrix of relations between the learning outcomes of teaching chemistry subjects and the chemistry related competences of the target category of bachelors has been created. The results obtained will be useful for the development of new educational professional programs and curricula in the field of the research. It is planned to substantiate the methodological approaches towards the formation and evaluation of the results of teaching students chemistry courses.

Expanding the Student Employment Literature: Investigating the Practice of Reflection in On-Campus Student Employment

Expanding the Student Employment Literature:Investigating the Practice of Reflection in On-Campus Student Employment Leah R. Halper (bio), Caleb A. Craft (bio), and Yang Shi (bio) As the cost of attending postsecondary education increases, a growing number of college students seek and obtain employment while attending school (Carnevale, Smith, Melton, & Price, 2015; Davis, 2012). Existing research concerning college student employment typically addresses the same question: Is working during college related to students' academic performance? This study offers a new angle on this question consistent with themes of student learning and development. Instead of asking if student employment affects students' academics, we asked how could student employment be enhanced to better ensure academic benefit to student employees. Over the past two decades, dozens of studies have reported the relationship between student employment and academic outcomes (e.g., Mayhew, Rockenbach, Bowman, Seifert, & Wolniak, 2016; Neyt, Omey, Verhaest, & Baert, 2018; Pascarella & Terenzini, 2005). When considering this relationship, grade point average (GPA) and retention from one academic term to the next are the [End Page 516] outcomes measured. Student employment status is commonly examined in terms of work intensity (defined by hours worked per week) and work location (defined as on-campus or off-campus). The majority of studies indicate that working students receive no significant benefit in terms of GPA or retention compared to those who do not work (Mayhew et al., 2016), with a few exceptions (e.g., Brint & Cantwell, 2010; Horn & Malizio, 1998). With respect to work location, Mayhew et al. (2017) detailed several studies indicating that on-campus employment had a positive relationship with student retention; however, the positive relationship disappears when taking into account hours worked per week. Though in a few studies researchers have looked at outcomes beyond GPA and retention as they examined the relationship between employment and student learning (Arum & Roksa, 2011; Athas, Oaks, & Kennedy-Phillips, 2013; Pike, Kuh, & Massa-McKinley, 2008), there is limited empirical consideration of how to structure employment experiences to enhance learning (see Hansen & Hoag, 2018; Kuh, 2010; McClellan, Creager, & Savoca, 2018). We sought to address this gap by examining an employment practice intended to integrate employment experiences into academic learning. THIS STUDY The context for this study was an employment program called the Student Employment Experience (SEE) in the student affairs division of a large, public, Midwestern university. The SEE program is intended to enhance the educational benefits of student employment through a variety of constructs including structured learning competencies, supervisor training, and cocurricular development workshops. The program also incorporates the Iowa GROW® model as a tool for reflection in interviews between student employees and their supervisors. GROW®, which stands for Guided Reflection on Work, is a series of questions developed to help students reflect on what they are learning from their campus jobs and identify areas of learning that transfer between their work and academics (University of Iowa, 2018). The SEE program is structured around six broad learning competencies: learning application (LA); critical thinking and problem solving (CTPS); intrapersonal development (INTRA); interpersonal development (INTER); humanitarianism and civic engagement (HCE); and practical competence (PC). These learning competencies and their associated survey measurements were based on recommendations from the Council for the Advancement of Standards in Higher Education (2009) and Learning Reconsidered 2 (Keeling, 2006), as well as the article, "Student Employee Development in Student Affairs" (Athas et al., 2013). The mediator variable (i.e., reflection on academic integration) was developed from materials from the University of Iowa (2019). The primary questions in our study were as follows: Compared to students not in SEE, do SEE participants score higher on learning outcomes? Does reflection on academic integration (i.e., connecting learning in the workplace with learning in the classroom) help explain any differences between SEE and non-SEE student employees? METHOD Participants The participants in this study consisted of a random sample of 1,983 student employees in the student affairs division at the university. The student employment program had been introduced to all student employees who were working in 20 of the 40 student affairs departments, so this method took advantage of a quasi-experimental design. Additionally, [End Page 517] some dining services operations had adopted the program, and some...

Towards Ensuring a Greater Global Uniformity and Standards in Higher Education

The article emphasizes to make due attempts to compare and contrast the various parameters pertaining to the running of different educational programs. And accordingly arrive at a consensus to follow as much uniformity as possible and ensure higher standards and reduce the gaps in educational standards. This viewpoint needs to be reflected at the global, national and provincial level. Types and variations are discussed with respect to several parameters Viz; salaries and allowances of teachers, academic calendar patterns, course contents and description, examination patterns, work load norms, duration of various programs, students assessment in both course study and in research component. Need for unbiased treatment of course topics, adequate time for students in various exams, supplementary teaching methods, easy access to full-fledged library-bibliotheque facilities, teacher-student-administrative staff ratio and of increasing the duration of the degree programs to make the students more eligible of higher studies and career placements and responsible citizens has been emphasized. Further, the need to critically analyze the intake of students in various programs and disciplines, teaching methodology, requirement of manpower, need for collaborations with industries & international institutes –both public and private- is explained and emphasised to run the educational programs. UN and its organizations should seriously contribute to achieve uniformity & high standards and ensure due international agreements and financial aid.

A REVIEW OF PROPHETIC EDUCATION IN TWO ISLAMIC UNIVERSITIES IN INDONESIA

This article analysed implementation of prophetic education in higher education. As a case study, the study focused on two universities in Indonesia. Prophetic education could be defined as ideal educational policy and administration following the teachings of Prophet Muhammad. The study was conducted using a qualitative approach. Respondents of research were stakeholders in two universities including rectors, lecturers, and students. Data was collected through in-depth interviews and direct observation. The results suggest that stakeholders of universities considered the importance of implementing prophetic education in their campus. They also had agreeable minimum indicators for a desired prophetic education standards in higher education. However, they had also differences on how these standards should be implemented in the form of a specific policy in a university. The results further discussed these findings along with some suggestion for prophetic education implementation in a higher education institutions.

Розвиток критичного мислення у студентів спеціальності «Технології медичної діагностики та лікування»

The article reveals the features of the formation of critical thinking among students of the speciality “Technologies of medical diagnostics and treatment” in accordance with the competencies determined by the standard of higher education in speciality 224 “Technologies of medical diagnostics and treatment” in the field of knowledge 22 “Health” for the first (bachelor’s) level of the highest education (2018). Critical thinking is viewed as scientific thinking, the essence of which is to make carefully considered and independent decisions. Critical thinking is a process of control over the course of general and objective thinking. Its levels, content and operational blocks are revealed. The basic properties (awareness, independence, reflexivity, purposefulness, validity, controllability, self-organization) have been determined. It is concluded that the formation of critical thinking in students of the speciality “Technologies of Medical Diagnostics and Treatment” occurs both at the level of mastering general knowledge and skills, and in the formation of special competencies that are necessary for a specialist in performing operations that directly relate to professional activities. The need for the development of this type of thinking is due to the modern development of higher medical education, the informatization of society, which require a specialist to have such competencies that will help him to carry out his professional activities efficiently, solve professional problems, complex tasks, and act effectively in specific situations. The development of critical thinking among students of the speciality “Technologies of Medical Diagnostics and Treatment” contributes to the achievement of these benchmarks and is one of the most demanded skills necessary for a successful career in the field of laboratory medicine.

Understanding Differential Underachievement in English Among Secondary-School Students from Northern Nigeria

Low performance of students in English has been an issue of great concern to education stakeholders in Nigeria. Standardized examination results have consistently shown that students from the northern region perform more poorly than those from the southern part. To this regard, this study combined psychological factors of self-concept, locus of control and students’ demographic factors as fundamental in explaining differential English academic achievement of students in northern Nigerian schools. The aim is to identify some of the major factors causing underachievement of students in English. Hence, a quantitative research approach is used for data collection and analysis. The sample comprised 1,227 students drawn from 15 public Senior Secondary Schools in Bauchi, Kaduna and Niger States. Each of the states represents the 3 geopolitical zones of the northern region. A standardized questionnaire was used to measure self-concept and locus of control. The findings indicate a high level of correlation between English self-concept and English achievement, especially in specific domains than the general aspects. The reading self-concept correlated more with the reading achievement. It was therefore suggested among others that teachers should prioritize specific aspect of English to assist underperforming students in particular domains (writing; reading) of English and its corresponding self-concept. Improve in students’ performance in English can lead to better performance in other subjects and higher standard of education in the country.

Higher education standards in bilateral interagency agreements of Ukraine

Higher education standards in bilateral interagency agreements of Ukraine

HISTORY OF SEISMOLOGY IN CROATIA

The work of Andrija Mohorovičić (1857–1936) had a large impact on the development of seismology, both in Croatia and world-wide. This paper presents a chronological survey of the development of seismology in Croatia providing context for the discovery of the Mohorovičić discontinuity in 1910. The development of early Croatian seismology was strongly influenced by advances in the field made in both Europe and world-wide. It also was influenced by several strong earthquakes that occurred within its territory, most notably the 1880 Zagreb earthquake, and the 1909 Kupa Valley (Pokupsko) earthquake. By studying the seismograms from the Kupa Valley earthquake, Mohorovičić was able to prove the existence of the boundary layer between the Earth's crust and the mantle (the Mohorovičić discontinuity). After Mohorovičić retired in 1921, seismological research in Croatia lost much of it's momentum, and for 20 years no seismological papers were published. After World War II, the Geophysical Institute was incorporated into the Faculty of Science of the University of Zagreb, and seismologists became active once more. Beginning in the second half of the twentieth century, the scientific interests of Croatian seismologists broadened, and international cooperation intensified. During that time, the number of active seismologists in Croatia varied, but never exceeded twelve, all of whom were affiliated with the Department of Geophysics of the Faculty of Science at the University of Zagreb. This small seismological community bore the responsibility of maintaining high standards in seismological research and education, and of keeping Croatian seismology visible in the world of geophysical sciences.

Профессиональное саморазвитие будущего педагога начального образования в условиях цифровой образовательной среды

The relevance of the problem is due to the requirement of pedagogical theory and practice in ensuring professional self-development of a future primary education teacher and the existing imperfection of modern technological means of supporting professional self-development of a future primary education teacher in a digital educational environment. The information support of professional self-development of the future primary education teacher in the digital educational environment is considered. A theoretical review of the concepts of “information educational environment” and “digital educational environment” is also presented. The closest, in the context of the study, is the definition of a digital educational environment, as a combination of digital educational technologies, means and related resources that ensure the educational process in the context of society digitalization. The informational means of implementation were the technologies of pedagogical support of professional self-development of the future primary education teacher, which were substantively modernized: “Time Management” technologies, projects, web quests, modeling, foresight technologies, discussions, project technologies, various social and moral practices, modeling and gamification of future professional strategies, technology of achievements and success (competitions, olympiads). In the framework of this work, we substantiate a new scientific direction in the field of the theory and methods of professional education, substantiating both theoretical and applied solutions to the important problem of pedagogical support of the process of professional self-development of a future primary education teacher in accordance with the requirements of federal state educational standards of higher education, as well as the standard of profession “Teacher”.

Development of professional competence of future foreign language teachers in inclusive education through profession-based volunteering

The existing modern trends, associated with the need for a wider inclusion of children with disabilities in society, actualize the problem of the formation of inclusive competence of teachers, and the teachers of foreign languages are not an exception. We should start the process of development of this professional competence at university level. The article aims to state the importance of the acquiring inclusive professional competence in teaching children with special educational needs by university students, studying at the department of foreign languages, through profession-based volunteering. federal state educational standard of higher education provides the universities with the list of necessary competences that should be developed in educational process. These competences can be divided into groups: general, basic, special and specific competences. The object of the research is the process of inclusive competence development of future foreign language students of Murmansk arctic state university through profession-based volunteering. The article analyzes the results of the survey conducted in Murmansk arctic state university.

The gender component in communication education in Ukraine: conflict communication problems

Communication is a universal phenomenon that is explored by many social sciences and humanities. In the structure of communication science has long been distinguished conflict communication. However, the gender aspect of the language conflict in Ukrainian studies is not solved, but highly relevant and in-demand today by scholars. In our work, we emphasize the need for a detailed study of the linguistic gender conflict within the framework of forming a communicative culture in Ukraine. The article analyzes the state standards of higher education in speciality 035 “Philology” for the first and second levels of higher education, where we pay attention to the formation of communicative competence. We argue that the gender identity of the speaker is not taken into account in the structure of communicative competence. This can be the result of conflicts between a man and a woman. Therefore, the author talks about the importance of gender competence within the communicative. The article also analyzes the program in the course of teaching conflict communication for postgraduate students, which allows characterizing gender conflict from different positions (national linguistic representation, spacetime parameters, social characteristics, age, etc.).

Разработка динамической веб-программы предметно-языкового курса на базе Google инструментов для развития устно-речевых медиативных умений студентов

The changing social demand as well as modern trends of education modernization in Russia, are aimed at organizing foreign language teaching in such a way as to train specialists who will possess not only all components of foreign language communication competence, but also who are able to carry out professional communication and act as mediators in difficult situations of communication in a foreign language. Content and language integrated learning (CLIL) due to its two-focused nature, provides an opportunity to cope with this task within one discipline. Web-based CLIL syllabus expands these possibilities for designing an educational online space in order to develop communicative and subject or professional competencies simultaneously. The purpose of this article is to describe the structure of web-based syllabus of the course “Political and Socio-Economic Systems of Canada and the United States in a Comparative Aspect” and to determine the didactic potential of some Google tools for designing web assignments and a web-based syllabus for the CLIL course. The article provides a comparative analysis of two educational standards of higher education in Russia, as well as an educational document of the Council of Europe to define some key cognitive skills that can be developed as part of CLIL course. The article also describes the structure of web-based CLIL syllabus created by the author in connection to the research.

COMPETENCE APPROACH AND PROBLEMS OF ITS IMPLEMENTATION IN HIGHER EDUCATION

Currently, the vocational education system is based on a competency-based approach, which considers the person»s ability to act productively in a professional situation rather than the amount of information learned as the result of education. The term «competency», as an indicator of the result of training, was introduced in the Russian Federation in 2009, with the introduction of the state educational standards for higher education of the first generation (Federal State Educational Standard), at the same time as the graduate students» competency model was introduced. Competence-based education implies competence-based orientation of both the content of the educational process and the methods of its implementation, as well as assessment procedures, means of assessing the quality of students» training, since the goals and the content of education, the organization of the educational process that are provided by educational standards, determine the results of education in the form of competencies. The implementation of the standards of competencies set in the Federal State Educational Standard of Higher Education in the actual learning process proved to be not so simple. Difficulties arise when relating the goals of education with the expected results, i.e., competencies. The difficulties are associated with the mismatch between the practical orientation of the competence-based approach and the existing subject-based orientation of the pedagogical practice. In the course of studying a specific discipline, the opportunity to fully form a speicfic competency, not a set of competencies specified by the Federal State Educational Standard, but also a specific competence, is small. However, the main difficulty is associated with the assessment of the level of competence formation. A competence-based approach requires measuring not only specific knowledge and skills of students, but an assessment of the qualities of the person him- or herself. However, the existing system for assessing the quality of education does not have the necessary assessment tools for this. This article discusses the issues of competence-based education in higher education, analyzes its features, and problems raleted to the assessment of the level of competence formation.

Development of A Training Model for Working with Young Children in The Conditions of a Master’s Program and Additional Education in A Pedagogical University

The paper presents and characterizes an integrative model of teacher training for working with young children. The purpose of the study is to develop a universal model that ensures the fulfillment of the society’s demand for the training of teachers in course of master’s programs and continuing pedagogical education, to help eliminate the shortage of professional staff in preschools. The model has been developed under the competence paradigm of education and taking into account the requirements of federal state educational standards of higher education and the professional standards for teachers in the conditions of coherence between the work-related activities (functions) and competencies. The universality of the model is determined by a unified educational outcome, content, forms, and technologies, as well as indicators and criteria for the effective preparation of teachers for working with young children both in the framework of their master’s program and in the continuing education system.

Quantum technologies of forming semantic reading strategies at students – future teachers

The paper considers the problem of forming the semantic reading strategies at students - future teachers as that being the universal educational actions [hereinafter - UEA], which they should master in the university in order to be able to use them in teaching schoolchildren. These requirements are set forth in the Federal State Educational Standards for Higher Education [hereinafter referred to as the Standard] and in the Standards for Primary General, Basic General, Secondary General Education [hereinafter referred to as the Standards for General Education], which defines the lines of their continuity. Relevance of the problem is the need to develop of semantic reading strategies for the students - future teachers - to work with students in accordance with the requirements of General education Standards, on the one hand. On the other hand, first-year students who are starting to study pedagogy, did not study at school according to the new Standards and do not know the strategies of semantic reading. Modern children have changed a lot over the past decades (they have a new "system-semantic type of consciousness"), and in a different way than adults perceive, process and assimilate information, which requires the development of new approaches and technologies for their education and upbringing. Purpose of the paper is to reveal the essence and specifics of innovative quantum technologies aimed at forming semantic reading strategies at students – future teachers as universal educational actions, which will ensure the continuity of educational programs of general education and pedagogical education. The methodological basis of the problem under study is the psycholinguistics of child development (within the framework of the A.A. Leontyev’s scientific school), which studies the issues of the interconnected development of personality and consciousness of up-to-date children in the process of mastering speech activity in the context of multilingual education (in their native, non-native, foreign language, “subject language”). In the course of the study, the following methods were used: comparative analysis of scientific papers, questionnaires, training experiment, Quantum express method, analysis and evaluation of students' activity products. The results of the study confirmed the hypothesis and proved the effectiveness of Quantum technologies for forming semantic reading strategies based on the Quantum express method. In the course of studying the discipline "Pedagogy", students mastered the strategies of semantic reading, everyone was able to prepare a "student's Pedagogical Navigator" as a product of project research activities.

Особенности построения индивидуальных образовательных траекторий обучения дисциплинам естественно-научного цикла (на примере информатики)

The paper discusses the features of constructing individual learning paths for the disciplines of the natural science cycle (on the example of Computer Science) in the context of a ranking system for assessing the knowledge of students in Higher Education in the context of the introduction of Federal State Educational Standards for higher education 3++ in various areas of training. Various options are proposed for constructing learning paths that provide an individual approach to learning, achieving the required level of formation of general professional competencies in the discipline of “Computer Science” and increasing motivation in learning, as well as the formation of an adequate student self-esteem. In particular, options are considered for constructing an individual learning path for differentiated control points (exam or test with “satisfactory”, “good” and “excellent” grades) and undifferentiated control points, implying an assessment of the level of formation of general professional competencies in the form of “pass” and “fail”.

Цели и уровни профессиональных задач в области виктимологии для современного специалиста экономической сферы

The article analyzes the goals of professional victimology training of modern specialists in the economics, included in the program documents of the Russian Federation, approved by Decrees of the President of the Russian Federation and resolutions of the Government of the Russian Federation, which define the social order, that is, the real needs of society and the state. The subjects for the fulfillment of program requirements are identified, including lawyers and economists. The article notes the shortcomings in the functional responsibilities of legal services and economists in organizations in the field of victimization activities. The Federal State Educational Standards of Higher Education have been analyzed on the subject of the presence of systemic and intersubjective nature of victimology knowledge in the training of lawyers and economists. The concept of the formation of professional victimological readiness of lawyers and economists for the economic sphere, based on mastering the skills to solve professional problems using the method of appropriately selected tasks corresponding to the type of professional activity is presented. Practical examples of situational tasks are proposed. In general terms, the criteria for the formation of professional readiness for victimology activity of a specialist for the economic sphere (lawyer, economist) are presented.