State Educational Policy Research Articles

Features of the Formation of a Specialist-Professional in the System of Higher Education in the Context of Modern Challenges and Development Prospects

The article covers a number of issues related to the problem of the specialist-professional formation in the system of higher education of Ukraine, taking into account global challenges and prospects for the development of the world economy, national economies and modern society. In the process of scientific research, an understanding of the basic concepts of «profession», «vocational training», «formation of a specialist-professional», «IHE activity» has been formed. The role and significance of higher education in professional training of specialists, competitive in the labour market are revealed; the priority directions of development of the industry are singled out in accordance with the state educational policy requirements and the Bologna process tasks in the conditions of the European Higher Education Area formation and the integration implementation. The article pays particular attention to analysing the models of national strategies for the higher education development and selecting the model of the Ukrainian universities development strategy on the path to their promotion to world rankings, referring to the experience of autonomy, mission, results of activity and achievements of European and world universities. Consequently the research analyses of the educational institutions network during the years of Ukraine's independence, taking into account external destabilizing factors; gives the characteristic of the local IHEs’ activity, including universities, during the period of reforming and modernizing the higher education system according to European standards and time requirements; determines the new approaches and directions of the IHE's activity improvement in the field of training qualified specialists for the industrial and social spheres. Moreover the article reveals the features of key trends for the modern education sphere, among them there is a globalization, the factor of ICT, the growth of non-system education, individualization and personalization of educational trajectories. It also gives the characteristic features of a competitive specialist-professional who is able to function effectively in the modern labour market. The benefits of this study are: the defined forms of the educational process organization at IHE in accordance with the Law of Ukraine «On Higher Education»; the given classification of innovative teaching methods for realizing of the educational process participants’ abilities and talents, basing on the study of scientific and methodological literature; the determined new approaches and directions of the IHE's activity improvement in relation to the training of qualified specialists for the industrial and social spheres. On this basis, the training of competent specialist-professionals should be considered as one of the priority areas of scientific research with the definition of long-term educational strategies, including goals, tasks, scientific approaches, positions, directions and ways of their implementation in the higher education system. In the search process, the methods of theoretical research and practical implementation of this problem are used, in particular: analysis and generalization of scientific approaches and ways for improving the professionals formation process in the higher education system; international experience synthesis and comparison, normative legal acts and peculiarities of the IHE work in the professional staff training; induction and deduction when disclosing forms and methods of future specialists’ educational activity, gaining their professional qualities and characteristics.

Systemic change policy in higher education in Ukraine

Education as a public good has an important state-making function. The state of the education systemdepends on sound educational policy, the competence of state decisions and properly placed emphasisin determining strategic priorities. Achieving new quality and development of the national educationsystem is impossible without equally significant changes in the system, processes and mechanisms ofpublic education management. Comprehensive educational reform is implemented at the level of specificeducational institutions and institutions, and requires both organizational and individual readiness toimplement a new one.The main disadvantages of state education policy as a tool for ensuring the constitutional right toeducation in modern Ukraine can be identified: lack of real decentralization of education management, lackof conditions for effective and systematic participation of the public in the decision making process onimproving the quality of education, ensuring its accessibility, free of charge, social protection , the misuseof funds in the education sector.The author analyzes procedural features and important tools for managing organizational change (atthe institution of higher education) based on expert survey data. Based on the work of well-known modernchange management theorists, the author outlines the logic and sequence of procedures for the preparationand direct implementation of educational change. The author argues that the low success rate of educationalchanges in the national realities at the level of institutions, educational institutions is caused by incompleteadherence to the sequence of management support procedures and neglect of many appropriate tools for theconsistent preparation of the educational change process.

Educational Policy of the Russian Empire in the Turkistan Region (The Second Half of the XIXTH - the Beginning of the XXTH Century)

The expansion of the Russian Empire was accompanied by a steady increase of its ethnocultural diversity. The weak integration of Russian society prompted the ruling circles to search for effective ways of the annexed people introduction to the sociocultural values that dominate in the country. The problem of acculturation was most difficult in Central Asia, annexed to Russia only in the second half of the 19th century. School policy was recognized as the most important means of foreigner adaptation to the all-Russian cultural space. However, it had a rather differentiated character in different regions of the empire. The aim of the undertaken research is to identify the main trends in the formation and development of Russian educational policy in Turkestan, to identify its specifics and general aspects with politics in other Muslim regions. The analysis of legislative acts, paperwork, historical and ethnographic, statistical collections, periodical press materials, as well as the works of prominent adherents of foreign education allowed the author to draw a conclusion about the unity of the goal-setting principles and established traditions of state educational policy regarding the Muslim population. Its most important trend was school policy aimed at local people integration into the public education system. At the same time, the weak “development” of the Central Asian region prompted the authorities to apply more cautious forms of educational policy in comparison with other, relatively integrated parts of the country

ІННОВАЦІЙНІ ПІДХОДИ ДО ОРГАНІЗАЦІЇ НАСТУПНОСТІ ДОШКІЛЬНОЇ ТА ПОЧАТКОВОЇ ЛАНОК ОСВІТИ

Забезпечення неперервності здобуття людиною освіти є можливим за умови реалізації принципів перспективності і наступності між суміжними ланками освіти, зокрема дошкільною і початковою. Стаття висвітлює актуальну проблему стратегічних інноваційних підходів до розвитку освіти України в І половині ХХІ століття, аспекти нововведень щодо організації безперервної освіти. В статті зроблено акцент на основні форми співпраці ЗДО та НУШ, які реалізують принцип наступності суміжних ланок освіти. Доведено, що різноманітні форми співпраці ЗДО та НУШ позитивно впливають на всебічний розвиток особистості дитини, продовжують, поглиблюють та примножують знання, уміння, навички, набуті на попередньому етапі, оптимізують діяльність педагогів та сприятливо впливають на формування сучасної освітньої системи європейського зразка. Вагомими завданнями сьогодення є забезпечення наступності змісту дошкільної та початкової освіти, відповідність Базового компонента дошкільної освіти віковим особливостям дітей старшого дошкільного віку та вимогам концептуальних засад реформування Нової української школи. І для вирішення цих завдань, доцільно учителям використовувати досвід роботи педагогів закладів дошкільної освіти зі старшими дошкільниками та інші інноваційні підходи.

Pedagogical Process of Teaching in Higher Education Institutions

Promotion of education and talent is one of the main principles of state education policy and is fully applicable to all stages of continuing education. The students' talents and abilities are encouraged by the state financially and morally. Nowadays pedagogical science is introducing new concepts in the management of educational institutions. For example, the concept of "impact" is used instead of "interaction", "cooperation", "reflexive control". The theory of educational institutions is enriched with educational management theory. The article deals with the educational management teaching process in higher education systems. The article deals with the education process in higher education systems.

Трансфер эффективных технологий управления персоналом в образовательную систему

The article presents the generalized results of many years of work to identify international trends in the staffing of the educational process. The analysis of state educational policy conducted by the authors allows to draw conclusions about the strengthening of managerial impact on the improvement of the qualification of the academic community. The study of the peculiarities of using HR management technologies in educational organizations of the Ministry of Internal Affairs of Russia revealed the prospects for their implementation in solving general and particular tasks of staffing this category of universities. The article reflects the priorities in the recruitment of professorships of universities of the Ministry of Internal Affairs of Russia over the past two to three decades. It is scientifically substantiated that educational organizations subordinate to the Ministry of Internal Affairs of Russia, in particular, implementing educational programs of higher education, in the staffing of the educational process encounter problems both common for the Russian university community and specific, generated by departmental features of the reproduction of scientific and pedagogical personnel, their generalized list is given. The factors that negatively affect the staffing of the educational process in the universities of the Ministry of Internal Affairs of Russia are investigated. Recommendations on the implementation of modern personnel management technologies in the educational environment are given, potential risks associated with the use of such innovations are analyzed.

НEALTH IN THE CIVIC STUDENTS’ VALUE SYSTEM: EMPIRICAL ANALYSIS

Nowadays one of the priority directions of state education policy in Ukraine is the formation of a healthy lifestyle through education, creation health-preserving educational environment in high educational institutions. The aim of our work was to give an analytical estimation of the formation of health value as an integral characteristic of a modern Ukrainian student in high educational institutions of Zhytomyr region, to develop a scientifically substantiated system of diagnosing the value of health in the system of civic values of a future specialist in contemporary socio-economic conditions. Two students’ surveys were carried out in Zhytomyr region of Ukraine, among young people of 15-22 years old. A number of methods were used: observation, comparison, analysis, synthesis, generalization, the study of products of students’ activity, tests, etc. The success of the process of the formation of students` health value depends on the factors such as educational environment, the culture of health, training of university teachers to cultivate health value in collaboration with society, and using modern forms, methods, and tools in the formation of health value. Thus, the policy recommendations for high education institutions are: the prevention of drug addiction, smoking, consumption of alcohol, chronic diseases, Internet addiction; the organization and conduction of mass physical culture and recreational activities; the creation an effective health service system in high educational institutions; the providing the system for monitoring both the future specialists’ health and health work results in high educational institution.

To the problem of the spatial field paradigm research in education

The article is devoted to the analysis of key problems and development trends of modern teacher education. The author systematizes and interprets these phenomena, based on the results of the All-Russian Forum «Modern Development of Pedagogical Education» (Grozny, September 28- 2 9, 2019) and the Scientifc and Educational Forum «Russia - China: New Frontiers and Prospects for Humanitarian Cooperation» (Moscow, RAO, October 17- 1 8, 2019). Several research focuses were highlighted, including: problems of state policy in education (continuity, conceptuality, etc.); theoretical and methodological problems of project management; problems of internal and external cooperation; problems of management and conceptualization of innovative processes and problems of anthropology of education. As one of the possible tools for a meaningful discussion and solution of all these problems, the humanitarian methodology and the «spatial-feld approach» (paradigm) of the interpretation of educational phenomena emerging in its framework, which is consistent with the relevant ideas of K. Levin (psychology), P. Bourdieu (sociology), are considered) and R. Tom (linguistics). In conclusion of the article, the author offers some strategic guidelines for research in each of these areas.

Planning Individual Educational Trajectory in Continuing Education

Introduction. The current socio-economic development of Russia is characterized by intense changes in the field of interaction between the employment sector and the education system. The society positively perceives the measures of the state to support and develop education, which has become the most important area of social policy, going beyond the interests of the pedagogical community. Methods. Today, professional education institutions operate in challenging conditions. It is necessary to provide advanced training of specialists for innovation economy taking into consideration long-term demographic situation. Results. Development of individual educational trajectories is a multifaceted process. The goal of an individual educational trajectory is to ensure the development of self-reliance and individual initiatives, the possibility of the fullest realization of the creative potential for successful activities in the professional sphere. Discussion. The classification of external factors was developed as a result of the study. The external factors were classified by the type of activity (political, economic, social, legal, educational, etc.); by the source of action (state, cultural, technical, financial, spiritual, etc.); by the effect of exposure (direct/indirect action); by value relation (favorable, neutral, unfavorable, threatening); by the content of action (wide and narrow). The main external factors, influencing the development and implementation of educational trajectories in the continuous education system, in accordance with current legislation, are the general state educational policy, the economic viability of the education system, provision of social guarantees for the realization of citizens' rights to education. Conclusion. Planning of educational trajectory is a joint activity of a student and a teacher, consisting of several interrelated stages.

CIVIL AND MILITARY AVIATION EDUCATION AS INTERDISCIPLINARY DIDACTIC SYSTEM: UPDATED KNOWLEDGE, SKILLS AND COMPETENCES

On the basis of a national analysis and the expert discussion, this article presents a methodological approach to the realization of professional education and the creation of the required competencies for civilian and military aviation personnel, based on a system approach platform, with the application in the specific aviation education environment of future employees in the Transport sector. This article presents the third part of a study. The article used analysis and synthesis tools, the method “per partes” (integration in parts) and an expert method. The authors solved the following praxeological questions: How to identify the Interdisciplinary Didactic System for creating the required competencies of aviation personnel in the conditions of the Slovak Republic? What are the core themes of aviation knowledge in the Transport sector, the skills and competencies of our graduates? The strategic framework for the solutions is the implementation of a state education policy, the transport policy, the defence policy of the state and the relevant international and the European agenda, in the conditions of universities in Slovakia, in cooperation with their partners. The core outputs of this article are the framework knowledge, the skills and competences of graduates identified in the new field of study “Transport” in the Slovak Republic.

The essence of ESSA: More control at the district level?

Using a national database of state education policies related to the Every Student Succeeds Act (ESSA), as well as data from surveys, interviews, and site visits, Adam Edgerton describes how ESSA has shifted relationships among state education agencies (SEAs) and school districts. Some states have not changed their policies much despite the flexibility afforded under the law, although some states have adjusted what measures are included in their accountability systems. States also expressed concern about how to meet requirements for English language learners and students with disabilities. Overall, SEAs are designing more targeted interventions for underperforming districts, and they are focusing on providing supports rather than punishments. But in this era of increased flexibility, it is possible for states to move from one extreme — punitive test-based accountability — to another — laissez-faire leadership.

¿Hacia dónde van las políticas públicas en educación? Una mirada internacional y mercosureña

From an international point of view, we reflect upon where education state policies are directed, observing Irina Bokova’s speech mood, (UNESCO – Milan, 2010). With a deeply humanist sense, the construction of a world human community is encouraged; education, communication, culture and science, which are presented as suitable to give a sustainable answer to mankind’s problems.Revising the goal of the maximization of society’s well being, and its chronological identification -growth, economic development, sustainable development, human development, sustainable human development- and, in accordance with such speech, we continue to analyse Incheon Declaration – Education 2030 – with the Action Framework to achieve Sustainable Development Goal 4- “To grant quality, inclusive and equitable education, and encourage permanent learning opportunities for everyone”; the Third Regional Conference of Superior Education -CRES 2018, Cordoba-, with Action Plan over Superior Education in Latin America and the Caribbean, in the perspective of sustainable human development and the commitment with fairer and more egalitarian societies; the Cochabamba Agreements (2018) with the Regional Roadmap for the implementation of ODS4- E2030 in Latin America and the Caribbean.Finally, the Educational Mercosur work is analysed as regards building a citizens’ awareness and a regional identity when observing Human Rights, and the development of Strategic Plans, reaching Action Plan (SEM) 2016-2020, with goals and activities in accordance with Schedule 2030 (ONU, Goal 4 (ODS4).

The Promise and Limitations of Synthetic Data as a Strategy to Expand Access to State-Level Multi-Agency Longitudinal Data

There is demand among policy-makers for the use of state education longitudinal data systems, yet laws and policies regulating data disclosure limit access to such data, and security concerns and risks remain high. Well-developed synthetic datasets that statistically mimic the relations among the variables in the data from which they were derived, but which contain no records that represent actual persons, present a viable solution to these laws, policies, concerns, and risks. We present a case study in the development of a synthetic data system and highlight potential applications of synthetic data. We begin with an overview of synthetic data, what it is, how it has been utilized thus far, and the potential benefits and concerns in its application to education data systems. We then describe our federally-funded project, proposing the steps required to synthesize a statewide longitudinal data system covering high school, postsecondary, and workforce data. Last, for use as a template for other agencies considering synthetic data, we review the challenges we have confronted in the development of our synthetic data system for research and policy evaluation purposes.

CONCEPTUAL FRAMEWORK AND AREAS FOR CHOREOGRAPHIC AND PEDAGOGICAL EDUCATION DEVELOPMENT IN UKRAINE

The article deals with the conceptual framework and areas for choreographic and pedagogical education development in Ukraine.Among the principles of choreographic and pedagogical education we distinguish:correspondence with the main tendencies of the state educational policy of Ukraine; the principle of educational design; the principle of science; the principle of the humanistic tendency of the educational process; the principle of nature correspondence; the principle of creativity; the principle of cultural correspondence. The purpose of the concept of choreographic and pedagogical education development is to update the choreographic and pedagogical education in order to create a framework for training a new generation of choreographers and to provide conditions for implementing modern alternative models of choreography teacher training. The tasks of the choreographic and pedagogical education development are as follows: to develop strategies for the development of choreographic and pedagogical education on the basis of thorough analysis of its development in Ukraine and the EU; to update goals and the content of choreographic and pedagogical education; to update forms, methods, technologies of educational process; to improve teaching and methodological, resource support of the system of choreographic and pedagogical education in the conditions of the information society; to define conditions for building a creative potential for the intending choreography teacher in the educational process of the pedagogical institution of higher education.The strategic areas for implementing the concept of choreographic and pedagogical education are defined: to preserve and improve a continuous choreographic education; structural and qualitative harmony of choreographic and pedagogical education with the European sphere of education, to modernize its content; to ensure sustainable development of choreographic and pedagogical education; to provide state support to the Specialty 014 Secondary Education (Choreography); to improve the efficiency of a choreographic and pedagogical education system through developing an opportunities provided by information and communication technologies.The conditions for implementing the concept of choreographic and pedagogical education are as follows: updating the professional training for the intending choreography teacher in institutions of higher education; search for ways to solve relevant problems of choreographic and pedagogical education; conducting scientific and practical conferences, seminars, choreographic festivals; implementing a the model for building a creative potential of the intending choreography teacher in the context of prospects for the development of the national education system; defining prospective ways for continuous professional development and improving choreography teachers’ qualification.

ДОСВІД ВИКОРИСТАННЯ Е-ПІДРУЧНИКІВ І ЕЛЕКТРОННИХ ЗАСОБІВ НАВЧАЛЬНОГО ПРИЗНАЧЕННЯ В УМОВАХ ЦИФРОВІЗАЦІЇ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ УКРАЇНИ

The article describes the possibilities of e-textbooks introduction to the school curriculum as an instrument of digital pedagogy for the implementation of quality education. In the research, theoretical methods for systematizing and analyzing various approaches to the definition of the concept "e-textbook" and its classifications are used, the requirements for a modern e-textbook and the conditions for its use at school are generalized, as well as analyzed the proposals for electronic educational means for Ukrainian schools. The needs of teachers, students and their parents in the use of e-textbooks and electronic educational means were identified through empirical methods (observation, survey). Experience of using e-textbooks, electronic educational means is described on the basis of research and experimental work of 25 secondary education institutions. The results are based on sociological surveys, interviews and questionnaires of the participants in the educational process. A total of 1005 respondents took part in the study: 352 students, 296 teachers, 357 parents. The research has shown that most teachers are ready to use e-textbooks, e-tutorials, electronic educational means. It is more convenient for students and teachers to work with multimedia, interactive e-learning tools, e-textbooks. The Ukrainian state educational policy contributes to the development of digital pedagogy, digital education and the creation of high-quality electronic educational resources. International experience determines the priorities of the development of e-textbooks and the transition from static scanned versions of printed textbooks to interactive, multimedia, universal editions in which teachers can transform educational material, and, subsequently, to the development of adaptive versions that will provide students with the opportunity to form individual educational routes. In our future research we intend to concentrate on organizational, psychological and pedagogical conditions for the introduction of e-textbooks to secondary education and teacher training for their use as a guarantee of the development of digital pedagogy.

Better schools or different students? The impact of immigration reform on school-level student achievement

This study examines the consequences of two controversial Arizona immigration laws, the Legal Arizona Workers Act and SB 1070, on school enrollment and student achievement trends. In the period after implementation of both policies, Arizona public schools have demonstrated growth in student achievement on standardized tests arguably due to the state education policies. We propose an alternative explanation and show that the observed achievement gains in schools resulted both due to academic improvement and partially because of the attrition of the low achieving students from certain type of schools. Using data from Arizona public schools we find that after the immigration laws were enacted, schools with initially higher shares of Hispanic students lost about 42 more Hispanic students on average and at the same time experienced greater increase in average test scores compared to schools with initially low Hispanic enrollment. We argue that changes in average test scores partially reflected the changes in school demographic composition as a result of the implementation of restrictive immigration policies.

Peculiarities of development and dynamics of economism and the commercialization of Ukrainian higher education

Upon nearly twenty years since the beginning of commercialization of the Ukrainian higher education system, the intensity of discussion of its purposes, results and possible amendments did not decrease neither among experts nor among the interested public. Supporters and opponents of commercialization note that education is the social branch, which participates in the formation of prerequisites of economic growth. The main point of the article is to disclose the essence of the phenomena of economism and commercialization. Economism is seen as part of globalization of education, a global corporatization of education provides training for the global labor market, using human capital economic theories. As noted by George Spring, the human capital, economists argue that investments in education lead to economic growth, reducing income inequality and increasing employment.The article confirms that the state educational policy as a component of social policy is one of instruments of influence of the state on formation of social structure and is directed to the solution of problems of societal level. It performs relevant sociological examination of transformational processes in education and, in particular, results of commercialization. Thus, it is possible to claim that the educational system tests the uncommon influence of globalization, forming and building a peculiar system of the relations and interaction.

Innovative activity of teachers - myth or reality?

Introduction. The innovative activity of teachers is usually described as the creative activity of a sole inventor and the activity of mass teachers, who follow prepared algorithms in the framework of large-scale innovative projects. It is obvious that these types of activity differ considerably. More accurate structuring of innovative activity of the teacher will allow experts to describe more precisely objective essence of innovative processes and to find out more effective means of their stimulation both at the individual level of the teacher and at the level of a national educational system.The aim of the publication was to discuss the questions of what is innovative activity of the teacher; whether innovative activity really exists in mass practice; how innovative activity can be stimulated.Methodology and research methods. The research was based on the systematic approach. In the course of the research, the analysis of scientific and methodological literature and the survey among the teachers aimed at identifying the characteristics of their innovative activity were employed.Results and scientific novelty. The whole cycle of promoting the use of innovations into practice is thoroughly examined: from subjectivity to objectivity; from creativity to reproductive activity; from objectively new result to the product of a sample; from resistance of environment against innovation to stimulation and coercion to its realisation. Characteristics of innovative activity of the teacher are determined and described by the level of distribution of the forthcoming innovation and the attitudes of professional community towards it. It is proposed and proved that the innovation activities of the teachers should be separated into three types: (type I) creative activity of the individual aimed at development of means, methods and technologies to obtain objectively new results; (type II) activities of the teachers focused on the implementation of ready tested innovations, but new for teacher-friendly professional environment, (start-up); (type III) innovative activity of the teachers as a routine operation in the innovation system as its element. The activity of the type I is not widespread; such activity cannot and should not be mass - not everyone can be engaged in it. Design activity corresponds to the type II; type III - activity of performers with the total development of innovation becoming the accepted norm. Mass introduction of a novelty is an innovative process, but not at the level of a certain subject, since a teacher, who acts (often involuntarily) on well-developed samples and algorithms, is not an innovator.Practical significance. The dependence of efficiency of pedagogical innovations on the model of state policy in education is demonstrated. The reasons of the development gap of the Russian educational system in the field of innovations from the systems of other countries are disclosed. The conditions specific to each type of a teacher’s innovative activity, which need to be created for successful and more rapid implementation of progressive innovations, are allocated.

MODERN TEACHER PREPARATION: REALITIES AND PROBLEMS


 
 
 As one of the priorities of the state educational policy teacher training was equally worried all of − theorists and practitioners. Systems of primary, secondary, secondary vocational, higher education have two main bases − organizing on teachers and educators interests. Deficiencies in one of the parties ultimately show themselves on the others activity.
 
 

State Educational Policy in the Sphere of Social Sciences in Latvia - Expert Perspective

This paper explores whether the state educational policy in the sphere of social sciences fosters development of an educated and active civil society. This subject is topical as the political participation in relation to the election activity is gradually decreasing.The research aims to study the state educational policy in the sphere of social sciences which, according to the political participation theoreticians, is an especially important factor in the transition countries and new democracies for raising public awareness of the opportunities provided by democracy and the importance of participation. The theoretical part of the research is based on the theory of communicative rationality by J. Habermas, theory about the relation of education, active civil society and democracy by J. Dewey, and authors like Walter Parker and John Jarolimek expanding on the theoretical relation between mastering of social sciences and civic participation. The analytical part of the research is based on the country's long-term and medium-term planning documents. During the research, face-to-face surveys of 12th grade students were carried out, and education experts were interviewed. The study leads to a conclusion that in general the state educational policy in the sphere of social sciences gives theoretical knowledge about a democratic state system and its basic values. The expert interviews that were carried out allow concluding that the explanation for the above-mentioned survey findings is the preparation of teachers, the amount of time required for the acquisition of social sciences and the balance of.