Subject Competence Research Articles

The Current State of Undergraduate Trauma and Orthopedics Training in Saudi Arabia: A Survey-Based Study of Sixth-Year Medical Students' and Interns' Learning Experience and Subjective Clinical Competence.

Background and objective Students frequently complain about the lack of practical skill learning and the poor quality of the medical school curriculum. In light of this, the purpose of this study was to assess the learning experience and subjective clinical competence of final-year medical students and interns in the field of orthopedics in Saudi Arabia (SA). Methods A cross-sectional observational descriptive study utilizing an electronically validated survey was conducted, which included the following six main sections: introduction, demographics, self-assessment of competency regarding certain orthopedic skills, clinical experience in orthopedics, orthopedics curriculum assessment, and choice of future career specialty. Results The total number of participants was 794. Among them, 33% (n=160) and 37.1% (180) had attended no "trauma meetings" or "operating room (OR)" sessions respectively, and only 21.9% (n=106) had attended more than five clinics. Subjective competence in history taking was highest (mean: 8.925 ±1.299) among students who had received more than four weeks of orthopedic rotation and attended more than six clinics. The students who had completed more than four weeks of orthopedic rotation and more than six bedside sessions scored the highest in terms of subjective competence in handling orthopedic patients in primary care settings (mean: 8.014 ±1.931). Conclusion The survey indicates that the amount of orthopedic training provided by institutions varies, with some students receiving less training than recommended. However, longer rotations lead to greater perceived orthopedic competence. Students and interns with more exposure to orthopedics through curriculum and elective rotations demonstrated a greater interest in pursuing orthopedics as a future career.

Ocean Literacy Competency : What Competencies Do Students Need Regarding Alignments with the Sea?

This study aims to map the ocean literacy competency needs through a competency needs assessment. The method used in this research is a survey. This research involved 116 respondents, namely junior high school teachers in the Riau Archipelago Province. The instrument used is an assessment of ocean literacy competency needs developed by researchers based on the results of a synthesis of several studies and the Blue Curriculum documentary by UNESCO. Data analysis technique used descriptive statistical analysis. Based on the research results, it was found that the average of the four ocean literacy competencies (building social-emotional; action for collective welfare; promoting sustainable development; and respecting each other), the teacher stated that they agreed if these competencies were infused in the subjects so that the achievement of ocean literacy could be achieved. This research is also an early stage in curriculum development, namely mapping competency requirements to be developed later in the next step. These competencies also can be integrated or infused into various subject competencies as curriculum and instruction innovation. Later, from the integration or infusion competencies, teachers can support students to have sympathy, awareness, caring, and responsible for the ocean and marine resources.

МЕТОДИКА РОЗВ’ЯЗУВАННЯ ГРАФІЧНИХ ЗАДАЧ НА ІЗОПРОЦЕСИ В ШКІЛЬНОМУ КУРСІ ФІЗИКИ

The article deals with the theoretical and methodological aspects of the implementation of the author's methodical approach of solving graphic problems on gas laws as one of the key issues of the school physics course and an integral component of the students' subject competence. It is noted that despite the availability of various literary sources related to physics teaching methods, an important issue of the modern educational process in physics in general and problem solving in particular is the implementation of active methods, techniques and forms of learning to in school practice. They encourage students to active thinking, develop their cognitive interest, and form a culture of intellectual work and independent practical actions. It is noted that the effective assimilation of the main questions of the corresponding topic of the school course in physics, taking into account the principles of scientificity, clarity and generalization, will be facilitated by meaningful compactness, unity and a clear sequence of educational and cognitive actions of students during the solving of graphic problems at the first lessons. The author proposes the algorithm of problem solving that includes the following stages: 1) systematization of information about the main gas laws and their graphic representation; 2) students find out the nature of the change in one of the three parameters of the gas state; 3) construction of a closed process with an ideal gas on the other two diagrams for cases when individual sections of graphic represents loop process (that is, assume a change in all three gas parameters); 4) solving graphic problems for gas laws which are not loop processes; 5) solving graphical problems for loop processes in the form of circles on the initial diagrams. The authors' own pedagogical experience shows that the organization of the educational process based on the proposed methodical approach is effective and efficient, which is confirmed by the level of cognitive activity and educational success of both school students and students of higher education in recent years. Key words: graphic problems, gas laws, loop process, methods of solving physical problems, subject competence of students in physics, school physics course.

Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education

Despite the proliferation of research on teacher education, pre-service teachers’ pedagogical preparedness to teach their minor subjects has received little attention in the literature. Therefore, this study assessed Ghanaian pre-service geography teachers’ pedagogical competence in their minor subjects, including political science, economics, social studies, and history. Pedagogical competence was conceptualised using three constructs adapted from the Technological Pedagogical Content Knowledge (TPACK) framework: pedagogical knowledge, pedagogical content knowledge, and technological pedagogical knowledge. Through a survey, a total of 182 pre-service geography teachers participated in the study. The empirical data obtained were analysed using descriptive statistics such as mean and standard deviation. A one-way MANOVA test was conducted to explore the differences in the pre-service teachers’ pedagogical competencies based on minor subject classifications. The results showed that the pre-service geography teachers had relatively higher pedagogical knowledge in their minor subject than pedagogical content and technological pedagogical knowledge. Minor subject classifications significantly affected pedagogical knowledge, with higher scores reported among the economics minor group. The implications of the findings for teacher education curricula, in addition to the need for pre-service teachers to read pedagogy-related courses in their minor subjects, are discussed.

Formation of subject competence students using competence-oriented tasks in biology

Introduction. Periodic updating of the content of education in accordance with the achievements in the study area and with the specifics of the discipline taught is one of the important conditions for improving the quality of education in secondary school. The integrated use of the competency-based approach is considered an important didactic condition for improving both the content and methods of teaching biology in secondary schools, which requires an analysis of the level of subject competencies and ways of their formation in the learning process. Materials and methods. The study involved 420 students of educational institutions of the Kyrgyz Republic (220 in the experimental group and 200 in the control group). Research methods: questioning, analysis of literary sources on the subject of the study. Methods of mathematical statistics: Pearson's chi-squared test. Research results. The levels of formation of subject competencies of students through the solution of competency-oriented biological tasks are revealed and experimentally tested. It has been established that students more effectively perform various options for laboratory and practical work in biology, can independently use conventional signs, diagrams and models of biological processes and objects, and are active in performing independent research work of varying degrees of complexity. On the basis of a comparative analysis of empirical data, statistical analysis, positive dynamics and a significant increase in the values of level indicators of subject competencies (χ2 = 15.825; p<0.01) were established. Conclusions. The introduction of competence-oriented tasks in the educational process in the subject of biology will help increase students' cognitive activity, interest in obtaining biological knowledge and applying the formed subject competencies in practical activities. Keywords: updating, content of biological education, activity approach, competence-based approach, subject standard in biology, subject activity, learning activity, learning task

DIDACTIC TERMS OF USE OF BIOGRAPH INFINITI SPECIALIZED SOFTWARE IN UKRAINE’S HIGHER EDUCATION INSTITUTIONS

The article shows the possibility of using hardware ProComp Infiniti System with BioGraph Infiniti Software in the educational process of higher education institutions in Ukraine in different directions of training, including specific training conditions. The Infiniti system monitors and records a wide range of physiological and mechanical signals, analyzes and provides real-time biofeedback through various auditory and visual aids. The authors analyzed scientific and professional literature on the development and introduction of specialized software products in the educational process of higher education institutions in Ukraine and across the globe. The paper defines the advantages and prospects of carrying out a cycle laboratory work and research with BioGraph Infiniti tools and the principles of work with ProComp Infinity hardware. The didactic conditions of use of BioGraph Infiniti Software in the educational process of higher medical education institutions and universities of internal affairs of Ukraine are defined for formation of informational and subject competence of Ukraine’s students. Attention is focused on ensuring the flexibility of the educational process by means of variability, changes in the content and methods of education, forms of organization of educational classes with a direct practical component, a combination of different education methods for students of various types of higher education institutions. The possibilities of development of a series of laboratory works with their further placement in the virtual educational environment "Laboratory works system with specialized software Biograph Infiniti" are considered. Each laboratory work is created according to the principles of scientificity, integrity and professional orientation of education and includes 3 levels: general (basic), psychological and medical-biological.

Developing Digital Competence of Future Teachers in the Modern Digital Learning Space

The article is devoted to the problem of formation of future teachers’ digital competence in the modern learning space. The purpose of the article is to determine the essence and content of a teacher’s digital competence on the basis of scientific literature analysis, to analyze the possibilities of formation of digital competence of students of pedagogical specialties in the modern learning space.
 The purpose realization involves the following tasks: to define and compare different definitions of the term “digital competence” by scientists; to reveal the essence and content of future teachers’ digital competence; to identify and characterize the ways, methods, forms, and means of formation of digital competence among the students of pedagogical specialties.
 Methodology. To achieve the purpose a complex of theoretical and empirical research methods was used. The theoretical methods included: analysis, comparison, generalization, systematization of scientific works and regulatory documents to determine the key concepts of the research and clarify the authors’ point of view regarding the essence of a teacher’s digital competence. In addition to the specified theoretical methods, empirical methods of scientific knowledge were used: the study of future teachers’ professional training, questionnaires, interviews with those who received pedagogical education, expert evaluation – in order to study the process of future teachers’ digital competence formation.
 Results. The analysis of international legal documents and scientific works of various scientists proves that the concept of “digital competence” is interpreted ambiguously. In particular, the first European framework of teachers’ digital competence states that digital competence is a specialist’s personal formation that integrates the following components: professional involvement, working with digital resources, teaching and learning with the use of these resources, evaluation of results, expansion of students’ opportunities, the development of digital competence in subjects of education. The formation of digital competence of students of pedagogical specialties is provided in various ways: teaching special courses, involving future teachers in educational activities based on the use of various digital tools, organizing students’ work with digital textbooks, reference sources and multimedia information systems, electronic simulators, digital laboratory tools, encouraging specialists to receive non-formal education.
 Conclusions. In the article, a future teacher’s digital competence is understood as a personal formation that integrates relevant motives, values, attitudes, knowledge of various digital resources, means, tools, technologies, as well as the ability to apply them in practical pedagogical activities on the basis of critical analysis and evaluation. The formation of future teachers’ digital competence involves a systematic combination of various methods and forms of education, constant rethinking of approaches to the organization and content of this process, ensuring an organic combination of methods of formal, non-formal and informal education.

THE LINGUISTICS POTENTIAL OF MYKHAIL STELMACH’S WORKS FOR THE STUDY OF LEXICOLOGY

The article highlights certain aspects of language creation of the classic of Ukrainian literature Mykhailo Stelmakh: lexical, phraseological, syntactic – and substantiates the linguistic didactic potential of the writer’s prose. Using the example of lexical and syntactic units (from the works “Thought about you” and “Four fords”), their ability to reflect various linguistic phenomena and ensure the formation of key and subject competencies according to the concept of the New Ukrainian School is shown. The lexical fund of the studied prose of the writer is rich, interesting and diverse. It not only introduces the reader to the life of our ancestors, customs and traditions, nature, but also reflects the dynamics of the lexical layers of the Ukrainian language. The lexicon of Mykhailo Stelmakh’s works is a clear national identifier, carries a remarkable aesthetic. Therefore, reading the writer’s works contributes to enriching the active vocabulary of schoolchildren. The richness and variety of the writer’s prose are emphasized by the phraseological units that function on the pages of the works. The syntactic organization of the author’s works also contributes to the formation of linguistic sense and the development of aesthetic tastes. We have proven that Mykhailo Stelmakh’s work is exactly the source and means by which every teacher will be able to realize a number of personally, socially and vitally important tasks. The innovative method of teaching the Ukrainian language at school is at the stage of searching for its renewal. Often, such a search allows scientists to go beyond the domestic scientific field. In our opinion, it is the attention to works of national literature that creates internal motivation to study the language and preserve its identity. Taking into account the concept of the New Ukrainian School, it is concluded that the methodical use of the writer’s creative heritage can act as a relevant and important innovative project that is needed by modern institutions of general secondary education.

ETHNO-CULTURAL COMPONENT IN MODERN PRIMARY EDUCATION

The aim of the article is to reveal the role of the ethno-cultural component in forming the national consciousness of junior schoolchildren. One of the most important functions of the school at today's stage is the development of the child's personal world through mastering the spiritual and practical experience and culture of humanity, educating a cultured person capable of self-determination and productive creative activity to create a cultural environment. The implementation of the ethno-cultural component of the content of school education, which is provided by the cultural approach, opens up space for students in creative and research activities, their acquisition of key and subject competencies. It has been proven that the task of the teacher and school education is to ensure the transmission and communication of the ethno-cultural traditions of previous generations to the present, support the positive trends of cultural interaction in the conditions of cohabitation of different peoples / nationalities / ethnic groups for the enrichment and development of ethnic cultures as part of the national culture. It is emphasized that the ethnocultural component is an effective means of awakening cognitive activity, independence, bright individuality, aesthetic development of junior schoolchildren, their involvement in the rich treasures of the material and spiritual culture of Ukrainian people through the assimilation of theoretical knowledge and practical participation in multiplying its achievements. It ensures the assimilation of samples and values of national culture, cultural-historical and social experience of one's state, the formation of a sense of belonging and respect for one's native land. The implementation of this component is ensured through the content of the textbooks of the linguistic and literary field of education - "Ukrainian language" and "Reading", where samples of artistic works of ethno-cultural orientation are presented, since Ukrainian studies topics form Ukrainian studies and general cultural competence in primary school students.

Mapping basic science and religious competencies: An initial step to realizing integrated science learning with islamic values

Appropriate steps are needed to integrate religious subjects (Qur'an Hadith, Aqidah Akhlak, and Fiqh) so that integrated science learning of Islamic values ​​can be conducted successfully and adequately. One of the ways to make it successful is by mapping Basic Competencies in science subjects and religious subjects as the first step in this integration. A study has been carried out on Basic Competencies in science and religion subjects at Madrasah Tsanawiyah (MTs) with the aim of producing a map of the relevance of the Basic Competencies in these subjects. This study is a literature study that uses data sources in the form of 2013 curriculum documents, science and religion textbooks and related articles. The instruments in this study were researchers equipped with identification and data recording formats. Data was collected utilizing document study approaches, namely by analyzing the relevancy of each basic competency topic, which includes choosing references and identifying and classifying basic competencies. Data analysis was done qualitatively by classifying, summarizing, and deriving conclusions from the data. As a result of this research, a map of the correlation between scientific and religion basic competencies has been found. It demonstrates how one science basic competency in one class can be related to several fundamental religious competencies at all grade levels. This linkage provides a recommendation that science subject matter can be integrated with religion subject matter at all grade levels while still considering the linkages between these Basic Competencies.

СТУДОЦЕНТРОВАНИЙ ПІДХОД ДО ОРГАНІЗАЦІЇ ОСВІТНЬОГО ПРОЦЕСУ ЯК УМОВА РОЗВИТКУ КОНКУРЕНТОСПРОМОЖНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ

Prerequisites for the actualization of the problem of the development of the teacher's competitiveness are socio-economic and educational transformations, which were reflected in the content of state documents on the modernization of education in Ukraine. A modern teacher needs to be ready for ever-changing trends in society and the labor market. Responding to the demands of the times, higher pedagogical education should be based on the ideology of development and qualitatively change. The system of professional pedagogical training should provide for the process and result of mastering the system of general and subject competencies and the formation of the worldview and other personal qualities of the future teacher based on them, including competitiveness. We define competitiveness as a set of formed personal and professional qualities and characteristics that determine success in professional and social activities, and highlight the following characteristics of a competitive teacher: professional competence, value-motivational component; manifestation of individuality. We believe that the competitiveness of the future teacher is a dynamic characteristic of the individual, therefore we can talk about its development as a result of the formation of a set of key competencies of the individual, which make up the professional and personal basis of activity and professional competence. In our opinion, one of the conditions for the development of social and professional mobility of a future specialist is studio-centered training. Student-centered learning is a modern philosophy of educational activity, an important principle of organizing educational activities of a higher school. Orientation of higher education on the personality of the student makes it possible to increase the quality of the higher education system, to prepare a competitive specialist in the modern labor market with flexible creative thinking, proactive, stimulates him to responsible learning, develops social and professional mobility. Elective disciplines are an "indicator" of the introduction of an individual educational trajectory of a student of higher education, one of the mechanisms for improving the quality of professional training, developing the social and professional mobility of a future specialist.

ФОРМУВАННЯ ПРЕДМЕТНИХ КОМПЕТЕНТНОСТЕЙ У СТУДЕНТІВ-МЕДИКІВ ПІД ЧАС СКЛАДАННЯ СТАТИСТИЧНИХ ЗВІТІВ ТА ЇХ АНАЛІЗУ

The article considers important aspects of the organization of the educational process at the Donetsk National Medical University. Active perception and processing of symbolic educational information requires a special organization, well-thought-out methods of presenting educational material, which contribute to the active work of the student's thinking when reading and comprehending the content of the presented material, memorizing information. The leading type of information perception, when using information and communication technologies, is visual. The study reveals the formation of subject competencies in medical students during the analysis of statistical reports of health care institutions according to statistical reporting forms No. 2 for the Kirovohrad region for 2022, which were provided by the Municipal institution "Kirovohrad Regional Center for AIDS Prevention and Control". HIV infection was analyzed in the districts of Kirovohrad region, namely, in Novomyrhorod district, Oleksandrivka district, Dobrovelichka district, Znamyanka district, Ustinivka district, and a statistical analysis was made with visualization of the results in the form of visual models: bar and pie charts. Practical training of students is a mandatory component of the educational and professional program for obtaining a qualification level and is aimed at acquiring professional skills and abilities that will be necessary in professional activities. For example, in the AIDS Center, infectious disease doctors have an electronic tool for taking ART, testing for DM-4 and VL, which includes information about the patient, contact numbers and other things, which makes it possible to monitor the impact of therapy on the patient's condition, necessity and timeliness examination for DM-4 and VL. Data are entered by doctors and nurses every day after the patient is admitted. The analysis of the electronic tool is performed once every 2 weeks, before each scheduled blood sampling for the examination of DM-4 and VN, the data is used to remind and invite patients for the appropriate examinations. The use of schematic visualization of medical information contributed to the formation of more rational methods of working with educational material for future doctors.

Elements and Implications of Social and Emotional Learning in the Home Economics Education Curriculum

본 연구는 청소년기 학생들이 자신을 이해하고 타인과 건강한 관계를 맺으며 건강한 공동체를 형성할 수 있는 교육을 제공하기 위한 이론적 관점으로서 사회정서학습(SEL)에 주목하여 2015 개정 가정과 교육과정에서 드러난 사회정서학습의 의미와 핵심역량을 분석하였다. 그 결과 가정과 교육과정의 성격, 목표, 교과 역량, 핵심 개념, 일반화된 지식, 성취기준에 사회정서학습의 핵심역량이 모두 포함된 것으로 분석되었다. 이에 대한 시사점은 첫째, 학교 현장에서 따로 사회정서학습 프로그램을 도입하지 않아도 가정과수업의 명시적 교육을 통해 사회정서학습 핵심역량이 충분히 함양될 수 있다. 둘째, 가정과교육은 실천을 강조하는 교과이기 때문에 사회정서학습의 역량들을 학교 밖에서의 실제적 삶과 연계하여 적용할 수 있다. 마지막으로 사회정서학습의 최종목표인 부모와 가정과의 연계를 중시하고 건강하고 안전하며 정의로운 커뮤니티 형성은 가정과교육의 목표와 유사성이 높으므로 가정과교육을 통해 사회정서학습의 실효성을 높일 수 있다.This study focuses on Social and Emotional Learning (SEL) as a theoretical perspective to provide education that enables adolescent students to understand themselves, establish healthy relationships with others, and form a healthy community. The meaning of learning and core competencies were analyzed. Results showed that the core competencies of SEL were all included in the nature, goals, subject competencies, core concepts, generalized knowledge, and achievement standards of the 2015 revised Home Economics Education (HEE) Curriculum. The implications for this are: First, the core competencies of SEL can be sufficiently cultivated through explicit education in HE classes without introducing a separate SEL program in the school field. Second, since HEE is a subject that emphasizes practice, the competencies of SEL can be applied in connection with actual life outside of school. Lastly, the effectiveness of SEL can be increased through HEE because the goals of SEL, which emphasize the connection between parents and the creation of healthy and safe community, are similar to the goals of HEE.

THE EFFICIENCY OF THE COMPETENCE-ORIENTED TEACHING METHOD AT THE CLINICAL DEPARTMENTS OF I. HORBACHEVSKY TERNOPIL NATIONAL MEDICAL UNIVERSITY

SUMMARY. Among researchers, there is no established view on the structure of professional competence of future specialists in general and future doctors in particular, regarding the types of competences that should be laid as its basis. This situation served as the basis for conducting an analysis of the effectiveness of various communicative educational methods for improving professional training of master's students at the university's clinical departments.
 The aim – to analyze the effectiveness of various teaching methods for the formation of professional competence of future doctors in key and subject competencies in emergency medical care.
 Results. Communicative competence is a dynamic combination of knowledge and practical skills, ways of thinking, professional, worldview, social qualities, moral and ethical values, which determines the ability of a person (student) to successfully carry out professional and further educational activities and is the result of learning at a certain level of education. The formation of the communicative competence of master's students is achieved thanks to the effective interaction of the teacher and the student (communication, exchange of knowledge, practice of abilities and skills), professional and personal qualities of the teacher, which are manifested through analytical perceptive, motivational-communicative, professionally-oriented and tactical-psychological communicative skills in solving professional tasks and individual properties of the subject of professional and pedagogical activity, necessary and sufficient for mastering communicative skills at the normatively determined level. To form the professional competence of future doctors in key and subject competencies in emergency medical care, the teachers of the clinical departments use a complex of interactive teaching methods based on the principles of a participatory-interactive approach. Such teaching methods include the method of educational discussion, game teaching methods, dialogue method, method of individual and group projects, as well as independent work of master's students.
 Conclusions. In order to achieve high communicative and professional competence of the future master's doctor in the specialty of emergency medical care, the teachers of the clinical departments of the university use such participatory and interactive teaching methods as the educational discussion method, game teaching methods, the dialogue method, the method of individual and group projects, as well as the method of independent works of master's students. The effectiveness of using each educational method depended on the individual characteristics of the personality of the teacher and the student, their basic level of training and motivation.

Teaching Russian to foreign master’s students of non-humanitarian profile in modern educational conditions

The relevance of the study is due to the lack of a methodological concept and training program for foreigners entering the Russian magistracy after completing bachelor's degree in their home country. As a rule, these students are not well-trained in Russian. This negatively influences the formation of their professional and communicative skills and abilities necessary for mastering the subject competence in the university. The aim of the study is to propose a methodology of professional language education of foreign non-humanitarian undergraduates in the conditions of linguistic educational situation with reduced teaching time, weak general language preparation of students and/or lack of understanding of the language of the specialty. The authors used the methods of direct and indirect observation of teaching and communicative activity of undergraduates while studying the teaching material according to the proposed methodology, accompanied with the analysis, fixation, description and generalization of accompanying changes, as well as the analysis of students’ communicative needs and mistakes. The research is based on practice of teaching scientific speech to non-philological first-year bachelor and master foreign students of the Academy of Engineering, Institute of Environmental Engineering, Faculty of Science of RUDN University, and also conducting entrance, intermediate and final tests. As a result of the research, the teaching program with the system of text and lexical-grammatical tasks for both classroom and independent work adapted for the students, was developed. The given technology allows to form and improve not only linguistic but also cognitive and metacognitive skills of undergraduates, extending possibilities of self-education, abilities to take independent decisions. It seems promising to use the obtained results to create a full-fledged textbook on scientific speech not only for undergraduates, but also for PhD students who have completed the previous stage of professional training in their home country.

Prerequisites for Optimizing the Competencies of Subjects Carrying Out Criminal Pre-Trial Proceedings

The author studies the establishment and development of Russian pre-trial proceedings in the pre-revolutionary time and later periods. Using the analysis of normative legal acts and opinions of scholars of criminal process, the author presents a vision of Russian pre-trial proceedings, which are carried out in two forms: preliminary investigation and inquiry. The essence of each form is presented and certain similarities between them are established. The analysis of changes in Russian criminal procedure legislation made it possible to identify time periods when steps were taken to blur the boundaries between investigation and inquiry. This could be viewed as an attempt for a gradual reorganization of preliminary investigation bodies into inquiry bodies. It is established that the post-revolutionary reforms of the law enforcement system led to the abolition of the bodies of preliminary investigation and the implementation of a new approach to pre-trial proceedings when investigation was carried out by separate unrelated bodies. The author draws attention to the fact that criminal procedural order of the inquiry became a vital feature of conducting it. It is concluded that, currently, the bodies of inquiry and investigation have equal powers at the stage of preliminary investigation, and there is no balanced correlation of competences between the investigation and the inquiry; at present, these forms of preliminary investigation compete with each other, which has a negative effect on the implementation of criminal procedure competence of subjects carrying out criminal pre-trial proceedings.

The officials of local government bodies as subjects of notarial procedural legal relationship

The article deals with the scientific and practical analysis of the legal position of an official of a local self-government body as one of the subjects of a notarial procedural legal relationship on the part of a person who performs a notarial act. It is argued that the changes in the legislation, as a result of which the right to perform notarial acts was granted only to local self-government bodies in rural settlements, are unfounded. The specified changes have led to a deterioration in the provision of notarial services to the population, which makes it necessary to return to the situation that existed before. At the same time, the performance of individual notarial actions by officials of local self-government bodies should generally be considered as the authority of the local self-government body, and not as the creation of some kind of competition for notaries available in the area. The reasons for granting local self-government officials the right to perform notarial acts in the field of inheritance require approval. However, the big problems in practice that arose as a result of this negated all the positives and raised questions about the expediency of the existence of the corresponding subject competence of these officials. Agreeing with the higher qualification requirements for officials of local self-government bodies who perform notarial acts regarding inheritance, the author of the article notes their extremely high level, which actually leads to the impossibility of implementing the relevant provisions in practice.
 A conclusion was made regarding the need to grant the right to perform a certain amount of notarial acts to authorized officials of local self-government bodies of all settlements, regardless of whether this settlement is rural or urban, as well as regardless of whether this settlement has a notary public.

Visual thinking and cooperative learning in higher education: HOW does its implementation affect marketing and management disciplines after COVID-19?

Students learn in different ways and in the wake of the COVID-19 pandemic, the higher education faculty needs to reinvent the educational experience for students. Recognizing the characteristics of cooperative learning as an integral and sustainable part of the solution is a source of motivation for the incorporation of entrepreneurial competencies in university curricula. This article proposes that cooperative learning and visual thinking tools in higher education can have a positive influence on improving the acquisition of core competencies in marketing and business administration subjects. The proposed relationships were evaluated using PLS-SEM (symmetric) and fuzzy set (asymmetric) approaches on a sample of 820 students. The PLS-SEM results revealed that the highest levels of acquisition of basic group competencies are through Social Skills, Interaction and Positive Interdependence. The results of the fuzzy sets (fsQCA) reinforced the symmetrical findings and revealed that Group Reflection and adequacy of Assessment were necessary and sufficient prescriptions for competence acquisition.

Development of Key Competences in Geometry Lessons Using Life Tasks

The formation of key and subject competencies of students is not limited to the acquisition of a new one. Competences in subjects are formed when the students' own idea is manifested, new tasks are set, and they are independently solved with the help of acquired knowledge. The article deals with the tasks of forming key and subject competencies of students in geometry lessons using life tasks. The sources of compiling life tasks and examples of tasks with life content on the basis of terms known to students are considered. In order to fulfill the requirements of the state educational and subject standard "mathematics" of the general education school of the Kyrgyz Republic, the article deals with the formation of key competencies of secondary school students in the educational process based on a personal competence-oriented approach in the secondary education system. In this direction, when teaching mathematics and geometry in secondary school, students are invited to independently compose life tasks, in relation to the seed productivity of agricultural fields, including local conditions in accordance with life situations, and tasks that arise in everyday life and in various directions. And also, in the article it is noted that these types of tasks are important in the formation of key competencies specified in the goals and objectives of the national standard in training on a competency-based basis. In the process of teaching mathematics and geometry in a general education school, a connection with other subjects was noted, and the similarity of the corresponding formulas was given.

Life Tasks as a Means of Studying New Material When Teaching Geometry in Secondary School

The article reveals the role of life tasks in teaching geometry in high school. The teaching of mathematics in a general education school, in addition to equipping students with certain knowledge, skills and abilities necessary to prepare them for life activities in the conditions of modern production, also pursues the goal of achieving such a level of their mathematical development that they need to study other school subjects at a high level, to continue their education in higher education. And also, for the formation of key and subject competencies in mathematics. The article deals with life tasks as a means of learning new material when teaching geometry in high school. Examples from the production industry are given. And also, the article presents the requirements and goals of studying mathematics, geometry in high school. The content of the textbooks proposed by the Ministry of Education, respectively, for general education and subject state standards in mathematics, contains many examples related to life tasks. The above conclusions define the main problem of the study: to study the role and place of tasks with vital content in revealing the content-applied significance of the school geometry course and in solving general educational problems facing the school. Develop a methodology for teaching problem solving. In the school teaching of geometry, the connection of the studied material with life, with practice, is often not yet rationally realized. Students have poorly developed skills and abilities to apply the acquired knowledge in practice. The goals and requirements of education standards for student-centered learning, i. e. to connect the teaching of mathematics, geometry with life, the passion for studying the basics of production, to form the key and subject competencies of students.