System Of Postgraduate Education Research Articles

Projection of Deming Principles to the Kazakhstani Higher School

The article presents a thorough analysis of the essence and the content of 14 quality management principles created by Professor E. Deming, functioning in relation to the conditions of the Kazakhstani system of higher and postgraduate education. The article investigates relevance and significance of the problem with a due regard to the influence of modern university external and internal environment. It is concluded that it is necessary to simultaneously use these interrelated principles, only after deep understanding and adaptation of their content to the specifics, organizational culture and management capabilities of each university.

DEVELOPMENT OF SOCIAL COMPETENCY OF MEDICAL SPECIALISTS IN THE SYSTEM OF POSTGRADUATE EDUCATION

The analysis of foreign and domestic scientists' researches on the problem of research, namely, on the development of personal competency, development of social competency, development of social competency of medical specialists in particular, was carried out. It was found out that the problem of the development of social competence of medical specialists in the system of postgraduate education was little researched, therefore, the need for the study of this issue arose. A number of interpretations of such concepts as competence, competency and social competency by foreign and domestic scientists was analyzed. The author highlights the difference between the concepts of "competence" and "competency". The author's interpretation of the following concepts is presented: "competence", "competency", "social competency" and "social competency of medical specialists". The components of social competency of healthcare professionals in the system of post-graduate education are analyzed, including cognitive, value, behavioral; motivational-volitional, cognitive, organizational-activational as offered by L. Lymar. The author has adapted the system of principles of social competency according to N. Zobenko to the topic of research. Thus, the principles of social competency of medical specialists in the system of postgraduate education are reflected: they are fundamentalization, consistency, scientificity, and accessibility. The following elements of social competency structure of medical specialists in the system of postgraduate education were analyzed: communicative, socio-operative, socio-psychological, personal. The characteristic traits, which a specialist of medical sphere should possess in order to develop social competency, were revealed: they are humanity, tolerance, optimism, openness, responsibility, tolerance, skills to solve conflicting and unpredictable tasks, self-control, self-criticism and self-improvement. The favorable conditions for the qualitative development of social competency of specialists in the field of postgraduate education are identified. Generalization of the research results is carried out through the illuminated possibilities of development of social competency of medical specialists in the system of postgraduate education (taking into account psychological and sociological scientific knowledge in the development of educational programs for the training of medical professionals, use of various forms and methods of work, application of methods of self-education of medical specialists).

Professional Development of the Head of an Educational Institution Within the Postgraduate Education System

The purpose of the study is to search, theoretically substantiate and develop practical recommendations for the development of basic professional competencies of the head of a modern institution of general, secondary and preschool education within the system of postgraduate education. The focus of the research is the development of the professional skills of the head of a modern educational institution. The subject matter of the research is the content and conditions for the development of professional competencies of the head of a modern educational institution. The results of professional growth are a structural and functional model of professional development and preparation for managerial activities, which includes targeted, methodological, content, organisational, procedural, and affective components. The model is focused on the integration of professional, psychological, and pedagogical training of managers, where their professional and professionally diverse competencies are improved for conscious and responsible use of changes in their professional development, and solving psychological and pedagogical, and organisational and methodological tasks of corporate training of staff.

ПРОЕКТИРОВАНИЕ ПЕРСОНИФИЦИРОВАННОГО ПОВЫШЕНИЯ КВАЛИФИКАЦИИ МОЛОДОГО ПЕДАГОГА

The article analyzes the main qualitative characteristics that determine the development process of additional education at the pedagogical university. The potential of the postgraduate education system as a resource for the development of the regional education system is revealed. The diagnostic potential of projects of postgraduate support of young teachers has been determined. The mechanism of designing personalized educational routes for advanced training of young teachers is disclosed.

FEATURES OF USING MODERN INNOVATIVE TECHNOLOGIES IN POSTGRADUATE EDUCATION

The problem of the quality of higher education in Ukraine has always occupied one of the first places in the national rating. Since the improvement of the quality of training is an urgent problem in the system of postgraduate education, a modern approach to the process of training doctors-students in advanced training courses and doctors-interns should include the introduction of new educational (pedagogical, information and telecommunication) technologies. In the context of the COVID-19 coronavirus infection pandemic, all higher medical institutions have to increasingly change the generally accepted and time-tested approaches to providing quality education to doctors and introduce modern innovative technologies into the educational process. The experience and analysis of the features of the introduction of modern innovative technologies at the postgraduate stage of education presented in the article will help to significantly improve the effectiveness of mastering both the theoretical and practical part of training in each medical specialty.

Postgraduate Professional Education in China: The State and Development Trends

Modern China is one of the fastest growing economies in the world. This success has been achieved thanks to the creation of technological enterprises and the widespread introduction of innovations aimed at increasing labor productivity and making efficient use of other factors of production. China is undergoing a transformation in its economic growth environment. As an important force of technological progress, which is the key to transforming a country’s economy, it is human capital, and its foundation is high-quality education. Moreover, one of the main priorities of the Chinese Government is to build the “national scientific force” in the hope that China will make breakthroughs in advanced economic fields. Therefore, the development of the system of postgraduate professional education, including the training of undergraduates and doctoral students, is a top priority.This article gives a brief introduction to the history of the development of postgraduate professional education in China, shows the features of its formation, significant events and achievements obtained at each stage of the scientific training system formation. There is a detailed analysis of the processes taking place at the present stage, which began in 2010. The Chinese Government plays a primary role in establishing a competitive national system of postgraduate education.Based on data from the Ministry of Education of China, official statistics, publications that are publicly available on the Chinese Internet, and scientific articles published in leading world publications, the article shows how the number of universities training undergraduates and doctoral students, the number and structure of students in various specialties have changed over the past decade. The article presents the modern project of national scientific training system reform.

Postgraduate Professional Education in China: Control Mechanisms and Learning Process

China’s strong economic growth is undoubtedly due to a set of government initiatives, among which the priority projects are the reform of the higher education system. Since the 80s of the last century, the state has paid special attention to the training of scientific personnel. Thanks to far-sighted state planning and strong budget financing, China has created a competitive national system of postgraduate professional education almost from scratch. As a result, if only 9 postgraduate students were trained in 1978, then in 1985 – already 17004, in 1998 – 47077, and in 2018 – 604368. The number of doctorates degrees awarded from 2005 to 2018 more than doubled: from 27,677 to 60,700.The important factors in the formation of the system of postgraduate education is the promulgation of national laws and regulations governing this area of educational activity, a well-built mechanism for managing the work of postgraduate studies and a strict system to control all stages of the educational process for masters and doctoral students. Therefore, this article focuses on the organization of the learning process in Chinese universities and academic institutes, as well as the management mechanism of the national system of training scientific personnel.In addition, according to the data of China's Ministry of education, official statistical information, publications that are publicly available on the Chinese Internet, as well as scientific articles published in major publications around the world, it is shown how the number of universities and academic institutions that train masters and doctoral students, as well as the number of students, admission and graduation of specialists have changed over the past ten years.

Professional development of academic teachers in modern Poland

The author notes that Ukraine's desire to integrate into the European educational space necessitates a detailed analysis and systematization of the experience of foreign countries in the professional development of research and pedagogical staff in the system of postgraduate education. The consideration of advanced training and the development of professional competencies of pedagogical and research-pedagogical workers on the experience of neighbouring Poland is actualized. Based on the scientific research of domestic and Polish scientists, the author, taking into account the distribution of professional competencies of academic teachers into four groups: scientific and professional, psychological and pedagogical, managerial and digital, analyses the Polish experience in the development of academic teachers. Theoretically, it states that Polish universities provide their professional staff with a variety of opportunities for professional growth, providing the most effective and favourable conditions for their further professional development. It also notes the importance of developing professional reflection, a creative approach to one's profession, studying and analysing not only one's own pedagogical professional activities, but also one's own educational ones. The author analyses the activities of a number of Higher Educational Establishments on the professional development of academic teachers, these are: the University of Warsaw, Andrzej Frycz Modrzewski Krakow University, Pomeranian University in Slupsk, Social Academy of Sciences. Vivid examples of their activities in the development of academic workers are provided. The author comes to the conclusion that the professional development of academic teachers in Poland today takes place with the help of a variety of tools. It should be noted that the measures taken by the neighbouring country almost coincide with the work to improve the qualifications of research and pedagogical staff in modern Ukraine, however, they are implemented at a higher quality level; teachers are presented with more opportunities to improve their professional activities, Poland attracts more international specialists for the education of its specialists. Programs and grants that contribute to the scientific, research-related and, in general, professional development of education specialists are implemented. In general, in the context of globalization and European integration of educational processes, the exchange of educational experience is necessary to provide high-quality educational services.

The level of replacement of employees with PhD degrees in the Republic of Belarus and the prospects of its improvement

Based on the available statistical data, an approach to the quantitative assessment of the replacement level of employees with PhD degrees in the Republic of Belarus is proposed in the article. The practical application of this approach made it possible to determine the inefficiency of the postgraduate education system in terms of the annual replenishment of the number of employees with an academic degree. The quantitative parameters of the performance of postgraduate education system which necessary to stabilise the number of employees with PhD degrees in the economy are determined.

Features of Simulation Training of Emergency Medical Care for Doctors of Nonurgent Specialties in the Framework of Continuing Medical Education

According to the current legislation medical institutions of any specialization and form of ownership are obliged to provide emergency medical care without delay and free of charge. Emergency medical care is not a profile one for many specialists and, within the framework of the current law, it is necessary to introduce an emergency medical care course into the CME system for all medical specialties at least once every five years, which will correspond to both the previously adopted system of postgraduate education and the existing standards of work of medical facilities.

Perception of Distance Learning by Some Categories of Adults in Ukraine

The Ukrainian distance education market is less than 15 years old, so it is clear that it is just being formed and has not yet encompassed educational institutions in large quantities: schools, institutions of professional and higher education, postgraduate institutions. But today, during the COVID‑19 pandemic, for the modern education system, the issue of transforming the forms and methods of teaching, in particular, its rapid and massive transition to distance learning, is relevant. In order to understand what consequences the system of higher and postgraduate education can expect, studies are being carried out in different countries to study the perception of distance learning, its effectiveness and the prospects for mass application. The article examines the perception of distance learning in the system of advanced training of public servants and teachers, as well as students of Ukrainian higher educational institutions. The results of the study showed that the vast majority of public officials, teachers and students quickly adapted to the new form of education and actively use domestic web platforms for distance courses and various online distance learning systems. At the same time, only a small part of the respondents believe that the level of knowledge they receive through distance learning is lower than in the «face-to-face» format, and a significant part of adults are always ready to study remotely, although the majority of respondents consider it effective and useful for myself a mixed form of study

ПЕДАГОГІЧНІ УМОВИ ВДОСКОНАЛЕННЯ ПІДГОТОВКИ ФАХІВЦІВ З ПИТАНЬ ЦИВІЛЬНОЇ БЕЗПЕКИ В ПРОЦЕСІ ПІДВИЩЕННЯ КВАЛІФІКАЦІЇ

Purpose. The work is devoted to the substantiation of pedagogical conditions that contribute to the improvement of training of civil security specialists in the process of professional development. Methodology. The following types of methodology were used in order to solve the following problems: theoretical - analysis of pedagogical and educational literature on the problem of research, comparison, systematization and generalization of existing ways and methods of improving training of civil security specialists in the process of professional development, empirical - methods of collecting and processing empirical material (pedagogical observation and survey); systematization and generalization of the experience of organizing professional development of specialists at the Institute of Public Administration and Research in Civil Defense. Findings. Based on the structural and logical analysis of the literature, the methodological essence of the concept of “pedagogical conditions” related to the improvement of training of specialists in civil security in the process of professional development in educational establishments. Effective pedagogical conditions are substantiated, which at the present stage of professional activity of specialists in civil security will ensure the development of their professional competencies in the system of postgraduate education. The description of each pedagogical condition is given and its semantic components which influence advanced training of experts on questions of civil safety positively (pedagogical modeling of improvement of experts’ preparation on questions of civil safety in the course of advanced training on a competence basis; expansion and enrichment of practical experience of experts on complex decision of educational tasks for responding to emergencies, close to real life; creating of an informational educational environment for the development of professional competencies of specialists in civil security in institutions, educational establishments; development of professional self-improvement of specialists in civil security). Originality. For the first time, a comprehensive study was conducted in order to substantiate the pedagogical conditions for improving the training of specialists in civil security in the process of professional development. Practical value. Globalization transformations, technological innovations in society and the economic crisis create a need for specialists who will be able to perform the tasks that correspond to the priority areas of the state to ensure the safe life and activities of people at a high level. In achieving a high level of professional competence, an important role is given to postgraduate education, which creates favorable conditions for optimizing the process of professional development of civil security professionals. Conclusions. The pedagogical conditions mentioned in the work are a favorable basis for improving professional development and achieving a high level of professional competencies of specialists in civil security.

The Application of the Simulation Method in the in Foreign Language Teaching in Higher Education Institutions, the Cognitive Linguistic Approach

This article presents the results of the research aimed at proving the efficiency of using the simulation method in combination with the cognitive linguistic approach in teaching students a foreign language. The experimental group students studied the foreign (English) language course during the semester of the 2019-2020 academic year using simulations. The methodology consisted of the performance of roles by the students who actively interacted for the implementation of assigned tasks. Kravchenko's cognitive linguistic algorithm was used to develop the skills of English grammar. This allowed us to establish the similarities between the temporal forms of English and Ukrainian words in discourse. The efficiency was evaluated through the test, developed by the author based on the exercises from the book by Holitsynskyi. Diagnostics of the students' level of motivation to learn a foreign language using simulations and cognitive linguistic approach was performed with the help of the Self-Assessment Form Student test, described in the EU manual. The statistical significance of the study results was established using Pearson's χ2 test. The correlation between the factor and resultant characteristics was established using Tschuprow's contingency coefficient. This was revealed through the methodology of applying the cognitive linguistic approach regarding the training of the skills in choosing the tense forms of a verb in English and the method of simulations in the development of language competencies of the business foreign language. It was found that the proportion of experimental group students with a high and sufficient level of success in learning a foreign language doubled, exceeding the same indicator in the control group. The total number of students with very high, high and average levels of development of skills in choosing the tense forms of the verb in English increased by 36%. The influence of the skills of choosing the tense forms of the verb on the development of the skills of using grammatical structures found in the process of the simulation was recorded. The results of the study can be applied in teaching students a foreign language in the institutions of higher and secondary education, as well as in the system of post-graduate education. The problems of individual students' passivity regarding their participation in simulations, failure to use a foreign language in group work require further research. Received: 19 March 2021 / Accepted: 20 May 2021 / Published: 8 July 2021

Evolution of postgraduate medical education in paediatrics: the Singapore story

Postgraduate paediatric education in Singapore has seen a seismic shift in the past 50–60 years, from a primarily time-based, passive, teacher-centric and apprenticeship model with hierarchical learning culture to a competency-based and learner-centric one. The postgraduate medical education system in paediatrics in Singapore will continue to evolve and adapt with best practices in evidence-based medical education, with the aim to train and develop the next generation of paediatricians who will strive to continually improve child and population health in Singapore.

Postgraduate Education System in the Republic of Belarus: Features of Institutionalization and Main Development Trends

The article considers the features of the system of postgraduate education in the Republic of Belarus, the characteristic features of its institutionalization as a level of education and the main trends in its development. It was shown that the transformation of postgraduate education in the post-Soviet period had an evolutionary character and did not lead to a radical rejection of the Soviet model of the two-level stage - graduate and doctoral studies and academic degrees of candidate and doctor of sciences, as happened in Kazakhstan. An analysis of the dynamics of the main indicators of the activities of the republican postgraduate doctoral studies for the period 2015-2019 was carried out. It was determined that the leading positions in the field of training of scientific personnel of higher qualifications belong to organizationsof the Ministry of Education. On the contrary, the National Academy of Sciences of Belarus is losing its leading role in providing personnel for the innovative development of the country’s economy. It was noted that in the system of postgraduate education, imbalances in the industry specialization of students in the republican graduate school and doctoral studies in accordance with the priority areas of science and technology have not been overcome. It was concluded that it is necessary to develop a set of measures aimed at improving the efficiency of the postgraduate education system, expanding the training of scientific personnel of higher qualifications for the development of high-tech industries related to the V and VI technological frameworks of the economy, strengthening cooperative ties between scientific organizations, educational institutions and industrial enterprises in order to solve the problem of staffing organizations of industrial science

Prospects and problems in the field of modern education in Kazakhstan

This article discusses an important for education topic of the application of programs and standards of effective education in the Republic of Kazakhstan. It also analyzes the current state of the education sector and the main policy documents in the education sector that regulate its effectiveness. The article reveals the problems of Kazakh higher education, such as the oversaturation of the market with educational institutions (universities), the expensive cost of education, and the lack of technical specialists. The State Program for the Development of Education of the Republic of Kazakhstan for 2019–2025 adopted in 2019 is substantiated as the idea of one of the possible ways to eliminate defects and gaps in education. Summarizing practical experience, the article examines the key stages of changing the state of the education system and its modernization. The improvement of entrance exams to leading universities of our country as a part of increasing the competence of specialists is being considered. In order to saturate production and enterprises of labor-deficient regions with personnel the implementation of the social project “Mangilik El Zhastary Industryaga” continues. This implies providing jobs for university graduates, including in rural areas, taking into account the needs of the labor market. In conclusion, all possible ways of improving the education system are examined, which are reflected as the planned changes in the State program and should have a beneficial effect on the system of higher and postgraduate education in the republic and increase its prestige in the eyes of potential applicants.

DEVELOPMENT OF PROFESSIONAL SKILLS OF A TEACHER IN TRAINING IN CONDITIONS OF DISTANCE LEARNING

The article presents an analysis of the peculiarities of the development of professional skills of teachers of the Ukrainian language and literature in the intercourse period in distance learning, in particular in the training “Modeling of the Ukrainian language lessons on the basis of activity approach in the digital educational environment”. Due to the clear construction of the distance course, administration is provided, knowledge is gained by studying theoretical material, information literacy of teachers and opportunities for their use of digital technologies for self-education, self-development, research and united learning tasks, self-control, arranged activities of participants in small groups, synchronous and asynchronous communication, etc. It was found that the training focuses not only on digital technologies that we use as tools for modeling electronic content, but also on pedagogical aspects, which are expressed in the methodology of modeling the Ukrainian language lesson on the basis of activity approach, organization of space for functioning in conditions of distance learning, etc. The distance training course consists of five modules, which are filled with teaching materials and digital tools. This format helps to create conditions for learning, communication and partnership. The subjects of classes are modelled taking into account the current needs of the teacher and provide the performance of creative projects and credit tasks by him. Positive experience in the use of training as an educational trajectory of professional self-realization and development of pedagogical skills of a teacher in the system of postgraduate pedagogical education by distance learning is presented.Keywords: training, distance learning, competence, professional skill, activity approach, postgraduate pedagogical education, educational process, intercourse period.

ТЕОРЕТИЧНІ ОСНОВИ ГОТОВНОСТІ ДО ПРОФЕСІЙНОГО САМОРОЗВИТКУ ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ОСВІТИ

The article considers the theoretical aspects of self-development, presents generalized results on the characteristics of the concept of “professional self-development”, in particular, in order to identify trends in its scientific definitions, uses content analysis as a method of quantifying qualitative features of information. It is established that the greatest significance is inherent in the definition of “professional selfdevelopment” as a continuous process of objectification of essential forces (synthesis of intellect, feelings, willpower, value orientations, etc.) of the individual in professional activity that is creative and socially useful for self-realization in the chosen profession, achieving objectively high results in accordance with internal subjective norms and criteria. The readiness of a teacher for professional self-development is considered by the author as an integrative characteristic of personality which combines motivational-value, cognitive-intellectual and operational-activity determinants of continuous qualitative changes in professional activity which generally ensure significant career results in accordance with modern requirements. The basis for readiness of a teacher for professional self-development is regarded as a specific system of indices of the formation of attainments, skills and qualities necessary for further efficient self-development of a teacher. Based on the study and analysis of philosophical, psychological and pedagogical literature. the structure of the readiness of a teacher for professional self-development is determined. Motivational, cognitive-intellectual and activity components are specified. They are interconnected and complementary which should be given attention to in the scientific and methodological work. The leading functions of the readiness of a teacher for professional self-development (informational, motivational, meaningful, reflective, communicative, and normative) are identified. It is noted that the main mechanisms of the readiness of a teacher for professional self-development are self-knowledge, self-determination, self-identification, self-organization, self-education, self-regulation, focus on professional and creative self-realization in the pedagogical activity, and self-assessment. It is determined that professional self-development of teachers is their conscious self-knowledge and selfdesign activity in scientific-methodological work. The urgency of forming readiness of teachers for professional self-development in the system of postgraduate education as a necessary condition for the growth of their professionalism at the stage of dynamic social and transformational processes is emphasized.

ЗАСТОСУВАННЯ ІКТ У ПРОЦЕСІ ПРОФЕСІЙНОГО РОЗВИТКУ ВЧИТЕЛІВ У ЗАКЛАДАХ ВИЩОЇ ТА ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

The article is based on the analysis of scientific and pedagogical literature determines that the main properties of educational innovations are manifested in systematic changes associated with the transition from the lower quality to higher quality in the organization, monitoring, quality management systems of the educational and scientific process, as well as specific features of mental activity, which is the result of new socio-economic, psychological social processes in the activities and thinking of all its participants. It is noted that the preparation of future teachers for innovation is a long step-by-step process of formation of his personality. It is stated that each institution, as a component of the education system, during the organization and direct implementation of the educational and scientific cognitive process should use the capabilities and capacities of ICT at a sufficient level to solve educational problems – to carry out e-learning, which in turn requires the creation and constant development of informatization of the methodical system of institutions of higher and postgraduate pedagogical education. It is established that the modern system of higher and postgraduate pedagogical education has significant experience in the use of ICT in the process of professional development of teachers. Among them, the most recognized and convenient are hypertext technology, the Internet (e-mail, TV-video conferencing, chat, etc.), «virtual reality» and multimedia technology. It is noted that the use of modern information telecommunication networks has significantly changed the communicative environment, opened new ways to search for information, expanded the range of Internet use in various spheres of life. It has been determined that in recent years in different countries special attention has been paid to the possibilities of using computer telecommunication technologies in the organization of education. They provide effective feedback, which involves both the organization of the study material and communication with the teacher when the need arises. Such learning is called distance learning. The most important for the educational process services provided by the Internet technology are described: e-mail, TV, and video conferencing, «virtual reality». Keywords: professional development of teachers, postgraduate pedagogical education, continuing education.

Adult Education: Organizational Approaches Under Uncertainty

Education, undoubtedly, is recognized as determining the social configuration of each state. Most countries of the world are intensively developing and improving the adult education system as an important element of lifelong learning that ensures the development of society. The concept of lifelong education is viewed as a system of the future, which should become the basis for sustainable development, ensuring stability in society, socialization of a person in a changing social environment. Globalization world processes also have a significant impact on education. At the same time, individual education systems should take into account national and cultural characteristics when developing adult education programs so that universalization is combined with existing diversity.
 The article analyzes the main directions of adult education such as obtaining a second higher education, business education and training for people of the third age. The specifics of the adult audience, the specifics of the work of teachers, the content of curricula and teaching methods are considered. When writing the article, the experience of working with adults, accumulated at the People's Ukrainian Academy, which is a complex of continuous education, in which the adult education system is logically inscribed, was used and generalized. The need to improve the national system of postgraduate education is expressed. We are talking about creating a unified regulatory framework for adult education, changing sectoral legislation, optimizing the structure of additional postgraduate education.