Training In Ukraine Research Articles

FORMING A SYSTEM OF VIEWS ON BUILDING THE CONCEPT OF AN EFFECTIVE MANAGER AS A MODERN LEADER

The article examines the aspects of forming the type of an effective manager. In connection with the emergence and frequent repetition in scientific and special literature, on the websites of educational organizations, and requests in the labor market for the concept of "effective manager", the existence of such a type of manager in classical scientific literature is clarified; the essence of the category "effectiveness" and the possibility of its application to a manager as a modern leader are clarified; the author's definition of "effective manager" is given; the characteristics of an effective manager presented in the works of Drucker P.F., Judith L.-J., Pearson B. and Thomas N. are analyzed. The article also analyzes (to a limited extent, within the framework of the article) the possibility of professional training in Ukraine through formal (in higher educational institutions) and informal education (business schools, training centers) in order to become an effective manager. The prospects for research lie in the field of continuing to study the characteristics and features of an effective manager in order to acquire and develop them in the system of education (formal and informal), self-education.Key words: modern requirements for managers, types of managers, effective manager, characteristics of an effective manager, professional training of a manager, informal education of a manager.

Ukrainian Healthcare Professionals' Experiences During Operation Gunpowder: Implications for Increasing and Enhancing Training Partnerships.

Because of the diverse backgrounds of their healthcare professionals, Ukrainian military medicine needs expanded and enhanced military medical training to increase their readiness in the war against Russia. During March 2023, eight Ukrainian healthcare professionals participated in Operation Gunpowder, a high-fidelity prolonged casualty care simulation conducted by the USU as a part of its Military Unique Curriculum. In order to evaluate their experiences, we interviewed each healthcare professional and analyzed the data to determine common themes. The participants first described the challenges of operational medicine in Ukraine. They then described the benefits of simulation training such as learning how to navigate a resource-limited operational environment, learning prolonged casualty care, and enhancing leadership and teamwork. Finally, they discussed how they planned to implement training such as Operation Gunpowder in Ukraine in order to increase force readiness. After experiencing the prolonged casualty care simulation training, the Ukrainian participants believed Operation Gunpowder to be a valuable training tool due to its ability to help them overcome the current challenges they are facing in their war against Russia. They described how they would integrate similar training in Ukraine, and follow-up correspondence revealed the success of these efforts. Other universities and institutions are likewise called to use their knowledge and resources to help train Ukrainian health professionals using simulation-based training or other education modalities.

DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE PHILOLOGISTS: CASE OF TURKISH AND UKRAINIAN UNIVERSITIES

The paper calls into question the development of the digital competence of future philologists, taking into account the Turkish and Ukrainian experiences. The study of digital competence development is attracting increasing interest due to a growing need for experts capable of processing the enormous streams of continuously transmitted information and experts willing to improve their digital skills for professional growth. The purpose of the study is to broaden the current knowledge about the ways of developing digital competence. In this respect, the paper investigates two systems of future philologists' training in Ukraine and Turkey in the Digital Tools for Translation course. The authors analyze the experience of the Turkish and Ukrainian higher education institutions regarding the use of appropriate ICT tools using theoretical and empirical methods. Fifty-two future philologists from Turkey and Ukraine took part in the research. The study presents the results from observing the training and interviews with Ukrainian and Turkish students. The Shapiro-Wilcoxon method (non-parametric criterion) was used to verify the results. An analysis has highlighted the positive experience of Turkish universities, which can be implemented in future philologists training in Ukrainian universities. The findings of this study support the idea that the insufficient level of digital competence development lengthens and complicates the period of adaptation of graduates to modern working conditions. The authors found that the integration of Ukrainian higher education into the European higher education area occurs in times of globalization and the digitalization of society, which radically changes the nature of many activities. This research has clearly shown that digital competence development is more effective with the implementation of a holistic approach when students enhance digital competence while acquiring all other competencies. Our research suggests that the digitalization of education reduces the gap between graduates' digital competence level and modern society's expectations.

HRYHORII LEVCHENKO’S ARTISTIC AND PEDAGOGICAL ACTIVITY IN THE CONTEXT OF UKRAINIAN MUSIC TEACHER TRAINING DURING THE LAST QUARTER OF THE 20th – BEGINNING OF THE 21st CENTURY

The article highlights the analysis results of the artistic and pedagogical activity of the outstanding Ukrainian teacher, musician, folklorist, professor, Head of the Music Department, and leader of the Ukrainian folk choir “Kalyna” of Poltava V. G. Korolenko National Pedagogical University Hryhorii Levchenko.
 The analysis has been carried out in the context of future music teacher training in Ukraine during the last quarter of the 20th - the beginning of the 21st century. It is emphasized that with his professional activity, H. Levchenko strengthened the process of providing education to students majoring in spatiality Secondary Education (Music Art) at the institution of higher pedagogical education.
 Attention is focused on the fact that during the last quarter of the 20th century, the teacher created a classical university department of music with a skilled staff. It is emphasized that during total Russification in the 80s and 90s, teachers led by H. Levchenko managed to adhere to the position of training music teachers based on the best examples of Ukrainian musical heritage. It is indicated that at the end of the 80s of the 20th century, H. Levchenko founded the Ukrainian folk choir “Kalyna.” It became one of the leading student collectives of Ukraine during the last decade of the 20th and the beginning of the 21stcentury. It popularized the folk art of its native land on the territory of Europe. It is established that an essential component of student education during the specified historical period was the combination of formal artistic education with non-formal artistic education not only in the “Kalyna” choir but also in other artistic and creative groups. At the beginning of the 21st century, these groups became creative laboratories of the department. Even today, students undergo musical and performing practice in conducting and choral, vocal and performing, and choirmaster training there. It significantly strengthens their professional competence. It is emphasized that the most valuable thing in Professor H. Levchenko’s work for more than half a century of artistic and pedagogical activity is his ascetic work on the formation of a music teacher as a patriot of his country, capable of preserving and multiplying the musical heritage of our people and educating the young generation on the best examples of musical art of Ukraine.

INNOVATIONS IN PROFESSIONAL TRAINING OF RESEARCH ADMINISTRATORS IN THE USA AND UKRAINE: A TECHNOLOGICAL APPROACH

The evolving landscape of research management and administration at the universities has seen remarkable transformations in recent years, expanding the role of research administrators to include strategic planning, project management, funding acquisition, and regulatory compliance. This transformation has been significantly influenced by innovative technologies, streamlining various aspects of their responsibilities, from data management to project planning and funding identification. Moreover, the integration of technology has enhanced their ability to contribute to strategic decision-making and adapt to evolving research environments. Innovative training methodologies have reshaped research administrators’ education, with e-learning platforms, simulation, gamification, virtual reality, augmented reality, artificial intelligence, and data analytics offering diverse and dynamic learning experiences that cater to the varied needs of research administrators or managers. A comparative analysis of research administration and management training in Ukraine and the United States reveals the global diversity in training approaches. However, challenges related to digital literacy and resource constraints are evident, underscoring the need for cross-border collaborations to address these issues and promote best practices in research administration and management. As a result of these findings, research administrators are now better equipped to excel in their multifaceted roles, thanks to technology and innovative training methods. The global landscape of research administration training presents opportunities and challenges that require ongoing attention and adaptation. Further research in this field is warranted, focusing on evaluating the effectiveness of various training methodologies, assessing the long-term impact of technology integration, exploring successful cross-border collaboration models, addressing digital literacy challenges, and investigating the adaptation to continuous technological advancements and change management strategies in this field. These future research directions aim to enhance the understanding of how research administrators can thrive in the ever-evolving research landscape.

DISTANCE LEARNING OF MEDICAL PHDS IN UKRAINE UNDER COVID19 AND WAR WITH RUSSIA: A NEW REALITIES

Introduction. Distance learning during the COVID-19 outbreak in 2020-2021, and the Russian war actions whichstarted in 2022, which we refer to as "training under and after attacks," has had a significant impact on medicalundergraduate and postgraduate training in Ukraine. Despite the challenges posed by these events, the implementationof distance learning for medical PhD students proved to be beneficial for their academic performance, and regarded it asadvantageous.The aim of the research is to explore the peculiarities of distance learning for medical PhD medical students, includingits organization, main advantages, disadvantages, and challenges. The research focused on the experience of distancelearning of medical PhD students, particularly at Bogomolets National Medical University in Ukraine, and some others.Material and methods. To determine the effectiveness of distance learning for future medical PhDs, we analyzed theperformance in the course "Academic and Medical English for Medical PhD Students" of 247 medical PhD students, aged21 to 59, who were enrolled in the course at Kyiv Medical University, Bukovinian State Medical University, ZaporizhzhiaState Medical University, Kharkiv Medical Academy of Postgraduate Education, during 2021-2022, and BogomoletsNational Medical University, during 2018-2023, as well as the subjective perception of distance learning by medicalPhDs. The scope of the multi-center research was chosen to neutralize factors that may hinder objective research. Theparticipation was voluntary, upon oral consent of the respondents. The results were treated by the Statistica 19.0., and thesignificance was determined using the Wilcoxon and Student's t-tests.The study was conducted within the doctoral research framework of L. Lymar, “Developing English academic competenceof Healthcare PhD students through distance communication”, approved by the Scientific Council of Bogomolets NationalMedical University on 25.11.2021, protocol № 4.Results. The English language communicative competence characteristics of the medical PhD students were analyzed,and it was statistically determined that after distance learning, the overall level of the competence improved by 0.3-0.5points on a 5-point scale. Additionally, medical PhD students expressed positive attitude towards distance learning.The advantages of distance learning of the medical PhD students, based on a 4-year experience, include: time savingsin commuting, absence of classroom space issues, transparency in the implementation of electronic assessment, andincreased opportunities for creativity and collaboration. Under the realities of Ukraine, distance learning limited possibilityof COVID19 infection, and since 2022, mitigated military threats, with the opportunity to study in safe locations, suchas bomb shelters, in a flexible mode. Disadvantages of distance learning for Ukrainian medical PhD students includedependence on the internet connection and electricity supply, and the psychological stress factor, which is not directlyrelated to distance learning, but rather to "learning under and after fire" in Ukraine.Conclusion. Despite the stressful component of distance learning for medical PhDs, its organization using LMS andonline classes has contributed to improved performance indicators and competences, and positive attitude of PhDs todistance learning. The advantages of distance learning include time saving, the absence of classroom space issues, andbroader possibilities offered by educational systems. The disadvantages of distance learning are its dependence on internetand power supply, as well as the psychological unpreparedness of some learners and instructors for distance learning.

Application of concentrated learning technology in the professional training of forensic experts

The relevance of improving training to increase the productivity of experts in expert institutions has been emphasised. The world experience of applying concentrated learning in the general scientific process has been analysed. The structure of concentrated learning as a technology of the pedagogical process, as well as the resources that can be released to increase the productivity of learning through the use of concentrated learning technology, have been studied. The system of forensic experts’ training in Ukraine and the issues of professional training of forensic experts have been analysed and summarised. On the basis of the analysis, the features of application of the concentrated learning technology elements in the training and practical activities of forensic experts in Ukraine have been considered.
 The problematic issues of integrating forensic experts who have just obtained a qualification in a certain expert speciality into the work process and their further professional development have been highlighted. The advantages and disadvantages of using the technology of concentrated training in expert practice have been considered. The mechanism of its application in expert practice through the introduction of temporary specialisation has been added to the basic general pedagogical technology. The term “temporary specialisation” has been introduced and its interpretation provided. The advantages and disadvantages of temporary specialisation from the point of view of the expert and the organisational structure (laboratory, department, sector, etc.) of the expert institution, which includes a forensic expert, have been considered. It has been proved that the components of the concentrated learning technology may be useful for increasing the efficiency of training of forensic experts, their further professional development and improving the productivity of the organisational structure of an expert institution which includes a forensic expert.

Adult Education in Institutions of Vocational (Technical and Vocational) Education. Current Performance and Development Prospects

The vocational (technical and vocational) education (V(TV)E) of adults constitutes an important component of the continuous lifelong learning. The article’s objective is to analyze the current performance of adult training in (P(PT)E) institutions and outline future development prospects for this component in the context of existing challenges of martial law and the postwar rebuilding of the Ukrainian infrastructure. The years of 2021 and 2022 witnessed the gradually increasing numbers of the unemployed population that were admitted to (P(PT)E) institutions for the primary professional training.
 Ukraine had been taking effective measures to engage adults, first and foremost unemployed ones, in V(TV)E institutions. Its legal and normative framework is the amendments in the current Law of Ukraine “Professional (Professional Technical) Education”, especially with respect to obtaining partial professional qualifications with purpose of training and retraining by short-term programs for specific needs in the country’s rebuilding. On the basis of centers for practical training, V(TV)E institutions and their social partners offer the adult population, including internally displaced persons, short-term module courses allowing one to quickly learn a profession and start working, which will help him/her quickly enter the labor market and meet the domestic economy needs in skilled staff. More than 30 types of short-term module courses for adult population are being offered in all the Ukrainian regions located at a distance from the warfare zone. The professional training in Ukraine is organized by the cluster approach, with high performing education & production clusters of industry focus, offering course training to the adult population. The existing situation can be improved, with adult population, unemployed one in particular, encouraged to train in V(TV)E institutions, though expanding public-private partnerships, especially the above-mentioned clusters. Another important step is elaborating and implementing effective actions aimed at popularization of V(TV)E among the adult population. Of the regulatory measures, the approval of new Laws of Ukraine “On Vocational and Technical Education” and “Adult Education” should be highlighted.

Systematic approach to the training of specialists tactical level of military administration with higher education

Purpose of the article. The purpose of the article is to substantiate the didactic foundations of the training of tactical-level military specialists with higher education, taking into account the experience of the military education systems of the leading NATO countries. The research methodology involved the use of methods of analysis, synthesis, systematization and generalization. The relevance of the problem is being investigated, its importance in the light of a determined state policy in the security and defense sphere is shown. Didactics of educational systems is considered as a complex concept, which contains two organic components – theoretical and applied. The basic laws and principles of development of educational systems of the leading leading countries of the world (the theoretical component of the didactic concept) have been determined. The main directions of the correction of the components of theoretical and applied didactics in the preparation of military specialists in the Military Higher Educational Institutions of Ukraine have been substantiated, namely: the requirements for specialists, the structure and content of the military specialists training, control and monitoring in the educational process, etc. Originality. The regularities and principles of functioning of educational systems have been determined; a number of didactic measures aimed at implementing transformation processes in the system of military specialists training in Ukraine have been proposed. The didactic approaches should facilitate convergence of military educational systems of NATO countries, increase the efficiency of the system of military education in Ukraine, and improve the quality of training of military specialists with higher education. Conclusion. Transformation processes in the system of training of military specialists with higher education at the present time should be aimed at implementation of the requirements of the basic legal documents on the security and defense policy of the state, at introduction of the didactic basis in the system of officers training, inherent in the military educational systems of the leading NATO countries. Perspective directions for further research: assessment of the effectiveness of implemented didactic innovations; military-economic calculations and substantiation; analysis of the activities of graduates of university in the army, joint exercises with the military of NATO countries and during hostilities. Key words: military education, didactic system, training of military specialists, transformation, content of education, technology, control, monitoring.

The Integration of Point-of-Care Ultrasound into Practical Trauma Training in Ukraine: A Case Study Highlighting Feasibility, Satisfaction, and Pre- and Post-Training Comfort with the Technology

Introduction:As of October 2022, the civilian casualty count of the invasion of Ukraine is reported to be 16,295, with actual figures believed to be considerably higher. As explosive trauma continues to terrorize populations, frontline medical personnel are faced with escalating resource constraints including transport, imaging modalities, and electricity. Point of care ultrasound (POCUS) is considered the gold standard in acute trauma evaluation, but very few hospitals or pre-hospital medics have access to or training in POCUS.Method:In collaboration with the Ukrainian Ministry of Health, the World Health Organization, and the Global Health Program at Butterfly Network, Team Rubicon developed and conducted 64 practical trauma trainings and donated 50 Butterfly iQ+ portable ultrasound devices in Ukraine between August and October, 2022. Of these trainings, 19 specifically focused on the use of POCUS for trauma. Pre- and post-surveys were deployed to determine demographics, comfort level with POCUS for trauma care, and usefulness of the course.Results:In total, 149 individuals were trained in POCUS for trauma. Of these, 130 were physicians, 15 were paramedics, three were RNs, and one was a pharmacist. Only 14.8% of these clinicians self-reported any previous POCUS training. All participants reported an increase in comfort level, with an average pre- and post-course comfort scores of 1.9 and 3.3 (4=very comfortable), respectively. General satisfaction with the training was high (average score of 9.8/10). Qualitative feedback commended the quality and novelty of this training, requested further examples of pathology, and endorsed more POCUS trainings, generally. The most critical lesson learned was the need to re-orient training around the foundations of POCUS given low levels of experience and training.Conclusion:Access and training in POCUS for trauma is critical for resource-constrained medical personnel operating in conflict-affected communities. A one-day POCUS practicum-oriented course is feasible to support awareness and proficiency.

Prehospital Whole Blood Transfusion Training in Ukraine: A Case Study Highlighting the Efficacy of Collaboration and Advocacy

Introduction:Early in the Russian-Ukrainian conflict, the Ukrainian Ministry of Health (MoH) implemented policy reform to allow for pre-hospital whole blood transfusion (pWBT). Team Rubicon (TR) worked with a multinational group of experts to disseminate training that accelerated the implementation of pWBT across the country.Method:TR utilized an assess, align, and act (A3) approach to drive the pWBT implementation. TR established relationships with Ukrainian providers to understand current needs, restrictions, and protocols for pWBT. TR aligned pWBT advocacy efforts, working with the disaster medicine program at Ivano-Frankivsk Medical National University to create a local lead advocate. Existing and novel coordination mechanisms were used to unite and inform MoH, World Health Organization, Non-Governmental Organizations, and local health systems. Finally, TR coordinated a multispecialty, multi-national team of healthcare providers who developed and delivered a training package in alignment with national guidelines utilizing a combination of didactics, videos, and demonstrations. From August to October of 2022, TR conducted pWBT trainings across Ukraine. Pre- and post-surveys were utilized to determine comfort with pWBT and usefulness of the training.Results:TR emerged as the point of reference for pWBT in Ukraine. 109 individuals from over 14 organizations were trained. Participants included 69 physicians, 23 paramedics, 7 nurses, and 10 other professionals. 95% of those surveyed had not received prior pWBT training. Participants reported increased comfort levels, with average pre- and post-course comfort scores of 1.7 and 3.2 (4=very comfortable), respectively. The majority of participants found the training useful (average score of 3.8, 4=very useful). Feedback demonstrated high satisfaction ratings and an increased awareness of the regulatory changes.Conclusion:TR utilized the A3 model to drive a coalition that supported policy reform and trauma system improvements in Ukraine. TR’s ability to leverage international medical expertise, work collaboratively with MoH, and provide material resources supported local implementation of pWBT.

Practical Trauma Training in Ukraine: An EMT Type 1 NGO’s Implementation of Trauma Training for Healthcare Providers and First Responders in Ukraine from March 2022-October 2022

Introduction:In March 2022, Team Rubicon deployed an EMT Type 1 mobile team to provide medical care for internally displaced people in Ukraine. Regional medical facilities and universities identified a need for training programs to prepare for the expected increase in wartime casualties.Method:Deployed medical teams researched and compiled initial course content. Presentations were prepared and conducted with the assistance of Ukrainian translators. The curriculum was expanded to include whole blood transfusion and point of care ultrasound. After the prioritization of needs by the MOH, Team Rubicon deployed a seven-member team to conduct training in 16 cities over two months. They provided instruction in whole blood transfusion, hemorrhage control, blast injuries, prehospital triage, shock management, point of care ultrasound, and treatment of chemical exposures. Surveys were conducted pre- and post-training to assess the usefulness of the training provided.Results:In two months, a total of 1549 unique individuals were trained. The participants included 769 physicians, 244 nurses, 299 paramedics, 83 hospital administrators, and 154 additional professionals. They included 614 males and 935 females. The number of participants in each course included: 477 for hemorrhage control, 564 for treatment of chemical exposures, 483 for blast injury and field trauma, 412 for pre-hospital and triage training, 135 for point-of-care ultrasound, and 154 for whole blood transfusion.Conclusion:With the assistance of the Ukrainian Ministry of Health, an NGO was able to conduct 64 sessions training 1549 individuals. This experience demonstrates the ability to create a robust educational platform to fulfill the medical needs of a community affected by warfare.

THE CONTENT OF THE PRIMARY SCIENCE EDUCATION IN THE CONTEXT OF TIMSS INTERNATIONAL STUDY PROGRAM REQUIREMENTS

The article deals with the peculiarities of TIMSS international research program natural science component. The relevance of the primary science education research by means of TIMSS has been substantiated: the international research covers more than 50 world countries; it defines an opportunity for teachers and scientists to assess the state of primary students’ scientific literacy in comparison with other countries; the factors influencing the quality of natural science education have been found out; ways to improve the content of the natural science training in the primary school have been defined.
 The purpose of the article is to compare the content of the natural science by primary typical curriculum and the TIMSS international program, to suggest the ways to improve the natural science education of primary school students in domestic school. The Research methods – comparative analysis, generalization of results. A comparative analysis of the natural education content within a typical primary curriculum and the international TIMSS program for the 4th grade students has been carried out. The content blocks of the basic natural-scientific branches to estimate primary pupils’ natural-scientific literacy have been discussed. Themes of natural character absent in the elementary school typical curriculum have been defined. The goals of studying natural topics according to the international program and the expected results of the natural education field have been compared. The main tasks for cognitive areas (“knowledge”, “applying”, “reasoning”) assessment have been stated. Sample tasks for the fourth-graders’ natural literacy assessing have been given. The content of the concepts “natural sciences competency”, “natural sciences educational achievements”, “natural science literacy” has been revealed. Ways to improve primary school natural training in Ukraine have been suggested.

DIGITALIZATION OF TEACHER TRAINING IN UKRAINE IN THE CONTEXT OF THE EXPERIENCE OF HUNGARY AND THE REPUBLIC OF POLAND

The article reveals some recommendations for the digitalization of teacher training in Ukraine based on the experience of Hungary and the Republic of Poland. To solve the tasks set and achieve the purpose of the article, the method of theoretical analysis was used to highlight the peculiarities of the development of the system of digitalization of education in Ukraine; empirical methods were used to study the works of domestic and foreign scholars on the digitalization of teacher training; and generalization was used to present recommendations for improving the digitalization of teacher training in Ukraine, based on the experience of the Republic of Poland and Hungary. It has been determined that the digitalization of education in Ukraine is proceeding at an active pace. The content of the educational levels of the program «Google Digital Tools for Education» is considered. It is found that a significant indicator of achieving digitalization of the national education system is the introduction and active development of the Unified State Electronic Database on Education, whose main purpose is to provide individuals and legal entities with information in the field of education. It has been established that the Unified State Electronic Database on Education has been modernized to ensure the possibility of admission to higher education institutions in times of war. Furthermore, it has been found that in the context of developing recommendations for Ukraine on the digitalization of teacher training, taking into account the experience of Hungary and Poland, it is advisable to focus on the need for intensive development of the following technologies: artificial intelligence; augmented and virtual reality; robotization; the Internet of Things; media education; blockchain; cloud-based environments; gamification; interdisciplinary, etc. It has been determined that digital competence is an important component of the professionalism of a modern teacher or lecturer, and at the same time, indicators of its effective formation ensure the success of human functioning in modern society. The positive aspects of the gamification environment are highlighted. Useful online services for teachers are presented. Recommendations for the digitalization of teacher training in Ukraine are proposed, taking into account the experience of Hungary and the Republic of Poland.

LINGUISTIC PREPARATION OF AVIATION SPECIALISTS IN LANGUAGE SCHOOLS IN THE UNITED KINGDOM

The contemporary development of the aviation sector demands not only technical skills from professionals but also a high level of language competence. English has become the international means of communication in this field, particularly within ICAO standards. Consequently, effective use of aviation English becomes a key factor for success in this profession. Our study focuses on preparing aviation specialists in Ukraine by incorporating the experience of leading British educational institutions, including Anglo-Continental, Mayflower College, and Rose of York Language School. The objective is to analyze the methodologies and approaches used by these schools for the effective implementation of their experience in Ukrainian conditions. The main goal is to study the approaches to teaching aviation English in British schools, identify their advantages and disadvantages, and develop recommendations for optimizing teaching methods in Ukrainian educational institutions. The experience of leading British educational institutions in training professionals for the aviation sector can be extremely valuable for Ukraine. The acquired knowledge and pedagogical methods will help improve the learning process in Ukrainian aviation schools, contributing to the preparation of qualified specialists with both technical and language skills at a high level. This can enhance the competitiveness of Ukrainian professionals in the international aviation services market and support the sustainability and safety of aviation communication in the country. Thus, exploring the prospects of extending British experience becomes a key aspect of our research aimed at improving the quality of aviation specialist training in Ukraine.

Peculiarities of acting education in the domestic artistic and educational process

The article discusses the specifics of actors training in Ukraine in the context of the competency-based approach to education codified in the Bologna process and the new Ukrainian educational law. To answer their research questions, the authors analyze competencies for stage actors at the bachelor’s and master’s levels defined by three different Ukrainian institutions of higher education. The authors acknowledge the many benefits of the competency-based approach to education, including improved transparency and comparability of degrees, and increased student and teacher mobility, but also suggest it has its pitfalls. For actors training, the competency-based approach creates a problem of defining core competencies reflective of the specifics of actors training focused on memory, voice, movement, and speech, as well as differentiating between competencies at the bachelor’s and master’s levels. The authors find little difference between bachelor and master level competencies in the programs they analyze and ask if actors not pursuing a teaching career should be required to obtain a master’s degree to attain “complete higher education.” The authors bring up an important issue of preserving unique national actor schools formed by renowned stage masters as the core element of actor’s education. They also suggest festivals of actor schools as a way of learning approaches to actors training.

On pre-service STEM teachers' training in Ukraine

The essence, purpose, tasks, approaches, principles, content, forms and methods of methodical training of future teachers of Physics, Mathematics and Computer Science, as well as Masters in Educational and Pedagogical Sciences are revealed. Methodical training of future teachers is considered as one that should provide a synthesis of subject, psychological, pedagogical and methodological knowledge, skills, abilities and personal qualities of applicants for Higher Pedagogical Education.  As the analysis of the experience of the Faculty of Physics and Mathematics of H.S. Skovoroda Kharkiv National  Pedagogical University, implementation of the developed concept of methodical training of future teachers allows to provide preconditions for creation of a trajectory of their further professional development focused on their personal and professional growth, successful professional self-realization. Key words: future teachers; Physics; Mathematics; Computer Science; Educology; methodical training.

The Problems of Professional Training of Future Social Workers for Research Activities

This theoretical article analyzes the positive and negative aspects of research activities of future social workers during their professional training in Ukraine. The purpose of the article is to determine and quantify the subjective level of readiness of students for research work and against the background of generalizations of foreign experience to outline the range of methodological and organizational problems of research training of future social workers in Ukraine. We chose practical methods (sociological survey of a random demonstrative sample of students, teachers and social workers) and theoretical (thematic, structural, problem, critical types of analysis, generalization and comparison). The article proves: a) Ukrainian students show low readiness for research work, but a positive attitude to participate in it in terms of improving methodological, organizational and motivational conditions; b) global trends in the research activities of social workers are focused on current practice, constant exchange of interinstitutional experience, use multimodal methods of data collection and analysis (in microgroups, social networks, the use of big data), etc.; c) the main shortcomings of such work in Ukraine are excessive theoreticality, insufficient methodological training, attachment to specific disciplines, insufficient stimulation of students; d) among positive sides there is a gradual introduction of alternative forms of scientific work and scientific and practical activities outside the educational institution. The results of the study may be of interest to reformers of social worker training in the educational institutions of the developing countries; specialists in typological and comparative study of humanities education in different countries and their socio-economic regions.

Medical PhD Programs in Ukraine through the Prism of Accreditation and Licensing: Candidate of Medical Science or PhD in Healthcare

The first defence of dissertation studies for obtaining the scientific degree of Doctor of Philosophy (PhD) in Ukraine took place in 2019. As of November 1, 2022, 51 institutions are conducting PhD training in Ukraine's speciality 222 "Medicine". The total licensed amount of PhD training in the speciality 222 "Medicine" is 4,784 places. Still, the number of applicants who obtain the degree of Doctor of Philosophy is three times lower - 33% of the licensed amount (1,575 applicants). As of November 1, 2022, 120 applicants (8%) studied under non-accredited educational and scientific programs in the speciality 222 "Medicine".

PhD Training Under Martial Law in Ukraine

The relevance of the article is due to the emergence of new challenges in PhD training in higher education institutions in the conditions of martial law. The purpose of the article is to determine the peculiarities of PhD training in higher education institutions of Ukraine in the conditions of martial law on the example of Sumy State Pedagogical University named after A.S. Makarenko. The systems approach was the leading one applied for identifying the factors, difficulties and types of support of the future Doctors of Philosophy. The article highlights the peculiarities of PhD training in Ukraine under the martial law; it distinguishes several aspects of PhD training; problems that arose in the implementation of the individual plan of educational-scientific work of a post-graduate student; support for post-graduate students. The materials of the article can be used by teachers involved in PhD training, who are forced to adapt to the new conditions of professional activity, for the heads of departments of post-graduate and doctoral studies.