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Zaawansowane szkolenia dla wolontariuszy : formy, cele, problemy. Teoretyczne i praktyczne implikacje dla normatywnej idei wolontariatu

100%
Jackiewicz Ł., Rau M.
Kultura i Edukacja
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2014
|
issue 1(101)
192-213
EN
Social participation of citizens in the form of volunteering is an important part of the normative idea of civil society. With the development of volunteering and its systematic support from the government, as well from European institutions, we can observe an increasing number of trainings for volunteers. The purpose of most of these trainings, in addition to the promotion of volunteering, is to reduce the cost of participation by increasing the resources of the course participants needed to implement projects. However, from a theoretical point of view, we can assume that there is social selectivity in such trainings which results from inequalities in the social system. In particular, in the educational systems and unequal access to the structures of mobilization. Based on the data gathered during the evaluation (pre- and post-test) of training for young volunteers in Switzerland (treib.stoff Academy), we tested the hypotheses about unequal access to trainings, egoistic motivation to participate, and social selectivity of gains in skills and knowledge. The results showed i.e. that informal recruitment has a positive impact on access of trainees with a migrant background. In addition, we discussed the practical implications of the issues outlined in the normative idea of volunteering.
2

ПРІОРИТЕТИ ДИСТАНЦІЙНОЇ ПІДГОТОВКИ ВЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ В СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

75%
Старченко С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 2(46)
401-408
EN
Article deals with theoretical provision of the question of optimization and improving qualification of physical training teacher in the system of post-graduate pedagogical education. It is defined that distance education in postgraduate educational establishments is one of the most perspective directions for increasing accessibility, mobility and improving quality of higher professional education for teachers in physical training. Purpose of the article – theoretically prove necessity and peculiarities of distance education of teachers in physical training at postgraduate higher educational establishments through use of informational and communicative technologies. Improving of qualification on distance by means of informative and communicative technologies will provide possibility to get diploma, or certificate of educational establishment, being hundreds of kilometers away, also continuous training will improve his or her subjective-professional competence. In the system of postgraduate education of teachers in physical training it is possible to use various technologies of distance education, most important of those are: «case»-technology, TV-technology, network and mixed technology. Correspondingly, telecommunication means of education can be: printed and written materials that are forwarded by regular mail or by fax; telephone network; audio and video recordings, educational radio and television; interactive programed educational means, computer educational programs; local and global computer networks. Depending on the degree of use of informative technologies, article suggests classification as for computer use in the improving qualification ofa physical training teacher. Improving qualification of a teacher in physical training through the system of distance education by means of the use of computer telecommunications makes it perspective in improving his or her subjective-professional competence that includes deductive, methodiological, motive, training-competitive and health-improving components. Further studies require the development of the content of distance learning courses of improvement of the physical culture teachers’ qualification with the use of information and communication technologies followed by the study of professional disciplines.
3
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Optimization of International Multimodal Transportation Along the Corridors of the Republic of Kazakhstan

63%
Karabasov I. S., Adilova N. J.-U., Assel A.
Logistics and Transport
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2017
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vol. 36
89-94
EN
The article describes the importance of the development of transport transit potential of the country at the present stage in order to realize the national interests of the Republic and further expansion of its own political and economic benefits. Revealed the prospect of a strong regional transit and logistics center, given that in the current global environment, logistics plays a key role in the industrial development of the State.
4

Teaching Staff Advanced Training: European Experience

63%
Kovalchuk V.
Comparative Professional Pedagogy
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2015
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vol. 5
|
issue 3
25-31
EN
The issue of teaching staff advanced training is paid much attention in many countries. In the Republic of Moldova progressive professional credits system is used. Credits are scored not only in assigning teaching degrees or issuing a certificate of continuing professional education, but also for teachers’ evaluation at the educational institution. Advanced training of teaching staff in France is provided by various institutions of postgraduate education, university institutes and regional centers of education in order to help teachers to renew their professional knowledge and at the same time to refocus it on the level of consciousness according to the real problems of school and the community. The feature of teaching staff advanced training in France is that it is teachers’ personal matter and duration of all periods of training should come to one year during all professional career. In Finland, teaching staff advanced training is organized directly in schools under aegis of the National Board of Education, the National Centre for Advanced Training in Education, departments of teacher education and other faculties of higher educational institutions on credit system basis. Among the topical forms there are targeted, cascade, common (cooperative) teaching and learning by own example. In the UK, advanced training takes place in two models: the course model based on higher educational establishments and school based in-service education. The main purpose of advanced training system is to familiarize teachers with theoretical and practical innovations in educational activities, progressive teaching technologies, and consolidate their skills of independent acquisition of knowledge necessary for their professional development.
5

Teaching Staff Advanced Training in Russia, the Republic of Kazakhstan, the USA and Canada

63%
Kovalchuk V.
Comparative Professional Pedagogy
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2015
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vol. 5
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issue 4
16-21
EN
In the article the peculiarities in organization of postgraduate teacher training in foreign countries have been highlighted; the basic problems and prospects for advanced training which stipulate for reforming the relevant national systems have been revealed; common and distinctive trends in their development have been justified. In Russia there is a cascade (cyclic) system of teaching staff advanced training, based on the principles of andragogy, namely, continuity, self-control and self-analysis of professional activities by teachers and the use of their own experience during the advanced training. The abovementioned system consists of three phases such as pre-course, course and implementing. Each element of this model is a constituent part of the other, providing cycling and growth. Tasks for teachers are grounded on all the phases of the described system and influence their professional development. In the Republic of Kazakhstan there are three basic systems for teaching staff advanced training, namely, centers of educational excellence at the “Nazarbayev Intellectual Schools”, JSC “National Centre of Teaching Staff Advanced Training” (based on RIPKSO and 16 regional teaching staff advanced training institutes), teaching staff advanced training centres at universities and experimental sections. According to the defined module in the terms of the complex 3-month courses combining face-to-face and online training are provided. In the USA advanced training is provided by multilevel higher educational institutions which offer a wide range of different full-time and distance training programs and some programs are taught directly in educational establishments. The content of advanced training is determined by standards of professional pedagogical education according to the educational program and provides for fundamental, psychological, pedagogical, methodical, IT, practical, social and humanitarian training. Teaching staff advanced training in Canada is provided by various educational establishments, departments of education, school boards, regional centers of education, teachers unions and private providers of professional development services.
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