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1

СТРУКТУРНО-ЗМІСТОВІ ОСОБЛИВОСТІПРОФЕСІЙНОЇ ПІДГОТОВКИ ПЕДАГОГІЧНОГО ПЕРСОНАЛУДЛЯ СИСТЕМИ ОСВІТИ ДОРОСЛИХ США

100%
Чугай О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 3(47)
172-180
EN
The article aims to clarify the structural and conceptual peculiarities of training teaching staff for the US adult education system. A set of interrelated research methods such as classification and systematization of data, structural and functional, comparative and educational, interpretive and analytical analysis is used. It is found that training teaching staff for adult education system is implemented in fifty USA universities. It is revealed that the USA universities mostly offer one or two training programs, Master of Science and Doctor of Philosophy being the most numerous ones. It is noted that enrollment in adult education programs is conducted in accordance with the concept of «whole person» that is based on life experience, prior learning recognition and motivation to learn. It is found that the greater part of training programs for teaching staff of adult education is offered remotely. The most common is distance learning which is carried out by individual universities. The main features of training programs are allocated: the right to choose from a wide range of programs and disciplines, an opportunity to gain experience by participating in various projects, to use the latest equipment and technology, to combine active targeted training and professional development, project and problem-based learning that lead to sustainable improvements in adult education. The possible options for successful completion of programs, such as thesis, exam or project are revealed in some universities. The structure of doctoral programs which consist of a course of basic and optional subjects, dissertation research, exams and defending a thesis is analyzed. It is stated that the Doctor of Pedagogy program is more practically oriented. Certificate programs are designed to obtain certification for those looking for more specialization in adult education or further study for a master’s degree. The study does not cover all aspects of training teaching staff for adult education in the United States of America. It is offered to conduct further investigations of alternative assessment, development of distance learning programs and project-based learning in training teaching staff for adult education system.
2
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Competence approach – the basis of modern postgraduate education for sustainable development

88%
Nikolaiev K. D.
Journal of Modern Science
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2016
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issue 2(29)
251-268
EN
The idea of sustainable development in the world has a large number of supporters who genuinely believe its ideology most promising of this century and, perhaps, the whole of the third millennium. They are convinced that the process of deepening scientific validity, sustainable development strategy to gradually replace other philosophical ideology, which, in their opinion, is fragmented and unable to ensure a balanced development of civilization. And over time, sustainable development will be the only acceptable alternative to overcome all the other global threats facing humanity. So when decade of UN education for sustainable development is completing, our country and, above all, the scientific elite, critically need to start reforming the education and research sector to sustainable development, using as one of the options – a system of postgraduate education as part of lifelong learning.
3

Origins and Formation of Corporate Education in the USA

88%
Lytovchenko I.
Comparative Professional Pedagogy
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2015
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vol. 5
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issue 3
53-57
EN
The article analyzes the process of formation and development of corporate education in the USA in the first half of the twentieth century. It has been determined that the main prerequisites for the development of corporate education in the USA in the first half of the twentieth century were historical, socio-economic, political factors and advances in scientific research including: the rapid growth of the US economy in the twentieth century; dissemination of scientific and technological progress and constant introduction of new technologies in the workplace; a national policy of “welfarism”; scientific works of R. Kelly “Training industrial workers” and D. Morris “Employee training: A study of education and training departments in various corporations”, which contained the first complex researches on training in industry, substantiated the necessity and prospects of this study, analyzed corporate programs of that time, the ideas on scientific management of F. Taylor, F. Gilbreth and S. Thompson, which had a major impact on all business areas. It has been found out that corporate education was the result of evolution of apprenticeship, the oldest and most traditional form of vocational training in the United States. By 1920s a new concept of modern education had been formed in the workplace which had its philosophical foundations, educational programs, technologies, system of providing services and organizational structure. In the period between the First and Second World Wars a new vision of learning at the workplace arose, new teaching methods were developed different from those used in traditional educational institutions; understanding came that the dissemination of knowledge within the whole community would contribute to building a democratic society.
4

ФОРМИРОВАНИЕ УЧЕБНЫХ ПРОГРАММ И УЧЕБНЫХ ПЛАНОВ ДЛЯ ПОСЛЕДИПЛОМНОЙ ПОДГОТОВКИ ИНЖЕНЕРНЫХ КАДРОВ ВЫСШЕЙ КВАЛИФИКАЦИИ

75%
Шандыба Е.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 7(51)
197-206
EN
The article states that postgraduate training of top qualification engineering staff for innovative activity has its peculiarities and requires the development of the special methods of teaching, forming educational programs and curricula optimized by criteria of efficiency and time. The article presents the logic of curriculum developing process for teaching the technical subjects to top qualification staff for carrying out the innovative activity. The stages of curriculum development are as follows: making a list of curriculum subjects; revealing the inter-subject communications and specifying a place of the “technical study” – a system of technical subjects – in the curriculum. The article introduces the routine of making the list of technical subjects. This routine envisages the additional determination of needs in theoretical and practical training as well as analysis of the available experience in teaching the technical subjects to top qualification staff. It is emphasized that when developing a lesson-topic plan, one should determine the general topic, topics of lessons, their aims and procedures for each stage of teaching. The curricula should specify the education programs. The article presents the main integral parts of the lesson-topic plan for the typical scientific and technical subject belonging to the system of technical subjects called “technical study”. It is important that the worked out list of the curriculum subjects should be prioritized in accordance with the information-related principle in order to plan the sequence, in which the educational material should be delivered, and draw out the lesson-topic plans. It is explained that having the typical structure all the scientific and technical subjects can ensure the required comprehensiveness and depth of knowledge. To ensure optimization of results of educational process on the efficiency and time requires the use of a deductive approach, which defines a support for the most general structure of the complex of technical disciplines and the typical structure of scientific and technical disciplines. This should take into account the conditions that determine the direction of professional training of students, availability of textbooks and manuals, technical training and the level of professional training of teachers.
5
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Ďalšie vzdelávanie bezpečnostnej komunity v podmienkach SR

75%
KOVÁČOVÁ L., LOŠONCZI P.
Acta Scientifica Academiae Ostroviensis. Sectio A, Nauki Humanistyczne, Społeczne i Techniczne
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2016
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issue 7(1)/2016
481-491
SK
Štúdia pojednáva o ďalšom bezpečnostnom vzdelávaní na Slovensku, ktoré tvorí súčasť celoživotného vzdelávania. V rámci tohto bezpečnostného vzdelávania si účastník môže doplniť, rozšíriť a prehĺbiť si získané vedomosti, rekvalifikovať sa alebo uspokojiť svoje záujmy. Bezpečnostné vzdelávanie spočíva v analytickej činnosti, ktorá je zameraná na odvrátenie alebo minimalizáciu bezpečnostných rizík rôznej formy a príčiny voči jednotlivcom aj spoločnosti ako celku
EN
The study discusses further security education in Slovakia, which is part of lifelong learning. Within the framework of this security education the participant can complement, extend and deepen the knowledge acquired, to retrain or satisfy their interests. Security education is the analytical work aimed at averting or minimizing the security risks of different forms and causes to individuals and to society as a whole.
6
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Zagadnienie bezpieczeństwa aplikacji internetowych w programach dydaktycznych

75%
Iskierka S., Krzemiński J., Weżgowiec Z.
Dydaktyka informatyki
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2017
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vol. (12)2017
146-154
PL
W artykule poruszono zagadnienia związane z bezpieczeństwem aplikacji internetowych w aktualnych programach szkolnych. Zwrócono uwagę na fakt, że w związku z dynamicznym rozwojem usług oferowanych przez Internet kwestie bezpieczeństwa aplikacji internetowych stają się kluczowym problemem dla ich twórców. Wskazano na liczne przypadki naruszenia bezpie-czeństwa aplikacji internetowych. Przeanalizowano, jak programy nauczania szkół i uczelni wyż-szych uwzględniają kwestie bezpieczeństwa aplikacji internetowych w trakcie nauki ich tworzenia. Wysunięto wnioski dotyczące kwestii omawiania i nauki bezpieczeństwa aplikacji internetowych we współczesnym procesie dydaktycznym.
EN
This article discusses problems related to the security of the internet applications in the pre-sent school education. A special attention is drawn to the fact, that due to the dynamical develop-ment of the services offered via the Internet, security issues of the internet applications have be-come a major concern for their creators. Numerous cases of security breach in the internet applica-tions are pointed out. It has been analyzed, how the educational programs of both schools and universities include the security issues in the course of making of the internet applications. Con-clusions related to the discussion and study of the security of internet applications in the modern educational process are presented.
7
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Kształcenie w zakresie gospodarowania nieruchomościami na Uniwersytecie Ekonomicznym w Krakowie – oczekiwania i perspektywy zawodowe studentów

63%
Marona B., Głuszak M.
Świat Nieruchomości
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2011
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issue 2(76)
56-61
EN
In the paper we analyze the system of real estate education at the Cracow University of Economics. Additionally the paper shows the results of research which was carried out at the Cracow University of Economics in the period between October and November 2010. The questionnaire containing 13 questions was submitted both real estate and not real estate students. The main objective of this research was to analyze main reasons why students choose real estate education, their expectations about education process and they intentions after graduation.
PL
Artykuł prezentuje wyniki badania ankietowego przeprowadzonego w okresie październik - listopad 2010 roku wśród studentów specjalności "gospodarowanie nieruchomościami" na Uniwersytecie Ekonomicznym w Krakowie. Celem badania było poznanie powodów dla których studenci wybierają ofertę dydaktyczną w zakresie ekonomiki nieruchomości, ich opinii o programie nauczania oraz planach zawodowych po skończeniu edukacji na uniwersytecie.
8
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Educating Students in a Safe Educational Environment in Secondary Schools of Ukraine: Current Issues and Challenges

45%
Primakova V., Morska L.
Konteksty Pedagogiczne
|
2019
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vol. 1
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issue 12
PL
Artykuł poświęcony jest aktualnym problemom wychowania studentów i uczniów, w szczególności organizacji pracy wychowawczej w ukraińskich instytucjach edukacyjnych związanej z bezpieczeństwem dzieci i ich dobrostanem. W pracę wpisano strategiczne priorytety krajowe, w tym realizację Krajowego Programu Społecznego „Krajowy plan działania na rzecz wdrażania Konwencji ONZ o prawach dziecka” do 2021 r. – jego główne zasady i oświadczenia, cel i zadania zostały przeanalizowane. Podkreślono nowoczesne podejścia do procesu przeciwdziałania przemocy w środowisku szkolnym, jak również kwestie zapewniające prawa, wolności i interesy dzieci, które znajdują odzwierciedlenie w koncepcjach obecnych programów wychowawczych. W szczególności zdefiniowano potencjał uniwersalnego programu wychowawczego „Osobista godność, bezpieczeństwo życia, pozycja obywatelska”.
EN
The article is devoted to topical issues of the upbringing of students and pupils, in particular, the organization of educational work in the educational institutions of Ukraine on issues of child safety and well-being. Strategic national priorities are described in the paper, among them, the implementation of the State Social Program “National Action Plan for the Implementation of the UN Convention on the Rights of the Child” for the period until 2021 and its main principles and statements, goals and objectives have been analyzed. Modern approaches to the process of counteracting violence in the school environment have been outlined; issues ensuring the rights, freedoms and interests of children that are reflected in the concepts of current educational programs have also been substantiated. In particular, the potential of the universal educational program “Personal Dignity. Life Safety. Civic Position” has been defined in the article.
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