Education Modern Discourses最新文献

{"title":"THE PUBLIC-PRIVATE PARTNERSHIPS IN THE VOCATIONAL EDUCATION AND TRAINING SYSTEM PARADIGMS: COMPARATIVE ANALYSIS","authors":"V. Popova","doi":"10.37472/2617-3107-2022-5-09","DOIUrl":"https://doi.org/10.37472/2617-3107-2022-5-09","url":null,"abstract":"The article identifies the factors which influence changes in the public-private partnerships (PPPs) paradigm in the system of vocational and technical education (VET) took place. The study is based on a comparative analysis of the foreign experience of implementing PPPs in the VET system. The reasons for changing the paradigm of the state dictate to the publicprivate partnerships are clarified, and the sequence of transition to the paradigm of delegating bythe state to the private sector not only economic risks but also the authority to comply with public values is determined. The study revealed that the PPPs paradigm in the VET system was formed under the influence of the concept of the New Public Management, which over time transformed into the New Public Governance with an orientation to public values. The main provisions of PPPs paradigms in the VET system comparative analysis showed that changes have taken place in the status of the pupil (student) in the private partners’ role and in the state responsibility sphere. The new PPPs paradigm for VET main provisions evolution consequence was changing in: the scope of declared goals, the size of investments, planning horizon, economic efficiency, thenumber of involved partners, and the distribution of risks between private and public partners.The results of the study confirmed that the presence of a paradigm as a model for posing a problem is mandatory for the social sciences: after all, it narrows the circle of scientific research, provides a research methodology, tools, and determines the practice of scientific knowledge. The comparative analysis showed that the modern paradigm of scientific research, that is, the model for posing a problem and solving it in the VET system, is the introduction of PPPs with a focus on public values.","PeriodicalId":33247,"journal":{"name":"Education Modern Discourses","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74999571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"OPEN EDUCATION IN STUDYING SCIENCES – DEVELOPING OF A EUROPEAN FRAMEWORK","authors":"Gabriela Noveanu, Ana-Maria Dalu, M. Miulescu, C. Fartușnic","doi":"10.37472/2617-3107-2022-5-05","DOIUrl":"https://doi.org/10.37472/2617-3107-2022-5-05","url":null,"abstract":"The article presents in detail the main outcomes of a recent action – research project PULCHRA – Science in the city (https://pulchra-schools.eu/), funded by Horizon 2020 EU program, promoted by the University of Athens and a consortium of ten academic and research European institutions, including the Education Research Unit from Romania. The project was inspired by the open education principles (Abrioux, 2009) and creates a complex learning by doing framework for secondary students of 14 to 17 years old. The perspective of City as ecosystem creates for the involved partner schools various opportunities for exploiting inquiry-based methods and addresses real life problems (Pedaste, et al., 2015). After three years of implementation, PULCHRA developed a specific methodology, by promoting real life experiments during science classes, in collaboration with community representatives and the support from partners, experts, and other stakeholders. By using a variety of resources, materials, and teaching approaches, specific science teams managed to research,develop, produce and promote solutions to several common issues/opportunities that European cities face due to increased urbanization. Out of the six environmental, social and economic thematic areas of the project, Romanian schools focused on regenerating urban space to connect people in a healthyenvironment. The article explores the outcomes at grass-root level, as documented by monitoring and evaluation activities conducted in six upper secondary schools from Romania. In particular, we highlight the contribution of the project in building students’ good scientific knowledge, in promoting expert and community participation and encouraging active engagement in shared living environments and futures. The contribution of the project on development of STEM competences, in relation with the national curriculum, is also explored. In the context of COVID pandemics, the article will highlight the importance of the City Challenges Platform, set up to facilitate the learning and collaboration of the members of the city science teams and wider network. The contributionto sharing digital educational material, design relevant experiments and develop distance-learning courses on cities as urban eco-systems will also be documented.","PeriodicalId":33247,"journal":{"name":"Education Modern Discourses","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74731318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TADEUSH LEVOVYTSKY IN THE SCIENTIFIC PEDAGOGICAL AREA OF UKRAINE","authors":"S. Sysoieva","doi":"10.37472/2617-3107-2022-5-13","DOIUrl":"https://doi.org/10.37472/2617-3107-2022-5-13","url":null,"abstract":"The article examines the activities of Professor T. Levovytskyi regarding the formation and development of Polish-Ukrainian cooperation in the educational and scientific-pedagogical field, which began with Ukraine's independence. The main features of Professor T. Levovytskyi as a scientist, organizer of education and public figure of the Republic of Poland, his activities in the international and Polish scientific space, in particular, his interaction with the National Academy of Educational Sciences of Ukraine are revealed.","PeriodicalId":33247,"journal":{"name":"Education Modern Discourses","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81703489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TWO DIMENSIONS OF THE BOLOGNA PROCESS: THE PROBLEM OF QUALITY IN EACH OF THEM","authors":"V. Lugovyi, O. Slyusarenko, Zh. Talanova","doi":"10.37472/2617-3107-2022-5-10","DOIUrl":"https://doi.org/10.37472/2617-3107-2022-5-10","url":null,"abstract":"The authors of the article analysed the Bologna process implementation in its two main dimensions in terms of “quality assurance” of higher education. It is found that significant progress has been made in ensuring minimum sufficient quality in the first (internal) dimension “compatibility and comparability”. In the second (external) dimension “competitiveness and attractiveness” the progress in achieving the most perfect quality is insignificant and is primarilyassociated not with the pan-European coordinated Bologna process, but with unique national initiatives to create and support leading universities and their elite associations. It is shown that one of the reasons for the current situation is the Bologna process’s inattention to rating mechanisms for evaluating and motivating university activities at higher levels of complexity and excellence, instead focusing on accreditation mechanisms and mass higher education. Itis argued that the confirmation and aspiration to competitiveness and attractiveness of the European Higher Education Area (EHEA) in the third decade of the Bologna process (until 2030) in the Rome Ministerial Communiqué (2020) obliges to form a strong pan-European policy of real increase of the global competitiveness of the EHEA with the involvement / development of adequate rating mechanisms and strategies for the development of university leadership. In the context of the dimensions of the Bologna process, Ukraine lacks a national strategy-2 for the creation of leading universities and their elite institutional and sectoral associations, which threatens national security, hinders the formation of conditions for effective post-war recovery of Ukraine on a new, highly intellectual, high-tech and highly motivated basis.","PeriodicalId":33247,"journal":{"name":"Education Modern Discourses","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73589817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TOGETHER IN THE CLASSROM. CHILDREN FROM UKRAINE IN POLISH SCHOOLS. POTENTIALS AND CHALLENGES IN BUILDING A MULTICULTURAL SCHOOL IN THE CONTEXT OF THE WAR IN UKRAINE. TEACHERS’ PERSPECTIVE","authors":"J. Pyżalski, Agata Łuczyńska, Grzegorz Kata, P. Plichta, Wiesław Poleszak","doi":"10.37472/2617-3107-2022-5-02","DOIUrl":"https://doi.org/10.37472/2617-3107-2022-5-02","url":null,"abstract":"The aim of the study was to find out about the education in Polish schools of young people from Ukraine, who began to study there in connection with the full-scale invasion of Ukraine by the Russian Federation on February 24, 2022. The research focuses on the educational processes themselves, both in terms of teaching, care and upbringing, as well as the broader conditions of these processes in the pedagogical, psychological and social perspective (as well as in the formal and legal context). The main research questions are as follows: 1. What are the previous experiences of schools and teachers in working with foreign children (including children from Ukraine)? What preparation of schools and teachers undertaken to admit children who came to Poland as a result of the outbreak of the war? 2. How is the process of educating children from Ukraine who came as a result of the war organized at the local level and at the level of specific schools? 3. How, in the opinion of teachers, are the relations between children who previously studied in Polish schools and children who came as a result of the war shaped? 4. How, in the opinion of teachers, is the mental functioning of children who came as a result of the outbreak? 5. What, in the opinion of teachers, are the relations between the families of students who came because of the war, and the families of children who previously studied in Polish schools like? 6. How, in the opinion of teachers, is the cooperation between schools and the families of children who came from Ukraine in connection with the outbreak of the war? 7. What aspects of educational work with children who came as a result of the outbreak of the war are difficult for teachers in Polish schools? \u0000The findings are interpreted in the context of describing the needs of Polish schools and teachers so that the educational process of young people with refugee experience from Ukraine is maximized and constitutes effective support for them in a crisis situation. The recommendations developed by the authors of the Report and a team of invited experts are both more general in nature, related to the philosophy, assumptions and principles of the support provided, and relate to specific substantive aspects of support that can be implemented in schools.","PeriodicalId":33247,"journal":{"name":"Education Modern Discourses","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74775270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PUBLIC-PRIVATE PARTNERSHIPS IN DUTCH VOCATIONAL EDUCATION AND TRAINING: POLICY APPROACH","authors":"A. Dzhurylo","doi":"10.37472/2617-3107-2022-5-07","DOIUrl":"https://doi.org/10.37472/2617-3107-2022-5-07","url":null,"abstract":"The paper is devoted to the analyses of policy approach to introduction of publicprivate partnerships in the Dutch vocational education and training system. The gradual development of public-private partnerships is highlighted in historical retrospect. The policy approaches of the Dutch government for the implementation and development of various forms of public-private partnerships in the field of professional and higher education are determined. Thecentres of PPPs and peculiarities of their functioning are characterized. It has been found that the government has a crucial role in implementing policies for PPPs statement and development. It was found out that governments should introduce new and innovative governance models to tackle countless implementation issues, partly redefining the relationship between the government and executive actors, and moving from a principal-agent towards network model. It was concluded that PPPs are able to improve skills and knowledge of the workforce while accommodating today’s rapid pace of innovation in technology and society (digitalization, growth in self-employment, etc.). It becomes evident that cooperation between public and private partners is increasing in need especially in condition of rapid developments and changes in technology and society.","PeriodicalId":33247,"journal":{"name":"Education Modern Discourses","volume":"236 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80355835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE MAIN CHALLENGES OF DUAL VOCATIONAL EDUCATION AND TRAINING SYSTEM TRANSFER","authors":"L. Honchar","doi":"10.37472/2617-3107-2022-5-08","DOIUrl":"https://doi.org/10.37472/2617-3107-2022-5-08","url":null,"abstract":"Developing countries need practical VET systems that will meet the needs of the economic sector. Ukraine is making efforts to introduce a dual system of vocational education and training and has already faced many challenges in this process. This study highlights the difficulties faced by Ukraine during the implementation of the dual form in VET, and the problems of other countries in this process. The purpose of this study is the analysis of the main principles of the transfer of the dual VET form through the prism of the problems that Ukraine has faced. The study is based on such authentic sources as articles, international studies that made it possible to structure the knowledge base to describe the object of the study. The findings show that direct transfer or implementation poses numerous challenges and difficulties and shows that close cooperation between all stakeholders as well as shared awareness and commitment of all participants in education is paramount for successful VET transfer. It is concluded that it is necessary to clearly and systematically consider the issue of direct implementation of the German dual VET experience in another country with the obligatory preliminary study of specific challenges and specific resistance factors.","PeriodicalId":33247,"journal":{"name":"Education Modern Discourses","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89424213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TRENDS IN SUSTAINABLE CIRCULAR EDUCATION TRANSFORMATION: A CASE OF FINLAND","authors":"Oleksii Sysoiev","doi":"10.37472/2617-3107-2022-5-11","DOIUrl":"https://doi.org/10.37472/2617-3107-2022-5-11","url":null,"abstract":"The research presents the case study aimed at in-depth studying of experience of Finland in transition to sustainable circular economy and education. The country is chosen as it has become the first one in taking measures to integrate the Sustainable Development Goals into national economics and education. These two aspects are analysed to seek patterns and determine trends that can be generalised to other countries. The article investigates the currenttrends in the transition to sustainable circular economy and education in Finland on macro (the EU and the EHEA) and micro levels (participants of the educational process – national government, the labour market and higher education). Particular attention is paid to higher education and the labour market interaction – key actors enhancing decent work and economic growth as well as environmental awareness. Among the trends in higher education, there are the following: introduction of the circular economy principles in education, compliance of training with the goals of circular economy transformation, digitalisation of educational services at all levels of education, higher education modification, the new paradigm of teaching and learning,circulation of knowledge and skills, changing the composition and role of participants in the educational process. Finally, the research results in recommendations to encourage higher education importance in developing a high level of environmental knowledge, environmental awareness and culture among students and society in perspective.","PeriodicalId":33247,"journal":{"name":"Education Modern Discourses","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89741682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ORGANISATION OF PRIMARY EDUCATION AT WAR IN UKRAINE: RESULTS OF A SURVEY OF PRIMARY EDUCATION SPECIALISTS","authors":"O. Topuzov, Nadiia Bibik, O. Lokshyna, O. Onopriienko","doi":"10.37472/2617-3107-2022-5-01","DOIUrl":"https://doi.org/10.37472/2617-3107-2022-5-01","url":null,"abstract":"The article presents the results of a survey of primary education specialists on the organization of primary school education in the period after the beginning of Russia’s fullscale invasion of Ukraine on February 24, 2022 and May 31, 2022 (the official end of the 2021–2022 academic year). The survey was conducted by scholars of the Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine. The article is based on the legislative and regulatory documents governing the legal regime of martial law in Ukraine and the peculiarities of the functioning of the Ukrainian education system during this period; analytical works, including the author’s own, on the organization of education under martial law; characteristics of primary education: The guidelines of international organizations on the organization of education in times of war were also taken into account. The results of the survey showed that primaryeducation in Ukraine continued to function after the full-scale invasion of Ukraine by Russia, despite serious challenges (destruction or damage to educational institutions due to bombing and shelling, forced displacement of teachers and parents with children, numerous psychological traumas of teachers and children, occupation of part of the territory of Ukraine and genocide of the Ukrainian people in the occupied territories). This became possible both due to the creation of the foundations of institutional and legal regulation of the educational sphere for the period of martial law by the Ukrainian authorities, and to the specialists of primary education: their civic position, moral responsibility, professional qualifications. The conclusions developed on the basis of the respondents’ answers outline possible options for organizing primary education in war conditions. The relevance of further development of the distance learning format in Ukraine under martial law and the implementation of a systemic policy of the authorities to support teachers, which should include both psychological support and the development of methodological support for teaching in war conditions, emphasized.","PeriodicalId":33247,"journal":{"name":"Education Modern Discourses","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82627340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE SPHERE OF HIGHER EDUCATION AS A COMPONENT OF THE RECOVERY PLAN OF UKRAINE","authors":"Yurii Vitrenko, Viktoriia Vorona, Maria Debich","doi":"10.37472/2617-3107-2022-5-03","DOIUrl":"https://doi.org/10.37472/2617-3107-2022-5-03","url":null,"abstract":"The article analyzes the Recovery Plan of Ukraine (draft) in “Education and Science” direction, laid out in “Higher Education” section, and the main indicators of the higher education sphere of Ukraine in 2005–2020. The analysis of the indicators of the higher education sphere of Ukraine in 2005-2020 provides sufficient grounds for the forecast that the dynamics of the students population in 2022–2032 will continue decreasing (by 1.5–2.0 times by 2032). The main priorities for determining the scope of training of higher education specialists in higher education institutions of Ukraine with payment for production and provision of services in the field of higher education at the expense of the state and regional budgets of Ukraine are recommended, which should be taken into account when making up the Recovery Plan of Ukraine in “Education and Science” direction. Proposals to the Recovery Plan of Ukraine in “Education and Science”direction, “Higher Education” section, and to legal acts regulating the higher education sector activities have been made.","PeriodicalId":33247,"journal":{"name":"Education Modern Discourses","volume":"129 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85752708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}