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FORMATION OF INTERDISCIPLINARY CONNECTIONS IN SCIENCE TRAINING AS A FACTOR OF THE FUTURE PSYCHOLOGISTS’ EDUCATION SYSTEM OPTIMIZATION AT HIGHER EDUCATION INSTITUTIONS

100%

Valentyna B.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 4(68)

13-24

EN

The article focuses on the importance of interdisciplinary connections of science training of the future psychologists at higher education institutions as one of the major means of forming coherent scientific picture of the world, awareness of the place and role of a human in it, increase of the level of education and professional training. It is stressed that science education in higher education institutions in the first half of the XX century due to the reduction in number of teaching hours and set amount of training material has been subjected to a number of difficulties It is pointed out in the article that professional training of psychologists in higher education institutions is carried out according to the curriculum, which combines three cycles of disciplines: humanitarian and socio-economic, fundamental and science, professional and practical. The author shows the analysis of research and points to insufficient scientific development of content and interdisciplinary connections of the future psychologists’ science training at higher education institutions and allows focusing on the urgency of the issues raised. The author focuses on the relevance of the issues raised. It is substantiated at the example of science training of the future psychologists in M. P. Dragomanov NPU the necessity to establish interdisciplinary connections between disciplines of fundamental, science cycles disciplines and professional and practical training from the perspective of forming an intelligent, educated, highly cultured, competent professionals. The author states that proposed structure of training and work programs in the disciplines of fundamental and science training are based on competence approach taking into account interdisciplinary connections with disciplines of professional and practical Педагогічні науки: теорія, історія, інноваційні технології, 2017, № 4 (68) 24 training which is essentially new to the students studying in the field 0301 “Social and political Sciences” of training direction 6.030103 “Practical Psychology”. It is outlined in the article the prospects for further studies that are seen in identifyingthe ways to improve science training of the future psychologists at higher education institutions.

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MODERNIZATION OF SCIENCEPREPARATIONOFTHE FUTUREPSYCHOLOGISTSINHIGHEREDUCATIONINSTITUTIONSASASCIENTIFIC ANDTHEORETICALPROBLEM

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Bilyk V.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 8(72)

138-149

EN

In the last decade, in the context of higher education reform in Ukraine the problem of improving higher psychological education becomes acute in domestic theory and practice, the researcher notes. The article deals with the actual issues of modernization of the future psychologists’ preparation system, which prompted an analysis of scientific and theoretical problems of scientific preparation of the future psychologists in higher education institutions. The author, in order to achieve the goal, used theoretical methods of research: systematic analysis of scientific and methodological literature, bibliographic analysis of works of the classics of pedagogy, content analysis of normative documents in the field of higher pedagogical education – in order to find out the state of development of the problem under study; systematization – with the purpose of revealing and theoretical substantiation of scientific-theoretical problems of the future psychologists’ science preparation in higher education institutions; comparison and generalization. The article presents the analysis of research and points to the lack of scientific validity of the future psychologists’ science preparation in higher education institutions. The emphasis is placed on the relevance of the issues raised. The author of the article argues that, emphasizing the necessity of modernizing the future psychologists’ science preparation in higher education, in particular, updating its content and methodological basis, fruitful cooperation of teachers of natural sciences, humanities and pedagogical disciplines, orientation of the educational process to integrated vocational training, the use of world experience in science education in vocational training at domestic higher education institutions, do not give a clear characterization of scientific-theoretical problems of the future psychologists’ science preparation at the universities. The article outlines the prospects for further researches, which consist in determining and solving the scientific-theoretical problems of the future psychologists’ science preparation in higher education institutions.

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ПРОВІДНІ КОМПОНЕНТИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ АГРАРІЇВ У ВНЗ ВЕЛИКОЇ БРИТАНІЇ

88%

Юлія Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 3(67)

278-289

EN

The article deals with basics of professional training of the future agrarians in higher education institutions of Great Britain. The aim of the article is to identify the principal components of professional training of the future agrarians in Great Britain. The goals of the article are to highlight the principle backgrounds influencing formulation of the purpose, tasks and content of professional training of the future agrarians in Great Britain as well as to analyze notion, nature and extent of training future agrarians in higher education of Great Britain. Training future agrarians in higher education refers to bachelor’s degrees in Agriculture, Horticulture, Forestry, Food, Nutrition and Consumer Sciences. Agricultural education is identified as programs that prepare students for careers in production, agriculture, horticulture, agricultural mechanics, agribusiness, and emerging agricultural fields. Professional training of the future agrarians is provided by further education colleges (FECs)), monotechnics (Harper Adams University College, Royal Agricultural University and Writtle College) and university departments. There is growing demand for high-level skills in the agri-food sectors in Great Britain. The term “high-level skills” is used to cover skills at Level 4 and above, that is, first degrees, higher diplomas and postgraduate qualifications. Modern agricultural programs in higher education institutions in Great Britain cover the subject areas of the land-based and agri-food industries and professions, related applied and social sciences, rural studies, and consumer sciences and studies. As a result of the research we have come to the conclusion that each subject area encompasses various aspects of production chains involving animals, crops and retail of consumer goods and services. Besides they involve consumer interactions with producers, service providers and other stakeholders. Sustainable and secure production, consumption and development are important aspects of the future agrarians’ training. Agricultural programmes in GB provide academically rigorous study of relevance of material that is applicable in the work of world and society. Many programmes are concerned with aspects of human use of the biosphere, as well as moral liability for adequate usage of natural resources. So the experience is useful for Ukraine.

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НОРМАТИВНО-ПРАВОВА БАЗА ФІЗИЧНОГО ВИХОВАННЯ У ВИЩИХ ПЕДАГОГІЧНИХ НАВЧАЛЬНИХ ЗАКЛАДАХ УКРАЇНИ (ДРУГА ПОЛОВИНА 40-х – КІНЕЦЬ 80-х рр. ХХ ст.)

75%

Євтушенко Є.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 4(58)

3-11

EN

The purpose of the article is to analyze the regulatory framework of physical education in higher pedagogical education institutions of Ukraine in the second half of the 40’s – the late 80’s of the XXth century. Research methods: theoretical analysis, comparison and synthesis of the sources. The results of the study: based on the analysis of normative-legal documents the strategy of the state towards physical education of students is defined. Practical value: the study, on the basis of historical experience, allows to identify the ways of improving the normative-legal basis of physical education in the pedagogical universities. Conclusions and prospects for further research: it was found out that the regulatory framework of physical education in higher pedagogical education institutions of Ukraine during the analyzed period consisted of documents of different levels of legal hierarchy adopted by many party and state authorities. Analysis of legal acts shows that the strategy of the state in relation to physical education of students was not constant and changed under the influence of political, social and economic factors. So, in the early postwar years the priority was the restoration of physical education in higher schools on military basis. The contents of legal documents, adopted before 1948, was directed at achieving this result. After the decree of the Central Committee of the CC UCP(b) “On the development of mass sports movement and growth of skills of Soviet athletes” (December 1948) physical activity of pedagogical universities focuses on identifying and training athletes who would have been able to win at international competitions. A new phase of legal regulation of physical education in higher education institutions begins at the end of the 1950s. Its feature is refocusing on the development of mass sports movement in the universities and promoting the health of students. In general, regulatory support of physical education in higher education institutions in the period under study is characterized by dynamism and desire to improve the system of physical development of students. However, the level of legislation in this area cannot be recognized as coherent, stable and such that fully conforms to the time requirements. The subject of further study is the content of the curriculum of physical culture for schools as part of the normative support of physical education of students of higher education institutions.

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Wykorzystanie sieciowego modelu DEA do pomiaru efektywności wydziałów Politechniki Warszawskiej

75%

Pietrzak P. , Brzezicki Ł.

Edukacja

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2017

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nr 3(2017)

83–93

PL

W artykule podjęto temat efektywności publicznych szkół wyższych oraz zaprezentowano wstępne wyniki badania w zakresie efektywności dla 18 wydziałów Politechniki Warszawskiej przeprowadzonego w roku akademickim 2014/2015. W analizie za rezultaty przyjęto: liczbę absolwentów (działalność dydaktyczna), liczbę punktów za publikacje („teoretyczna” działalność naukowa) oraz liczbę projektów realizowanych przez wydziały („praktyczna” działalność naukowa). Po stronie nakładów uwzględniono liczbę nauczycieli akademickich. Do obliczenia efektywności wydziałów wykorzystano nieradialny model sieciowy SBM (network SBM) oraz klasyczny SBM. Wyniki analiz wskazują, że pięć wydziałów było efektywnych w modelu SBM. W modelu sieciowym SBM w zakresie działalności dydaktycznej cztery wydziały były efektywne. W przypadku działalności naukowej, zarówno o charakterze „teoretycznym”, jak i „praktycznym”, jeden wydział był efektywny.

EN

The paper discusses the efficiency of public higher education institutions and presents the results of efficiency research for 18 faculties of the Warsaw University of Technology in the 2014/2015 academic year. The outputs of the model included: the number of graduates (reflecting activity in teaching), the number of publication points (reflecting activity in “theoretical” scientific work) and the number of research projects (reflecting activity in “practical” scientific work). Inputs were measured by the number of academic staff. The analysis was conducted using the non-radial network SBM model and traditional SBM model. The results show that five faculties were efficient using the SBM model. In using the network SBM model, we found that four faculties were efficient in terms of teaching activities and one faculty was efficient in the activities of “theoretical” and “practical” scientific work.

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Płock miastem uniwersyteckim w świetle strategii rozwoju miasta Płocka na lata 2018-2030

63%

Grażul-Luft A. , Słodki M.

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2017

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tom 9

s. 17-32

PL

W modelu gospodarki opartej na wiedzy, w zarządzaniu miastem i regionem, konieczne jest wykorzystanie potencjału wynikającego z funkcjonowania uczelni. W warunkach polskich miast szkoły wyższe odgrywają trojaką rolę: kulturotwórczą, ekonomiczną i przestrzenną. Aby Płock mógł skutecznie wykorzystać do swego rozwoju potencjał funkcji akademickiej, niezbędne jest nie tylko wspieranie funkcjonujących już uczelni w podnoszeniu jakości kształcenia, ale przede wszystkim utworzenie w mieście samodzielnej, silnej uczelni akademickiej. Koniecznym krokiem wydaje się zatem wskazanie funkcji akademickiej jako jednego z filarów Strategii Rozwoju Miasta Płocka.

EN

In the model of knowledge-based economy of the city and region management, the potential of universities holds a special place. In Polish cities, higher education institutions play a threefold role: cultural, economic and of urban planning. If the City of Płock is to use its academic potential effectively, it is necessary not only to support existing institutions in their comprehensive development, but also to create an independent, academically strong University. It seems therefore necessary to see the academic potential of the city as one of the pillars of the City of Płock Development Strategy.

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Analiza interesariuszy zewnętrznych szkół wyższych – identyfikacja i ocena ich znaczenia przez szkoły wyższe

63%

Piotrowska-Piątek A.

Zarządzanie Publiczne / Public Governance

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2016

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nr 2(36)

85-93

PL

W artykule podjęto problematykę relacji szkół wyższych w Polsce z otoczeniem. Głównym jego celem jest identyfikacja interesariuszy zewnętrznych szkół wyższych oraz określenie znaczenia, jakie nadają im te szkoły. Dla realizacji tych zamierzeń przeprowadzono analizę literatury przedmiotu a także badanie ankietowe wśród rektorów szkół wyższych. W świetle zaprezentowanych wyników można stwierdzić, że szkoły te status interesariusza przypisują wielu podmiotom ze swojego otoczenia. Ocena znaczenia, jakie im nadają, pozwoliła na stworzenie mapy interesariuszy szkół wyższych przez wyodrębnienie grup interesariuszy strategicznych, ważnych i pozostałych.

EN

The paper discusses the issue of cooperation of higher education institutions (HEIs) with their environment. Its main aim is to identify HEIs’ external stakeholders and to determine the importance that HEIs give them. The Author discusses this problem by analyzing the literature and the results of her own survey among rectors of HEIs. In light of the presented results, HEIs give the stakeholder status to many entities from their environment. Evaluation of their importance makes it possible to map them by dividing them into strategic, important, and others stakeholders.

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Działania na rzecz rozwoju regionu w dokumentach strategicznych uczelni w Polsce w świetle analizy treści. Komunikat z badań

63%

Piotrowska-Piątek A.

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tom 3(69)

PL

W niniejszym artykule zaprezentowano częściowe wyniki badań dotyczące obecności komponentu działań na rzecz rozwoju regionu w dokumentach strategicznych szkół wyższych w Polsce. Wykorzystując jedną z metod badań niereaktywch – analizę treści, przedstawiono dostępne misje i strategie uczelni pod kątem kierunku oraz obszaru deklarowanych działań na rzecz rozwoju regionalnego.

EN

The paper presents partial results of research on the presence of the question of regional development activities in the strategic documents of higher education institutions in Poland. Using a non-reactive method: content analysis, the author explores the available missions and strategies of universities in terms of the direction and the scope of pledged actions for regional development.