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O. Padalka
УДК 37.011.33:005.342(477)
INNOVATIVE MODEL OF DEVELOPMENT OF NATIONAL EDUCATION
the formation of the European and world educational space is a process of uniting historically separate and distinct national educational markets into one large educational space, the functioning of which will be ensured through the use of such resources and sources as information, knowledge and education. Thus, updating the content of education due to the growth of its functional role in ensuring economic and social progress of society, its significant impact on people and society. New educational requirements require corresponding changes in national education.
First, it is necessary to rebuild the orientation of the learning process. The fact that humanity has entered a period when changing ideas, technologies, knowledge is more than one human generation change means that neither in school nor in the best universities a person cannot be taught for life. This means that at this stage is not enough to focus only on educational institutions in mastering a certain amount of knowledge. At the same time we must achieve during the implementation of the educational process one more function - to teach people to learn throughout life, acquire new knowledge and new information independently , develop a need in it. The smart man (homo sapiens) in the 20th century - is a person who studies during his life.
One more thing: a future professional should be taught how to apply learned knowledge to a practical life, both professional and social. In this case, knowledge becomes a direct basis of activity, which ultimately lies at the heart of innovation development in any field. It is in the process of updating the contents of the Ministry of Education and Science of Ukraine and
National Academy of Pedagogical Sciences of Ukraine standards and curriculum for each grade of secondary school are revised in order to implement these functions.
A positive line in the context of developing innovative education can be considered examples of the spread of economic knowledge for children in preschool and young by the proposed project «Economic Thinking of a Ukrainian», to which should enter the series: «Economic Ukrainian alphabet», «Economic Ukrainian primer», «Economic Ukrainian reader» etc. (hereinafter this project can become a continental project «economic thinking») [4, p. 11]
The concept of the secondary school in Ukraine, developed by the scientists of the NAPS of Ukraine, is the basis of the nationwide concept of the New Ukrainian School, which became the government action program for reforming school education for 2016-2020 years.
On the concept of «New Ukrainian School» in 2016 a major key competencies which students should acquire during the training is «entrepreneurship and financial literacy». Financial literacy is an integral element of social life and human experience. In most countries, financial education of the population is regarded as a productive investment in its development and is one of the important tools to ensure the stability in society.
Particular attention is also required to study, along with the state Ukrainian, foreign languages (languages) of wide international distribution. Innovation was confirmed in a world that is increasingly globalized. And without the ability to communicate with other countries, to learn quickly from the best experience, knowledge, it is impossible to provide an innovative economy in a particular country as well as to be competitive. That is why five years ago the study of a foreign language was introduced in the first forms. It is planned to expand the network of European classes (European sections), create virtual programs for teachers of foreign languages and teachers (physicists, mathematicians, chemists, etc.), which encourages students to learn and use several foreign languages [3, p. 36].
Secondly, an innovative development mo-
del requires the formation of a person capable of independent and efficient activity. It is necessary to review the attitude in the educational process (as well as in the family, in society) to the student in order to promote not a blindly obedient student but a person who acts consciously and independently on the basis of his own analysis of the situation and knowledge.
Thirdly, the innovative component in learning knowledge should be necessarily creative, since only a creatively developed person can be innovatively effective. Hence there is a need to recognize and develop the creative abilities of each student or student.
It is necessary to bring education and upbringing of each student maximally to its essence, abilities and features. In our view, this principle should be decisive in making any changes in education. Because it is he who will achieve the highest quality of education and is important, not contrary to the nature of each person, but due to its knowledge and development.
The formation of an individual trajectory for acquiring knowledge at universities is also foreseen by the requirements of the Bologna Process.
Fourth, to operate successfully in the innovation economy is impossible without the appropriate technological readiness. It is extremely important, and perhaps the main priority of education is the introduction of modern information and communication technologies providing improvement of the educational process, the availability and effectiveness of education.
It is information technology that provides listeners and students with free access to various information, work with various sources of information in interactive mode, skills in solving various problems on the basis of their comprehensive study and analysis, obtaining certain knowledge from a variety of industries, in a word - prepare a person for perception and generation of new ideas.
The next task is even more difficult. It is necessary to provide home tutors with necessary pedagogical technologies. And this means that it is necessary to prepare and retrain almost the entire pedagogical staff in order to ensure the mobility of Ukrainian teachers and teachers at
the European level, to create their own program point, that is, the new education in Europe - a European teacher.
In securing the successful reformation of the Ukrainian school, a special place belongs to a teacher, his training and continuous professional development. With the active participation of scientists of the NAPS of Ukraine developed a Concept of Pedagogical Education Development, which defines innovative approaches to the training of pedagogical workers of the new generation, creation of conditions for the involvement of specialists of other professions in the pedagogical activity, provides for the participation of an interactive model of direct professional and personal development of teachers.
The functions of higher education are updated: today it is not only the training of specialists, as previously said, for the national economy. Higher education becomes an obligatory stage in the development of personality. It has become more massive and thus creates the preconditions for innovation development, the transition to scientific and information technology. Therefore, in determining the extent of training specialists with higher education should be move away from a purely accounting approach: how much we need and the same amount we prepare. It is necessary to look differently: there is a young person who is capable and wants to get higher education. We give her or him this opportunity - and she or he will become a more developed personality, a more conscious citizen. And we will prepare better conditions for an innovative type of economic development that requires a highly educated personality. Figuratively speaking, we will create a powerful intellectual humus, which can only germinate and be effective innovative technologies. In recent years, in education, and in the highest in particular, there have been significant positive changes. Thus, for five years in a row, the state order for students with an orientation in support of practical problems of the society is growing. And this tendency to increase the number of students should be supported by removing any restrictions for young people who want and can obtain higher education.
Obviously the fact that the professional form is capable of innovation, which is limited to the walls of the university, is problematic, because the higher education, science and industry integration into European standards is a time-consuming demand.
The functioning of the educational and scientific cluster on the regional level reinforces the role of education in the transition to a knowledge economy, increases the level of research on the basis of the modern paradigm of innovation, improve the relationship of science and regional economy and social and economical development of the region and the country in general is full economic entities, including international, a key element of national innovation systems.
Consequently, the determining factors of competitive status of the modern university is its ability to efficiently produce and distribute new knowledge and create and maintain an effective network of various relations with its partners -other educational and research organizations, government institutions, non-governmental and community organizations, business environment etc. [9, c. 80].
The competitiveness of national universities is the most urgent issue of the present, where the material provision and financial facilities of universities significantly differ from European requirements, which reduces the effectiveness of competition in education and labor markets.
According to available expert assessments, the general situation in the system of higher education does not develop students' skills and competences important for the country's competitiveness; the funds allocated for education are not spent efficiently; Educational institutions lack financial and academic autonomy; the state has a weak system of management and quality control of education, etc. [10, p. 29-32].
However, many international organizations and experts note a significant development potential of Ukrainian higher education. Ukraine is among the world leaders in rates of the population aged 25 years, which has higher education. According to UNESCO, the indicator of the distribution of higher education is 38%, including 35.8% for men, 39.7% for women.
At European level the educational potential of the state is second only to Russia (prevalence higher education is 54.8%), and global - USA (38.6%), Israel (42.6%) and Canada (43.9%) [11]. Today, on average every seventh employee Ukrainian youth (aged 17-22 years) enrolled in higher education institutions of III-IV accreditation levels. It is significant not only coverage of young university education, but also its significant positive trend over the last decade, even if demographic decline [12].
Innovative potential of Ukraine according to the World Bank estimates: 27th place in the world in terms of mathematical and scientific education quality, the 25th place by the presence of engineering and scientific personnel has a great potential for the development of IT industry and innovations.
Today in Ukraine there are enough published information materials on the Bologna process, the formation and spread of a European area of higher education Reform national higher education systems of European countries.
Among the six key goals of creating a unified European higher education require further resolve questions not only at universities but also on the international recognition of common requirements for the content of education, possibility of obtaining diplomas of higher educational institutions of different countries, their convertibility and recognition, and most importantly - increase motivation in teaching current students. These issues are resolved so far mostly universities bilateral cooperation agreements, but there is an urgent need to address them at the international level.
One of the interesting phenomena of the modern world educational market is the emergence and rapid spread of so-called «cross-border education» (transborder education). Transborder education include all types of higher education programs, training courses or educational services, the provision of which students are in a different country than the one from which the universities that confer a diploma. Programs may include educational system of another country, to be implemented regardless of the educational system of another country and be implemented
independently of any national education system.
Distribution of transborder education was made possible with the use of advanced information technology and is a real step towards the globalization of educational markets. This is accompanied by all the manifestations of competition, including for markets [13, p. 162].
Reforming the domestic system of higher education in the context of the European educational space leads to specific changes in university education at all levels: the program, content, forms, and teaching technology, organization of training control.
The training program is known to be composed in accordance with the ultimate goal of learning. However, it is known that various types of professional activity, even training of future specialists one profile, provide unequal application workload, such as Polish and Ukrainian educational institutions.
Characteristic for the current stage of differentiation scope of information science and deepening specialization lead to a clearer explication purpose of professional education in high school - the formation of professional cultural competence of students in the professional version (professional vocational communicative competence), which is based on two main cycles: accessible and postgraduate. Access to the second cycle shall require successful completion of first cycle studies lasting at least three years (training in European countries bachelor cycle is three years in Ukraine - four years). The degree awarded after the first cycle (bachelor) should be in demand in the European labor market as an appropriate level of qualification. The second cycle is aimed at Master's level (European educational program involves two years, Ukrainian - one year) and doctor, as is customary in many European countries. The national standard is known, includes such components as educational qualification characteristics, educational and professional programs and a unified system of evaluating the quality of higher education in certain directions.
Standardization of education necessitates the search for adequate means of pedagogical assessment of educational achievements, the transition
from a knowledge paradigm of evaluation to a competent one, in which not only the volume of creatively acquired knowledge, but also the ability to use them in life practice becomes a decisive feature of the success of learning.
Therefore, one of the priorities of efficiency of vocational education and its compliance with European standards is to develop educational programs and curricula for bachelors and masters in various fields, development of criteria for levels of professional training at each stage of learning.
In this connection, the problem of substantiation of new ways and approaches in the professional growth of teachers, preparing them for new conditions of educational activity on the basis of academic freedom, responsibility and professionalism is actualized. This will require research into both socio-pedagogical factors and technological innovations for the training of specialists of the new formation.
Since deepening educational relations between Ukraine and the European Union nation-nal methods of teaching in higher education began more democratic attitude to developments overseas trainers and dynamic adopt their experience. However, analysis of research, training programs, generalized teaching experience at the university shows that the rate calculation names in the European sample impossible without a thorough rethinking of the adjustment of the educational process depending on the purpose of each training course, developing appropriate teaching materials.
There are also problems of theoretical and methodological, scientifical and methodical, educational and organizational nature due to resolution training programs for specific departments and specialties, the number of teaching hours of the program for classroom and independent work, structure and duration of courses.
In order to unify the structure of vocational education, integration of the needs for vocational education at different levels that are valid in the European space, the development of an optimal model of multilevel training in the introduction of euro programs requires, above all, careful analysis of problems and features of learning,
justification of approaches to development and improvement vocational education systems in the new learning environment, that is, a clearer explication of the purpose of training for each particular specialty, a specified list of communicative skills and skills, content of training.
Connecting national education the European educational space also requires the synthesis of disciplinary knowledge as future professionals must accompany application integration faculty training in connection with other disciplines.
The main ties, of course, are coordination of the relationship with professionally oriented disciplines. It is these connections that will determine the main content of the training and the basis of professional professional orientation. Unfortunately, it should be noted that information and knowledge also have the ability to morally aging, which may reduce their social value. In the field of education, the rapid «aging of knowledge» has a special significance. In our opinion, vocational education should always be guided by specific requirements regarding the knowledge and skills of employees. At this level of knowledge, which is significantly accelerated along with the rapid pace of innovative progress, requires a constant updating of the content of the training of knowledge that is passed in the learning process [13, p. 18].
Current practice teaching in higher education institutions indicates that solve the problem of the quality of education and its compliance with European standards is not possible without a rethinking of the principles of learning. Changes covering almost all elements of educational system in the first place, the nature of the interaction student - teacher. Teacher increasingly organizer of educational roots turns on and often undetectable assistant student. This practice and its own teaching experience has a positive effect, especially in the fourth with students (undergraduate) and master's courses that have a higher level of professional
The impact on the students could largely be determined not only personal and professional skills of the teacher, but teaching techniques that include a conceptual approach, forms and met-
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hods of educational process [13, p. 16]. Thus, changing the role of the teacher in the educational process is reflected not only in the selection and organization of the content of training, but also the definition of methods and technology training. European integration processes in education become a kind of catalyst for advanced pedagogical theory and practice aimed at developing the personality of a student capable of implementing their own educational projects, a student who strives for self-improvement and continuity of lifelong learning. The process of Ukraine's integration into the European economic and political community reveals the advantages and problems of introducing information interactive, multimedia technologies into pedagogical discourse in the reform of domestic education [14, p. 8-11; 15; 16, p. 119]. In modern society there is an acute problem of formation of economic culture of personality, capable gained economic knowledge to understand their place in the economic processes taking place in the country to process and analyze economic data and focus it in social and economic programs of the government, and engage in civilized relationships and make informed decisions as economically self-realization in professional and personal terms and in the public interest. Nor requires establishing a system of formation of economic culture of continuous economic training, part of which is economic education and training.
Innovative technologies in education - is first of all, not just information and communication technologies are inextricably linked with the use of modern language teaching, which develops educational discourse, and increase information literacy and culture of people [17, p. 56]. Taking into account the peculiarity of the constant development of information technologies in our time and the requirements for the development of new curricula on the basis of their application, it becomes clear also the need to increase information literacy, which in the information society complicates and grows to the stage of information culture. In general, «information culture - is, first of all, a deep understanding of the essence of the processes of information processing» [19]. Thus, the updated model of educa-
tion should be based on the information technology industry and information culture. Modern facilities make the work of a teacher easier and help him apply quicker the necessary information to its students. And in our opinion, a high school teacher with considerable experience, his individual and perhaps unique pedagogical influence on the student's personality cannot replace any modern technology yet. In the case of achieving better education, the deeper knowledge of those who are studying, they are not a panacea, and the teacher is a decisive in the educational field.
Modern philosophy and strategy of restarting a new paradigm of education is to ensure optimal and efficient interaction of the system of continuous education in educational and scientific complex - profile, secondary and higher education, the development of national education in its integration into the European educational space, the transition to the production of new knowledge, the training of competitive European experts, to be the innovator of the new philosophy of the educational policy of the state and to obtain economic, social and humanitarian advantages in the transformations of the globalized world.
АННОТАЦИЯ
В статье рассматривается вопрос развития национального образования в контексте инновационного обновления его содержания, анализируется современное состояние развития образования, обосновываются направления совершенствования парадигмы развития высшего образования, углубление его связи с практикой рыночных трансформаций, нормативной согласованности с европейскими стандартами, достижения и перспективы в условиях интеграции в европейскую образовательную систему.
Ключевые слова: высшее образование, профессиональный рост, личность, интеграция, европейские стандарты, новейшие информационные технологии, глобализация.
SUMMARY
The article deals with the question of the development of national education in the context of innovative updating of its content, analyzes the
current state of development of education, justifies the directions of improvement of the paradigm of higher education development, deepens its link with the practice of market transformations, normative coherence with European standards, achievements and prospects in terms of integration to the European educational system.
Keywords: higher education, professional growth, personality, integration, European standards, the latest information technologies, globalization.
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Н. Н. Доненко
УДК 371
ЗНАЧЕНИЕ ДИДАКТИЧЕСКОГО НАСЛЕДИЯ
ФАДДЕЯ УСПЕНСКОГО
Н еобходимость изучения педагогического наследия, оставленного православными просветителями, обусловлена возможностью его применения в современной системе образования. Это аргументируется тем, что сегодня особую актуальность приобретает возращение к концептуальным основам многовековой традиции национального обучения и воспитания, построенных на скрижалях духовности и морали.
Обращение к дидактическому наследию православных священнослужителей на современном этапе развития отечественного социума и образования как одного из ключевых общественных институтов, по нашему мнению, способствует включению его в современное образовательное пространство и новейшие педагогические концепции.
Одним из ярчайших представителей православного духовенства конца Х1Х - первой четверти ХХ вв. является архиепископ Фаддей Успенский, чье дидактическое наследие представляет значимую теоретическую и практическую ценность для развития современной православной и светской педагогики. По словам Т. В. Ковырзиной, «обращение к творчеству священномученика Фаддея (Успенского), к особенностям его педагогической
