CC BY
12PECULIARITIES OF ADVANCED TRAINING COURSES OF WORKERS OF HIGHER EDUCATION
INSTITUTIONS
Mytchenok M.
Bukovinian State Medical University, Department of Pediatric Dentistry, PhD, Associate Professor, Chernivtsi, Ukraine
Abstract
The article analyzes peculiarities of advanced training and probation of research and educational personnel, presents importance of a continuous professional development for research and educational staff in the field of dentistry.
Advanced professional training abroad results in extension of experience obtained from specialist in other countries, learning scientific achievements and mastering innovation medical equipment and educational technologies; conducting a scientific study on the subject researchers are specialized in, which can further improve their professional competence.
Keywords: research and educational personnel, advanced training.
Present system of medical education includes basic medical education, post-graduate medical education and continuous professional development which are logically connected with one another.
According to the National Strategy of Education Development in Ukraine during the period including 2021 one of the long-term tasks concerning development of post-graduate education is development of standards on post-graduate pedagogic education focused on improvement of the retraining system, advanced training courses and probation of pedagogical, research and educational personnel and managers of educational institutions [4].
New requirements concerning higher education under conditions of its reforming concerning quality of work of scientific and research and educational personnel stipulate the necessity of continuous development and advanced training starting after getting higher medical education, Internship training, and lasting during the whole professional life of a specialist including improvement of the abilities and skills obtained [1, 2].
The main aim of advanced training and probation of research and educational personnel is their professional development by means of extending and improvement of professional knowledge, skills and abilities, acquiring experience according to the state policy in the field of education and providing quality of higher education, duties and tasks associated with their professional activity [7].
Probation ensures not only competence improvement within the profession acquired earlier by research and educational personnel at higher educational institutions, but consolidates practical experience as well.
Objective of the study is to analyze probation (on-the-job training) periods of research and educational personnel at medical establishments.
On-the-job training of research and educational personnel is the most effective pattern of professional training which provides maximum registration of one's own subjective experience and presents an independent kind of additional professional education ensuring goal-directed mastering and development of new professional competence or correction of that obtained earlier.
The current legislation of Ukraine assumes probation and advanced training of research and educational personnel and practical physicians both in Ukraine and abroad. These periods of probation and advanced training are carefully controlled by the authority of an educational institution.
Thus, the process of advanced training and probation of research and educational personnel in Ukraine is regulated by the Regulations on advanced training and probation of research and educational personnel at higher educational institutions approved by the Order of the Ministry of Education and Science, Youth and Sports of Ukraine dated 24.01.2013 № 48 [3].
This document determines the details and order of advanced training for research and educational personnel at higher educational institutions of I-IV levels of accreditation (further - HEI) irrespective of their forms of property and subordination, and standardizes the order of probation of the above staff as one of the forms of advanced training.
The Regulations on advanced training and probation of research and educational personnel at higher educational institutions are developed according to the Laws of Ukraine «On Higher Education», «On Education», «On Scientific and Scientific-Technical Activity», the Law of Ukraine № 2745-VIII «On Professional Pre-Higher Education», the Regulations «On the Order to Realize the Rights on Academic Mobility», approved by the resolution of the Cabinet of Ministers of Ukraine dated August 12, 2015, № 579, «On the Order of Advanced Training of Pedagogic and Research-Educational Workers», approved by the resolution of the Cabinet of Ministers of Ukraine dated August 21, 2019 № 800, the University Statute.
Probation of research-educational (pedagogical) workers at HEI is carried out according to the Law of Ukraine «On Professional Pre-Higher Education» and plan on advanced training.
The main tasks of advanced training and probation of research-educational (pedagogical) workers are the following:
• improvement of acquired earlier or new competence within the range of professional activity or field
of knowledge considering the requirements of an appropriate professional standard (dentistry);
• obtain experience to fulfill additional tasks and duties within the range of a specialty, profession and position according to the quality standards of higher education.
Probation of research-educational (pedagogical) workers is carried out according to the individual programs considering a specialty, term and curriculum of education.
Probation curriculum is formed according to the specialization and tasks set for a person undergoing on-the-job training.
The individual probation curriculum should contain information on its volume (duration), and additional issues concerning probation of research-educational workers.
The individual probation curriculum can assume the following:
• independent theoretical training;
• acquiring organizational and professional skills;
• learning theoretical bases to organize educational process and educational standards at higher educational institutions;
• learning the patterns of European educational systems and peculiarities of work with them;
• mastering methods to assess students' progress, etc.
Advanced training including probation should be held no less than every five years.
Probation of research-educational (pedagogical) workers in other countries is carried out according to the Ukrainian legislation on the basis of international agreements.
Before educational institutions accepted the European system of transition and accumulation of credits, the term of probation for teachers lasted for months -from 1 to 10 months depending on the complexity of an individual plan of probation and practical experience. At present the term of probation is calculated according to ECTS credits or national credits, and it cannot be more than 32 national credits (48 ECTS credits). One day of probation is estimated as 6 hours 0,2 ECTS credit [8].
Research-educational (pedagogical) workers who completed probation are given a document on postgraduate training. After receiving the certificate research-educational workers should present a report on their probation. This report is heard and discussed at the meeting of a structural unit of the institution. The meeting has the right to approve or refuse the report, to give recommendations and/or conclusions.
Probation results are considered during the following attestation of research-educational workers. Peculiarities of probation of research-educational workers abroad are established by the Regulations on Education and Probation of Students (scientific probation), postgraduates, junior scientific assistants, doctoral candidates, scientific and research-educational workers at leading higher educational institutions and scientific es-
tablishments abroad [6, 9]. This kind of probation is rather topical for HEI personnel who are planning to obtain academic degrees.
In 2016 the Ministry of Education and Science of Ukraine changed the order to give academic degrees. Thus, one of the main criteria to assess research-pedagogical and scientific activity for the applicants for academic degrees (Professor, Associate Professor, Senior Researcher) is undergoing probation at HEI, a scientific (or scientific-technical) institution of the country which is a member of the Economic Cooperation Organization and Development, and/or the European Union [5].
Probation in Ukraine or abroad is carried out with the purpose to form and consolidate in practice professional competence obtained as the result of theoretical training to perform duties and tasks on a certain position, learning domestic and foreign experience, formation of personal qualities in order to fulfill professional tasks on a new, more advanced level within the range of one's specialty.
Advanced professional training abroad results in extension of experience obtained from specialist in other countries, learning scientific achievements and mastering innovation medical equipment and educational technologies; conducting a scientific study on the subject researchers are specialized in, which can further improve their professional competence.
Conclusion
Rapid development of the information society promotes scientists to continuous progress and improvement of knowledge in various ways. One of them is probation or on-job-training which is considered as a useful exchange of scientific ideas, experimental experience. It helps to realize one of the basic principles of current European educational policy - mobility of educators. Therefore, multiple view possibility of medical scientific probation, and abroad in particular, makes this form of advanced training effective considering development of professional skills of research-educational workers. On-job-training of research-educational workers is carried out according to the procedure clearly determined by the Ukrainian legislation, though it requires certain improvement considering requirements of modern education.
References
1. Khvysiuk O.M., Marchenko V.H., Bortnyi M.O., Zherebkin V.V. Efektyvnist pidhotovky likariv ta zakhody po zabezpechenniu yikh bezperervnoho profesiinoho rozvytku. Materialy navch.-nauk. konf. «Suchasna pisliadyplomna medychna osvita: dosiahnennia, problemy, perspektyvy» (7-8 Lys. 2019, Kharkiv). Kharkiv: Oberih, 2013. 230 s.
2. Ortynskyi V.L. Pedahohika vyshchoi shkoly: navch. posib.: Kyiv: Tsentr uchbovoi literatury, 2009. 472 s.
3. Polozhennia pro pidvyshchennia kvalifikatsii ta stazhuvannia pedahohichnykh i naukovo-pedahohichnykh pratsivnykiv vyshchykh navchalnykh zakladiv: zatv. nakazom Ministerstva osvity ta nauky, molodi ta sportu Ukrainy vid 24.01.2013 № 48. Ofitsiinyi visnyk Ukrainy. 2013. № 28. S. 328.
4. Pro Natsionalnu stratehiiu rozvytku osvity v Ukraini na period do 2021 roku. Ukaz Prezydenta Ukrainy vid 25.06.2013 № 344/2013. Ofitsiinyi visnyk Prezydenta Ukrainy. 2013. № 17. S. 31.
5. Pro zatverdzhennia poriadku prysvoiennia vchenykh zvan naukovym ta naukovo-pedahohichnym pratsivnykam: nakaz Ministerstva osvity i nauky Ukrainy vid 14.01.2016 № 13. Ofitsiinyi visnyk Ukrainy. 2016. № 17. S. 167.
6. Pytannia navchannia studentiv ta stazhuvannia (naukovoho stazhuvannia) aspirantiv, adiunktiv i doktorantiv, naukovykh i naukovo-pedahohichnykh pratsivnykiv u providnykh vyshchykh navchalnykh zakladakh ta naukovykh ustanovakh za kordonom: Postanova Kabinetu Ministriv Ukrainy vid 13.04.2011 № 411. Ofitsiinyi visnyk Ukrainy. 2011. № 28. S. 127.
7. Sidash Yu.V., Boichenko O.M., Popovych I.Iu. Suchasni pidkhody do medychnoho stazhuvannia
naukovo-pedahohichnykh pratsivnykiv ta praktykuiuchykh likariv. Problemy bezperervnoi medychnoi osvity ta nauky. 2019. № 1 (33). S. 11-14.
8. Skakun S. Pravove rehuliuvannia stazhuvannia naukovo-pedahohichnykh pratsivnykiv. Pidpryiemnytstvo, hospodarstvo i pravo. 2019. №1. S.80-83.
9. Skrypnyk I.M., Marchenko A. V., Davydenko H.M. Suchasni pidkhody do stazhuvannia naukovo-pedahohichnykh ta medychnykh pratsivnykiv vidpovidno do Zakonu Ukrainy «Pro vyshchu osvitu». Materialy Vseukr. navch.-nauk. konf. z mizhnarodnoiu uchastiu «Realizatsiia Zakonu Ukrainy «Pro vyshchu osvitu» u vyshchii medychnii ta farmatsevtychnii osviti Ukrainy» (21-22 Trav. 2015, Ternopil). Ternopil: TDMU Ukrmedknyha, 2015. S. 473-474.
УСПЕШНОСТЬ ОСВОЕНИЯ "МЯГКИХ" НАВЫКОВ У СТУДЕНТОВ СРЕДНИХ СПЕЦИАЛЬНЫХ И ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЙ ПРИ ДИСТАНЦИОННОМ
ОБУЧЕНИИ
Наймушин А.И.
Санкт-Петербургский государственный морской технический университет, старший преподаватель
Сухорукова Т.М.
Государственное бюджетное профессиональное образовательное учреждение педагогический колледж № 1 им. Н.А. Некрасова Санкт-Петербурга, преподаватель высшей категории
PROGRESS IN DEVELOPING "SOFT" SKILLS AMONG THE STUDENTS OF SECONDARY SPECIALISED AND HIGHER EDUCATION INSTITUTIONS DURING DISTANCE LEARNING
Naimushin A.,
Saint Petersburg State Marine Technical University, senior lecturer
Sukhorukova T.
Saint Petersburg State Nekrasov Teacher-Training College #1, lecturer
Аннотация
Формирование различных навыков в процессе обучения является одной из ключевых задач. В последнее десятилетие набирает популярность классификации навыков на "жесткие" и "мягкие". При переходе на онлайн-формат обучения возможности преподавателя достаточно ограничены. В статье рассматриваются основные "мягкие" навыки, проблемы их формирования при онлайн-обучении. Приводятся результаты опросов того, насколько успешным оказалось освоение навыков обучающимися средних и высших учебных заведений при обучении онлайн.
Abstract
Developing different skills during academic studies is one of the key tasks. In the last decade the classification into hard and soft skills has become more popular. While teaching online teacher's abilities are rather restricted. The main soft skills and the problems in their developing online are considered in the article. The results of the surveys are presented of whether students of secondary specialised and higher education institutions were successful in developing them while studying online.
Ключевые слова: процесс обучения, ЗУНы, компетенция, жесткие навыки, мягкие навыки, дистанционное обучение, успешность обучения.
Keywords: process of studying, KSA, competence, hard skills, soft skills, distance studies, study progress.
Еще в начале 21 века в процессе обучения основной акцент делался на освоение обучающимися знаний, умений и навыков (или ЗУНов). Аббревиатура "ЗУН" является калькой с английского KSA (knowledge, skills, abilities), что дословно можно перевести, как знание, умения, способности. Иногда
буква А трактуется как установки (attitudes). Таким образом, исходя из перевода, первоначальный смысл, который придавался концепции на Западе, и как мы понимаем его сейчас, получился искаженным.
