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9PEDAGOGICAL SCIENCES
TRANSFORMATION OF SECONDARY EDUCATION IN UKRAINE: ANALISIS AND
PERSPECTIVES
Gvozdii S.,
Doctor of Pedagogical Sciences, Associate Professor
Polishuk L., Senior Lecturer Burdenyuk R.
Prof. Assistant
Department of Human Health and Civil Safety Odesa 1.1. Mechnikov National University, Odesa, Ukraine
Abstract
The paper determines prospects of the main ongoing reforms concerning the educational process in secondary school in Ukraine. The approaches of the "New Ukrainian School" are analyzed. Recommendations for the organization of the educational process and certain forms of organization of education are presented. Shown, that use of the latest learning technologies allows for more efficient training of a modern highly professional secondary school teacher.
Keywords: education, educational reform, organization of the educational process, innovations, New Ukrainian School.
Introduction. The global community is in the process of determining its further way of existence and effective functioning, of transformation of the traditional values and creating new ones. The current situation is characterized, first of all, by such fundamental processes as globalization and information revolution, and education, as a social institution, responds accordingly [1].
Reformation which modern Ukrainian society so desperately needs is impossible without reforming the education sector. This is due to the fact that today, education and science are becoming the main factors of the socio-economic and socio-cultural transformation of any society. Consequently, the Ukrainian school should become one of the main subjects of modernization processes in the society, and knowledge, education - the main values of both an individual and society as a whole. Achieving this goal is impossible without the significant changes in the education system and its reform that we are witnessing today.
The modern Ukrainian education system tries to meet the actual demands of an individual and the society as a whole, the needs of the national economy, and world trends. That is why the systemic transformation of this area has begun, the main goal of which is a new high quality of education at all levels from primary school to higher education institutions.
The aim of the paper is to analyze the current organization of the educational process in Ukraine and the changes that have been implemented to improve secondary education in the country; to discuss a definition of the New Ukrainian School (NUS) and the requirements that it is supposed to meet; to overview the basic forms of the organization of educational process and to substantiate the necessity of introduction of an innovative type of training; to analyze the features of the State Final Attestation (SFA) and External Independent Evaluation (EIE); to offer recommendations on
the organization of the educational process in modern Ukrainian school.
Discussion. The full-scale reform of education in Ukraine started after the adoption of the National Law "On Education" [4]. The Law stipulates that the purpose of education is the comprehensive development of a human being as a person and the highest value of society, its intellectual, creative and physical abilities, the formation of competencies necessary for successful self-realization, education of a responsible citizen capable of making conscious social choices, sustainable development of Ukraine as a European country and a state which aims at joining the European Union in a foreseeable future. Education reform in Ukraine is designed to break the isolation and stagnation in the field of scientific research, to facilitate a greater demand for quality training of researchers and development in basic and applied sciences, to reduce the gap between research and implementation of its results, to integrate Ukrainian university education and research into the educational network of the European Union.
The reform is being carried out in four areas: reforming secondary education, college education, university education, and creating a new system of management and funding research. Within each area under transformation, measures are being taken to achieve a common goal: to transform Ukrainian education into an innovative environment in which students will acquire key competencies, and scientists have the opportunity and resources to conduct research that will directly affect the socio-economic situation in the country. Within the reform, it is planned to introduce new educational standards, improve the technical base of educational and scientific institutions, attract the best teaching and research staff and introduce a fair and transparent system of financing the field. The reform also aims at increasing the prestige of the pedagogical and scientific field as a whole [6].
In Ukrainian secondary schools and universities (Higher Education Institutions (HEIs), students mainly acquire professional knowledge without fully understanding how it can be implemented into their future careers. The educational process is to a great degree detached from the needs of the jobs market and the economy as a whole, and educational and research institutions suffer from the insufficient supply, obsolete equipment, underfunding, and inefficient management. The base of the domestic economy is still comprised of raw materials export and low-tech industries, which significantly slows the development of Ukraine towards a stronger and more sustainable economy [6].
The changes taking place in education provide better chances and perspectives in changing the situation. A more competitive and stable economy can be built by a collaborative community of well-educated creative professionals. Just those colleges and universities are meant to nurture. The content of education should be constantly updated taking into account the needs of internal and external stakeholders, customers of educational services, employers, the scientific community, etc. Competitiveness and the qualification levels of employees become especially important. Educational and scientific fields should become an engine of social and economic development, and competitiveness of the Nation [6].
The concept of the "New Ukrainian School" was introduced and widely accepted in order to present the reform to the whole society. The New Ukrainian School represents the reform initiated by the Ministry of Education and Science, which is intended to stop negative trends and turn Ukrainian education into a lever of social integrity and economic development of Ukraine. The main goal of NUS is to create a school that will be pleasant to attend and that will provide students not only with knowledge like it is used to be before but also with the ability and skills to apply it in real life. NUS is meant to be a school that students enjoy going to. Here they could count on their personal opinion to be heard, on obtaining critical thinking skills, on stopping being afraid to express their personal views of controversial subjects, and on becoming responsible citizens as a result. Apparently, the main difference for the students should be made by a complete change in approaches to learning, because the main task of NUS is to educate an innovative and thoughtful citizen which knows how to make responsible decisions and respect human rights [7]. After graduation, the students are required to have certain key basic competencies and skills that can be effective and competitive. These include, in particular, fluency in Ukrainian language, proficiency in mathematics, cultural and environmental sciences, national and world economy, etc. Also, they should obtain universal skills, such as critical and systematic thinking, creativity, initiative, the ability to constructively manage emotions, assess risks, make decisions, solve problems.
The role of a teacher in the new school is supposed to change significantly. After all, for the children of today, the teacher is no longer a single source of knowledge - much of the information in demand can be found in books and on the Internet. However, it is these
conditions that result in the enhanced role of the teacher as a partner in the process of education of the individual. In order to help the teacher in fulfilling such a role a special online educational resource containing methodological and didactic materials, Ukrainian national encyclopedias, multimedia, e-books, and interactive online resources is being created [7].
The ongoing reform also includes the introduction of teacher certification - external evaluation of professional competencies, which aims at identifying and in-centing teachers with a higher level of proficiency, who practice up-to-date methods of competency-based teaching and new educational technologies. Teachers who successfully pass such a certification will receive a 20% salary raise and would serve as an engine of the ongoing education system transformation. Last but not least would be the plan of further diversification of ways to improve the teacher's professional skills. As a part of the initial stage of the reform, teachers already appreciate their right to choose sources and methods of their professional development - courses within the Postgraduate Pedagogical Education system, different relevant seminars, webinars, online courses, conferences, self-education, and more. Certificates obtained during such forms of teacher's education are now recognized by the management and pedagogical councils of most educational institutions [6].
The Educational reform will supposedly allow the school to be not only an educational institution but also provide a safe environment for personal development, where children learn to effectively communicate with each other. Such training should involve new teaching methods, changing the format of communication between students, teachers, and parents, the introduction of project work and learning through specific activities [9]. In order to deepen students' knowledge in leading subjects and their effective preparation for the External Independent Evaluation (EIE), it is planned to introduce three-year dedicated senior school courses, where children would be able to acquire up-to-date, sufficient knowledge to work efficiently in the world of new technologies and information. These new senior school courses will be introduced mainly to academic and professional lyceums. At an academic lyceum, a student could obtain comprehensive knowledge in order to better prepare for their further university education. At a professional lyceum, students would also be able to obtain and master their first professional skills along with general secondary education.
Reforming education, in general, is deemed impossible without revising and updating the forms of students' learning. In traditional didactics, the form seems to be separated from the content, because it is determined by external features: the number of students, place of study, and ways of organizing the learning process [9]. V. Dyachenko believes that the concept of "form of organization of education" can be scientifically justified only on the basis of the scientific definition of the basic concept of "learning". "Learning is communication in the process of which knowledge and experience accumulated by mankind are reproduced and assimilated." Communication takes place between the teacher and the students who interact with each
other. We agree with V. Dyachenko who claims that depending on the structure of educational communication, the forms of organization of education could be classified as individual, pair, group, and collective [3].
It is also worth mentioning that a form of education is also a purposeful, content-enriched, and methodically equipped system of cognitive and educational communication, and teacher-student interaction. It ensures that children learn specific facts, generalizations, conclusions, practice individual skills and abilities. The system of various forms of education, in the end, provides students with systemic knowledge and valued personal qualities.
At the same time, specific forms of organization of the educational process are merely the function of their general forms in accordance with specific didactic goals and objectives. According to I. Cheredov, "depending on the dominant goals and features of students' acquisition of knowledge, skills and abilities, the following links of the learning process could be distinguished: formation of new knowledge; consolidation and improvement of knowledge; formation of skills; application of knowledge in practice, repetition; sys-tematization of knowledge; control over the acquisition of knowledge, skills, and abilities" [10]. Students can consolidate and systematize knowledge based on previously studied materials, but the dominant purpose of this link is to form new knowledge.
The students' knowledge can be formed by lessons-lectures, conferences, educational excursions, etc. A lecture allows students to learn more in 45 minutes than during a regular lesson. It differs from the lesson by a monologic way of teaching. Interaction is not normally a part of the structure of the lecture. The lecture is designed mainly for high school students who are already able to focus on a certain subject for a considerably long period of time, to effectively comprehend, process, and assimilate or accommodate large amounts of information. In the conditions of online and/or mixed forms of teaching, different variations of modern lectures can be used - binary lecture, lecture with errors, visualization lecture, multimedia lecture, etc.
On a study tour or excursion, students obtain knowledge by getting acquainted with various exhibits in the museum, with the way different mechanical units work at a factory, by observing wildlife. Every opportunity to observe and possibly take part in the cases of the real, practical application of the previously acquired knowledge and skills would substantially increase the quality of education of the future employees.
The creation of students' knowledge is benefited greatly from a so-called advanced consultation, which allows the teacher to discuss the learning material already studied in class with those students who were absent in class or were having difficulties understanding it. The goal of consolidation and improvement of knowledge can be reached at a concluding seminar, conference, excursion, etc. The seminar as a form of organization of education suggests a mixture of a teacher-student conversation and a discussion among students. The conclusive conference can be planned both in a form of a discussion and a debate in which
polar views could be expressed. The teacher summarizes the discussion and formulates conclusions. This form of organization of education is mainly suited for high school students.
Also, in addition to the theoretical lessons, practical classes are usually held in order to create certain skills and abilities in students. This is a form of organization of training, which purposefully combines the implementation of various practical exercises, experimental work, etc. A practical lesson is a form of organizing of learning in which students are given an opportunity to apply their knowledge in practice. In these classes, students, using a variety of tools and instruments, perform various experimental and practical work. This form of organization of education is aimed at providing students with relevant experimental and practical skills. Students can apply their present knowledge hands-on in certain educational and production settings (student production teams, summer camps, etc.) [10].
Students who prepare for the State Final Attestation (STA) or External Independent Assessment (EIE) benefit greatly from so-called review consultations. A review consultation as a form of teaching performs a corrective function. It is based on the principle of questions and answers. The control of students' acquisition of knowledge can be carried out in the form of a test, an interview, a final educational-practical lesson, an exam. A test as a form of knowledge control is conducted to check the quality of students' mastery of the curriculum, the creation of skills and abilities.
In recent years, the school began to practice tests in the form of a public knowledge review. Such a test takes place after preliminary training of students in certain sections of the program. The questions are usually being selected by the teacher. Students answer them in the presence of a commission of their classmates. The purpose of these classes is to intensify the cognitive activity of the students. In such a class, they demonstrate consolidation of their knowledge, an increase of their development and training level, skill application proficiency, ability to function independently. The assessment made by the commission in most cases represents an objective assessment of students' knowledge.
An interview, as well as the test, but in the form of an individual conversation, is also conducted in order to determine the level of students' acquisition of knowledge, skills, and abilities. Some sort of advanced knowledge testing is provided by so-called «Subject Olympics» - a form of a competition of solving original and usually quite complicated problems by the most successful selected students especially interested in the proposed subject. Results of such competitions generally reflect the level of teaching of the respective subject and its comprehension by the participating students.
Effective knowledge control can also be provided by practical learning classes. In such a class students are given specific tasks and by their completion, they report to the teacher. Practical classes and workshops can also be conducted with learning control in mind. In
these classes, students make their own products, perform measurements, etc. and then report to the teacher with the results received.
An exam is a form of learning designed to control and record the results of the education and cognitive development of the students over an academic year. It allows identifying the level of students' mastery of the curriculum by means of various tests, tasks, questions, problems, essay writing, etc. Examinations are designed to check the students' ability to demonstrate their knowledge and skills both verbally and in writing [3, 10].
These forms of education are being currently used in teaching both subjects provided by the curriculum as compulsory and of courses chosen by students or electives.
Notably, most schools these days use innovative forms of education. Innovations are characteristic of any professional activity of a person and therefore naturally become the subject of study, analysis, and implementation. Innovations do not come to life spontaneously, they are the result of scientific research, the advanced pedagogical experience of highly professional individual teachers, and their teams. With the introduction of modern technologies in the educational process, teachers and educators are increasingly mastering the functions of a personal consultant, advisor, moderator, coach, and more. This requires special psychological and pedagogical training, as their professional activity requires now not only a profound knowledge of a subject they actually teach but also proficiency in pedagogy and psychology, the technology of teaching, and education. On these factors, the ability to perceive, evaluate and implement pedagogical innovations is based.
V. Slastyonin points out that «the concept of "innovation" means bringing to life of something new, a change; innovation as a process that involves the introduction of something unconventional. In relation to the pedagogical process, innovation means the introduction of a new goal, content, methods, and forms of teaching and education, the new forms of cooperation of a teacher and a student» [8].
Individual forms of education are more traditional whilst collective forms represent a fundamentally new approach in modern education. Recently, the interest and motivation of students to learn has fallen sharply, which is to some extent due to outdated ways of running a class. The search for innovations in forms of learning has led to the emergence of so-called unconventional lessons. Among the types of these non-standard lessons, the most common are business games, press conferences, competition-like classes, "court-lessons", lessons-concerts, role games, lessons-conferences, lessons-seminars, integrated lessons, lessons-excursions, etc.
The job of teaching has its outstanding feature -dealing with people. There is no teacher without students, and every student learns from someone. This means that in any teaching there are always some elements of cooperation, collectivism. Within the very process of knowledge transferring the interest in learn-
ing grows as well as the students' tendency for independence and initiative, teachers' strive for innovations that gradually eliminate the main shortcomings of traditional forms of organization of the learning process [9].
The forms of periodic quality control of the educational process are the State Final Attestation (SFA) in grades 4 and 9 and External Independent Evaluation (EIE) in grade 11. These forms of control are administered in a centralized way, and their content including theory and practical tasks is approved by the Ministry of Education of Ukraine. After taking SFA and EIE tests the students receive a certificate which serves as a basis of their possible selection for college or university.
Successful completion of the national SFA allows for continuing training in various academic or professional lyceums. The new educational norms will be fully introduced when children who have only recently entered school move to grade 9. They will have to take exams after each educational step in a completely new way - the transition to the second (5th grade) and third (10th grade) school level will be preceded by an external examination, which opens the door to prestigious specialized schools. Already in grades 10 and 11, students will begin to study mainly specially selected subjects, paying less attention to general education disciplines, focusing on those they plan to study at a university. The SFA tests are being administered in writing in accordance with the requirements of the Ministry of Education and Science of Ukraine, which regulates the general format, educational standard, and program. The combination of the approved tests into individual tasks is left up to the schools [2]. For the first time, the External Independent Assessment (EIE) of the Ukrainian language, mathematics, and history of Ukraine took place in 2006. Since 2016, the acceptance into all law Master's programs nationwide is based upon testing on the basis of external evaluation technologies.
The results of the External Independent Evaluation (EIE) of students at the completion of their full secondary education are used in the process of admission to universities and are credited as the results of the State Final Attestation (SFA). A more efficient rating of the EIE results in each subject is being facilitated by a score threshold - i.e. the minimal scores representing the satisfactory level of achievements. Test participants who do not surpass this threshold score will not be able to use their EIE results in this subject to participate in a competition to enter a university. All EIE participants who scored above the "threshold" will be evaluated with a scale of 100-200 points and thus could participate in the competitive selection for a university program acceptance [5].
Concluding the above, in order to understand the essence of innovative processes in education the problem of studying and disseminating the best pedagogical practices and the problem of implementing the achievements of psychological and pedagogical science into practice should be taken into account. The need for innovative trends in pedagogical practice in modern conditions of development of society, culture, and educa-
tion is determined by a number of factors. First, the enhancement of educational policy and the educational system is impossible without the innovative orientation of teachers and educators. Second, the growing role and authority of pedagogical knowledge in the teaching environment contribute to strengthening the humaniza-tion of educational content, continuous change in the scope, composition of disciplines, the introduction of new subjects, the constant search and application of new organizational forms of teaching. Third, the change in the nature of teachers' attitudes towards the very fact of mastering and applying pedagogical innovations. The teacher's choice of new programs, textbooks, and also of new techniques and methods of teaching was extremely limited. Before the teacher's innovating activity was limited mainly to the use of innovations recommended by the management, and now it can enjoy way more freedom in selecting more efficient and innovative forms of education. That is why the analysis and evaluation of pedagogical innovations introduced by teachers themselves, creating conditions for their successful development and implementation becomes an important part of the work of school principals and education authorities.
Some researchers (V. Dyachenko, I. Cheredov) believe that analysis of the learning process and forms of its organization should focus primarily on the social activity of students in the process of learning, i.e. while learning they tend not only to transform their own consciousness and behavior, raising them to a higher level but also to affect the environment they study in [3, 10]. In the context of online learning, there emerges a question of the social inactivity of students. Thus, several recommendations are offered for the organization of the educational process to solve the problems of their social isolation.
Preparing for a class individually, a student reads books, performs written tasks, and works with certain devices without entering into direct communication with other people. Such educational activities take about 30-50 percent of students' study time. Social activity in such individual learning is practically absent. The social activity starts revealing itself when a student learns something, writes an essay, studies the content of a book or an article, and then shares the acquired knowledge with someone else, with his/her classmates in a group or in pair work.
Paired form of learning can be observed in an individual work of a teacher with a student like in tutorship. But in such a case the student's opportunities for social activity are minimal. Way more socializing can be present when a more successful student offers some time to give a hand to another one who has difficulty learning a particular subject. But such interaction requires systematic implementation and should be controlled by the teacher. The paired form of learning can be an integral part of a creative approach to the educational process, with the use of situational and problem-centered approaches, motivating tasks and ideas.
In group sessions like lectures, a presentation of certain theoretical data by the teacher makes an example of the social activity of the teacher and the complete
absence of social activity of the listeners. Thus, discussions, debates, conferences, conversations, seminars, etc. can be effectively used in the course of the presentation in order to engage everyone present in social interaction. The teacher asks questions, students answer them, answers and speeches are made so that they could be evaluated by the teacher. This would be an example of a productive and meaningful social activity in the class.
In group studying, all students constantly find themselves in a position of influencing other students, explain someone new learning material, discuss with others some unclear points. The social activity of each student is manifested systematically, they are all active participants in self-directing, which is happening right in the classroom. And, this represents a case of a much higher level of social activity of students. Modern society requires the education of active, independent people who are able to effectively solve emerging problems in effective teamwork [9].
Conclusions. The paper demonstrates the priorities of the latest reforms of Ukrainian secondary education in the context of reforming education and the state as a whole. The overview of the modern organization of the educational process in Ukraine, the changes that need to be implemented in order to improve and update secondary education in the country is presented. Through gradual, systematic steps, teachers and students start their journey on the path of subject-subject interaction, where everyone is an equal participant in the process of education. Innovations and changes in the forms of organization of education will increase social activity, interest, and motivation in education among students. Thanks to the reforms that are being implemented, Ukrainian school is looking forward to becoming one of the main subjects of modernization processes in the society, where knowledge and education stand among the main values of an individual and the society as a whole.
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EXPERT ASSESSMENT OF THE REASONS THAT COMPLICATE THE EFFECTIVE USE OF RECOVERY TOOLS IN PATIENTS WITH ACUTE CEREBRAL CIRCULATION DISORDERS
Karaseva I.
Instructor-methodologist of GBUZ "GKB named after F. I. Inozemtsev", Russia, Moscow
ЭКСПЕРТНАЯ ОЦЕНКА ПРИЧИН, ЗАТРУДНЯЮЩИХ ЭФФЕКТИВНОЕ ПРИМЕНЕНИЕ СРЕДСТВ ВОССТАНОВЛЕНИЯ ПАЦИЕНТОВ С ОСТРЫМ НАРУШЕНИЕМ МОЗГОВОГО
КРОВООБРАЩЕНИЯ
Карасева И.А.
Инструктор-методист ГБУЗ «ГКБ имени Ф.И. Иноземцева», Россия, г. Москва
Abstract
The article presents the results of an expert assessment of the reasons that complicate the process of effective rehabilitation of patients with acute cerebrovascular accident (ONMC). The data were obtained during a questionnaire survey of specialists in the field of therapeutic and recreational physical culture, medicine, neurosurgery, kinesiotherapy, neurology, psychology, who are members of multidisciplinary teams for the recovery of patients with ONMC. 4 such brigades, with a total of 20 respondents, acted as respondents. The assessment methodology was as follows: the experts filled out a specially developed questionnaire, which contained a list of provisions on the procedure for conducting primary and subsequent medical care for patients, the specifics of organizing and conducting restorative measures, the methods of recovery used by means of therapeutic physical culture, the initial condition of the patient. According to the results of the survey, five groups of the most important factors were ranked, the results of which were verified by calculating the concordance coefficient-W. According to the results of the survey, the technology of recovery of patients with ONMC is proposed.
Аннотация
В статье приводятся результаты экспертной оценки причин, затрудняющих процесс эффективной реабилитации пациентов с острым нарушением мозгового кровообращения (ОНМК). Данные были получены в ходе анкетного опроса специалистов в области лечебной и оздоровительной физической культуры, медицины, нейрохирургии, кинезиотерапии, неврологии, психологии, входящих в мультидисциплинарные бригады по восстановлению пациентов с ОНМК. В качестве респондентов выступали 4 таких бригад, общей численностью 20 опрошенных. Методика оценки заключалась в следующем: эксперты заполняли специально разработанную анкету, в которой содержался перечень положения по порядку проведения первичной и последующей медицинской помощи пациентам, особенностям организации и проведения мероприятий восстановительного характера, применяемым методикам восстановления средствами лечебной физической культуры, исходного состоянию пациента. По результатам проведенного опроса было проедено ранжирование пяти групп наиболее важных факторов, результаты которого были проверены расчетом коэффициента конкордации - W. По результатам проведенного опроса предлагается технология восстановления пациентов с ОНМК.
Keywords: ischemic stroke, experts, factors, methods, high-tech equipment, multidisciplinary team, technology, rehabilitation, functional tests, health and therapeutic physical culture, instructor-methodologist, concordance coefficient.
Ключевые слова: ишемический инсульт, эксперты, факторы, методики, высокотехнологичное оборудование, мультидисциплинарная бригада, технология, реабилитация, функциональные пробы, оздоровительная и лечебная физическая культура, инструктор-методист, коэффициента конкордации.
Актуальность. причин смертности и первое - среди причин пер-
Инсульт занимает второе место в мире среди вичного выхода на инвалидность. Инсульт, или
острое нарушение мозгового кровообращения
