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Inna Koblianska Viktoriia Medvid Viacheslav Pylypenko Olena Diachenko 《Africa Education Review》2020,17(3):1-21
AbstractThere is an increasing actualisation of the knowledge component of the institutional capacity of local self-government authorities in Ukraine within ongoing decentralisation. The issue that arises concerns the officials’ knowledge sufficiency to generate and implement new ideas on the territories’ development, and the availability of unique skills for the development of relevant programmes, projects and plans. Herein, the analysis of the real knowledge needs of officials, whose sphere of competence lies in decision-making about the territories’ ways of development as well as their practical implementation, plays an important role. The article presents the results of a study of the opinions of local self-government officials of united territorial communities (UTCs) from the Dnipropetrovsk, Sumy, Zhytomyr, Kherson and Poltava regions of Ukraine, concerning their level of knowledge on the territories’ management; their needs for additional knowledge; the most common and convenient ways of obtaining knowledge; and the most problematic areas where the new knowledge is most demanded. The obtained data and the conclusions drawn can be considered, in particular, as an informational basis for the formation of training programmes and plans, cases and tasks for specialists training in the field of public administration. 相似文献
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Todd J. B. Blayone Olena Mykhailenko Roland vanOostveen Wendy Barber 《Education and Information Technologies》2018,23(3):1377-1402
The Digital Competency Profiler (DCP) is an online application for surveying the technology preferences and abilities of students in higher education. To explore the DCP as a digital-learning-readiness tool, a mixed-methods research design was developed for relating self-reported digital competencies and online-learning activity. To this end, three authentic scenarios, comprised of six tasks mapped to self-report items, were constructed. Having submitted their survey data, each of 15 participants visited the EILAB to complete a randomly-assigned scenario with a tablet. Both the performance activity and post-activity interviews were recorded digitally using a unique activity-station setup, and task artefacts were gathered as performance outcomes. Analysis was conducted in three phases. In Phase 1, both the audio-video performance data and activity artefacts were coded, assessed and scored. Exploratory correlational analyses showed a pattern of positive relationships at the task and scenario levels for two scenario groups, suggesting some predictive value for the DCP in this context. For the third group, a positive correlation was found at the scenario level, but negative correlations were found at the task level. In Phase 2, detailed case-studies were conducted, incorporating self-report data, coded performance timelines, and post-activity interviews. Several situational influencers related to problem-solving strategy, device comfort, task difficulty and motivation, beyond the purview of the DCP, were identified. In Phase 3, the findings were interpreted to position the DCP as a tool for identifying segments of students with members who, without support, will likely struggle to engage fully in technology-rich learning environments. 相似文献
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ABSTRACT: A simple laboratory experiment, based on the Maillard reaction, served as a project in Introductory Statistics for undergraduates in Food Science and Technology. By using the principles of randomization and replication and reflecting on the sources of variation in the experimental data, students reinforced the statistical concepts and techniques introduced to them in lectures before the experiment. The experiment was run simultaneously by several student groups, using the same materials. Comparing the results of their analyses of variance, students became aware of the difference between P values and significance levels in making statistical decisions. In the experiment, the complete randomized design was applied; however, it is easy to adjust the experiment to teach students simple regression and randomized block designs. 相似文献
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Beregova O 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2011,21(1):38-42
The question of the medical laboratories staff training is currently in the focus of attention in Ukraine. Laboratory technicians with a college degree are prepared in the medical colleges for two or four years depending on school educational level. During their practice they are assessed every five years on completing the additional improving course. The position and their job responsibilities are defined by the Ministry of Health Protection. Bachelors of clinical laboratory diagnostics (CLD) are trained in medical universities obtaining the appropriate license. The position and their job responsibilities are similar to laboratory technicians' ones. The CLD specialists are prepared by the CLD departments in the medical academies of postgraduate education or medical universities' faculties of postgraduate studies. Those graduates, who have already acquired a degree in Medicine or Biology are eligible for the training program. Biologists pass courses of specialization for five month whereas doctors pass the specialization for ten month including four month practice. If the doctors wish, they can do the masters degree program within doing the specialization. However, because their position and job responsibilities are not determined by the Ministry of Health Protection of Ukraine, masters are allowed to practice their profession at the level of specialists. The specialists that practice clinical biochemistry, laboratory immunology, microbiology and medical genetics have to take the additional appropriate two-three month specialization courses. During their practice, specialists are assessed every five years. For assessment the commission takes into account the quantity of credits that a specialist has received within five years. Credits are earned for attending the scientific conferences, publishing scientific works, books or handbooks, professional training and pre-assessment module courses. The position and their responsibilities are defined by the Ministry of Health Protection of Ukraine. Currently there is no system in Ukraine for higher academic education for professionals in clinical laboratory diagnostics. We are aware of this fact and are committed to the improvement of the Ukrainian teaching clinical laboratory diagnostics system. 相似文献
5.
欧琳娜·科瓦莲科 《职教通讯(江苏技术师范学院学报)》2005,11(6)
把教育过程作为一个系统,并对其核心、组成和发展的基本规则以及教育活动的核心作一个深度的理论分析.本文主要论述乌克兰教育学在高等教育中对工程教师的职业培训. 相似文献
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Olena Fimyar 《教育政策杂志》2013,28(6):571-594
Educational policy‐making in the Commonwealth of Independent States (CIS) is still building upon the ambivalences and uncertainties of post‐communist transformation. The international support, expertise and discourses – coupled with communist legacies, stalled democratic developments and national discourses – produce unique effects on education in each of these countries. This paper is an attempt to conceptualise educational policy‐making (with its disparities between ‘democratised’ discourses and ‘Sovietised’ practices) as a form of emerging governmentality or governmentality‐in‐the‐making on the level of the state, using Ukraine as a case study. Analysing policy‐making through the perspective of emerging governmentality brings into focus the genealogy of post‐independent reforms, which is (as a part of the technologies of government) threaded into a broader governmental project of restructuring the state and legitimising its rationality. The final empirical part of the paper presents a discourse analysis of selected curriculum choice and assessment policy documents (1999–2003) and embedded in them the complex interplay of internal and external discourses, which work together to construct and justify the emerging governmental rationality of post‐communist Ukraine. 相似文献
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Olena Aydarova 《欧洲教育》2013,45(4):331-345
In the past twenty years, Russian education has undergone transformations under the influence of global discourses. In this ethnographic study, I draw on Bakhtin’s (1981) theory of dialogue to examine how actors respond to these transformations. The purpose of my study is threefold: to document the emic perspectives on the changes, to reconstruct the implicit knowledge embedded in teacher education institutions, and to use that knowledge to challenge assumptions carried by global discourses. This study offers a new perspective on contradictions that global reforms evoke and calls for ground-up research that will use local categories to challenge global neoliberalism. 相似文献
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Todd J. B. Blayone Olena Mykhailenko Roland vanOostveen Oleksiy Grebeshkov Olena Hrebeshkova Oleksandr Vostryakov 《Technology, Pedagogy and Education》2018,27(3):279-296
Collaborative-constructivist online learning appears well aligned with Ukraine’s post-revolutionary aspirations for globalised and transformed higher education. This study explores digital competencies of students and professors at Kyiv National Economic University, Ukraine, to probe readiness for fully online collaborative learning. The General Technology Competency and Use profile tool was completed by 244 participants to measure digital experience and confidence across four categories of human–computer activity. To assess readiness, reported levels of competencies were related to the three dimensions of successful collaborative learning described by the Community of Inquiry model. Despite some key differences between students and teachers, general findings include moderate-to-low levels of self-reported technical, social and informational competency, accompanied by consistently low levels of epistemological competency. These findings suggest that neither students nor teachers are adequately prepared for achieving high levels of social, cognitive and teaching presence in a fully online learning environment. It is recommended that digital-competency development become an educational priority. 相似文献
10.
Olena Fimyar Kairat Kurakbayev 《International journal of qualitative studies in education》2016,29(1):86-103
This paper is a part of a three-year study, ‘Internationalisation and reform of secondary schooling in Kazakhstan’, jointly conducted by an international team of UK- and Kazakhstan-based researchers in 2012–2014. The study was conceived as a mechanism to support education reform in the country. This was achieved through reconstructing the education policy narrative of the last two decades and understanding the effects of the newly established Nazarbayev Intellectual Schools and the Centres of Excellence in-service professional development programme on the larger system. While the focus of the study was on Kazakhstan’s educational present, the references to the previous system of education, which was often referred to as Soviet, traditional, but also successful, fundamental and the best in the world, were numerous. These continuous references to the past prompted the authors of this paper to address the questions: What memories and practices of Soviet education are still dominant in the field of education in Kazakhstan? How do these beliefs continue to shape educational debate in the country? In support of its argument, the paper draws on the literature on Soviet schooling and contemporary education reform, interview data with national and international teachers in Kazakhstan, and field observations. The resultant narrative, which brings together the analysis of educational change and changes in teachers’ beliefs, may appeal to many involved in the construction of the contemporary reform agenda. 相似文献