ПЕДАГОГИЧЕСКОЕ ПРОГНОЗИРОВАНИЕ КОМПЕТЕНЦИЙ (НА ПРИМЕРЕ ИННОВАЦИОННОЙ ОБРАЗОВАТЕЛЬНОЙ ПРОГРАММЫ «ТЕХНИЧЕСКОЕ МОДЕЛИРОВАНИЕ И КИБЕРПЕДАГОГИКА»)

This study aims to promote the development of vocational education in our country energetically. The analysis is followed by introducing the course of development on vocational and technical education in Britain and summarizing the successful experience of vocation in our country with strengthening the funding and legislation for the state of vocational education as well as putting forward suggestions for reform and innovation of education to improve the system of certificates.

This study aims to examine the technologies of education and their importance, shedding light on their reality and status in Sudan especially in the secondary stage. It has become necessary to invest these technologies and include them in different aspects of the technical education curricula. Such a step helps cope with the innovative scientific development in the advanced countries, qualify professors and technicians, develop the factories and workshops, and create an attractive technical educational environment to the pupils. Thus, the researcher has adopted a descriptive analytical approach that is based on conducting pilot visits to certain technical schools in Al-Khartoum state. Different aspects of such schools were examined, such as: (crafts, commercial, female technical). Moreover, some interviews were made with a purposeful sample of headmasters and teachers of schools, taking into account their notes and suggestions. In addition, the technical education department at the ministry of education was visited to stand upon the workshops' recommendations and the scholarly papers presented in the field of technical education in Sudan. The study finally has concluded that the technical education in Sudan needs much more focus on using modern technology to cope with the scientific development of curriculla, educators and different educational tools. In addition, many parents do not encourage their children to go for such a type of education as they ignore the value of technical education.

The relevance of the study is conditioned by the need to promote the results of scientific, educational, information-analytical, advisory activities of the unified scientific institution in Ukraine that provides scientific and methodological support to domestic vocational and professional pre-higher education, which is in a state of reform. Purpose: to characterize the current challenges and risks for the system of professional and vocational pre-higher education, highlight the main results of the Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine (hereinafter: institute of VET of NAES of Ukraine) in 2021 and prospects for its further development. Methods: theoretical (analysis, synthesis, generalization); empirical (study of legislative and regulatory documents in the field of vocational and professional prehigher education, analysis of the results of structural units of the institute of VET of NAES of Ukraine and materials published on its official website and the website of the professional journal "Professional Pedagogy"). Results: The Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine is presented as a single scientific platform that provides scientific and methodological support for the modernization of modern vocational and professional prehigher education; conducts research on issues relevant to vocational and professional higher education; develops and implements pedagogical innovations in educational institutions (concepts, methodological systems, methods, technologies, etc.); carries out innovative educational activities of different levels; prepares highly qualified personnel for vocational, professional pre-higher and higher education in the specialties 011 Education. Pedagogy and 015 Vocational education (by specializations); is engaged in publishing, information-analytical and expert activities; actively develops international scientific relations, participates in international scientific and educational projects; systematically implements the principles of predictability, academic freedom, integrity, student-centeredness. The main challenges and risks in the activities of the scientific institution are described, its current tasks and ways to solve them are identified. Conclusions: the main challenges to the system of vocational education are described (strengthening of world integration processes, rapid development of digitalization, nationalization, greening, internationalization of professional training of future specialists in developed countries); the risks caused by them are analyzed (centralized and bureaucratized management system in the field of scientific and technical activities; insufficient funding for socio-humanitarian research; low wages of research and teaching staff; reduced prestige of vocational education; underdevelopment of dual education). Based on the analysis of the institute of VET of NAES of Ukraine in 2021 promising areas for further development of scientific institutions are identified (basic and applied research, strengthening the principles of academic integrity; improving educational programs for Masters and Doctors of Philosophy; introduction of modular programs of professional development of pedagogical workers of institutions of vocational and professional pre-higher education); development of corporate culture of the institute and its international activities); the main tasks of the scientific institution are outlined (ensuring the quality of vocational and professional higher education; promoting the development of public-private partnership; improving the system of training teachers in the field of vocational education and training, etc.).

У статті здійснено аналіз загальних принципів, механізмів та інструментів реалізації європейської політики у сфері професійної освіти і навчання, а також моделей та практик реалізації таких компонентів політики: сприяння привабливості сфери професійної освіти і навчання, забезпечення її якості в контексті побудови загальноєвропейського освітнього простору, фінансування програм, забезпечення економічного розвитку та соціальної\nінклюзії. Виявлено елементи прогресивного досвіду країн Європейського Союзу, якими можна скористатися у процесі модернізації вітчизняного освітнього законодавства у сфері професійної освіти й навчання. Наприклад, модернізація професійної освіти й навчання має відбуватися в напрямі створення передумов для її привабливості, інклюзивності, якості та гнучкості. Привабливість професійної освіти й навчання є похідною від її іміджу\nта потребує узгодженості з академічними шляхами освіти, наявності гнучких траєкторій навчання, які уможливлюють мобільність між професійною й академічною освітою, залучення стейкхолдерів до управління професійною освітою і навчанням з метою гарантування відповідності кваліфікацій існуючим вимогам ринку праці, продуктивної зайнятості, підвищення конкурентоздатності працівника на ринку праці. Забезпечення якості професійної освіти і навчання має втілюватись у використанні відповідних принципів, підвищенні рівня відповідальності стейкхолдерів за якість професійної освіти і навчання, постійному включенні всіх партнерів до процесу розбудови цієї якості, використанні вимірних показників для постійного моніторингу прогресу в сфері забезпечення якості. Доцільним є вибудовування стимулюючих моделей фінансування професійної освіти і навчання, які передбачають механізм спільного несення витрат соціальними партнерами та є прямим стимулом до покращення якості надання\nвідповідних освітніх послуг.

Positioning university as one of the participants of the regional vocational education market suggests using relevant analytical data and managerial solutions in he following areas: 1) analysis of the market and current and future demand parameters; 2) forming supply based on market asks no on provider’s abilities; managing educational process economics from the point of view of the market; 3) Managing educational process from the market point of view. He article looks into above mentioned aspects of positioning using the example Kemerovo State University (further referred to as KSU). For research purposes the structure and market boundaries are limited to the following parameters: 1) vocational secondary education - target group age 6-18 years old; 2) supplementary professional education - target group age - 25-64 years old. The article falls under research category. The aim of the article is to look into Kemerovo regional market of supplementary education. The results will be used for repositioning KSU at this market and altering content and organizational structure of supplementary higher education. Conclusions are made on the basis of target audience analysis, mathematic modeling of basic prerequisites for regional development, content analysis of demand for supplementary education using methods and instruments of search requests via Internet. The results of the research demonstrate incomplete balance between regional latent demand (search for courses) for supplementary education on behalf of target audience and university supply. Based on the research results authors suggest areas for altering university management policy in forming market offer in the field of supplementary education.

The article is devoted to the problem of electronic didactic games creating and using in the process of training bachelors majoring in «Vocational Education» in higher education institutions. The Professional standard «Teacher of vocational training» and the Standard of Higher Education of Ukraine of the first (bachelor's) level, fields of knowledge 01 «Education / Pedagogy», specialty 015 «Vocational Education (by specializations)» are analysed. The aim of the study is to reveal the features of the creation and use of electronic didactic games in the process of training bachelors majoring in «Vocational Education». Methods. The research methods used by the author are the analysis of concepts and scientific sources, government documents, modelling, synthesis and generalization of the obtained data. Results. It was found that the general competencies, job functions and vocational competencies (by work action or group of work actions) of the professional standard were clearly correlated with the general and vocational competencies of the Standard of Higher Education. It is proved that the acquisition of competencies provided by the first (bachelor's) level, field of knowledge 01 «Education / Pedagogy», specialty 015 «Vocational education (by specialization)», which meet the Standard of Higher Education, will enable graduates to perform the relevant job functions of vocational education teacher in vocational education institutions. It is argued that, in connection with the digitalization, gamification and distancing of education, it is important to form the «Vocational Education» seeker’s ability to use modern information technologies and integrate them into the educational environment. It is noted that the special attention in the forming of the vocational education future teachers' ability to use modern information technologies and integrate them into educational environments should be paid to students’ ability to use electronic didactic games in the educational process. It is stated that the ability to create and use electronic didactic games, interactive exercises correspond to the methodological and creative level of the formed ability of vocational education future teachers’ to use modern information technologies and integrate them into the educational environment. The list of the most effective, according to the author’s opinion, modern web services for the electronic didactic games creation is given; the electronic didactic games developed by students in the course of the discipline «Creative learning technologies» are presented. It is noted that the game is a relevant and effective curricular and extracurricular form in the education system. The content of the concepts «didactic game» and «electronic didactic game» is considered. Conclusions. It is proved that the use of electronic didactic games in the educational process can purposefully develop critical thinking and flexibility, the ability to analyse, compare, classify, systematize, structure, generalize etc.

Modelling vocational training of specialists for the speciality 017 “Physical culture and sports”: ways and methods of incorporating regional peculiarities and needs in conditions of the stage education

The problem of unemployment in Nigeria, especially among the youths has been variously expressed to be alarming if not endemic. As a result of this, various recommendations had been proffered toward ameliorating the menace unfortunately to no avail. Hence, the essence of this research work is to examine the repositioning of Technical and Vocational Education (TVE) as a panacea to unemployment in Nigeria. Data were sourced through primary and secondary means - use of structured questionnaire, review of necessary literature, direct interview with Stakeholders in Technical and Vocational Education. Purposive sampling method was adopted in which those that matter in TVE in Federal Polytechnic, Ado-Ekiti were interviewed. 100 sets of questionnaire were administered. Five (5) each were administered in each academic office within the campus. Result of findings showed that the original intention of Vocational and Technical Education had been distorted, hence the need for a sincere repositioning in the area of adequate funding, infrastructural development, human capital development, educational policy restructuring toward skill acquisition, research development, and the need to reposition the regulatory body (NBTE) among others. Key words: Education, eradication, Nigeria, repositioning, technical, unemployment, vocational.

Summary. Changes in many areas of economic activity in Ukraine, the introduction of the latest technologies, the emergence of new objects of sanitary and epidemiological surveillance and an increase in the level of environmental hazard pose new challenges in the field of preventive medicine, which requires the improvement of theoretical knowledge and practical training of specialists. Aim. Theoretical justification of new approaches to postgraduate training of Preventive Medicine Physicians in Ukraine in connection with the transformation of the healthcare system into the Public Health system of Ukraine and the introduction of a new model of postgraduate education – the Continuous Professional Development system. Materials and methods. Normative legal acts of Ukraine in the field of medical education and in the field of activity of the sanitary-epidemiological service of Ukraine were used. The theoretical and methodological basis of the study was made up of the methods: bibliosemantic, logical-structural approach, and content analysis. Results and discussion. The system of training specialists in preventive medicine, which was created during the years of independence of Ukraine in accordance with the needs of the system of the State Sanitary and Epidemiological Service of Ukraine, is considered. The analysis of problematic issues related to the modern undergraduate and postgraduate education of preventive medicine doctors in the new legislation in the field of education and science in Ukraine is carried out. The priority areas of development of the system of postgraduate education and training of specialists in preventive medicine based on the model of Continuing Professional Development are highlighted. A new look at the specialty "toxicology" as a promising area of scientific and practical activity and a key tool of the Public Health system is substantiated. The programs of education and training for toxicologists according to the standards of the European Union countries were presented. The prospect of further research in this direction was reasonable. Conclusions. Reforming the Ukrainian healthcare system towards the creation of the European Public Health system requires a radical change in the model of undergraduate and postgraduate training of preventive medicine physicians, namely the creation of a new professional Public Health group, where the toxicology specialty should be one of the main ones.

The article is a study of the current and prospective markets for supplementary vocational education in Russia, including the key areas of technological development and the place of universities at these markets. The market of supplementary vocational education is highly competitive, gradually developing thanks to the growth in the number of providers of educational programmes and courses, as well as due to the emergence of new educational formats (online courses, distance education). In the nearest future, the main competition at the market of extra-budgetary supplementary vocational education will be among the universities for the funds of companies (organizations) that improve the skills of their employees in the field of promising technological areas. The article in this regard aims at assessing the scale of the supplementary vocational education market, in particular its financial aspect, the place of universities in it, as well as the identification of promising directions and forms of the supplementary vocational education development. The study is based on official statistics, monitoring, and sample surveys. The situation that has developed in the sphere of supplementary vocational education is considered at the macro- and micro-levels. First, there have been identified trends at the Russian supplementary vocational education market, including financial parameters, the typology of students, the relative popularity of various types of supplementary vocational education, and the place of universities as supplementary vocational education providers. At the micro-level, the scale and parameters of demand at the supplementary vocational education market for promising technological areas are analyzed. The study showed that nowadays the supply from Russia universities exceeds the demand, although the market for extra-budgetary supplementary vocational education is quite large, five times larger than the budgetary supplementary vocational education. An assessment of the market segment specializing in promising, including cross-cutting digital technologies, showed that this market is quite narrow compared to the total extra-budgetary supplementary vocational education, and there dominate a limited number of universities to be competed with by leading companies developing corporate supplementary vocational education (especially in data science). Prospects for the development of this market are associated not only with new appearing forms of distance education, but also with various types of cooperative and network supplementary vocational education programmes of cooperative university-and-company development and implementation. At the same time, new state programmes and national projects (such as «The Digital Economy of the Russian Federation», «New Opportunities for Everyone», the national project «Science», and Competence Centres of the National Technology Initiative) can provide an additional impetus to the development of supplementary vocational education. The limitations of the study are related to the conventions and assumptions in the calculations connected with lacking detailed information on the financial aspects of the extra-budgetary supplementary vocational education. The results of the study may be of interest for specialists dealing with educational problems, for higher educational institutions developing supplementary vocational education programmes, as well as for companies interested in developing their own system of supplementary education and in cooperation with universities. Keywords: supplementary vocational education, higher education institutions, sources of funding, perspective technological directions, Russia

The article presents an overview of the changes in vocational education and training and challenges posed to social partners, seeking for more efficient organization of vocational training and education. A qualitative and quantitative analysis of the research findings is presented, highlighting the needs for social partner general and professional competencies. KEY WORDS: qualification, qualification improvement, vocational training, social partners.

Also titled: Expenditure on Education and Training

The article is devoted to the analysis of the pedagogical potential of the digital educational environment of continuous pedagogical education: college-university, the normative-legal bases of functioning of the digital educational environment in the V.G. Timiryasov Kazan Innovation University (IEUP) are studied. The specifics of creation, functioning and further development of digital educational environment in the university have been determined. The specifics of the content of digital educational environment of college and university, components of e-education, conditions for the development of competitiveness of the college-university system in solving the problems of continuous pedagogical education are analyzed. The scientific novelty of the material lies in the systematic approach to the development of communicative competence of future specialists in the field of hospitality, which combines practice-oriented teaching methods, bilingual education and comprehensive research. The practical significance of the work lies in the possibility of taking into account the psychological and pedagogical conditions for the development and use of a digital educational environment to improve the quality of continuing education for future teachers. The developed requirements for the organization of the college-university digital educational environment are of practical importance, contributing to improving the quality of continuing teacher education. The indicators of digital transformation of the system of general and vocational education are defined. The pedagogical conditions for the formation of general professional and professional competencies of future teachers in the system of continuing education in the digital educational environment include the following: subject-subject interaction, pedagogical support for the formation of general professional and professional competencies of future teachers in the digital educational environment, pedagogical stimulation of self-education and self-improvement of students. Psychological and pedagogical conditions of development and use of the digital educational environment of continuous education of future teachers are defined. It is concluded that it is necessary to further improve the digital educational environment of continuous pedagogical education.

The article presents a systematic and interconnected presentation of the socio-economic aspects of the reforming the education and science system of China at the stage of achieving technological leadership and realizing the opportunity to use China’s experience of such reform, as well as the results of the analysis of the consequences of reforming the domestic education and science system according to the “Chinese model” to ensure Russia’s economic security. The relevance of the topic is due to the ongoing technological breakthroughs and changes in the international situation, which have laid the foundation for new approaches in the sphere of political, economic and military relations of the states of the “strategic triangle” Russia-USA- PRC and other countries of the world community. In these conditions, ensuring Russia’s economic security is closely linked to solving a number of political, economic and military issues of interaction with the People’s Republic of China in the direction of “equal trusting partnership and strategic interaction”. At the same time, since the threat of world war in the modern world has not been completely eliminated, the problem of ensuring Russia’s economic security, taking into account the implementation of the policies of the United States of America and the People’s Republic of China in the field of education and science, is pa rticularly acute. Subject/Topic. In the context of the intensifying struggle for leadership between the United States and China, the introduction of anti-Russian sanctions, the task of strengthening the strategic partnership of the Russian Federation with the People’s Republic of China in the field of education and science, expanding scientific, educational and trade and economic ties between Russia and China is becoming especially urgent for Russia. Objectives/Tasks. To assess the impact of the prospects for expanding scientific, educational and trade and economic ties between Russia and China in the context of introducing anti-Russian sanctions in the field of education and science. Methodology. The paper analyzes the results of reforming the education and science system of China at the stage of achieving technological leadership and the prospects for expanding scientific, educational and trade and economic ties between Russia and China. Results. An approach is proposed to analyze the prospects for expanding scientific, educational and trade and economic ties between Russia and China in the context of anti-Russian sanctions in the field of education and science. Discussion/Аpplication. The proposed approach to assessing the prospects for expanding scientific, educational, trade and economic ties between Russia and China in the context of anti-Russian sanctions in the field of education and science allows us to forecast the consequences of reforming the domestic system of education and science according to the “Chinese model” to ensure Russia’s economic security. Conclusions/Significance. The results of assessing the prospects for scientific, educational, trade and economic ties between Russia and China in the context of anti-Russian sanctions can be used to substantiate recommendations to the leadership of our country on reforming the domestic system of education and science. It is concluded that the Russian Federation and the People’s Republic of China are important strategic partners for each other.

Technical and vocational education and training (TVET) programs are most successful at supporting youth labor markets when they combine education and employment. Education-employment linkage theory describes this combination in terms of power-sharing between actors from the education system and their counterparts in the employment system over key processes in the curriculum value chain of curriculum design, curriculum application (program delivery), and curriculum updating. The KOF Education-Employment Linkage Index measures linkage at every function in a TVET program where actors from the two systems interact, aggregating those into processes and phases and eventually an index score. We apply that index to the largest upper-secondary TVET programs in Benin, Chile, Costa Rica, and Nepal. We find that Benin has relatively high education-employment linkage, while the other three countries score very low. Benin's situation is unique because its TVET program is moving from employer-led to linked, rather than the typical employer integration into an education-based program. Other countries with large informal economies, low formal education and training rates, and existing non-formal employer-led training may be able to implement similar approaches using functionally equivalent institutions. Furthermore, we summarize the results of discussions with policy-maker focus groups in the four case study countries.