Явище англоварваризації в українському освітньо‑науковому середовищі: історія і сучасність

The article analyzes the morphological features of the Privileges of the Kyiv Magistrate. The text of the record is kept in the Central State Archives (f. 62, in. 1, case 1). These documents are a copy of the 18th century. certificates issued to confirm the Magdeburg law of Kyiv for the years 1544–1659, taken from the private collection of Kozma Krychevets. The study reveals the use of old and new endings in the paradigm of the noun, adjective, numeral, and pronoun in individual cases, which reflects the stage of formation of word change in the Ukrainian language. Adjective word change is characterized by the functioning of mainly compound adjectives and singular nouns. Among pronominal declensions, we notice the use of compound and non-compound forms, clipped forms are used sporadically under the influence of the Polish language. The inflection -ago of Church Slavonic origin is common. Fluctuations in the writing of forms are often reflected both in the same word and in different ones, parallelism is often found side by side. The outlined variability is caused by the lack of normalization of orthographic features, the procedural nature of language phenomena in the analyzed period, the preservation of traditions and the influence of the living language element, the interaction of the phonetic and morphological systems of the Church Slavonic, Polish and Ukrainian languages. Individual word forms found in the analyzed text functioned under the influence of a foreign language, in particular, some were strengthened under the influence of the Polish language, while others were borrowed from it. In some places, Old Slavic elements can be traced in word change (inflection -ago in adjectives, participles). Therefore, the analysis of the nominal parts of speech used in the letters of the Kyiv magistrate shows that in the system of declension of this category of words in the 16–17 centuries new (vernacular) forms were established, which later became the literary norm, archaic elements that were a tribute to the book tradition are also attested in a small amount. Along with such variants, foreign language influences are clearly marked – Polish and Church Slavonic languages. It is most likely that Church Slavonic forms were already included in the copy/translation of the 18th century, since such influences did not appear in records of the business style of previous centuries.

The purpose of this research is to define and summarize the competent opinion of representatives of both the academic science and the higher education of Ukraine as to the level of involvement, opportunities, prospects and forms of expanding the presence of Ukrainian scientific institutions together with higher education institutions in the EU research and educational spaces, substantiating on this basis proposals for finalization of international agreements and legislation of Ukraine to increase the effectiveness of European integration processes in the educational and scientific spheres. The expert survey method was used as an instrument for identifying the opinions of representatives of the Ukrainian scientific and educational expert community. The general conclusion that can be drawn from the survey results is that Ukrainian higher education institutions and academic research institutions are interested, have successful experience and potential to expand educational, scientific and scientific-technical cooperation with the EU universities and research organizations. It was found that most experts support the idea of creating branches and representative offices of scientific institutions as well as institutions of higher education of Ukraine at research organizations and universities of the EU Member States. Based on the results of the survey, in order to form favorable institutional conditions for the further integration of Ukraine into the EU research and educational spaces, it is proposed to amend the Association Agreement with the EU, the laws of Ukraine «On Scientific and Scientific-Technical Activities», «On Higher Education» in terms of assigning rights to the scientific institutions of the NAS of Ukraine, the national branches of academies of sciences, regional scientific centers of the NAS of Ukraine and the Ministry of Education and Science of Ukraine, higher education institutions of Ukraine to establish branches/representative offices at research organizations and universities of the EU Member States. Prospects for further research are to substantiate organizational and institutional proposals to increase the level of involvement of Ukrainian organizations and enterprises in the EU research and educational spaces according to the strategic priority areas of educational and scientific-technical cooperation, based on the global challenges, potential and achievements of Ukrainian education and science systems.

For the modern Ukrainian education system, the issue of integrating teaching of English and other subjects is important, which is reflected in typical educational programs for secondary schools and programs of school disciplines. Among modern approaches to learning foreign languages in terms of integrating subject content, the most appropriate for secondary school, in our opinion, is the content and language integrated learning (CLIL method), in which English serves as a means of learning subject, mathematical in particular, content and provides an opportunity to form foreign language linguistic and communicative competences. Despite the fact that the vast majority of researchers consider this method of integrated learning to be applicable only to higher education (higher education level), in our opinion, it can be applied starting from primary school using the partial integration model, since during this period of study students have quite different levels of knowledge of a foreign language and most subjects are studied according to programs approved by the Ministry of Education and Science of Ukraine, namely this model does not violate the integrity of these programs and does not require significant changes in their requirements. For successful implementation of integrated lessons using the CLIL method, according to D. Coyle, D. Marsh and other ideologists of this method, it is necessary to introduce the following 4 elements (the “4Cs” system): Content, Communication, Cognition and Culture. Taking into account the elements of the “4Cs” system emphasizes the need for teachers to focus not only on the content of subjects and language, but also on the dynamic aspects of integrated learning, without which neither language nor subject competencies can be effectively formed. The analysis of available sources shows that today the Ukrainian education system lacks global methodological developments of examples of integrated lessons of English and other subjects using subject-language integrated learning, therefore, for successful implementation of the CLIL method in teaching mathematics at school, a detailed study of available English-language electronic resources is required, the Desmos online platform in particular. The latter is an interesting and powerful system of various mathematical tools and a large collection of didactic mathematical materials for all levels of school mathematical education, called Amplify Classroom. It should be noted that some of the activities have been translated into different languages, but the full-text collection is available only in English, which makes this collection interesting for implementing the CLIL method in teaching mathematics. The article discusses in details the activity called Marbleslides: Exponentials, its features and possibilities of using gamified tasks, an assistant for the teacher regarding the specified activity, particularly in the context of the topic of transforming graphs of functions. The available number of slides in the activity Marbleslides: Exponentials – 24, and their level of complexity allows us to differentiate the approach to selecting tasks for an integrated lesson for classes with different levels of learning mathematics: for the standard level of learning – you can limit yourself to slides from the Fix It groups (6 pcs.) and Predict & Verify (8 pcs.), but for the profile level – use all 24 slides. At the same time, the developers suggest that the teacher use the response mode on the toolbar to check the progress of students, if necessary, provide them with individual support or hold a short discussion with the whole class if a sufficient number of students have difficulties. And since the considered activity from the Amplify Classroom collection is typical and fully meets the requirements for the “4Cs” elements, with the help of which the CLIL method is implemented, all this makes Amplify Classroom indispensable in the implementation of the specified method in the absence of an appropriate system of printed/electronic methodological materials in Ukraine.

In this article a combination of various forms of organization of the educational process during the wartime was described. In the article the definition of concepts bilingual, formal, non-formal, informal education were given. The aim of the article was popularization and dissemination of the experience of organizing the combined forms of education during the wartime. It was indicated that in addition to adaptation problems during the wartime, the students faced a number of problems related to their studies because of different reasons. Many students, whose level of proficiency in a foreign language (English) allowed them to study within the framework of non-formal education in other countries, began to do so in order to fill the gaps that arose as a result of missed material due to objective reasons in their main educational institution. There was a spontaneous fusion of bilingual, formal, informal and non-formal education, caused by objective reasons that appeared among Ukrainian students as a result of russian aggression in Ukraine. In the article the Regulations on Recognition of learning outcomes obtained through non-formal and/or informal education, which defines the general requirements for the procedures for recognition of learning outcomes obtained through non-formal and/or informal education were described. It was established that Regulations were adopted on time and gave the opportunity to combine formal, non-formal and informal education to students who, due to problems with adaptation, relocation, lack of electricity, long-term air alarms, missed a large amount of educational material to fill the gaps through non-formal and informal education. It was concluded that the combination of various forms of organization of the educational process (formal, non-formal, informal based on bilingual education) in emergency periods of the country's life will contribute to the continuous and complete education of a student. Providing the opportunity to combine formal, non-formal and informal education will also encourage students to get an education by forming an individual educational trajectory.

The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.
 The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages ​​in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.

The main tasks of the international scientific organization Alloy Phase Diagram International Commission (APDIC), which unites 18 member organizations involving 26 countries, are the exchange of information and coordination of the activities of the international scientific community, mainly in the field of phase diagrams and thermodynamics. The Ukrainian Phase Diagrams and Thermodynamics Commission has been a member of APDIC since 1994. The annual report of the Ukrainian Commission on the results of the activities of Ukrainian scientists in this field in 2020 was presented at the APDIC meeting on June 18, 2021, which was held online due to the coronavirus pandemic. This information is presented in a table, collecting data on the studied systems and obtained result and containing a list of references to published papers. Scientists from the Frantsevich Institute for Problems of Materials Science (National Academy of Sciences of Ukraine, Kyiv), Taras Shevchenko National University of Kyiv (Ministry of Education and Science of Ukraine, Kyiv), and Donbas State Engineering Academy (Ministry of Education and Science of Ukraine, Kramatorsk) provided relevant information to the Ukrainian Commission.

The article analyzes the current trends of research in foreign language teaching in connection with informal education. The preconditions and prospects of foreign language teaching development in the system of informal adult education in modern society as one of the components of social consequences of globalization and informatization are studied. Such an effective pedagogical technology as language portfolio is highlighted and characterized. It can be used by both teachers and students in foreign language classes due to its personal orientation and a high level of creative work on their own.

Bilingual teaching is an important attempt to teaching reform of China's higher education in the context of economic globalization, and also an important goal for culturing international and innovative talents. Under such new situation, colleges shall further enhance the awareness about the necessity of bilingual teaching on undergraduate students, make clear the nature, purpose and mission of bilingual teaching, strengthen and improve the systematic study of bilingual teaching mode, and effectively improve the quality and talent training of bilingual teaching, so that bilingual teaching can be continuously explore and improved during the practice of course formation.

The article is devoted to the creative activity of the Metropolitan Dimitry of Rostov (Daniel Savich Tuptalo), one of the most famous Slavic writers of the late 17th — early 18th centuries. He entered into the history of Russian literature as an author of a multi-volume work on the Lives of the Saints (1689–1705). This work has been translated from Church Slavonic into many foreign languages and has become an important source for spiritual reading for millions people around the world.

The article deals with the problems of teaching Polish as a Slavic language with the primary objective being to develop the competency of analyzing grammatical forms in a text and analyzing phonetic phenomena in comparison with the facts of the Old Church Slavonic and Russian languages. The study presents various aspects of using a poetic text in the study of Polish as a foreign language. The authors propose an example of a complex assignment on “Linguistic Analysis of a Poetic Text” based on a poem by the modern Polish poet Jakub Eker.

The article analyzes the materials of the discussion of the draft law on science and scientific activity, organized by the Ministry of Education and Science of Russia. The proposals of the participants in the discussion actually relate not so much to the text of the draft law as to the content of state policy in the scientific sphere. Other sources on this issue are involved as necessary. The aim of the article was to study the views of the scientific community about the problems of state scientific policy on the basis of proposals received during the discussion of a new draft law on scientific activity. For all the contradictory and multidirectional opinions of the participants in the discussion, a review of these materials allows us to identify the interests of participants in scientific activities, gaps in the draft law due to the lack of analysis of the legal and economic aspects of those relations that should be regulated by the new law. The article highlights the main topics of discussion and provides a legal and economic analysis of the expressed opinions and proposals.

Objective of the study is to develop and substantiate a model of environmentally oriented logistics for the efficient collection, sorting, cleaning, and transportation of energy-intensive waste with their subsequent use as raw materials for the production of alternative motor fuels. Methodology: The study employs a systems approach to analyze the life cycle of composite motor fuel. A structural scheme for the initial stage of logistics - waste collection and transportation has been developed. To assess the potential use of secondary raw materials, the characteristics of plastics (and separately polyethylene), worn tires, food, and livestock waste as sources of alternative fuel components were analyzed. Research results: A phased model of the logistics process is proposed, including three key steps: collection, sorting with cleaning, and transportation of energy-intensive waste. The presented structural scheme visualizes the interrelationship between these stages. The feasibility of using secondary raw materials for the production of pyrolysis oil and biofuel has been demonstrated, enabling a reduction in dependence on traditional fossil resources. Conclusions: The proposed model of environmentally oriented logistics enables effective integration of energy-intensive waste into the alternative fuel production process. Its implementation contributes to reducing negative environmental impacts, enhancing energy supply reliability, and laying the foundation for the introduction of circular economy principles in the energy sector. The research is carried out within the framework of the project “Development of technological solutions for obtaining composite motor fuels from secondary raw materials to enhance energy security” funded by the state budget in accordance with the order of the Ministry of Education and Science of Ukraine No. 1572 dated 27.12.2023 “On approval of the list of fundamental scientific research projects, applied scientific research, scientific and technical (experimental) developments, whose performers are higher education institutions and scientific institutions under the Ministry of Education and Science of Ukraine, which passed competitive selection and whose funding will start in 2024 from the State Budget of Ukraine” (registration number 0124U000973).

The study, based on existing approaches to assessing the effectiveness of communication in educational projects, used a method to assess the effectiveness of communication of project stakeholders, the effectiveness of communication planning, the effectiveness of information dissemination, the effectiveness of managing project stakeholders' expectations and the effectiveness of implementation reports. The purpose of the work is to apply the method of evaluating the effectiveness of communication processes in educational and innovative research projects and to analyze the effectiveness of communication in the FKTBUM project. Research methods - project and program management methodologies; mechanisms of set theory, system and process analysis. The developed method of evaluating the effectiveness of communication processes in educational innovative research projects allows to evaluate the effectiveness of communication of project stakeholders, the effectiveness of communication planning, the effectiveness of information dissemination, the effectiveness of managing project stakeholders' expectations and the effectiveness of implementation reports. Thus, the results of the study were used to manage communications in the implementation of educational research innovative projects at the National Transport University in the implementation of the international project TEMPUS - "Fostering the Knowledge Triangle in Belarus, Ukraine and Moldova (FKTBUM) - Supporting the knowledge triangle in Belarus, Ukraine and Moldova" . The results of the project show that the efficiency of communication between NTU and international partners is 0.5 - 1.0, which characterizes the good result of the educational project after the communication process, between NTU and DerzhavtotransNDIproekt - 0.75, which corresponds to the level "given response / reaction to information received", Between NTU and the Ministry of Education and Science of Ukraine - 0.50, which corresponds to the level of " read the information". The results of the article can be implemented in the procedure of evaluating the effectiveness of communications in the formation of the required level of information exchange between stakeholders in the process of implementing innovative technologies in educational activities based on a value-oriented approach. Predictive assumptions about the development of the object of study - the development of a method of effective communication model in educational innovative research projects. KEY WORDS: PROJECT, PROJECT MANAGEMENT, STAKEHOLDERS, EDUCATIONAL INNOVATIVE SCIENTIFIC PROJECTS, COMMUNICATIONS.

Organization of educational process, the development of learners’ competences in the schools of Singapore has been analyzed. The relevance of researches of the educational sphere of the city-state has been substantiated: it takes the leading place in the world over the quality of education, the competitiveness of its graduates and the general statistics as to the development of giftedness in children; Memorandum of Understanding between the Ministry of Education and Science of Ukraine and the Agency for Science, Technology and Research of the Republic of Singapore have been implemented. The peculiarities of educational process have been revealed: the realization of a competency-based approach with an emphasis on values, beliefs; the use of the latest information technologies, which offer wide opportunities for self-education; introduction of competition as a principle and a guiding mechanism of activity; providing the connection between theory and practice; the use of a strict education model with corporal punishment for boys because of deviant behavior. It has been noted that the aim of education is the development of economy and social standards of the city-state. The key competencies of the XXIst century, which are formed in schoolchildtren and students, have been shown. It has been pointed out that the graduate of educational institutions of Singapore is a person with formed civil and moral values, who thinks in a new way, solves problems, is responsible to the family, society, nation, resists life difficulties, appreciates the beauty of the surrounding world, has a healthy mind and body and is charmed by life. The training of the teaching staff in the institution-monopolist – the National Institute of Education, and the improvement of their qualification have been cleared up. The possibilities of using the promising ideas in the educational space of Ukraine have been determined: perfect selection of talented university entrants for pedagogical specialties; establishment of high standards for all subjects of educational institutions; combination of the latest information technologies with educational subjects; ensuring the flexibility of education, adaptation of learners’ education and self-education to the needs of the country, new challenges of the modern world; achievement of a balance between theory and practice in the content of learners’ and teachers’ education; students’ preparation for civil functions realisation.

In our study, we have put forward the argument that foreign language teaching, especially German language teaching has not been in the desired levels, and that German Teaching Departments are inadequate in training teachers. We have tried to prove our argument with numerical data in different aspects. First of all, we presented the list of order for Gazi University German Teaching Department and other teaching departments. In this list, Gazi University was 3 times the top in the list among 16 universities in the last 5 years. Next, we sought an answer to the question “What are the qualities of a good teacher?” On this topic, we presented the views of different experts as well as the criteria ‘The General Qualifications for the Teaching Profession’ prepared by the Ministry of Education. The third step was a table showing the success rates of students for subjects related to field knowledge at Gazi University German Teaching Department. This detailed table showed that the rate of passing classes was 87.5% and the success rates for the classes passed was 88.3 % for the years 2013-2017. As the fourth step, we conducted a questionnaire with students at Gazi University German Teaching Department to measure their subject knowledge. We asked 35 basic and elementary level questions to the students. We converted the obtained answers to relevant tables and we evaluated the success rates of numerical values. As a result, we found a shocking result of 66% failure and 34% success. Last of all, we found that the success rates of students in graduate classes, and the results of our questionnaires are not in line with each other. We also found out that the exam results of the Teaching Subject Knowledge Test supported the data found by our questionnaire. We have stated that teachers are not well trained. More than that, if we want to achieve success in education, especially in foreign language teaching, we suggest that the teaching profession receives higher salaries and that intelligent students are motivated to choose foreign language departments.In our study, we have put forward the argument that foreign language teaching, especially German language teaching has not been in the desired levels, and that German Teaching Departments are inadequate in training teachers. We have tried to prove our argument with numerical data in different aspects. First of all, we presented the list of order for Gazi University German Teaching Department and other teaching departments. In this list, Gazi University was 3 times the top in the list among 16 universities in the last 5 years. Next, we sought an answer to the question “What are the qualities of a good teacher?” On this topic, we presented the views of different experts as well as the criteria ‘The General Qualifications for the Teaching Profession’ prepared by the Ministry of Education. The third step was a table showing the success rates of students for subjects related to field knowledge at Gazi University German Teaching Department. This detailed table showed that the rate of passing classes was 87.5% and the success rates for the classes passed was 88.3 % for the years 2013-2017. As the fourth step, we conducted a questionnaire with students at Gazi University German Teaching Department to measure their subject knowledge. We asked 35 basic and elementary level questions to the students. We converted the obtained answers to relevant tables and we evaluated the success rates of numerical values. As a result, we found a shocking result of 66% failure and 34% success. Last of all, we found that the success rates of students in graduate classes, and the results of our questionnaires are not in line with each other. We also found out that the exam results of the Teaching Subject Knowledge Test supported the data found by our questionnaire. We have stated that teachers are not well trained. More than that, if we want to achieve success in education, especially in foreign language teaching, we suggest that the teaching profession receives higher salaries and that intelligent students are motivated to choose foreign language departments.