კოვიდ-19-ის სასწავლო პროცესზე ზეგავლენის ანალიზი

The current COVID-19 pandemic which was initially reported to have occurred on December 2019 in Wuhan, China has affected many countries and disrupted how people function in their daily lives. Beyond its impact on health and business, the COVID-19 pandemic greatly affected educational systems across the globe. For instance, the World Bank reported on April 2020 that more than 160 countries have mandated temporary closures of schools affecting more than 1 billion learners (World Bank, 2020). A global survey research by the International Association of Universities (IAU, 2020) reported that almost all higher education institutions (HEIs) from the 109 countries which participated in the survey responded that their operations were affected by the pandemic, including teaching and learning. In the same report, results indicated that two-thirds of the participating HEIs reported that face-to-face classroom learning was replaced by distance learning. In a national survey conducted by the American Council on Education (ACE) with college and university presidents in the United States, the following were considered as the most pressing issues: "enrollment numbers, future financial viability, sustaining an online learning environment, laying off of faculty and/or staff, and mental health of students" (ACE, 2020, p.1). In a special issue of Higher Education in Southeast Asia and Beyond (HESB), the impact of COVID-19 on HEIs in Asian countries like China, South Korea, India, Malaysia, Philippines, Singapore, and Vietnam were discussed. These include discussions on the impact of the pandemic on global student mobility, student assessment, and educational policies, among others (HESB, 2020). In the Philippines, the COVID-19 pandemic necessitated the need to impose various levels of community quarantines across the country. With the enactment of RA 11469 (2020), otherwise known as the Bayanihan to Heal as One Act, the Philippine Government, through its Inter-Agency Task Force for the Management of Emerging Infectious Disease (IATF) has set community quarantine guidelines to cushion the impact of COVID-19 pandemic in the country (IATF, 2020). The quarantine includes strict implementation of safety and health protocols such as physical and social distancing, and closure of non-essential businesses/establishments and schools. The restrictions of the community quarantine and the continuing threat of the pandemic on Filipinos' health and security resulted in the need to delay the opening of all public basic education schools for about four months, whereas some public and private HEIs delayed their opening of classes to various dates. For both basic education and higher education institutions, the shift to flexible learning delivery was mandated by the Philippine Department of Education and Commission on Higher Education (CHED) as face-to-face learning was prohibited by the Philippine government. The imperative to shift to a new learning delivery mode came from CHED which instructed Philippine HEIs to open their classes in August, but regular face-to-face instruction would not be allowed (Rocamora, 2020). Moreover, the agency pushed for a flexible learning arrangement that focuses on design and delivery of programs, courses, and learning interventions needed to address learners’ unique needs in terms of pace, place, process, and products of learning (Cervantes, 2020). These flexible learning arrangements needed new learning management systems, capacity-building or training of faculty members, and repositories for flexible learning resources. The shift to flexible learning delivery was needed in spite of issues with remote or online learning like differences in access to various remote modalities of learning due to differences in socioeconomic status among students (Simbulan, 2020).

Background. The spiritual revival of the Ukrainian people is possible thanks to the preservation of national cultural and historical traditions and the observance of universal values. In society, the state feels an objective need for citizens capable of their perception, preservation and enrichment. The education system is one of the most important factors in achieving this goal, preparing generations to reproduce cultural values. Education of a citizen, a patriot, a physically and spiritually developed person, a professional is possible only in a holistic pedagogical process. The teacher has a special role. It is on his spiritual and moral qualities, professionalism, life optimism, high culture, and intelligence that the formation of an ideal person in young people depends. The purpose of the article is to substantiate the content dominants of the system of educational work of higher education institutions, which contribute to the formation of spiritual and moral values of student youth. The task: to determine the content dominants of the functioning of the educated work system in higher education institutions. Methods. General sciences and special methods – analytical (historical-logical); theoretical synthesis and comparative analysis; empirical methods (pedagogical observation, survey, conversation). Results. The content dominants of education in higher education institutions are revealed and their influence on the formation of spiritual and moral values of student youth is determined. It was found that education will be effective if an educational and educational space is created, which ensures the educational potential of the learning process and the free development of the personality. Conclusions. The educational work of higher education institutions should be considered as a set of leading provisions containing ideas for the development of student education taking into account traditions and innovations determined by the theory and practice of educational work in higher education institutions, which integrates conceptual ideas, laws, principles, categories, and pedagogical conditions. The system of educational work in higher education institutions is a rational set of interconnected and interdependent main components, the interaction of which ensures their new integrative quality, which is aimed at forming the value orientations of the individual, his civic consciousness, professional competence and spirituality of the future teacher. The specificity of the implementation of the subject-subject interaction of a teacher and a student in the educational process is manifested in the actualization of the educational potential and the strengthening of the orientation of its organizational and content components.

The COVID-19 pandemic has led university professors to use new work modalities as demands exceed the response capacity, putting their occupational health at risk. This work provides the preliminary results of an ongoing investigation whose purpose is to determine the presence of Burnout that may be experienced by university professors in the State of Tabasco, Mexico, as a consequence of the adaptations they have made to continue working during the health contingency caused by the SARS-CoV-2 virus. In relation to the methodology, it is a descriptive, cross-sectional and quantitative research, which uses the survey as a data collection technique through an online form. The main contribution of this work is to provide indicators on occupational health that facilitate decision-making by educational authorities regarding the management of teaching staff working in Higher Education Institutions.

This research aimed to assess the indicators that characterize the number of teaching staff at universities and other higher education institutions (HEIs) in the regions of Russia. These indicators were: (1) the number of teachers per thousand working-age residents of each of the regions, (2) the average number of teachers per HEI in the region, (3) the proportion of teachers who have a Doctor of Science (DSc) and a Doctor of Philosophy (PhD) degree in the number of teachers working in HEIs in the region, and (4) the number of students per teacher working in HEIs. We used official statistical information of 82 regions of Russia. We found that, on average, there are slightly more than two teachers working in HIEs per thousand working-age residents. The average number of teachers per HIE in Russia is 158. In universities, the average number of students per teacher is more than 20. The proposed methodological approach and the obtained results are a scientific novelty, since the assessment of regional characteristics of the number of teaching staff in the regions of Russia has not been carried out before.

The article examines the process of concertmaster professional work in higher education institutions in choral conducting classes, explores the peculiarity of the concertmaster professional activity within the discipline, which is the leading in the conducting-choral education system, systematized and specified the concertmaster professional requirements in the musical-pedagogical process, generalized and formulated psychological and creative aspects of the concertmaster’s work; the concept of professional concertmaster’work is proposed in the conditions of work in higher education institutions at the classes of choral conducting. In the choir conductor training system, the artistic and pedagogical efficiency of the classes is created by the efforts of two people – a teacher and a concertmaster. Despite the apparent unity, interpenetration and the organic continuity of each individuals work, their official status is significantly different: the teacher is always considered the main, leading person in the educational process, and concertmasters, according to the staffing schedule, belong to the so-called "teaching and support staff". Such the official definition puts them in a minor position. We will try to prove the principle error of this point of view in this article. Consequently, the problem of this work is the contradiction between the concertmaster official status and the real functions of his professional activities. Bythe content of his work, he is a full complement of the creative and pedagogical process, while the statute of "support" staff creates an incorrect orientation and causes some underestimation of the concertmaster’s work. The actual content of the teacher-concertmaster work and the truth of the significance of his activity in the system of conducting-choral education are still notsufficiently recognized at the official level. Therefore, the purpose of this work is to substantiate the true value of the concertmaster activity in the musical-pedagogical process and to form the concept of the concertmaster professional work in the modern musical-pedagogical process. The subject of the work is related directly to everyday pedagogical practice and it is stipulated. That’s why, the practical significance of the work is obvious and does not require additional explanations.

The article deals with the topical problem of modern professional education – formation of first-year students' motivation for educational and professional activity as a guarantee of successful and high quality preparation of future specialists. The author emphasizes the fact that the use of active teaching methods will help to solve this problem. The article covers a variety of active teaching methods, describes some aspects of their application to enhance the motivation of students of pedagogical specialties in higher education institutions. The author actualizes the problem, first of all, through the analysis of the Law of Ukraine "On Education" in the part of staffing of educational institutions, which guarantees the recipients of education to provide high-quality specialists, capable of achieving high results and providing creative approaches to the organization of the educational process, thus creating innovative education. This social need determines the actualization of the problem of qualitative training of future teachers in the educational process of institutions of higher education, in particular, by reviewing the range of methods of classroom work organization. In the first year of training of future specialists, the methods should be selected in such a way as to promote the development of cognitive interest in the chosen specialty and gradually form the motivation for educational activity, because it is during this very period that a didactic adaptation of a future teacher to conditions of an institution of higher education takes place. In addition, for the future teacher, motivation to study in the first year already has great professional meaning. The author concludes that the review of the achievements of research, which is the subject of active teaching methods, allowed us to highlight the benefits of these methods for the educational process of higher education institutions. In particular, it is necessary to increase the educational motivation of freshmen in pedagogical specialties. In addition, active methods are aimed at restructuring and improving the educational process, as well as training professionals for professional activity. The introduction of active methods in the educational process of higher education institutions will provide opportunities for enhancing the emotional response of freshmen to the process of cognition, intensification of their learning activities, interest in acquiring new knowledge, skills and practical use of them; development of students' creative abilities, speech; forming the ability to substantiate and express their own views, activate thinking and so on. Among the most successful active methods are the following: problematic lecture, "lecture for the two", "press conference", pre-planned mistakes, lectures-consultations, "round table", discussion, "brainstorming", case-study and others. Prospects for further research show empirical understanding of the effectiveness of active teaching methods in the classroom work of higher education institutions.

Este artigo discute a precarização do trabalho docente nas instituições de ensino superior (IES) do Brasil, no período de 1980 a 2005. Tomando como referência o processo de mercantilização da educação superior, busco identificar e problematizar os principais aspectos da precarização do trabalho docente: (a) o crescimento da força de trabalho docente ocorrido, principalmente, no setor privado e em novas universidades estaduais, em que as condições de trabalho e de contrato existentes geralmente são precárias; (b) a mercantilização das atividades de ensino, pesquisa e extensão nas IES públicas; e (c) a adoção de critérios exclusivamente quantitativistas para a avaliação da produção do trabalho docente e suas conseqüências.

In conducting a comparative analysis of two research projects on the internationalisation of higher education, this publication focuses on selected results of the 6th Global Survey on Internationalisation of Higher Education by the International Association of Universities (IAU) and the Internationalisation in the Digital Transformation: Strategies from German Higher Education Institutions (INDISTRA) project to gain insights into virtual internationalisation (VI) within German higher education institutions (HEIs). The findings indicate significant shifts in the operations of HEIs due to digitalisation. Notably, the COVID-19 pandemic has intensified the focus on internationalisation of the curriculum (IoC) and internationalisation at home (IaH), and Blended Intensive Programs (BIPs), expanding access for students traditionally excluded from mobility pathways. While physical international student mobility remains relevant, the COVID-19 pandemic spurred a shift in mindset that recognises internationalisation beyond physical mobility. Even though the use of digital tools has decreased since the peak of the pandemic, digital formats remain vital for enhancing accessibility, inclusion, and sustainability in internationalisation. In addition, digitalisation has improved communication and strengthened international collaboration among HEIs, while being a synonym with competitive advantage, particularly in the context of the European University Alliances. One major transformation is the emergence of specialised roles dedicated to supporting VI processes, bringing to the spotlight the relevance of internal networks, as well as the changes in the work conditions of administrative staff resulting from the growing adoption of digital technologies.

<p><strong><em>The purpose</em></strong><em> of the study is to highlight the role of social networks as one of the modern means of career guidance work in higher education institutions, which allows to effectively acquaint applicants with the prospects of majors, presenting them with all important and relevant information.</em></p><p><strong><em>Research methodology. </em></strong><em>During the research, the following methods were used: descriptive (to specify the theoretical foundations of the work); analysis and synthesis, structural (for generalization and systematization of the obtained data).</em><em></em></p><p><strong><em>Results</em></strong><em>. It is emphasized that social networks in career guidance work are a popular element of the modern information space, a high-quality tool for establishing a connection between universities and future applicants, as well as a platform for joint activities for the purpose of consulting, searching and informing. It has been established that the use of social networks will allow to significantly expand the reach of the target audience, apply online marketing strategies to promote the offer, and adapt the form and content of career guidance materials to its characteristics. The Facebook and Instagram community «MediaBiznes#MBKNUCaA» of the specialty «Information, library and archival business», which was created at the department of «Event management and social communications» of the separate division «Mykolaiv branch of the Kyiv National University of Culture and Arts» for the rapid dissemination of information among teachers of the department, students, exchange of files, video and audio materials of an educational and scientific nature and involvement of future entrants in the field of information activities. The possibilities of social networks represent, in our opinion, the basis of an effective strategy for the development of modern educational systems in general, will enrich and expand information about the future specialty, will significantly deepen the horizons of future applicants who will purposefully choose information activities.</em></p><p><strong><em>Novelty</em></strong><em>. The novelty of the obtained results is due to the fact that, despite the active interest of the scientific community in the use of social networks as a modern tool in career guidance work with future entrants of the information field, there are no serious generalization works.</em></p><p><strong><em>Practical meaning. </em></strong><em>The results of the research can be used during the implementation of tools in career guidance activities in institutions of higher education.</em><em></em></p><p><strong><em>Key words: </em></strong><em>social networks, career guidance, higher education, entrants in the field of information activities, professional choice, advertising support.</em></p>

This book by N. S. Barabasheva is an integrated study of the legal status of higher educational institutions in the unitary system of public education of the Soviet state, a system that is determined by the USSR Constitution and the Principles of USSR and Union Republic Legislation on Education, the Statute on Higher Educational Institutions, and a number of other acts of positive law. The author emphasizes that the status of a higher educational institution as an institution under law is indissolubly associated with the condition, tasks, and prospects of development of higher education. The author offers an opportunity to identify the set of rights and responsibilities of higher educational institutions and the present state of legal regulation of their organization and activity, and to investigate the real opportunities for improving higher educational institutions. The study under review makes it possible to conduct an "inventory" of the provisions of law bearing on the work of higher educational institutions scattered through many legal sources and still inadequately codified, a fact that is important in terms of the drafting of the Legal Code of the USSR.

The paper summarizes the experience in higher education institutions financing, substantiates the trends in their financial support models diversification. The study systematizes approaches to the organization of higher education institutions financing under market conditions and reveals their advantages and disadvantages in terms of the effects at the level of an individual and society as a whole. It defines tools and models of the financing under orientation on demand, supply and strategic purposes of the national development. The study proves the need to substantiate the rational balance of individual and social effects in higher education institutions financing, which can be achieved through a combination of market self-regulation and state regulation of the higher education services market. The system of methods was used in the study, namely: monographic – to define the research aim and conclusions, the method of theoretical generalization of foreign and domestic scientists was used to critically analyze the existing approaches to the organization of financing the work of agricultural education higher institutions. General scientific methods of cognition, such as analysis and synthesis, induction and deduction, systemic integrated approach, were used to systematize the models of financial support for higher agricultural education institutions and to generalize the conclusions. The paper substantiated that the state should take leading positions in higher education institutions financing. The role of state funding in ensuring sustainable development of agricultural education higher institutions has been identified considering the specificity of educational services and their role in ensuring sustainable development of the agricultural sector of the economy and rural areas. It is argued that the current conditions of free economic development and challenges the institutions face requires focusing on consumer demand and adjusting their educational services through prompt updating the changing educational programs based on modern research, attracting a larger number of stakeholders in the financing model formation. The modern tendencies typical of the market of educational services determining the expansion of the participants of the organization of financing the higher education institutions activity, are considered. The importance of financing elements focused on the innovations development, the role of which will grow in the future, especially in the form of competitive and targeted financing is revealed. It is proved that the results-based approach to the organization of financing also reduces the risks of macroeconomic inefficiency and contributes to reducing the information asymmetry. The obligatory presence of the state in the organization of research funding in higher education institutions is justified due to the positive impact of research on educational services quality and increases their value for an individual and society. The paper considers options for market-oriented higher education financing and the state's demands in terms of the concept of management, public and private funding methods, the education fee. It is established that the changing conditions of the market of educational services require a revision of targets for state funding due to the following factors: increased number of foreign students, use of information and communication technologies, increase in the integration of higher education institutions nationally and internationally. Key words: higher education institution, higher agricultural education, concepts of higher education institution management, methods of free economic education financing, sources of higher education institutions financing.

The article deals with the psychological comfort of the participants of the collective activity of the higher educational institution. The study found that a certain nature of the relationship arises out of an objective need. Relationships in the system "teacher – student" acquire a personal character, consciously directed and regulated by goals, which are perceived by students and teachers by far not unequivocally. The analysis of pedagogical practice shows that the creation of a favorable environment in the student group is impossible on the basis of pedagogical influence, built on coercion, subjugation of students and the will of the teacher. Traditional training of teachers in the system of methodological work of higher educational institution is not able to effectively solve the task of improving the climate of the student group and providing psychological comfort to each of its members. Accordingly, there is a need to organize and manage an emotionally supportive environment among students. At the same time, the modern teacher must "see" and understand the emotions, the mood of both the student and his own, to master the theoretical foundations of an emotionally favorable environment in the group, as a factor of its development and comprehensive enrichment of students' personality. The author has studied the plans and programs of teacher training in the systematic work of higher education institutions, which gives reason to speak about the predominance of reproductive tasks and exercises in their content. Teachers' training programs lack information about the theoretical foundations of an emotionally supportive environment, methods and technologies of its creation in the systematic work of the educational institution. Studying the existing programs and the content of teacher training in the systematic work of higher education institutions have led to some conclusions. The author emphasizes that the program of training teachers to create an emotionally supportive environment involves changing the nature of relationships in the system "teacher – student group – students". It is stated that the relations should be based on the principles of pedagogical interaction, cooperation and co-creation and be characterized by trust, the opportunity to express their point of view, to have the right to make mistakes, and to choose freely the ways of achieving the educational goals. Key word: favorable environment, supportive environment, training teachers, pedagogical interaction, psychological comfort.

The article considers the consequences of the COVID-19 pandemic for higher education in Ukraine and in the world. The results of research by the International Association of Universities, the European University Association, the European Association for International Education are analyzed. The impact of the pandemic on teaching and learning is determined. International academic mobility and cooperation, as well as the financial situation of higher education are described. In addition, diffculties, fears and challenges faced by higher education institutions around the world during the corona crisis, which require swift and adequate action, are presented. The main part of the article shows the results of a survey of teachers and students of higher education institutions of Ukraine, devoted to the analysis of problems and challenges faced by students in the transition to distance learning, as well as new productive opportunities created by the online format. The main problems faced by the main participants in the educational process include the quality of teaching and organization of the distance learning process, the growth of the workload of teachers and students, technical and fiancial problems. The results of the survey show both the assessment and satisfaction with the measures already taken by higher education institutions to ensure quality and effective distance learning, and help to understand the next productive steps to be taken to expand teaching and distance learning opportunities and access to learning opportunities during life. Educators’ assessment of the opportunities and benefis created by the distance learning format demonstrates the motivation of teachers to improve their own skills and abilities, mastering the new tools required by the distance learning format. In the case of students, such advantages become first of all economical ones, e.g. expansion of opportunities for a combination of study and work as well as economy of time and means.

The origins of total quality management (TQM) in manufacturing and its popular adoption as a panacea or fad have combined to limit its acceptability in higher education institutions (HEIs). A brief analysis of the characteristics of TQM shows the extent to which it can be implemented in HEIs. Many objectives of TQM are compatible with the work of HEIs which have used them – consciously or unconsciously – in their operations and in response to external quality assessment and audit. Nevertheless, TQM continues to be viewed by many as inappropriate to the culture of HEIs. A case study of one faculty – the Management School of Lancaster University – shows that successful academic innovation can be compatible with TQ principles. Such principles were not applied rigidly or in ways which ran counter to the established culture of an academic organization.

In the article the problem of the formation of social responsibility of young people in the process of obtaining higher education is actualized at the theoretical, normative-legal and empirical level. On the basis of diagnostics and a focus group survey, the importance and lack of implementation of the problem of the formation youth social responsibility in the modern realities of the activities of higher educational institutions was proved. It was found that the work of higher educational institutions on the formation of social responsibility is considered by applicants for higher education not to be systemic, oversaturated with education. It was stated that, in the opinion of applicants for higher education, the process of forming social responsibility will be more effective if they are included in socially responsible activities, familiarize themselves with the opportunity to work alongside socially active citizens, get involved in various projects, gain experience in socially responsible behaviour, and spend meaningful leisure. The foreign and domestic experience of the formation of the social responsibility of youth is analyzed. A description of the author's program of the formation of social responsibility of young people in the process of obtaining higher education is proposed, the testing of which has led to positive dynamics in the state of social responsibility of young people.