THE MANAGEMENT OF THE PROFESSIONAL DEVELOPMENT OF TEACHERS OF THE INSTITUTION OF GENERAL SECONDARY EDUCATION BY MEANS OF PROJECT TECHNOLOGIES

The article determines the relevance and practical direction of the management of professional development of teachers of the institution of general secondary education by means of project technologies. The concept of “management”, "professional development", "project technologies", "portfolio of projects", defined tasks of project technologies and management conditions for professional development of teachers of institutions of general secondary education by means of project technologies were determined, the expediency of using project technologies in the management of professional development of teachers of the institution of general secondary education. It is pointed out the importance of ensuring the effective management of the professional development of teachers of the institution of general secondary education by means of project technologies in accordance with the formation of a new approach to education aimed at solving certain pedagogical tasks combining goals, methods, content and forms of work.The article determines the relevance and practical direction of the management of professional development of teachers of the institution of general secondary education by means of project technologies. The concept of “management”, "professional development", "project technologies", "portfolio of projects", defined tasks of project technologies and management conditions for professional development of teachers of institutions of general secondary education by means of project technologies were determined, the expediency of using project technologies in the management of professional development of teachers of the institution of general secondary education. It is pointed out the importance of ensuring the effective management of the professional development of teachers of the institution of general secondary education by means of project technologies in accordance with the formation of a new approach to education aimed at solving certain pedagogical tasks combining goals, methods, content and forms of work

WAYS OF MODERNIZATION AND IMPROVEMENT OF ARCHITECTURAL EDUCATION IN UKRAINE

The article identifies the problems faced by the Ukrainian architectural education and formulates the ways to overcome it. To formulate them, a survey was conducted among students studying abroad through the prism of comparing methodological approaches to the organization of the educational process and its content. The basic ones are those related to the practical component, technological equipment, the organization of the educational process and the relevance of the knowledge gained.The article identifies the problems faced by the Ukrainian architectural education and formulates the ways to overcome it. To formulate them, a survey was conducted among students studying abroad through the prism of comparing methodological approaches to the organization of the educational process and its content. The basic ones are those related to the practical component, technological equipment, the organization of the educational process and the relevance of the knowledge gained

Энергоэффективная компетентность – необходимый компонент профессиональной подготовки квалифицированных рабочих для машиностроения

In this research the possibilities of energy efficient competence development of future skilled workers for the machine-building industry of VET schools are considered. The research took place based on 8 VET schools. 674 respondents were interviewed and tested, scientific and methodical, normative and legal literature is analyzed, and the data received in the empirical way is generalized and systematized. On the basis of the obtained data the technique of forming of energy efficient competence of future skilled workers of VET schools is developed.У цьому дослідженні розглядаються можливості формування енергоефективної компетенції майбутніх кваліфікованих робітників для машинобудівної галузі в професійно-технічних навчальних закладах. Дослідження проходило на базі 8 професійно-технічних навчальних закладів. Опитані та протестовані 674 респондента, проаналізовано науково-методичну, нормативно-правову літературу, узагальнено та систематизовано матеріал, отриманий емпіричним шляхом. На основі отриманих даних розроблена методика формування енергоефективної компетенції майбутніх кваліфікованих робітників у професійно-технічних навчальних закладах.В данном исследовании рассматриваются возможности формирования энергоэффективной компетентности будущих квалифицированных рабочих для машиностроительной отрасли в профессионально-технических учебных заведениях. Исследование проходило на базе 8 профессионально-технических учебных заведений. Были опрошены и протестированы 674 респондента, проанализирована научно-методическая, нормативно-правовая литература, обобщён и систематизирован полученный эмпирическим путём материал. На основе полученных данных разработана методика формирования энергоэффективной компетентности будущих квалифицированных рабочих в профессионально-технических учебных заведениях

The Montana Kaimin, May 6, 1924

Student newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/1833/thumbnail.jp

Teaching about HIV in schools: the missing link?

HIV continues to affect millions of people worldwide. While significant progress has been made in a number of countries, advances have not been uniform, and the 2.3 million new infections in 2012, point to the need to redouble our efforts. From the beginning, the education sector played a central role in responding to the epidemic, notably by providing school-based HIV education, which has been the subject of much debate. UNESCO new publication, Charting the Course of Education and HIV, builds on the experience of UNESCO staff and contributions from key thinkers and practitioners to examine emerging challenges and opportunities that need to be harnessed to reach the internationally agreed targets related to HIV. . It proposes a way forward for the education sector to contribute to the prevention of new infections, treatment and care, and the reduction of stigma and discrimination. The publication points out how education and health, two basic human rights, are intrinsically linked, as healthy learners learn better, and better educated learners have the skills to be healthy. Education develops the knowledge, values, attitudes and skills required to make informed choices and adopt healthier behaviours. While knowledge is usually insufficient on its own for behavioural change, it is a prerequisite for the adoption of safer sexual behaviours and thus the foundation for an effective HIV response. Education can address harmful gender norms and help to reduce gender-based discrimination and violence which are important both in their own right for equal, fair and prosperous societies and as critical enablers for an effective HIV response. Early on in the epidemic, the rapid spread of the virus and lack of treatment options required urgent action to prevent new infections. Most education approaches were characterized by teaching about HIV as a science topic or as a moral issue. In many contexts, formal education used scare tactics in an attempt to prevent young people from engaging in sexual activity, or promoted ‘abstinence-only’ messages. These methods did not have the intended effect, and infection rates continued to rise. As a result, skills-based approaches such as life skills education, which emphasize cognitive, communication and coping skills, were adopted and the importance of structural and environmental factors such as poverty, gender, culture, values, beliefs, power and policy were recognised and started to be integrated into the HIV response. Evidence laid-out in the book shows that good quality comprehensive sexuality education, including HIV, does not lead to early sexual initiation; instead, it helps delay sexual debut, increase safer sexual behaviour, and improve HIV knowledge. We know what needs to be included in the curriculum and how HIV and sexuality should be covered. However, many existing curricula have weaknesses, including inadequate reference to key aspects of sex and sexuality, lack of information about where to access services, and limited attention to social and cultural factors, sexual rights and sexual diversity. In addition selective teaching is a challenge, particularly in situations where teachers do not feel mandated or supported by the school or community to teach about sexuality and relationships or are unprepared to address them. As such, many adolescents and young people do not receive even the most basic sexuality education and leave school without adequate knowledge. The authors put forward a new approach for HIV education which requires, inter alia, the reframing of HIV education; rethinking teacher training and support; improving implementation; strengthening the links with school health programmes; adaptation to an evolving epidemic; and meeting the increasing demand by young people and their parents for comprehensive sexuality education

Weekly Kaimin, September 19, 1912

Student newspaper of the University of Montana, Missoula.https://scholarworks.umt.edu/studentnewspaper/1163/thumbnail.jp

Universities and Corporations: A Selection of Papers Presented at tire Western Michigan University Emeriti Council Forum

A selection of papers presented at the WMU Emeriti Council Forum

Study South Africa

[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education.8th Editio