Методика експериментальної перевірки моделі системи розвитку інноваційної культури майбутнього керівника закладу загальної середньої освіти

The article is devoted to the description of individual parts of the experimental work, the general purpose of which was to determine the effectiveness of implementation of the developed structural and functional model of the system of the innovative culture development of the future manager of general secondary educational institution in the master training process. Defining the pedagogical experiment was the task of checking the effectiveness of pedagogical conditions for the mplementation of the specified structural and functional model, the ability to ensure the integrity of the process of development of the phenomenon under study.Стаття присвячена опису окремих частин експериментальної роботи, загальна мета якої передбачала визначення ефективності реалізації розробленої структурно-функціональної моделі системи розвитку інноваційної культури майбутнього керівника установи загальної середньої освіти в процесі магістерської підготовки. Визначальним у педагогічному експерименті стала задача по перевірці ефективності педагогічних умов реалізації зазначеної структурно-функціональної моделі, можливостей забезпечення цілісності процесу розвитку досліджуваного феномена

Complex learning communities

A new breed of learning community which is driven by the need to generate learning, creativity and economic capacity is emerging as a result of the demands of the Information Society. Radical heterogeneity and multiple drivers make these learning communities significantly different from previously identified learning communities such as corporate Communities of Practice or Virtual Learning Communities. If full benefit is to be realised from such Complex Learning Communities (CLCs), then better understanding of their complex behaviour and methods of maximising their effectiveness are required. This short paper presents an overview of CLCs and reports on the development of a research agenda designed to address the identified gaps in knowledge

Developing a national dental education research strategy:priorities, barriers and enablers

Objectives: This study aimed to identify national dental education research (DER) priorities for the next 3-5 years and to identify barriers and enablers to DER. Setting: Scotland Participants: In this two-stage online questionnaire study we collected data with multiple dental professions (e.g. dentistry, dental nursing, dental hygiene) and stakeholder groups (e.g. learners, clinicians, educators, managers, researchers, academics). Eighty-five participants completed the Stage 1 qualitative questionnaire and 649 participants the Stage 2 quantitative questionnaire. Results: Eight themes were identified at Stage 1. Of the 24 DER priorities identified, the top three were: role of assessments in identifying competence; undergraduate curriculum prepares for practice; and promoting teamwork. Following exploratory factor analysis, the 24 items loaded onto four factors: teamwork and professionalism, measuring and enhancing performance, dental workforce issues, and curriculum integration and innovation. Barriers and enablers existed at multiple levels: individual, interpersonal, institutional structures and cultures, and technology. Conclusion: This priority setting exercise provides a necessary first step to developing a national DER strategy capturing multiple perspectives. Promoting DER requires improved resourcing alongside efforts to overcome peer stigma and lack of valuing and motivation

Innovation, cities, and new work

Where does adaptation to innovation take place? The supply of educated workers and local industry structure matter for the subsequent location of new work–that is, new types of labor-market activities that closely follow innovation. Using census 2000 microdata, the author shows that regions with more college graduates and a more diverse industrial base in 1990 are more likely to attract these new activities. Across metropolitan areas, initial college share and industrial diversity account for 50% and 20%, respectively, of the variation in selection into new work unexplained by worker characteristics. He uses a novel measure of innovation output based on new activities identified in decennial revisions to the U.S. occupation classification system. New work follows innovation, but unlike patents, it also represents subsequent adaptations by production and labor to new technologies. Further, workers in new activities are more skilled, consistent with skill-biased technical change.Human capital

Developing Digital Competences. Work learn trajectories in Italian School System

The work based learning is the core European dispositions on educational and training issue and a pillar of the Europe 2020 strategy (EUCOM 2009/C119/02). Therefore, the educational system has to increase the quality of standards and learning results in order to response adequately to competence needs and to permit the successful entrance of the youth in the world of work. The SWA is a coherent reaction. Indeed, the current literature lead to reflect on the SWA as a new prospective of school and world of work relationship (Arlotti and Barberis 2015), and as a resolution for the skills mismatch (Caputo and Capecchi 2016; Froy, Giguere, Hofer, 2009; A. Green, Hasluck, Hogarth, Reynolds, 2003). In a context which needs a different school that provides different types of skills, it is desirable that a policy instrument such as the SWA – became mandatory by the reform “La Buona Scuola” (Law 107/2015) – is included in the scientific debate, especially for its potential to contribute to renewal of the school system. Many authors encourage the scientific debate regarding the question to clarify the peculiar characteristics of the SWA model in Italy and to begin effective reflection on its revolutionary impact for the school system. According to Tino and Fideli (2015), the SWA is a process, not only as an experience, a fundamental methodology to promote the knowledge of the world of work and the development of competences (professional and citizenship) thanks to the interconnection between formal-informal learning and creative combination process between theory and practice

Entrepreneurial marketing : a historical perspective on development and practice

Entrepreneurial marketing is a term which is receiving increasing use. It essentially encompasses two very distinct areas of management: marketing and entrepreneurship. This article is dedicated to exploring the emergence of this area of theory, its history and the current developments in the interface between these two areas. Scholars from both the worlds of marketing and entrepreneurship have long identified similarities in the key issues concerning both. Recent years have seen the emergence of increased study in the area of overlap between the two disciplines. Academics working in this field are undertaking research in a number of key areas, namely entrepreneurial management, networking and the resource and skills implications of adopting an entrepreneurial approach to marketing activities. This research has now built up into a sizeable body of literature and this article introduces the reader to the essence of this research and identifies its usefulness in viewing many areas of management

The Level of Promotion of Entrepreneurship in Technical Colleges in Palestine

The study aimed to identify the level of promotion of entrepreneurship in the technical colleges in Palestine. The analytical descriptive method was used in the study. A questionnaire of 41 items was randomly distributed to the technical colleges in the Gaza Strip. The random sample consisted of (275) employees from the mentioned colleges, and the response rate were (74.5%). The results of the study showed that the technical colleges achieved a high level of promotion of entrepreneurship with a relative weight of 73.45%. The results of the study showed that there is a high level of promotion of entrepreneurship (risk, preparedness, proactive competition, innovation orientation) in the technical colleges in Gaza Strip. The field of competition came in first place with a relative weight of 76.65%. In the second place came the field (the trend towards innovation) and relative weight (74.96%). In the third place came the field of pre-emptive preparedness with a relative weight of 74.07%. In the fourth and last place came the field of risk and a relative weight of 68.39%. The results confirmed that there are statistically significant differences in the promotion of entrepreneurship in the technical colleges in Gaza Strip due to the college variable in favor of UCAS. The results confirmed that there is no statistically significant relationship in the promotion of entrepreneurship in technical colleges in Gaza Strip due to the variable level of employment. The researchers suggest a set of recommendations, the most important of which is to draw the attention of the technical colleges to the importance of promoting entrepreneurship, because of their role in reducing the problem of unemployment, the importance of linking technical education and promoting entrepreneurship to the Palestinian society in general and Gaza Strip in particular. The importance of urging decision-makers in technical colleges to promote interest in leadership and to put their own courses in all technical education programs in these colleges, as well as enhancing the technical, technological and technical capabilities of technical education and keeping pace with the latest international standards by providing the necessary material resources. There is a need to urge researchers to conduct further studies of the future which deal with the same variables of the current study in the field of entrepreneurship and applied to other sectors

Training of Social Workers in the Innovative Educational Environment of a University: Conceptual Ideas and Innovation Mechanisms

The study presents a reflection of the problem of innovation training of future social workers in Ukraine in the context of forming the innovative educational environment of higher educational institutions. Changes in the system of social workers training are characterized, frames of adding and widening their realization by conceptual ideas and mechanisms as to education in the field of social work are outlined. There is presented the multi-vector type of educational evolution in the field of social education that provides co-existence, development and interaction of conceptions, statements and views, different by their ideas as to the theoretical-methodological base of social workers training. Solving the problem of functioning of the innovative educational environment of social workers training provides a purpose-oriented preparation to elaboration and implementation of social work innovations, based on ideas of pedagogical innovation, competence-oriented and project teaching, social partnership. This process is specially organized, purpose-oriented, dynamic, which socio-pedagogical conditions are realized in the common activity of teaching subjects due to integration of innovative possibilities of the educational environment and personal potential of a specialist, support of students\u27 ideas and initiatives, introduction of the method of situational modeling of social situations, provision of teaching subjects\u27 interaction as a special type of social partnership of state institutions and public organizations. Such social workers training provides orientation on general scientific principles (system, open, variation, complex ones), concrete-scientific principles of organizing the educational environment (subjective activity, innovation, reflection, integration of the content of educational and other types of activity, principle of social partnership as realization of interaction between social institutions, organization of studio training). It has been proved, that renovation of social workers training as a process of purpose-oriented support of the innovative content of environment possibilities corresponds to the characteristics (practice-orientation, polyfunctionality, openness, innovativeness) and may be provided by organization-managerial, scientific-methodological, activity-practical mechanisms