4 research outputs found
Π€ΠΎΡΡΠ°ΠΉΡ Ρ Π΄ΠΈΠ½Π°ΠΌΡΡΠ½Ρ Π·Π΄ΡΠ±Π½ΠΎΡΡΡ ΠΏΡΠ΄ΠΏΡΠΈΡΠΌΡΡΠ²
Purpose. Purpose of the research is to analyze the Foresight Competencies as a component of the dynamic capabilities of enterprises.
Deisgn/Method/Approach. The method of this research is a theoretical analysis of the place of Foresight Competencies in the structure of dynamic capabilities of enterprises.
Findings. The Foresight is a system of methods for the transformation of priorities in the area of economy and production, social and cultural development. Analysis of Foresight Competencies as a component of dynamic capabilities of enterprises demonstrates their leading role in the implementation of the remaining components of dynamic capabilities, as well as the fact that the Foresight of enterprises exerts a transformative impact on the development of the system, helping to convert, rather than only predict, the development of a sector or an enterprise. The Foresight includes the application and transformation of enterprises' routine work, as well as innovations in production and industrial relations. It aims at selecting and using the change markers β weak and strong signals of future and probable changes.
Theoretical and practical implications. Active and accurate identification of these markers of change, including the a ΠΌlication and modification of the enterprises' routine work makes it possible not only to predict implicit trends but also to intervene in the course of processes, adjusting them with the least amount of utilized energy and resources. In addition, it allows influencing both the markets themselves and the reality of enterprise activity as a whole. Given the Foresight Competencies, an enterprise not only efficiently adapts to the changes in the environment (market), but also participates in changing it.
Originality/Value. In the present article, for the first time, the concepts of dynamic abilities and Foresight Competencies are correlated, the Foresight Competencies are considered as a component of dynamic capabilities of the enterprise as a whole. The role of routine components of vital activity of the enterprise is noted in the context of the study of dynamic capabilities.
Paper type β conceptual.Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°ΡΡ ΡΠΎΡΡΠ°ΠΉΡ-ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΠΊΠ°ΠΊ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΉ.
ΠΠ΅ΡΠΎΠ΄ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π°Π½Π°Π»ΠΈΠ· ΠΌΠ΅ΡΡΠ° ΡΠΎΡΡΠ°ΠΉΡ-ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Π² ΡΡΡΡΠΊΡΡΡΠ΅ Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΉ.
Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. Π€ΠΎΡΡΠ°ΠΉΡ β ΡΠΈΡΡΠ΅ΠΌΠ° ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΡΡΠ°Π½ΡΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΈΠΎΡΠΈΡΠ΅ΡΠΎΠ² Π² ΡΡΠ΅ΡΠ΅ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ ΠΈ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π°, ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΠ½Π°Π»ΠΈΠ· ΡΠΎΡΡΠ°ΠΉΡ-ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΠΊΠ°ΠΊ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΉ ΠΏΠΎΠΊΠ°Π·Π°Π» ΠΈΡ
Π²Π΅Π΄ΡΡΡΡ ΡΠΎΠ»Ρ Π² ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΡΡΠ°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠ² Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠΎ, ΡΡΠΎ ΡΠΎΡΡΠ°ΠΉΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠΉ ΠΎΠΊΠ°Π·ΡΠ²Π°Π΅Ρ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠΈΡΡΡΡΠ΅Π΅ Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠΈΡΡΠ΅ΠΌΡ, ΠΏΠΎΠΌΠΎΠ³Π°Ρ ΠΏΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²ΡΠ²Π°ΡΡ, Π° Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΏΡΠΎΠ³Π½ΠΎΠ·ΠΈΡΠΎΠ²Π°ΡΡ, ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΎΡΡΠ°ΡΠ»ΠΈ ΠΈΠ»ΠΈ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΡ. Π€ΠΎΡΡΠ°ΠΉΡ Π²ΠΊΠ»ΡΡΠ°Π΅Ρ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΠΈ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΠΈΡ ΡΡΡΠΈΠ½ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΡ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΈ Π² ΡΡΠ΅ΡΠ΅ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π° ΠΈ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ. ΠΠ½ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ Π½Π° Π²ΡΠ΄Π΅Π»Π΅Π½ΠΈΠ΅ ΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΌΠ°ΡΠΊΠ΅ΡΠΎΠ² ΠΏΠ΅ΡΠ΅ΠΌΠ΅Π½ β ΡΠ»Π°Π±ΡΡ
ΠΈ ΡΠΈΠ»ΡΠ½ΡΡ
ΡΠΈΠ³Π½Π°Π»ΠΎΠ² Π³ΡΡΠ΄ΡΡΠΈΡ
ΠΈ Π²Π΅ΡΠΎΡΡΠ½ΡΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ.
Π’Π΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΠΊΡΠΈΠ²Π½Π°Ρ ΠΈ ΡΠΎΡΠ½Π°Ρ ΠΈΠ΄Π΅Π½ΡΠΈΡΠΈΠΊΠ°ΡΠΈΡ ΡΡΠΈΡ
ΠΌΠ°ΡΠΊΠ΅ΡΠΎΠ² ΠΏΠ΅ΡΠ΅ΠΌΠ΅Π½, Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΠΈ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΡΡΡΠΈΠ½ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΡ, Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΏΡΠΎΠ³Π½ΠΎΠ·ΠΈΡΠΎΠ²Π°ΡΡ Π½Π΅ΡΠ²Π½ΡΠ΅ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ, Π½ΠΎ ΠΈ Π²ΠΌΠ΅ΡΠΈΠ²Π°ΡΡΡΡ Π² ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ², ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΡΡΡ ΠΈΡ
Ρ Π½Π°ΠΈΠΌΠ΅Π½ΡΡΠ΅ΠΉ Π·Π°ΡΡΠ°ΡΠΎΠΉ ΡΠΈΠ» ΠΈ ΡΠ΅ΡΡΡΡΠΎΠ². ΠΡΠΎΠΌΠ΅ ΡΠΎΠ³ΠΎ, ΠΎΠ½Π° ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΎΠ²Π°ΡΡ ΠΈ Π½Π° ΡΠ°ΠΌΠΈ ΡΡΠ½ΠΊΠΈ ΠΈ ΠΎΠΊΡΡΠΆΠ°ΡΡΡΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠ΅ ΡΠ΅Π°Π»ΡΠ½ΠΎΡΡΡ Π² ΡΠ΅Π»ΠΎΠΌ. ΠΠ»Π°Π³ΠΎΠ΄Π°ΡΡ ΡΠΎΡΡΠ°ΠΉΡ-ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΡΠΌ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΠ΅ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΠΎ ΠΏΡΠΈΡΠΏΠΎΡΠ°Π±Π»ΠΈΠ²Π°Π΅ΡΡΡ ΠΊ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡΠΌ ΡΡΠ΅Π΄Ρ (ΡΡΠ½ΠΊΠ°), Π½ΠΎ ΠΈ ΡΡΠ°ΡΡΠ²ΡΠ΅Ρ Π² Π΅Π΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΈ.
ΠΡΠΈΠ³ΠΈΠ½Π°Π»ΡΠ½ΠΎΡΡΡ/Π¦Π΅Π½Π½ΠΎΡΡΡ/ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. Π ΡΡΠ°ΡΡΠ΅ Π²ΠΏΠ΅ΡΠ²ΡΠ΅ ΡΠΎΠΎΡΠ½Π΅ΡΠ΅Π½Ρ ΠΏΠΎΠ½ΡΡΠΈΡ Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΈ ΡΠΎΡΡΠ°ΠΉΡ-ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ, ΡΠΎΡΡΠ°ΠΉΡ-ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ ΠΊΠ°ΠΊ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΡ Π² ΡΠ΅Π»ΠΎΠΌ. ΠΡΠΌΠ΅ΡΠ΅Π½Π° ΡΠΎΠ»Ρ ΡΡΡΠΈΠ½Π½ΡΡ
ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠΎΠ² ΠΆΠΈΠ·Π½Π΅Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΡΠ΅Π΄ΠΏΡΠΈΡΡΠΈΡ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ.
Π’ΠΈΠΏ ΡΡΠ°ΡΡΠΈ β ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠ°Ρ.ΠΠ΅ΡΠ° Π΄ΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Π½Ρ β ΠΏΡΠΎΠ°Π½Π°Π»ΡΠ·ΡΠ²Π°ΡΠΈ ΡΠΎΡΡΠ°ΠΉΡ-ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΡΡ ΡΠΊ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ Π΄ΠΈΠ½Π°ΠΌΡΡΠ½ΠΈΡ
Π·Π΄ΡΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠ΄ΠΏΡΠΈΡΠΌΡΡΠ².
ΠΠ΅ΡΠΎΠ΄ Π΄ΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Π½Ρ β ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ½ΠΈΠΉ Π°Π½Π°Π»ΡΠ· ΠΌΡΡΡΡ ΡΠΎΡΡΠ°ΠΉΡ-ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΡΠΉ Ρ ΡΡΡΡΠΊΡΡΡΡ Π΄ΠΈΠ½Π°ΠΌΡΡΠ½ΠΈΡ
Π·Π΄ΡΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠ΄ΠΏΡΠΈΡΠΌΡΡΠ².
Π Π΅Π·ΡΠ»ΡΡΠ°ΡΠΈ. Π€ΠΎΡΡΠ°ΠΉΡ β ΡΠΈΡΡΠ΅ΠΌΠ° ΠΌΠ΅ΡΠΎΠ΄ΡΠ² ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΡΡ ΠΏΡΡΠΎΡΠΈΡΠ΅ΡΡΠ² Ρ ΡΡΠ΅ΡΡ Π΅ΠΊΠΎΠ½ΠΎΠΌΡΠΊΠΈ Ρ Π²ΠΈΡΠΎΠ±Π½ΠΈΡΡΠ²Π°, ΡΠΎΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Ρ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠ·Π²ΠΈΡΠΊΡ. ΠΠ½Π°Π»ΡΠ· ΡΠΎΡΡΠ°ΠΉΡ-ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΡΠΉ ΡΠΊ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° Π΄ΠΈΠ½Π°ΠΌΡΡΠ½ΠΈΡ
Π·Π΄ΡΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠ΄ΠΏΡΠΈΡΠΌΡΡΠ² ΠΏΠΎΠΊΠ°Π·Π°Π² ΡΡ
ΠΏΡΠΎΠ²ΡΠ΄Π½Ρ ΡΠΎΠ»Ρ Ρ ΡΠ΅Π°Π»ΡΠ·Π°ΡΡΡ ΡΠ½ΡΠΈΡ
ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡΠ² Π΄ΠΈΠ½Π°ΠΌΡΡΠ½ΠΈΡ
Π·Π΄ΡΠ±Π½ΠΎΡΡΠ΅ΠΉ, Π° ΡΠ°ΠΊΠΎΠΆ ΡΠ΅, ΡΠΎ ΡΠΎΡΡΠ°ΠΉΡ ΠΏΡΠ΄ΠΏΡΠΈΡΠΌΡΡΠ² Π½Π°Π΄Π°Ρ ΡΡΠ°Π½ΡΡΠΎΡΠΌΡΡΡΠΈΠΉ Π²ΠΏΠ»ΠΈΠ² Π½Π° ΡΠΎΠ·Π²ΠΈΡΠΎΠΊ ΡΠΈΡΡΠ΅ΠΌΠΈ, Π΄ΠΎΠΏΠΎΠΌΠ°Π³Π°ΡΡΠΈ ΠΏΠ΅ΡΠ΅ΡΠ²ΠΎΡΡΠ²Π°ΡΠΈ, Π° Π½Π΅ ΡΡΠ»ΡΠΊΠΈ ΠΏΡΠΎΠ³Π½ΠΎΠ·ΡΠ²Π°ΡΠΈ ΡΠΎΠ·Π²ΠΈΡΠΎΠΊ Π³Π°Π»ΡΠ·Ρ Π°Π±ΠΎ ΠΏΡΠ΄ΠΏΡΠΈΡΠΌΡΡΠ²Π°. Π€ΠΎΡΡΠ°ΠΉΡ Π²ΠΊΠ»ΡΡΠ°Ρ Π·Π°ΡΡΠΎΡΡΠ²Π°Π½Π½Ρ Ρ ΡΡΠ°Π½ΡΡΠΎΡΠΌΠ°ΡΡΡ ΡΡΡΠΈΠ½ ΠΏΡΠ΄ΠΏΡΠΈΡΠΌΡΡΠ²Π°, Π° ΡΠ°ΠΊΠΎΠΆ ΡΠ½Π½ΠΎΠ²Π°ΡΡΡ Ρ ΡΡΠ΅ΡΡ Π²ΠΈΡΠΎΠ±Π½ΠΈΡΡΠ²Π° Ρ Π²ΠΈΡΠΎΠ±Π½ΠΈΡΠΈΡ
Π²ΡΠ΄Π½ΠΎΡΠΈΠ½. ΠΡΠ½ ΡΠΏΡΡΠΌΠΎΠ²Π°Π½ΠΈΠΉ Π½Π° Π²ΠΈΠ΄ΡΠ»Π΅Π½Π½Ρ Ρ Π²ΠΈΠΊΠΎΡΠΈΡΡΠ°Π½Π½Ρ ΠΌΠ°ΡΠΊΠ΅ΡΡΠ² Π·ΠΌΡΠ½ β ΡΠ»Π°Π±ΠΊΠΈΡ
Ρ ΡΠΈΠ»ΡΠ½ΠΈΡ
ΡΠΈΠ³Π½Π°Π»ΡΠ² ΠΌΠ°ΠΉΠ±ΡΡΠ½ΡΡ
ΡΠ° ΠΉΠΌΠΎΠ²ΡΡΠ½ΠΈΡ
Π·ΠΌΡΠ½.
Π’Π΅ΠΎΡΠ΅ΡΠΈΡΠ½Π΅ Ρ ΠΏΡΠ°ΠΊΡΠΈΡΠ½Π΅ Π·Π½Π°ΡΠ΅Π½Π½Ρ Π΄ΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Π½Ρ. ΠΠΊΡΠΈΠ²Π½Π° Ρ ΡΠΎΡΠ½Π° ΡΠ΄Π΅Π½ΡΠΈΡΡΠΊΠ°ΡΡΡ ΡΠΈΡ
ΠΌΠ°ΡΠΊΠ΅ΡΡΠ² Π·ΠΌΡΠ½, Ρ ΡΠΎΠΌΡ ΡΠΈΡΠ»Ρ Π·Π°ΡΡΠΎΡΡΠ²Π°Π½Π½Ρ Ρ Π·ΠΌΡΠ½Π° ΡΡΡΠΈΠ½, Π½Π΅ ΡΡΠ»ΡΠΊΠΈ Π΄ΠΎΠ·Π²ΠΎΠ»ΡΡ ΠΏΡΠΎΠ³Π½ΠΎΠ·ΡΠ²Π°ΡΠΈ Π½Π°ΡΠ²Π½Ρ ΡΠ΅Π½Π΄Π΅Π½ΡΡΡ, Π°Π»Π΅ Ρ Π²ΡΡΡΡΠ°ΡΠΈΡΡ Ρ ΠΏΠ΅ΡΠ΅Π±ΡΠ³ ΠΏΡΠΎΡΠ΅ΡΡΠ², ΠΊΠΎΡΠΈΠ³ΡΡΡΠΈ ΡΡ
Π· Π½Π°ΠΉΠΌΠ΅Π½ΡΠΎΡ Π²ΠΈΡΡΠ°ΡΠΎΡ ΡΠΈΠ» Ρ ΡΠ΅ΡΡΡΡΡΠ². ΠΡΡΠΌ ΡΠΎΠ³ΠΎ, Π²ΠΎΠ½Π° Π΄ΠΎΠ·Π²ΠΎΠ»ΡΡ Π²ΠΏΠ»ΠΈΠ²Π°ΡΠΈ Ρ Π½Π° ΡΠ°ΠΌΡ ΡΠΈΠ½ΠΊΠΈ Ρ Π½Π°Π²ΠΊΠΎΠ»ΠΈΡΠ½Ρ ΡΠ΅Π°Π»ΡΠ½ΡΡΡΡ ΠΏΡΠ΄ΠΏΡΠΈΡΠΌΡΡΠ²Π° Π² ΡΡΠ»ΠΎΠΌΡ. ΠΠ°Π²Π΄ΡΠΊΠΈ ΡΠΎΡΡΠ°ΠΉΡ-ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΡΡΠΌ Ρ Π·Π΄ΡΠ±Π½ΠΎΡΡΡΠΌ, ΠΏΡΠ΄ΠΏΡΠΈΡΠΌΡΡΠ²ΠΎ Π½Π΅ ΡΡΠ»ΡΠΊΠΈ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΠΎ ΠΏΡΠΈΡΡΠΎΡΠΎΠ²ΡΡΡΡΡΡ Π΄ΠΎ Π·ΠΌΡΠ½ ΡΠ΅ΡΠ΅Π΄ΠΎΠ²ΠΈΡΠ° (ΡΠΈΠ½ΠΊΡ), Π°Π»Π΅ Ρ Π±Π΅ΡΠ΅ ΡΡΠ°ΡΡΡ Π² ΠΉΠΎΠ³ΠΎ Π·ΠΌΡΠ½Ρ.
ΠΡΠΈΠ³ΡΠ½Π°Π»ΡΠ½ΡΡΡΡ/Π¦ΡΠ½Π½ΡΡΡΡ/ΠΠ°ΡΠΊΠΎΠ²Π° Π½ΠΎΠ²ΠΈΠ·Π½Π° Π΄ΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Π½Ρ. Π£ ΡΡΠ°ΡΡΡ Π²ΠΏΠ΅ΡΡΠ΅ ΡΠΏΡΠ²Π²ΡΠ΄Π½Π΅ΡΠ΅Π½ΠΎ ΠΏΠΎΠ½ΡΡΡΡ Π΄ΠΈΠ½Π°ΠΌΡΡΠ½ΠΈΡ
Π·Π΄ΡΠ±Π½ΠΎΡΡΠ΅ΠΉ Ρ ΡΠΎΡΡΠ°ΠΉΡ-ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΡΠΉ, ΡΠΎΡΡΠ°ΠΉΡ-ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΡΡ ΡΠΎΠ·Π³Π»ΡΠ½ΡΡΠΎ ΡΠΊ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ Π΄ΠΈΠ½Π°ΠΌΡΡΠ½ΠΈΡ
Π·Π΄ΡΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠ΄ΠΏΡΠΈΡΠΌΡΡΠ²Π°. ΠΡΠ΄Π·Π½Π°ΡΠ΅Π½ΠΎ ΡΠΎΠ»Ρ ΡΡΡΠΈΠ½Π½ΠΈΡ
ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΡΠ² ΠΆΠΈΡΡΡΠ΄ΡΡΠ»ΡΠ½ΠΎΡΡΡ ΠΏΡΠ΄ΠΏΡΠΈΡΠΌΡΡΠ²Π° Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΡ Π΄ΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Π½Ρ Π΄ΠΈΠ½Π°ΠΌΡΡΠ½ΠΈΡ
Π·Π΄ΡΠ±Π½ΠΎΡΡΠ΅ΠΉ.
Π’ΠΈΠΏ ΡΡΠ°ΡΡΡ β ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ½Π°
E-learning in higher education and social development
The paper deals with digital education. Currently, digital education is getting popular, particularly in current pandemic event COVID 19 which has been emerged in China recently. Authors discussed online education issues. Authors reviewed different literature on e-learning and online education worldwide, as well as highlighted the online problems emerged in different countries. Now, when in many countries distance learning is actively imposed on people who do not have not only teaching aids and methodological competence for digital learning, when some people do not even have access to digital devices, there are no conditions for learning outside the classroom and there are many other problems, the problem digital inequality becomes its one channel for increasing general social inequality. Our research, which contributes to the study of current and likely future problems of digital education, its role and interaction with other spheres of society, including science and industry, is a contribution to solving the problem of social well-being, including sustainable development. Sustainable development is a controversial concept that combines two leading lines: the line of harmonization of the development of society in all its separate spheres and the harmonization of relations between spheres, and the line of achievements, evolution of each of the spheres and relations of spheres
The Profile Improvement of Vocational School Teachersβ Competencies
This study is aimed to reveal the improvement in the competency of productive teachers of both state and private vocational high schools in Sleman Regency after participating in a self-development program in terms of psychological maturity and socio-cultural aspects. This study was carried out in two state vocational high schools SMKN 1 Sedayu and SMKN 1 Seyegan, and one private vocational high school SMK Muhammadiyah Pakem. It was a qualitative study in nature using interview and documentation as the means of collecting the data. Fifteen productive teachers of the three vocational high schools with expertise in Building Engineering Drawing (BED) were purposively selected to be the research subjects. The obtained data in the form of interview tapescripts, photos, and documents were triangulated to ensure data validity. The data were then analyzed systematically through three main stages including open coding, axial coding, and selective coding. The results show that through self-development, the BED productive teachers in state vocational high schools can improve their pedagogical and professional competencies. In addition, this program also develops their knowledge and skills in the areas of curriculum, expertise, technology, as well as teaching strategies and methods. Even so, in the case of BED productive teachers in private vocational high schools, this self-development program does not significantly improve their competencies