428 research outputs found
Health of Russian children: status and trends
An analysis of the modern State of health of Russian children and demands of society to its proper level as a condition of prospective socio-economic development of the StateΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ Π°Π½Π°Π»ΠΈΠ· ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ Π·Π΄ΠΎΡΠΎΠ²ΡΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΡ
Π΄Π΅ΡΠ΅ΠΉ ΠΈ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΠΊ Π΅Π³ΠΎ Π΄ΠΎΠ»ΠΆΠ½ΠΎΠΌΡ ΡΡΠΎΠ²Π½Ρ ΠΊΠ°ΠΊ ΡΡΠ»ΠΎΠ²ΠΈΡ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²
The needs of actors of the educational process in quality management education
ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ ΡΠ΅ΠΎΡΠΈΠΉ Π. ΠΠ°ΡΠ»ΠΎΡ ΠΈ Π€. ΠΠ΅ΡΡΠ±Π΅ΡΠ³Π° ΠΏΡΠΈΠΌΠ΅Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎ ΠΊ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅ ΡΠ΄ΠΎΠ²Π»Π΅ΡΠ²ΠΎΡΠ΅Π½ΠΈΡ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ ΠΏΠΎΡΡΠ΅Π±ΠΈΡΠ΅Π»Π΅ΠΉ β ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠ² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°, ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΠΈΠ΅ Π²ΠΈΠ΄Ρ ΠΈ Π²Π·Π°ΠΈΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΠ΅ΠΉ, Π½Π° ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΈ ΠΊΠΎΡΠΎΡΡΡ
ΠΌΠΎΠΆΠ½ΠΎ ΠΏΠΎΠ²ΡΡΠΈΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΉPresents interpretations of the theories of A. Maslow and F. Herzberg in relation to meet consumersβ requirements β actors of the educational process, describe the types and relationship needs, on the basis of which it is possible to achieve good results of the activities of educational institution
Needs actors of the educational process as an element in quality management of health students
The application of the theory of Maslow and Herzberg, f. in identifying the needs of the actors of the educational process in order to meet the requirements and wishes of consumers of educational activities in General and the protection of the health of students, in particularΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΡΠ΅ΠΎΡΠΈΠΈ Π. ΠΠ°ΡΠ»ΠΎΡ ΠΈ Π€. ΠΠ΅ΡΡΠ±Π΅ΡΠ³Π° Π² Π²ΡΡΠ²Π»Π΅Π½ΠΈΠΈ ΠΏΠΎΡΡΠ΅Π±Π½ΠΎΡΡΠΈ ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠ² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ° Ρ ΡΠ΅Π»ΡΡ ΡΠ΄ΠΎΠ²Π»Π΅ΡΠ²ΠΎΡΠ΅Π½ΠΈΡ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ ΠΈ ΠΏΠΎΠΆΠ΅Π»Π°Π½ΠΈΠΉ ΠΏΠΎΡΡΠ΅Π±ΠΈΡΠ΅Π»Π΅ΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π² ΡΠ΅Π»ΠΎΠΌ ΠΈ Π·Π΄ΠΎΡΠΎΠ²ΡΠ΅ΡΠ±Π΅ΡΠ΅Π³Π°ΡΡΠ΅ΠΉ, Π² ΡΠ°ΡΡΠ½ΠΎΡΡ
The development of vocational pedagogical education in Russia (organizational and pedagogical aspect)
The relevance of the problem under study is based on the necessity to determine the directions of studying and improving the vocational pedagogical education (the system of training vocational pedagogical teachers) in Russia. The purpose of the article is to identify the periodization of establishment and development of the vocational pedagogical education in Russia depending upon the changes of its organizational and pedagogical foundations that occur under the influence of socio-economic and socio-pedagogical factors. The leading approach to studying this problem is historic-logical one which allows us to identify stages of establishment and development of the vocational pedagogical education based on the qualitative changes of its organization and content that are perceived as a reaction to socio-economic and socio-pedagogical conditions at certain periods of time. Based on the qualitative changes of the organizational and pedagogical foundations of the vocational pedagogical education occurred under the influence of the changes in the society during more than a hundred yearsβ time, the stages of establishment and development of the vocational education are detailed in this article. It is stated that the main directions of the Russian vocational teachersβ training system development were determined by the requirements imposed upon the system by vocational education and industries. It is shown that the idea of industry-specific vocational and psychological training and training for a workerβs profession is the leading one in elaborating the vocation education development strategy. The article can be useful for academic specialists and practitioners in the sphere of vocational and vocational pedagogical education, candidates for a masterβs degree and students of vocational pedagogical universities and faculties. Β© 2016 Fedorov and Tretyakova
Migration safety in education: Adaptation of migrant students to conditions at higher educational establishments
The topicality of the problem under study stems from the changed geopolitical and socioeconomic conditions in Russia, which resulted in uncontrollable international and migration processes, changes in the ethnic composition of territories, worsening of ethnic and social relations of migrants and members of the society receiving them, search for educational paradigms complying with new conditions of the country's development. The aim of the research is to determine specific features relating to adaptation of migrant students to conditions at higher educational establishments and to draw up a programme of social, psychological and pedagogical activities to adapt migrant students to conditions at higher educational establishments. The leading research method is an experimental one, which enables us to fully consider the problem of adapting migrant students to conditions at higher educational establishments. The article outlines a system of social, psychological and pedagogical help to migrant students needed to optimise a process of their adaptation to an educational environment. The programme is aimed at creating social, psychological and pedagogical conditions for the efficient interaction of all members of an educational process, as well as full fulfillment of a person in conditions of a poly-cultural educational process. Teachers, curators, heads of subdivision and administrations of higher educational establishments may find the materials of the article useful. Β© Authors
The main problems of vocational education in terms of its major health subjects
Provides a general description of the main activities to maintain and improve the health of students in vocational education: organization of the educational environment of preserving health and the formation of students readiness for the preservation of health. Proposed solutions improve the efficiency and quality of the activity viewed through the prism of the management theory of quality educationΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π° ΠΎΠ±ΡΠ°Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΠΎ ΡΠΎΡ
ΡΠ°Π½Π΅Π½ΠΈΡ ΠΈ ΡΠΊΡΠ΅ΠΏΠ»Π΅Π½ΠΈΡ Π·Π΄ΠΎΡΠΎΠ²ΡΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ: ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡ Π·Π΄ΠΎΡΠΎΠ²ΡΠ΅ΡΠ±Π΅ΡΠ΅Π³Π°ΡΡΠ΅ΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Ρ ΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π³ΠΎΡΠΎΠ²Π½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΊ Π·Π΄ΠΎΡΠΎΠ²ΡΠ΅ΡΠ±Π΅ΡΠ΅Π³Π°ΡΡΠ΅ΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΎ ΡΠ΅ΡΠ΅Π½ΠΈΠ΅ Π²ΠΎΠΏΡΠΎΡΠΎΠ² ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΈ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° Π΄Π°Π½Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡ ΡΠ΅ΡΠ΅Π· ΠΏΡΠΈΠ·ΠΌΡ ΡΠ΅ΠΎΡΠΈΠΈ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²ΠΎΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈ
Academic mobility of students: effects and statistics
Academic mobility of students as a modern process of internationalization of education is considered. The effects of educational migration are revealedΠ Π°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ Π°ΠΊΠ°Π΄Π΅ΠΌΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΊΠ°ΠΊ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ ΠΈΠ½ΡΠ΅ΡΠ½Π°ΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. Π Π°ΡΠΊΡΡΠ²Π°ΡΡΡΡ ΡΡΡΠ΅ΠΊΡΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΌΠΈΠ³ΡΠ°ΡΠΈΠΈ. ΠΡΠΈΠ²ΠΎΠ΄ΡΡΡΡ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π΄Π°Π½Π½ΡΠ΅ ΠΎ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½ΠΈΠΈ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠ³ΠΎ ΠΊΠΎΠ½ΡΠΈΠ½Π³Π΅Π½ΡΠ° ΠΏΠΎ ΡΡΡΠ°Π½Π°ΠΌ ΠΌΠΈΡΠ° ΠΈ ΠΈΡ
ΠΏΡΠ΅ΠΈΠΌΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΠ·Π°ΡΠΈ
VOCATIONAL-PEDAGOGICAL EDUCATION IN RUSSIA: HISTORICAL AND LOGICAL PERIODS
Introduction. Rapid social and economic changes demand new methods and forms of vocational training, reorganization of content of professional education, i.e. its modernizations which cannot be carried out without existence of the qualified pedagogical staff. Therefore, high-quality professional and pedagogical preparation becomes today not just one of education components, and, without exaggeration, a guarantee of social and economic wellbeing of the country. To provide due functioning of the system of vocational pedagogical education (VPE), it is necessary to understand its specifics and regularities of development; thus, it is necessary to track formation and evolution of the system.The aim of the study is to provide retrospective analysis at the organizational and substantial level of development of VPE in Russia as the social and pedagogical system.Methodology and research methods. The historical and logical approach has become the leading approach while researching the problems of VPE. It allows us to build the accurate sequence of formation of the system of training of teachers of specific disciplines and masters of vocational training; on this basis to reveal its shortcomings and possibilities.Results and scientific novelty. A brief background into history of the Russian and foreign vocational pedagogical education existing prior to the beginning of the 20th century is given. The chronology of development of VPE in Russia since 1920-s till modern period is presented. According to the key changes happening in a target and organizational-content part of VPE, six stages are distinguished and described. It is shown that development of this type of education as a social and pedagogical system is caused by socio-economic factors and administrative decisions; at the same time the VPE system has own regularities, principles of functioning and internal potential for further improvement.The relevance of the appeal to VPE history is emphasized. The reflection concerning the accumulated positive and negative experience: promotes more exact diagnostics of tendencies in this area; helps to avoid former mistakes and to level the existing contradictions; enables to choose the most effective strategy of development of VPE.Practical significance. The materials of the publication can be useful for scientific and practical workers who are taking part in training of teachers of vocational education and engaged in forecasting and design of development of the system of vocational pedagogical education
VOCATIONAL-PEDAGOGICAL EDUCATION IN RUSSIA: HISTORICAL AND LOGICAL PERIODS
Introduction. Rapid social and economic changes demand new methods and forms of vocational training, reorganization of content of professional education, i.e. its modernizations which cannot be carried out without existence of the qualified pedagogical staff. Therefore, high-quality professional and pedagogical preparation becomes today not just one of education components, and, without exaggeration, a guarantee of social and economic wellbeing of the country. To provide due functioning of the system of vocational pedagogical education (VPE), it is necessary to understand its specifics and regularities of development; thus, it is necessary to track formation and evolution of the system. The aim of the study is to provide retrospective analysis at the organizational and substantial level of development of VPE in Russia as the social and pedagogical system. Methodology and research methods. The historical and logical approach has become the leading approach while researching the problems of VPE. It allows us to build the accurate sequence of formation of the system of training of teachers of specific disciplines and masters of vocational training; on this basis to reveal its shortcomings and possibilities. Results and scientific novelty. A brief background into history of the Russian and foreign vocational pedagogical education existing prior to the beginning of the 20th century is given. The chronology of development of VPE in Russia since 1920-s till modern period is presented. According to the key changes happening in a target and organizational-content part of VPE, six stages are distinguished and described. It is shown that development of this type of education as a social and pedagogical system is caused by socio-economic factors and administrative decisions; at the same time the VPE system has own regularities, principles of functioning and internal potential for further improvement. The relevance of the appeal to VPE history is emphasized. The reflection concerning the accumulated positive and negative experience: promotes more exact diagnostics of tendencies in this area; helps to avoid former mistakes and to level the existing contradictions; enables to choose the most effective strategy of development of VPE.Practical significance. The materials of the publication can be useful for scientific and practical workers who are taking part in training of teachers of vocational education and engaged in forecasting and design of development of the system of vocational pedagogical education.Β ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π‘ΡΡΠ΅ΠΌΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΡΠ΅Π±ΡΡΡ Π½ΠΎΠ²ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΈ ΡΠΎΡΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ, ΠΏΠ΅ΡΠ΅ΡΡΡΠΎΠΉΠΊΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ β Ρ. Π΅. Π΅Π³ΠΎ ΠΌΠΎΠ΄Π΅ΡΠ½ΠΈΠ·Π°ΡΠΈΠΈ, ΠΊΠΎΡΠΎΡΠ°Ρ Π½Π΅ ΠΌΠΎΠΆΠ΅Ρ ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΡΡΡΡ Π±Π΅Π· Π½Π°Π»ΠΈΡΠΈΡ ΠΊΠ²Π°Π»ΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠ°Π΄ΡΠΎΠ². ΠΠΎΡΡΠΎΠΌΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½Π°Ρ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠ° ΡΡΠ°Π½ΠΎΠ²ΠΈΡΡΡ ΡΠ΅Π³ΠΎΠ΄Π½Ρ Π½Π΅ ΠΏΡΠΎΡΡΠΎ ΠΎΠ΄Π½ΠΎΠΉ ΠΈΠ· ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠΈΡ
ΡΡΠ΅ΡΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, Π°, Π±Π΅Π· ΠΏΡΠ΅ΡΠ²Π΅Π»ΠΈΡΠ΅Π½ΠΈΡ, Π³Π°ΡΠ°Π½ΡΠΈΠ΅ΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π±Π»Π°Π³ΠΎΠΏΠΎΠ»ΡΡΠΈΡ ΡΡΡΠ°Π½Ρ. Π§ΡΠΎΠ±Ρ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΡΡ Π΄ΠΎΠ»ΠΆΠ½ΠΎΠ΅ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΈΡΡΠ΅ΠΌΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ (ΠΠΠ), Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ ΠΏΠΎΠ½ΡΡΡ Π΅Π³ΠΎ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΡ ΠΈ Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎΡΡΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ, Π΄Π»Ρ ΡΠ΅Π³ΠΎ ΡΠ»Π΅Π΄ΡΠ΅Ρ ΠΏΡΠΎΡΠ»Π΅Π΄ΠΈΡΡ ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΠ΅ ΠΈ ΡΠ²ΠΎΠ»ΡΡΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ. Π¦Π΅Π»Ρ ΡΡΠ°ΡΡΠΈ β ΡΠ΅ΡΡΠΎΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· Π½Π° ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎ-ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΠΎΠΌ ΡΡΠΎΠ²Π½Π΅ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΠΠ Π² Π ΠΎΡΡΠΈΠΈ ΠΊΠ°ΠΊ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ΅Π΄ΡΡΠΈΠΌ Π² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΠΠΠ ΡΡΠ°Π» ΠΈΡΡΠΎΡΠΈΠΊΠΎ-Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠΈΠΉ Π²ΡΡΡΡΠΎΠΈΡΡ ΡΠ΅ΡΠΊΡΡ ΠΏΠΎΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠ»ΠΎΠΆΠΈΠ²ΡΠ΅ΠΉΡΡ ΠΊ Π½Π°ΡΡΠΎΡΡΠ΅ΠΌΡ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ ΡΠΈΡΡΠ΅ΠΌΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Π΅ΠΉ ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΡΡ
Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½ ΠΈ ΠΌΠ°ΡΡΠ΅ΡΠΎΠ² ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ Π½Π° ΡΡΠΎΠΉ ΠΎΡΠ½ΠΎΠ²Π΅ Π²ΡΡΠ²ΠΈΡΡ Π΅Π΅ Π½Π΅Π΄ΠΎΡΡΠ°ΡΠΊΠΈ ΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈ Π½Π°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π°. ΠΠ°Π½ ΠΊΡΠ°ΡΠΊΠΈΠΉ ΡΠΊΡΠΊΡΡΡ Π² ΠΈΡΡΠΎΡΠΈΡ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΈ Π·Π°ΡΡΠ±Π΅ΠΆΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΡΡΡΠ΅ΡΡΠ²ΠΎΠ²Π°Π²ΡΠ΅Π³ΠΎ Π΄ΠΎ Π½Π°ΡΠ°Π»Π° Π₯Π₯ Π². ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π° Ρ
ΡΠΎΠ½ΠΎΠ»ΠΎΠ³ΠΈΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΠΠ Π² Π ΠΎΡΡΠΈΠΈ Π½Π°ΡΠΈΠ½Π°Ρ Ρ 20-Ρ
Π³Π³. ΠΏΡΠΎΡΠ»ΠΎΠ³ΠΎ ΡΡΠΎΠ»Π΅ΡΠΈΡ Π΄ΠΎ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΏΠ΅ΡΠΈΠΎΠ΄Π°. Π‘ΠΎΠ³Π»Π°ΡΠ½ΠΎ ΠΊΠ»ΡΡΠ΅Π²ΡΠΌ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡΠΌ, ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΡΡΠΈΠΌ Π² ΡΠ΅Π»Π΅Π²ΠΎΠΉ ΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΠΎ-ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΠ°ΡΡΠΈ ΠΠΠ, Π²ΡΠ΄Π΅Π»Π΅Π½Ρ ΠΈ ΠΎΠΏΠΈΡΠ°Π½Ρ ΡΠ΅ΡΡΡ Π΅Π³ΠΎ ΡΡΠ°ΠΏΠΎΠ². ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π΄Π°Π½Π½ΠΎΠ³ΠΎ Π²ΠΈΠ΄Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ°ΠΊ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½ΠΎ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎ-ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΡΠ°ΠΊΡΠΎΡΠ°ΠΌΠΈ ΠΈ Π°Π΄ΠΌΠΈΠ½ΠΈΡΡΡΠ°ΡΠΈΠ²Π½ΡΠΌΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡΠΌΠΈ; Π² ΡΠΎ ΠΆΠ΅ Π²ΡΠ΅ΠΌΡ ΡΠΈΡΡΠ΅ΠΌΠ° ΠΠΠ ΠΈΠΌΠ΅Π΅Ρ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΡΠ΅ Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎΡΡΠΈ, ΠΏΡΠΈΠ½ΡΠΈΠΏΡ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ Π²Π½ΡΡΡΠ΅Π½Π½ΠΈΠΉ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» Π΄Π»Ρ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠ΅Π³ΠΎ ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΡ.ΠΠΎΠ΄ΡΠ΅ΡΠΊΠΈΠ²Π°Π΅ΡΡΡ Π°ΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΠΎΠ±ΡΠ°ΡΠ΅Π½ΠΈΡ ΠΊ ΠΈΡΡΠΎΡΠΈΠΈ ΠΠΠ. Π Π΅ΡΠ»Π΅ΠΊΡΠΈΡ ΠΏΠΎ ΠΏΠΎΠ²ΠΎΠ΄Ρ Π½Π°ΠΊΠΎΠΏΠ»Π΅Π½Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ»ΠΎΠΆΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΠΎΡΡΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ° ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ Π±ΠΎΠ»Π΅Π΅ ΡΠΎΡΠ½ΠΎΠΉ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠ΅ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΉ Π² ΡΡΠΎΠΉ ΠΎΠ±Π»Π°ΡΡΠΈ, ΠΏΠΎΠΌΠΎΠ³Π°Π΅Ρ ΠΈΠ·Π±Π΅ΠΆΠ°ΡΡ ΠΏΡΠ΅ΠΆΠ½ΠΈΡ
ΠΎΡΠΈΠ±ΠΎΠΊ, Π½ΠΈΠ²Π΅Π»ΠΈΡΠΎΠ²Π°ΡΡ ΡΡΡΠ΅ΡΡΠ²ΡΡΡΠΈΠ΅ ΠΏΡΠΎΡΠΈΠ²ΠΎΡΠ΅ΡΠΈΡ ΠΈ Π²ΡΠ±ΡΠ°ΡΡ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΠΠ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ. ΠΠ°ΡΠ΅ΡΠΈΠ°Π»Ρ ΠΏΡΠ±Π»ΠΈΠΊΠ°ΡΠΈΠΈ ΠΌΠΎΠ³ΡΡ Π±ΡΡΡ Π²ΠΎΡΡΡΠ΅Π±ΠΎΠ²Π°Π½Ρ Π½Π°ΡΡΠ½ΡΠΌΠΈ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠ°ΠΌΠΈ, ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΡΠΈΠΌΠΈ ΡΡΠ°ΡΡΠΈΠ΅ Π² ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠ΅ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ Π·Π°Π½ΠΈΠΌΠ°ΡΡΠΈΠΌΠΈΡΡ ΠΏΡΠΎΠ³Π½ΠΎΠ·ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΈ ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ.
On the Issue of Ensuring the Efficiency and Productivity of University Employees as a Factor of Competitiveness of the Educational Organizations
ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΡΠ²Π΅Π΄Π΅Π½ΠΈΡ ΠΎ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ Π°ΠΊΡΠΈΠ²Π°ΡΠΈΠΈ ΠΏΠΎΠΈΡΠΊΠ° ΡΠ΅ΡΠ΅Π½ΠΈΠΉ ΠΏΠΎ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΈ ΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΡΠ΄Π° ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠΎΠ² Π²ΡΠ·Π°, ΠΊΠ°ΠΊ ΡΠ°ΠΊΡΠΎΡΠ° ΠΊΠΎΠ½ΠΊΡΡΠ΅Π½ΡΠΎΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ. ΠΠ΄Π½ΠΈΠΌ ΠΈΠ· ΡΠ΅ΡΠ΅Π½ΠΈΠΉ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠ½ΠΎΡΡΠΈ ΡΠ°Π±ΠΎΡΠ½ΠΈΠΊΠΎΠ² Π²ΡΠ·Π° Π² ΠΎΠ±Π»Π°ΡΡΠΈ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ.Information is provided about the need to activate the search for solutions to ensure the efficiency and productivity of university employees, as a factor of competitiveness of the organization. One solution is to develop the competence of university employees in the field of quality assurance
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