A DIGITALIZAÇÃO COMO CENTRO DIGITAL DE INTERAÇÃO NO AMBIENTE EDUCACIONAL DE UMA INSTITUIÇÃO DE EDUCAÇÃO

The article analyzes generally accepted and innovative approaches to managing the quality of specialist training in (vocational and technical) education institutions, reveals the essence of the concept of competitiveness as a socio-economic phenomenon. The effectiveness of the structural-functional quality management model of specialist training has been proven, the issue of involving business and stakeholder councils in quality management, innovative views in ensuring the quality of professional training by bringing the content of state standards into account (vocational and technical) education, close to the requirements of employers; systematic work on increasing the prestige of working professions (introduction of innovative technologies of professional orientation, professional development and career planning); development of elements of dual and mixed education systems; effective management and control of the educational and production process. He proposed such effective areas as mentoring, creation of educational clusters, application of hub technologies, digitization). Mechanisms of quality management of vocational education and training in countries are substantiated, quality assessment system is analyzed.O artigo analisa abordagens geralmente aceites e inovadoras para a gestão da qualidade da formação especializada em instituições de ensino (profissional e técnico), revela a essência do conceito de competitividade como fenómeno socioeconómico. Está comprovada a eficácia do modelo de gestão da qualidade estrutural-funcional da formação especializada, a questão do envolvimento dos conselhos empresariais e de partes interessadas na gestão da qualidade, visões inovadoras na garantia da qualidade da formação profissional, tendo em conta o conteúdo das normas estaduais (profissional e formação técnica, próxima às exigências dos empregadores; trabalho sistemático para aumentar o prestígio das profissões activas (introdução de tecnologias inovadoras de orientação profissional, desenvolvimento profissional e planeamento de carreira); desenvolvimento de elementos de sistemas educativos duais e mistos; gestão e controle eficazes do processo educacional e produtivo. Ele propôs áreas eficazes como mentoria, criação de clusters educacionais, aplicação de tecnologias de hub, digitalização). Os mecanismos de gestão da qualidade do ensino e formação profissional nos países são fundamentados, o sistema de avaliação da qualidade é analisado

Legal support for improving transparency of the asset recovery and management agency’s activities

The purpose of the article is to study the legal basis for ARMA and submit the proposals to improve the transparency of this agency. The subject of the study is the activities of ARMA from the standpoint of transparency. Methodology. Methodological tools for the study are selected according to objectives, specifics of the object and subject matter of the research: dialectical method, system and structural method, dogmatic and legal method, comparative and legal method; logical and legal method; method of generalization. Research results. The article analyzes the legal provision of transparency of ARMA’s activities. The problematic issues are identified and the areas for improvement in the legal framework for ARMA’s transparency are suggested. The analysis of current normative and legal regulation of ARMA interaction with other executive bodies is performed. Practical meaning. The author’s definition of transparency of ARMA’s activity is proposed. Value / originality. The ways to improve the transparency of ARMA’s activities in Ukraine are proposed

Компетентність з педагогічного дизайну у підготовці інженерів-педагогів

Pedagogical design as a component of the professional competences of vocational education teachers and the importance of this component in the preparation of future teachers for vocational education institutions are considered. A brief analysis of the approaches of scientists to the interpretation of pedagogical design, the role and place of pedagogical design in the modern educational process, in particular, in the context of the use of information and communication technologies, was carried out. The results of a survey of vocational school teachers regarding the use of pedagogical design as a promising direction, which allows building effective online and mixed learning, are presented. It was found that the current state of training of future vocational school teachers regarding the application of pedagogical design in the educational process is ineffective. A theoretical substantiation of the competence of future teachers of a vocational school in pedagogical design, which is determined by the unity of cognitive and procedural components, has been carried out. The criteria for the formation of these components are the ability to build an effective educational process based on learning goals, educational material and modern tools that can be available in the information-educational environment, as well as the ability to provide effective psychological and pedagogical interaction with those who study. The possibilities of the educational discipline "Pedagogical mastery" and pre-diploma practice for acquiring competence in pedagogical design have been identified and experimentally confirmed. During the experiment, in which students of higher education at the master's level from the specialty "Professional education (by specializations)" took part, positive changes occurred in the formation of cognitive and procedural components of competence. This confirms the expediency of further use of the possibility of pedagogical mastery and pre-diploma practice for the acquisition of competence in pedagogical design by future teachers of a professional school.Розглянуто педагогічний дизайн як складову фахових компетентностей педагогів професійного навчання та важливість цієї складової у підготовці майбутніх педагогів для закладів професійної освіти. Здійснено короткий аналіз підходів науковців до трактування педагогічного дизайну, ролі та місця педагогічного дизайну в сучасному освітньому процесі, зокрема, в умовах застосування інформаційно-комунікаційних технологій. Представлено результати анкетування педагогів професійної школи щодо застосування педагогічного дизайну як перспективного напряму, що дозволяє будувати результативне онлайн навчання та змішане. Було виявлено, що сучасний стан підготовки майбутніх педагогів професійної школи щодо застосування педагогічного дизайну в освітньому процесі є неефективним. Проведено теоретичне обґрунтування компетентності майбутніх педагогів професійної школи з педагогічного дизайну, що визначається єдністю когнітивних та процедурних компонентів. Критеріями формування цих компонентів є здатність побудови результативного освітнього процесу на основі цілей навчання, навчального матеріалу і сучасних інструментів, які можуть бути доступні в інформаційно‐освітньому середовищі, а також здатність забезпечувати ефективну психолого-педагогічну взаємодію з тими, хто навчається. Виявлено та експериментально підтверджено можливості навчальної дисципліни "Педагогічна майстерність" та переддипломної практики для набуття компетентності з педагогічного дизайну. Під час експерименту, у якому взяли участь здобувачі вищої освіти магістерського рівня зі спеціальності "Професійна освіта (за спеціалізаціями)", відбулися позитивні зміни у формуванні когнітивних та процедурних компонентів компетентності. Це підтверджує доцільність подальшого використання можливості педагогічної майстерності та переддипломної практики для набуття компетентності з педагогічного дизайну майбутніми педагогами професійної школи

A digitalização como centro digital de interação no ambiente educacional de uma instituição de educação

The article analyzes generally accepted and innovative approaches to managing the quality of specialist training in (vocational and technical) education institutions, reveals the essence of the concept of competitiveness as a socio-economic phenomenon. The effectiveness of the structuralfunctional quality management model of specialist training has been proven, the issue of involving business and stakeholder councils in quality management, innovative views in ensuring the quality of professional training by bringing the content of state standards into account (vocational and technical) education, close to the requirements of employers; systematic work on increasing the prestige of working professions (introduction of innovative technologies of professional orientation, professional development and career planning); development of elements of dual and mixed education systems; effective management and control of the educational and production process. He proposed such effective areas as mentoring, creation of educational clusters, application of hub technologies, digitization). Mechanisms of quality management of vocational education and training in countries are substantiated, quality assessment system is analyzed.O artigo analisa abordagens geralmente aceites e inovadoras para a gestão da qualidade da formação especializada em instituições de ensino (profissional e técnico), revela a essência do conceito de competitividade como fenómeno socioeconómico. Está comprovada a eficácia do modelo de gestão da qualidade estrutural-funcional da formação especializada, a questão do envolvimento dos conselhos empresariais e de partes interessadas na gestão da qualidade, visões inovadoras na garantia da qualidade da formação profissional, tendo em conta o conteúdo das normas estaduais (profissional e formação técnica, próxima às exigências dos empregadores; trabalho sistemático para aumentar o prestígio das profissões activas (introdução de tecnologias inovadoras de orientação profissional, desenvolvimento profissional e planeamento de carreira); desenvolvimento de elementos de sistemas educativos duais e mistos; gestão e controle eficazes do processo educacional e produtivo. Ele propôs áreas eficazes como mentoria, criação de clusters educacionais, aplicação de tecnologias de hub, digitalização). Os mecanismos de gestão da qualidade do ensino e formação profissional nos países são fundamentados, o sistema de avaliação da qualidade é analisado