Academic literature on the topic 'National Education Program (Searcy, Ark.)'

Despite the fact that in 2008 in the Kyrgyz Republic was adopted the Concept of multilingual and multicultural education, in 2014 was adopted the National Program for the Development of the State Language and improving the language policy in the Kyrgyz Republic for 2014-2020, there are currently no cardinal changes in expanding the spheres of use of the state language, primarily in public administration, paperwork and professional communication, as well as in higher education. Kyrgyz language insufficiently applied in the fields of economics, education, science and in the training of specialists.

OBJECTIVE: To establish the number and type of asthma patient education programs throughout Canada.DESIGN: National survey.SETTING: Canada.METHODS: Over a three-year period, contact was made with individuals and groups offering educational services for patients with asthma. Education given as part of a physician's consultation or a pharmacist's dispensing of medications for asthma was not considered a patient education program for the purposes of the survey. Contact was initially established by asking staff from well known asthma programs to provide lists of other such programs in their provinces or regions. Asthma programs were also identified from notices presented at Canada's Third and Fourth National Conferences on Asthma and Education. Lung associations, lay organizations and industry representatives affiliated with the Canadian Network for Asthma Care helped to supplement the list. Once identified, each patient education program was contacted by telephone and by mail to complete a 26-item questionnaire about their program. The province of Quebec was not included in the survey because it already had a province-wide, structured asthma education program and register.RESULTS: Seventy-four asthma education and management programs were identified outside Quebec. Staff in these programs were registered nurses (n=46), respiratory therapists (n=48) and other health professionals (n=21). Forty-one programs stated that at least one member of their staff had been trained as an asthma educator. In 71 programs, the initial patient encounter was of at least one hour's duration. Physician referral was required by 41 programs. The province of Quebec has a joint asthma education program provided by 114 asthma education centres throughout the province under the umbrella of the Quebec Asthma Education Network (QAEN). This comprehensive program is provided in hospitals and community centres by specialized educators - nurses, pharmacists or respiratory therapists - to patients referred by their physicians.CONCLUSIONS: A three-year search for asthma education programs in Canada identified 74 patient education programs (outside Quebec) for an asthma population estimated to exceed 1.2 million. For the province of Quebec, an integrated asthma education program is provided through a network of 114 education centres - the QAEN. The present survey shows that there has been progress in establishing asthma education programs in Canada, although there are significant regional differences in the availability of such programs.

The government is attempting to obtain the access of Early Childhood Education pro- grams providing educational assistance. Unfortunately, the government has spent funds to calculate the unit costs that should not occur in the real world of education. In consequence, the aims of this study are to (1) calculate the amount of operational unit costs for Early Childhood Education pro- grams, and (2) enumerate variations and projections of the amount of the operational unit costs in Early Childhood Education programs by region category. This study uses quantitative data with pop- ulation of all Early Childhood Education institutions in Indonesia. The unit of analysis of this re- search is Early Childhood Education institutions consisting of kindergarten, Playgroup, Daycare, and ECCD units. The findings are that the highest operating unit cost is in TPA because there is a full day of service. Next is a Kindergarten institution because at this institution already has a special curriculum to prepare the child proceed to the level of basic education. Then the unit cost is the highest area in the eastern region. Recommendation in determining the amount of financial assistance it is necessary to consider the amount of operational unit costs so that the purpose of providing fi- nancial assistance is to improve access and quality can be achieved. Keywords: Early Childhood Education, Operational Unit Cost, Fund Aid Reference Afmansyah, T. H. (2019). Efektifitas Dan Efisiensi Pembiayaan Pendidikan. INA-Rxiv Paper. https://doi.org/10.31227/osf.io/5ysw4 Akdon. (2015). Manajemen Pembiayaan Pendidikan. Bandung: PT Remaja Rosdakarya. Aos, S., & Pennucci, A. (2013). K–12 CLASS SIZE REDUCTIONS AND STUDENT OUTCOMES: A REVIEW OF THE EVIDENCE AND BENEFIT–COST ANALYSIS. Washington State Institute for Public Policy, (13), 1–12. Azhari, U. L., & Kurniady, D. A. (2016). Manajemen Pembiayaan Pendidikan, Fasilitas Pembelajaran, Dan Mutu Sekolah. Jurnal Administrasi Pendidikan, 23(2). Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Bijanto. (2018). Mengakreditasi PAUD dan PNF. Retrieved from https://banpaudpnf.kemdikbud.go.id/berita/mengakreditasi-paud-dan-pnf Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., Nakajima, N., & Pradhan, M. (2017). The role of preschool quality in promoting child development: evidence from rural Indonesia*. European Early Childhood Education Research Journal, 25(4), 483–505. https://doi.org/10.1080/1350293X.2017.1331062 Campbell-Barr, V. (2019). Interpretations of child centred practice in early childhood education and care. Compare, 49(2), 249–265. https://doi.org/10.1080/03057925.2017.1401452 Chandrawaty, Ndari, S. S., Mujtaba, I., & Ananto, M. C. (2019). Children’s Outdoor Activities and Parenting Style in Children’s Social Skill. Jurnal Pendidikan Usia Dini, 13(November), 217–231. https://doi.org/https://doi.org/10.21009/JPUD.132.02 Chrystiana, N., & Alip, M. (2014). Komponen Biaya Dan Biaya Satuan Operasi Pendidikan Taman Kanak-Kanak (Studi Kasus Di 3 Taman Kanak-Kanak). Jurnal Akuntabilitas Manajemen Pendidikan, 2(1), 70–80. https://doi.org/10.21831/amp.v2i1.2410 Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in Indonesia. In World Bank http://ideas.repec.org/b/wbk/wbpubs/22376.html Publications. Retrieved from Firdaus, N. M., & Ansori, A. (2019). Optimizing Management of Early Childhood Education in Community Empowerment. Journal of Nonformal Education, 5(1), 89–96. https://doi.org/10.15294/jne.v5i1.18532 Harris, D. N. (2009). Toward policy-relevant benchmarks for interpreting effect sizes: Combining effects with costs. Educational Evaluation and Policy Analysis, 31(1), 3–29. https://doi.org/10.3102/0162373708327524 Hasan, A., Jung, H., Kinnell, A., Maika, A., Nakajima, N., & Pradhan, M. (2019). Built to Last Sustainability of Early Childhood Education Services in Rural Indonesia. Retrieved from http://www.worldbank.org/prwp. Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010). The rate of return to the HighScope Perry Preschool Program. Journal of Public Economics, 94(1–2), 114– 128. https://doi.org/10.1016/j.jpubeco.2009.11.001 Hollands, F., Bowden, A. B., Belfield, C., Levin, H. M., Cheng, H., Shand, R., ... Hanisch-Cerda, B. (2014). Cost-Effectiveness Analysis in Practice: Interventions to Improve High School Completion. Educational Evaluation and Policy Analysis, 36(3), 307–326. https://doi.org/10.3102/0162373713511850 Howard, S. J., & Melhuish, E. (2017). An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms. Journal of Psychoeducational Assessment, 35(3), 255–275. https://doi.org/10.1177/0734282916633009 Institute of Medicine (Author), National Research Council (Author), Division of Behavioral and Social Sciences and Education (Author), and Families Board on Children, Youth (Author), C. on S. B.-C. M. for the E. of E. C. I. (Author). (2009). Strengthening Benefit-Cost Analysis for Early Childhood Interventions: Workshop Summary (A. Beatty, Ed.). Washington DC: National Academies Press. Keith, R. s. (2018). The Cost of Inequality: The Importance Of Investing In High Quality Early Childhood Education Programs (University of Colorado Springs; V ol. 53). https://doi.org/10.1017/CBO9781107415324.004 Lamy, C. E. (2014). American Children in Chronic Poverty: Complex Risks, Benefit-Cost Analyses, and Untangling the Knot. United Kingdom: Lexington Books; Reprint edition. Levin, by H. M., McEwan, P. J., Belfield, C. R., Bowden, A. B., & Shand, R. D. (2017). Economic Evaluation in Education: Cost-Effectiveness and Benefit-Cost Analysis (Third Edit). California: Sage Publication. Levin, H. (2001). Waiting for godot: Cost-effectiveness analysis in education. New Directions for Evaluation, 2001(90), 55–68. https://doi.org/10.1002/ev.12 Lovchinov, V. A., Mädge, H., & Christensen, A. N. (1984). On the thermodynamic properties of Vnx. In Materials Letters (Vol. 2). https://doi.org/10.1016/0167-577X(84)90080-6 Mujahidun. (2016). Pmerataan Pendidikan Anak Bangsa: Pendidikan Gratis Versus Kapitalisme Pendidikan. Tarbiyatuna, 7(1), 38–52. Nakajima, N., Hasan, A., Jung, H., Brinkman, S., Pradhan, M., & Angela Kinnel. (2016). Investing in school readiness : an analysis of the cost-effectiveness of early childhood education pathways in rural Indonesia. World Bank Research Working Paper, (September), 1–45. Retrieved from http://documents.worldbank.org/curated/en/656521474904442550/Investing-in-school- readiness-an-analysis-of-the-cost-effectiveness-of-early-childhood-education-pathways-in- rural-Indonesia Pidarta, M. (2013). Landasan Kependidikan Stimulus Ilmu Pendidikan Bercorak Indonesia. Jakarta: Rineka Cipta. SISDIKNAS, U. (2003). Undang-undang Sisdiknas No 20 Tahun 2003. (1). Suyadi, S. (2017). Perencanaan dan Asesmen Perkembangan Pada Anak Usia Dini. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(1), 65–74. Retrieved from http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1251 Tedjawati, J. M. (2013). Pendanaan Pendidikan Anak Usia Dini. Jurnal Pendidikan Dan Kebudayaan, 19(3), 346. https://doi.org/10.24832/jpnk.v19i3.294 UNESCO. (2013). Why every child deserves a quality education. 1–16. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000223826 West, A., & Noden, P. (2019). ‘Nationalising’ and Transforming the Public Funding of Early Years Education (and care) in England 1996–2017. British Journal of Educational Studies, 67(2), 145–167. https://doi.org/10.1080/00071005.2018.1478058 West, A., Roberts, J., & Noden, P. (2010). Funding Early Years Education And Care: Can A Mixed Economy Of Providers Deliver Universal High Quality Provision? British Journal of Educational Studies, 58(2), 155–179. https://doi.org/10.1080/00071000903520850

Objective. The aim of this study is to determine the quality of accredited education on the topic of gender-based violence to health care professionals, health and professional associates in the Republic of Serbia. Methods. A search of a database of accredited continuing education programs published on the website of the Health Council of the Republic of Serbia for the period between January 2010 and July 2019. identified programs using the keywords "violence", "family" "gender-based". The ch2 test was used to examine the differences between the independent variables versus the dependent variable. Results. This study showed that two thirds of the training was intended for health care professionals, only while health care workers, health and professional associates were allocated for every seventh education. If the type of institution is observed, it can be noticed that twice as many programs are accredited by civil society organizations in relation to the number of programs accredited by health institutions. Considering the time period in which the programs are accredited, a trend of increasing number of programs can be observed. Among the accredited programs, national courses accounted for 42.6% of the accredited programs while every other program was free. There is a statistically significant difference between educations organized by different types of institutions in relation to the type and cost of education. Conclusion. Although in the observed period there is an increasing trend in the number of accredited programs dealing with gender-based violence, there is still room to improve the quality of continuing education in terms of increasing the number of trainings with an interactive method of work, trainings aimed at different profiles of health professionals and health and professional associates, as well as free on line trainings.

Community Service is one of the programs that are needed by the community today. This is done as an effort to respond to the needs of the community and is real program and realistic, especially in the fields of education, social, economic and cultural. Community Service Program is a program that is learning, studying and serving that is realized in the form of introduction and appreciation of community development through the clarity of planned change programs and problem solving methods regarding the ability to choose and use the right skills. A big nation is a nation that wants to respect its culture. Indonesia has a diversity of cultures that are characteristic and assets of the Indonesian nation. But most of the younger generation has forgotten a lot of the culture of the nation. The tendency of the younger generation now prefers outside cultures and many younger generations are less able to sort out most of which have negative impacts rather than a positive impact on themselves and others as well as the environment. There is a need for character education so that the younger generation can be relied upon in the future according to the nation's culture, such as being responsible for mutual cooperation, mutual assistance and good manners. Reog Kendhang's art proves that local culture can increase the sense of community nationalism and be able to become social controls so as not to fall into bad lifestyle. The formation of a national culture that can truly reunite all components of the nation's culture, therefore it is necessary to have a deeper introduction to history and cultural heritage in search of the identity of a pluralistic Indonesian society.

Community Service is one of the programs that are needed by the community today. This is done as an effort to respond to the needs of the community and is real program and realistic, especially in the fields of education, social, economic and cultural. Community Service Program is a program that is learning, studying and serving that is realized in the form of introduction and appreciation of community development through the clarity of planned change programs and problem solving methods regarding the ability to choose and use the right skills. A big nation is a nation that wants to respect its culture. Indonesia has a diversity of cultures that are characteristic and assets of the Indonesian nation. But most of the younger generation has forgotten a lot of the culture of the nation. The tendency of the younger generation now prefers outside cultures and many younger generations are less able to sort out most of which have negative impacts rather than a positive impact on themselves and others as well as the environment. There is a need for character education so that the younger generation can be relied upon in the future according to the nation's culture, such as being responsible for mutual cooperation, mutual assistance and good manners. Reog Kendhang's art proves that local culture can increase the sense of community nationalism and be able to become social controls so as not to fall into bad lifestyle. The formation of a national culture that can truly reunite all components of the nation's culture, therefore it is necessary to have a deeper introduction to history and cultural heritage in search of the identity of a pluralistic Indonesian society.

Informal educational programs that reach out to minority youth in low-income urban areas need to anticipate diversity. Not only will participants exhibit a range of abilities and needs, but some, just like in any population, are likely to have learning disabilities. ScienceQuest, an informal science education program funded by the National Science Foundation, was designed to ensure that youth aged 10 to 14 with diverse abilities and needs, including learning disabilities, can successfully participate and succeed in inquiry-based learning. The program uses the I-Search curriculum as the basis of its inquiry process. Embedded in this curriculum are the following inclusive practices: youth are motivated to explore their topic; they use varied media that supports their learning styles; they are guided to process information through multiple means; and they have access to technology tools. These ongoing inclusive practices ensure that everyone successfully explores the world around them.

Purpose: Exposure of pharmacy students to postgraduate training prior to clinical practice is currently endorsed by national professional organizations. To meet this goal, colleges and schools of pharmacy are developing residency preparation programs. In this descriptive report, we review published studies of curricular activities and structured programs from academic institutions across the United States aimed at preparing students for residency training and promoting postgraduate education. Additionally, we discuss our experience developing a residency preparation program at Touro College of Pharmacy (TCOP). Summary: A literature search yielded 15 residency preparation programs. While the format, content, and length of programs varied, there were common components such as curriculum vitae critique, mock interviews, and focused sessions on the residency application process. At TCOP, a 5-themed residency preparation workshop series was implemented during the third and fourth academic year. The workshops were modeled after existing programs and included several of the core components. One feature unique to the TCOP program was the addition of multiple mock interviews. Conclusion: The growing focus on residency training has led to increased competition among applicants. To better prepare students for this rigorous application and interview process, development of structured residency preparation programs, similar to TCOP’s, should be encouraged.

School drug abuse prevention programs represent an enormous educational resource. Recent perceptions of an epidemic of drug abuse among the nation's youth have fueled the escalation in expenditures for drug prevention programming. An important question that needs to be addressed concerns whether broad ranging drug education efforts directed at all public and private school students are efficient and effective uses of available resources? After a brief survey of the evolution of drug education programming in the U.S., this article examines recent longitudinal research regarding the antecedents of drug abuse among young people. Based on this research, suggestions are made for a new approach to drug education programs which would direct intensive interventions at the minority of youth who are identifiable in early childhood as particularly susceptible to problems with drug abuse.

Social determinants of health are responsible for 50% of ill health. The Royal College of Physicians and Surgeons of Canada CanMEDS role of “physician advocate” requires physicians to attain competency in this particular domain, but physician trainees feel this is not well covered in their training programs. This study performed a scoping review of social determinants of health curricula that had been described, implemented and evaluated in post-graduate medical education. A search using MEDLINE(OvidSP) database, with search terms “residency,” ”curriculum,” and “social determinants” with no age, language, and publication date restrictions was done.Researchers identified a total of 12 studies, all from the United States, in internal medicine (n=4), pediatrics (n=4), family medicine (n=2), or multiple (n=2) residency programs. Most curricula (n=8, 67%), were longitudinal, and most contained both patient or community exposure (n=11, 92%) and/or classroom-based components (n=10, 83%). Most (78%) curricula improved participant related outcomes, including exam performance, awareness regarding personal practice, confidence, improved screening for social determinants of health and referral to support services. Program specific outcomes were frequently positive (50%) and included resident satisfaction and high course evaluation scores, high representation of resident and faculty from minority groups, applicability of training to underserviced populations, and improved engagement of marginalized community members. When evaluated, academic outcomes were always positive, and included acceptance of scholarly projects to national conferences, publication of research work, grants earned to support health projects, local or national awards for leadership and community engagement, and curriculum graduates later pursuing related Masters degrees and/or establishing medical practices in underserved areas. Only one study reported a patient-related outcome, with advice provided by health care providers considered by patients to be helpful. Researchers used these results to design recommendations for creation of a post-graduate curriculum to address social determinants of health were provided.

American higher education is at a crossroads. Technological innovations and disruptive market forces are buffeting colleges and universities at the very time their financial structure grows increasingly fragile. Disinvestment by states has driven up tuition prices at public colleges, and student debt has reached a startling record-high of one trillion dollars. Cost-minded students and their families--and the public at large--are questioning the worth of a college education, even as study after study shows how important it is to economic and social mobility. And as elite institutions trim financial aid and change other business practices in search of more sustainable business models, racial and economic stratification in American higher education is only growing. In American Higher Education in Crisis?: What Everyone Needs to Know, Goldie Blumenstyk, who has been reporting on higher education trends for 25 years, guides readers through the forces and trends that have brought the education system to this point, and highlights some of the ways they will reshape America's colleges in the years to come. Blumenstyk hones in on debates over the value of post-secondary education, problems of affordability, and concerns about the growing economic divide. Fewer and fewer people can afford the constantly increasing tuition price of college, Blumenstyk shows, and yet college graduates in the United States now earn on average twice as much as those with only a high-school education. She also discusses faculty tenure and growing administrative bureaucracies on campuses; considers new demands for accountability such as those reflected in the U.S. Department of Education's College Scorecard; and questions how the money chase in big-time college athletics, revelations about colleges falsifying rankings data, and corporate-style presidential salaries have soured public perception. Higher education is facing a serious set of challenges, but solutions have also begun to emerge. Blumenstyk highlights how institutions are responding to the rise of alternative-educational opportunities and the new academic and business models that are appearing, and considers how the Obama administration and public organizations are working to address questions of affordability, diversity, and academic integrity. She addresses some of the advances in technology colleges are employing to attract and retain students; outlines emerging competency-based programs that are reshaping conceptions of a college degree, and offers readers a look at promising innovations that could alter the higher education landscape in the near future. An extremely timely and focused look at this embattled and evolving arena, this primer emphasizes how open-ended the conversation about higher education's future remains, and illuminates how big the stakes are for students, colleges, and the nation.

Internationalization has become a subject of global interest and global geographical coverage. In order to develop a National Internationalization Strategy of Ukraine, it is necessary to take into account trends and patterns in the global market of international education services. The aim of this article is to examine national policy of Ukraine for higher education internationalization, consider issues of foreign students’ study in Ukraine and give recommendations for National Internationalization Strategy development. To achieve the above aim, several methods have been used, including internet search, analysis, systematization of evident information. The European vector for developing Ukraine has been confirmed by the accession to the Bologna Process (2005) and Association Agreement between the European Union (EU) and Ukraine (2014). Basis for higher education internationalization (Bologna instruments and legislative documents) have been analyzed. The goals and tasks of the Ukrainian State Center for International Education of the Ministry of Education and Science of Ukraine (the official state source of information on the education of foreign students in Ukraine) are presented. Statistical data from Development Strategy of the state enterprise “Ukrainian State Center for International Education for 2021–2025” prove the increase of foreign students in Ukraine. SWOT analysis of the higher education internationalization in Ukraine revealed strengths, weaknesses, opportunities and threats of higher education internationalization. The current state of higher education internationalization in Ukraine is also clarified by the results of PESTL analysis identifying Political, Economic, Social, Technological, and Legal aspects of the external environment that affect this process. It is stated that Ukraine faces the following challenges concerning academic mobility: insufficient / no funding; non-recognition of degrees / diplomas; unsatisfactory level of foreign language proficiency; inappropriate educational programs / training organization; legal issues; lack of information and encouragement; personal problems of students. The degree of involvement of scholars and academics in international cooperation is very low. The main aspects for the National Internationalization Strategy in Ukraine and their content components are highlighted as following: worldview and value aspect (mission, vision, values, principles); organizational and resource aspect (goals and objectives, approaches, methods, tools, forms, mechanisms, organizational structure and functions, resources); regulatory and legal aspect (legislative regulation: tools for recognition, implementation of mobility, introduction of joint educational programs, mechanisms for ensuring the quality of higher education). It is recommended to develop National Internationalization Strategy; to involve foreign experts for the accreditation of Ukrainian educational programs and participate in the accreditation of foreign educational programs; to develop the Ukrainian rating of universities taking into account indicators of internationalization: foreign students; foreign academics in the Ukrainian universities; publications in foreign scientific journals; joint educational programs / research.

As presented in the case examples in Chapter 9, critical service learning (CSL) projects can be a tool for engaging young people in their school and neighborhood communities. Unfortunately, many US public schools may have limited resources (financial or personnel) to provide creative and innovative programming. (Spring, Grimm, & Dietz, 2008). However, a need still exists to ensure that all youth receive equal chances to succeed in school. According to Germain (2006), school mental health professionals such as school social workers should engage “the progressive forces in people and situational assets, and [effect] the removal of environmental obstacles to growth and adaptive functioning” (p. 30). Advocating against barriers that prevent equal access to resources is a cornerstone of social work practice, and CSL can be one vehicle by which equal opportunities are secured. As mentioned throughout this toolkit, CSL is appropriate for students at all tiers, including both regular education and students with disabilities. Many students who benefit from CSL projects and work with school- based social workers also receive special education support. Yet, even with targeted interventions, evaluative data from special education services continue to report poor outcomes for youth with emo¬tional and behavioral disorders (Lewis, Jones, Horner, & Sugai, 2010). Students who receive special education services may need additional supportive services to remain in and graduate from high school (Thurlow, Sinclair, & Johnson, 2002). According to 2010– 2011 data collected by the National Center for Education Statistics, more than 20% of students who received special education services dropped out of high school (US Department of Education, 2013). Approximately 20% of those students were diagnosed as emotionally disturbed, and 53% had a specific learning disability (US Department of Education, 2013). After controlling for gender, ethnicity, and socioeconomic status, youth with disabilities are still among those at greatest risk for dropping out of school. No single reason exists regarding why students disengage from school; the issue is multifaceted. Sinclair, Christenson, and Thurlow (2005) asserted that “practitioners and policymakers in search of empirically supported intervention strategies will need to rely on studies that examine secondary indica¬tors of dropout prevention, such as reduction in problem behavior through positive behavioral supports or increasing student’s affiliation with school through service learning programs” (p. 466).

The article is dedicated to the demarcation of the transformation specificity of creative and practical subjects into distant teaching in higher education institution. The particularities of the course didactic elements usage on the Moodle platform and within extra-platform resources were studied on example of the course "Journalistic Speciality (Photo Journalism)" which was located on the website of distant learning of Luhansk Taras Shevchenko National University, and "Design in Advertising and PR", educational and methodological package located on the web-portal of National University of Food Technologies. Academic subjects of such type aim to form students' practical skills and, thus, are based on imitation as a method of teaching which is hard to realize during distant teaching of an academic subject. The formation of necessity of creative seeing and self-realization within the academic subject is also important. Taking into consideration specific situation caused by the events in Luhansk region in 2014 and later and events, caused by the COVID-19 pandemics, it was particularly important to create psychological comfort and minimize stress situations connected to the absence of direct contact with a teacher and groupmates during the studying process. The aim of this research was to trace out the specificity of usage of the Moodle platform and extra-platform resources in distant teaching of creative and practical academic subjects (also with usage of computer technologies and specific equipment) to the students of humanities. The researcher also pursue the aim to lighten gained experience in search of optimal for distant learning forms and methods of teaching for provision of high educational result and psychological comfort of students. The author uses such methods of research as analysis of educational and methodological literature, programmes, manuals and methodological recommendation, available programme means and a platform for distant learning; approbation of chosen methodology in the conditions of distant learning in evacuated university and during the learning process under the conditions of lockdown; questionnaires and interviews with the students who took part in studying of the academic subject, working out and statistical analysis of the results; progress monitoring of students' educational activity, observation and evaluation of their extra-curriculum creative activity. The usage of both basic methodological forms of work and interactive and playing technologies (web-quests, glogs, and comics) realized due to combination of the Moodle elements and outside internet resources assisted to better mastering of learning material and helped to those students who faced distant learning for the first time to adapt quicker to the particularities of the Moodle distant learning platform and to make their integration into student community easier. The choice of platform and extra-platform educational resources allowed to meet psychological, educational, professional needs of the students and encouraged them to creative self-realization in open information space.