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Journal articles on the topic 'Regional training and professional development'
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1
Молчанова, Наталья, and Natalya Molchanova. "Training of tourism industry in regional universities." Universities for Tourism and Service Association Bulletin 10, no. 1 (2016): 21–26. http://dx.doi.org/10.12737/17732.
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The issue of training in the tourism sector is one of the most priorities. Today tourism is the most promising, rapidly
 developing social, cultural, and leisure activities. The article describes tourist activities from the point of view of its
 staffing. The main purpose is to identify the peculiarities of professional education in the field of tourism, to define
 a circle of competences, which a specialist in this field should have. The specificity of the regions of our country
 requires more attention to the development of skills in the sphere of tourism. System of professional education in the
 sphere of tourism should be comprehensive, i. e. it should foresee professional integration of theory and practice,
 formation and correction of professional values, motivation, and quality and virtues of personality. Tourism development
 is one of the promising directions of optimization of cultural and social-economic growth of life of population
 of regions. The experience of the Olympic and Paralympics games in Sochi in 2014 shows that the organization
 of international sports events allows to implement projects and programs for the optimization and development of
 tourist potential. In this regard, most of the educational institutions of regions and cities aim at training highly
 qualified personnel not only in tourism, but also in related fields. Modern trends in the tourism sector must respond
 to prevailing needs, the education and training of specialists in the sphere of tourism. Training should be tailored to
 actual customers of present and future tourist market. Thus, the article aims to examine the specifics of formation
 of professional competencies of personnel of tourism sector, which are necessary for the future development of the
 tourism industry of our country and its separate regions.
2
Kapustina, T. A., and N. A. Turanina. "Professional further education of librarians in the regional space." Bibliosphere, no. 4 (December 30, 2017): 84–88. http://dx.doi.org/10.20913/1815-3186-2017-4-84-88.
Full textAbstract:
The successful implementation of tasks facing libraries requires constant improvement of library professionals’ skills. Therefore, the most important directions of library activities is concerning about the library staff professional growth. The article indicates a high interest of researchers to training and retraining library staff according to reference analysis; contains theses on current status and tendencies of developing the additional professional education regional system of librarians in frames of monitoring specialists professional preferences of Belgorod libraries; shows the most effective and successful examples of implementing innovative forms of education; elaborates priorities of the modern system of additional professional development of library professionals.
3
SERDYUK, Olga, and Artur KORNIYCHUK. "ADVANCED TRAINING IN POSTGRADUATE EDUCATION INSTITUTIONS IN THE CONDITIONS OF MARTIAL LAW." Herald of Khmelnytskyi National University. Economic sciences 322, no. 5 (2023): 204–10. http://dx.doi.org/10.31891/2307-5740-2023-322-5-34.
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The article focuses on the need to meet the needs of public sector professionals in acquiring new knowledge and skills through the proposals of educational service providers in the field of vocational training under the legal regime of martial law. It is established that under the legal regime of martial law, postgraduate education institutions providing professional training, in particular, advanced training of public servants, continue to operate fully despite various restrictions on the organization of operational activities. They are free to choose the forms, methods and means of training that correspond to the professional development programs. For most postgraduate education institutions, distance learning became the only available form in the system of professional development of civil servants in 2022. Based on the analysis of the Poltava Regional Center for Professional Development, it can be stated that the number of educational events, groups of participants, and the number of participants in professional training has increased. In 2022, vocational training was mainly provided to local government officials and civil servants of regional and district state (military) administrations, and the number of participants in vocational training decreased compared to the pre-war year. The task of providing professional information and explanatory support on topical issues of public service under martial law was a companion to educational services for postgraduate education institutions. The high quality of educational services of postgraduate education institutions can be ensured by expanding the range of educational services in the field of professional training of officials with the simultaneous introduction of innovative educational technologies, various forms and methods of teaching, and wider involvement of practicing teachers, representatives and experts of civil society institutions. Priority areas of training should be determined by the needs of customers of educational services for professional development.
4
OKILOVA, KAMOLA SA'DULLOYEVNA. "Content Essence and Analysis of Teacher Training for Innovation Activities." International Journal of Academic Research in Business, Arts & Science ( IJARBAS.COM ) 3, no. 5 (2021): 117–22. https://doi.org/10.5281/zenodo.4825414.
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This article discusses the system of professional competence development of science teachers in schools and its role and advantages in life. Forms of professional competence of teachers are also mentioned. <strong>Keywords:</strong> competence, professional development, teacher, activity, innovation, education, upbringing, teacher, knowledge, problem, educational process, skill, qualification, interactive, continuing education,
5
Федулин, Александр, Aleksandr Fedulin, Елена Сахарчук, and Elena Sakharchuk. "Moscow regional education cluster in tourism and service." Universities for Tourism and Service Association Bulletin 8, no. 2 (2014): 49–54. http://dx.doi.org/10.12737/3875.
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The article substantiates the relevance of a cluster model integrating the resources of those participating
 in the system of personnel training for the Moscow region tourism and service industry with the view to
 alleviating the personnel shortage and the inadequate professional training of the employees in the target
 sphere of regional activity. The principle of continuous professional development based on the strategic
 complex approach to the demand-for-personnel forecasting is used as the conceptual foundation for the
 cluster formation. The authors propose a solution to the personnel issues concerning multisector spheres of
 activity: 1) at the regional level; 2) on the intersectoral and interdepartmental basis. The authors describe the
 efficiency factors of a cluster-model-based organization of professional training systems providing personnel
 training fordifferent spheres of activity. Among these factors are: 1) regional and local authority’s engagement
 in solving the staffing problems of the major sector; 2) a recognition by the administrative bodies, educational
 establishments, business and society in general of the necessity to consider not only the narrow utility task
 of vacancy-filling, but also, more importantly, the task of equipping the learners with valuable personality
 tools potentially promoting effective socialization, professionalization, and continuous development through
 common cultural, methodical and professional competence formation; 3) the readiness level of participants in
 the system of professional training to take a systematic, purposeful and progressive perspective on developing the on-mid-and-long-term-demand training programmes: from professional induction at the initial stages of
 learning to advanced training at graduate and postgraduate levels.
6
KONOVALOV, Aleksey Yurevich, Yuriy Nikolaevich KONOVALOV, and Esedulla Mallaalievich OSMANOV. "ADAPTIVE PHYSICAL EDUCATION DEVELOPMENT IN THE SYSTEM OF INCLUSIVE PROFESSIONAL EDUCATION." Tambov University Review. Series: Humanities, no. 174 (2018): 71–76. http://dx.doi.org/10.20310/1810-0201-2018-23-174-71-76.
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The formation of a new ideology, legislation and practice in the field of inclusive professional education of disabled people is developed in Tambov Region under the Ministry of Education and Science of the Russian Federation, the Federal Educational and Methodical Center. The center of this model is the basic professional educational organization (Tambov Regional State Autonomous Professional Educational Institution “Training College of Field Technologies”), which provides support for the functioning of the system of inclusive professional education of people with disabilities. In the regional state professional organizations there are 169 students of the disabled people and 134 people with disabilities. The socio-demographic characteristics of persons with disabilities who study in the conditions of the Center of Inclusive Education (structural subdivision of the Training College of Field Technologies) are considered. The studied characteristics will allow to use them for events to develop adaptive physical education in secondary professional education.
7
Juraev, Risbay Xaydarovich. "DEVELOPMENT OF PROFESSIONAL EDUCATION OF CHILDREN'S LEISURE ORGANIZERS IN THE THEORY AND PRACTICE OF PEDAGOGICAL ANIMATION." American Journal of Social Science and Education Innovations 6, no. 6 (2024): 220–26. http://dx.doi.org/10.37547/tajssei/volume06issue06-28.
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The article offers a description of the possible content and methods of training specialists in the organization of children's and youth leisure, receiving education at a pedagogical university. The technology for organizing professional training of a teacher as an organizer of children's leisure presented in the article reflects the contextual specificity of such training in professional pedagogical education and is manifested at all levels of implementation of the conceptual model of pedagogical animation. The theoretical principles and conclusions contained in the article can be used for scientific and technological support of the process of training teachers and organizers of children's leisure in the system of higher and postgraduate professional pedagogical education, taking into account regional characteristics and the processes of its modernization.
8
Wei, Yaoyang, and Qifeng Zhou. "Regional Promotion of School-Based Training to Promote the Professional Development of Rural Teachers." International Journal of Education and Humanities 7, no. 2 (2023): 123–29. http://dx.doi.org/10.54097/ijeh.v7i2.5518.
Full textAbstract:
Regional promotion of school-based research and study to improve the relevant systems, Focusing on the actual situation of rural schools, Found that school-based study in rural schools, Uneven development, Lack of teachers in rural schools, Insufficient funds for school-based research and training, The reward mechanism causes the vicious competition among teachers, The knowledge structure of the left-behind teachers is old, Teachers have limited competence, School-based teaching and research interest is not high, The lack of organizational forms of school-based training, The ways to solve these problems include the following aspects: turning regional resources into teaching materials, Integrating school-based research and training to promote teachers' professional development, Give full play to the practical advantages of the region, Promote the diversification of school-based research and study forms, Establish a mechanism for sustainable development, Realize the normalization of regional school-based research and training.
9
Boyko, Volodymyr. "Organization and content of activities of centers advanced trainings: what needs to change." Collection of scientific papers «Rozumovskyi meetings» 8 (November 3, 2021): 14–22. https://doi.org/10.5281/zenodo.5643951.
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<em>In the article the author attempt to identify and analyze the problems (internal and external) which faced by providers of educational services for short-term training of civil servants, local government officials, deputies of local councils. The focus is, first of all, the regional training centers as the ones that provide the largest volume of these services. The material draws attention to rather strange and (according to the author) harmful legislative restrictions on their activities, formulated proposals for their elimination. At the same time, can see the emphasis on the internal transformations that should take place in these institutions: change of forms and methods of studying the needs of the target audience, taking into account significant changes in the structure of participants, transition from activity which mainly process-oriented to results-oriented, increasing the volume and diversity of project activities, diversification and expansion of paid services, mastering such directs of activity as assessment centers, cooperation of efforts in areas of interest to the system as a whole, etc. Given the rather modest resources of the centers, this means an increase in the need for their coordination and cooperation, which will save the resources of institutions and allow us to focus on innovation. The mechanism of such association is prescribed in the legislation in the form of a self-regulatory organization of providers of vocational training service providers. Thus, they can become a significant factor in the implementation of state regional policy. At the same time, training centers, as regional by definition, must prove the relevance and relevance of their activities in the context of regional development objectives and promote the local.</em><em> </em><em>It is concluded that in combination with the solution of the number of long-standing legal and organizational problems, this approach will ensure the sustainability of the system together with its ability to update on the principle </em>–<em> mobile in a mobile environment.</em>
10
Trubavina, Iryna, Ludmyla Petryshyn, Andrew M. Cwer, et al. "Content substantiation of the regional advanced training educational program “Kaizen Technology”." SHS Web of Conferences 104 (2021): 01006. http://dx.doi.org/10.1051/shsconf/202110401006.
Full textAbstract:
The relevance of the article is related to the need to modernize school education in Ukraine in the context of reform on the basis of the best world standards and models. The purpose of the article is to reveal the essence of Kaizen technology in secondary education, to substantiate the content of the regional educational program of teachers’ professional development on this basis. The research methods are theoretical analysis, synthesis, modeling, systematization, generalization and survey. The results of the research are following: the essence of the possibilities of Kaizen technology in secondary education is revealed, the complex of approaches to the program content development is determined and its content is substantiated. There are three modules such as “The essence and origins of Kaizen technology”, “Lean-education”, “Management in education based on Kaizen technology”. Conclusions: Kaizen technology is a long-term strategy of personal development, based on the creativity of the teacher; mastery of Kaizen is carried out in three stages; the updated content of teacher advanced training is based on a set of scientific approaches; the criterion for the effectiveness of Kaizen technology and its purpose is the professional readiness of teachers for creative and constructive professional activity and continuous self-development.
11
Тимків, Надія. "PROFESSIONAL DEVELOPMENT OF PETROLEUM ENGINEERS IN LIFELONG EDUCATION." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, no. 15 (2020): 107–14. http://dx.doi.org/10.35387/od.1(15).2019.107-114.
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The article deals with the urgent issues of the development of lifelong professional education, state policy implementation directed to the petroleum engineers’ training. The essence, content and structure of future engineers professional training with the aim of formation professional competence are highlighted in this article. The features of cognitive and practical activities of future experts in petroleum industry are revealed. The constituents and conditions for increasing the efficiency of forming the professional competence of a petroleum engineer and his willingness are defined. The impact of globalization challenges to ensure qualitative training of future petroleum engineers to meet requirements and needs of national and regional labour markets is analysed. A great attention is given to the importance of prediction of lifelong professional education development, strengthening of forecast scientific research function. The specific features of forming the content of training and the application of innovative and advanced pedagogical technologies are identified. The interaction of economic, scientific and technical factors being considered in training experts for petroleum industry is outlined. In order to estimate efficiency of this training interdisciplinarity is essential. The necessity of using interdisciplinary educational technologies in the professional training of future petroleum specialists is substantiated. The significance of interdisciplinarity in education under the condition of sharp growth in information activity and the increased role of intellectual property items in modern economy are shown. It has been found that interdisciplinarity of petroleum education is based on the network interrelations of the studied disciplines. The goal, content, and trends in interdisciplinarity of petroleum education are presented in the system of petroleum training. The study has confirmed that interdisciplinary intergrity in petroleum industry boosts the development of international collaboration and intercultural cooperation.
 Key words: lifelong petroleum education; an engineer of petroleum industry; professional education and training, qualification, the internationalization of knowledge; state educational policy; labour market; forecast; practice; technologies; upgrading.
12
Fakhretdinova, Milyausha A. "Integration of University into the Development of Human Resources of the Regional System of Secondary Vocational Education: Possible Strategies." Volga Region Pedagogical Search 3, no. 37 (2021): 98–106. http://dx.doi.org/10.33065/2307-1052-2021-3-37-98-106.
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The article is devoted to substantiating the idea of the importance of the interaction between the university and professional educational organizations in the context of renewing transformations in the system of secondary vocational education. Professional educational organizations experience certain difficulties in ensuring the quality of teaching staff necessary to solve complex problems when training workers, mid-level specialists for the region’s economy. The article identifies possible strategies for integrating the university into the development of human resources of the regional secondary vocational education system in the following areas: training teaching staff, advanced training, using the results of professional educational organizations in the regional program «Development of innovative processes», improving the professional skills of managers and teachers, developing their design culture and professional competencies in the field of inclusive vocational education. The resources for the development of the personnel potential are considered to be the joint work of the university and educational institutions in the preparation and conduct of scientific and practical events at various levels, the translation of the best educational practices into the professional community of the region. The article is presented in the form of an overview of the speeches of the participants of the webinar within the framework of the regional educational forum «Raising a Man: New Challenges» State Pedagogical University named after I. N. Ulyanov (Ulyanovsk, Russia).
13
Trubavina, Iryna, Liudmyla Tsybulko, Natalia Mohyliova, and Volodymyr Ivanchuk. "Theoretical foundations of the regional training program "Education in conflict" for teachers' professional development." Ukrainian Journal of Educational Studies and Information Technology 9, no. 4 (2021): 57–69. http://dx.doi.org/10.32919/uesit.2021.04.05.
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The article is focused on the problem of helping instructors improve their professional abilities when dealing with conflict. The research's objectives are to support the theoretical underpinnings of the course and to create the content of a new training program for the professional advancement of Ukrainian teachers. The content of the professional development training program for teachers is based on a variety of scientific methods at many levels, including philosophic, general scientific, specifically scientific, and pedagogical approaches. This is where the scientific novelty of the research lies. We pay particular attention to the need of guaranteeing children's safety and their access to an education in times of war. The following modules make up the program's content: "Children's problems caused by armed conflict"; "Education in conflict: the essence, standards (on the information from UNISEF and UNESCO)"; and "Ways of implementation education in war in Ukraine." The study's recommendations for teaching strategies and the multidisciplinary nature of the regional training program "Education in Conflict" are what give it its practical value.
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VOVK, MYROSLAVA, OLHA HODATSKA, OKSANA VENHRYNIUK, and MARIIA BRONITSKA. "PROFESSIONAL DEVELOPMENT OF TEACHERS IN FORMAL AND NON-FORMAL EDUCATION: UKRAINIAN AND FOREIGN CONTEXTS." Comparative Professional Pedagogy 11, no. 2 (2021): 30–40. http://dx.doi.org/10.31891/2308-4081/2021-11(2)-3.
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The article summarizes Ukrainian and foreign experience in delivering teacher professional development in formal and non-formal education. It shows that Ukraine has taken certain effective measures to improve the system of continuing teacher education (legally regulating professional development in both formal and non-formal education; expanding opportunities for continuing professional development in distance learning; providing material encouragement to teachers based on the results of certification, internships, advanced training, project activities; focusing on the effective development of teacher professional competencies (digital, ICT, innovation); elaborating teacher professional standards). A detailed analysis of the relevant foreign experience has allowed the authors to select valuable educational practices and determine the prospects for improving the system of teacher professional development. These are the following: introducing a gradual trajectory of teacher professional development which contributes to an increase in wages and promotes various social benefits; providing state grants; considering the regional context (including the needs of individual schools); creating appropriate research sites at schools; motivating novice teachers to participate in project activities; organizing effective training of mentors who provide support to students during teacher placement, as well as novice teachers at universities and practical training facilities; developing diversified (in terms of duration and forms) programmes on professional development; providing financial incentives under the results of advanced training, internships; organizing compulsory certification to confirm the teacher’s license; promoting partnership between teacher associations and different organizations, such as the Regional Commonwealth of Schools and Universities and committees for teacher professional development in the regions; enhancing non-formal learning in distance and full-time formats; creating virtual platforms, centres of methodical support in individual fields (language, mathematics, natural sciences) in cooperation with research institutions and universities.
15
Prikot, Oleg. "Methodology for choosing strategy for the development of the space for in-service teachers training the region." Man and Education, no. 4 (65) (2020): 4. http://dx.doi.org/10.54884/s181570410020455-5.
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The article considers actual logic of strategizing regional environment for professional development of educators. Environment for professional development is claimed as a self-improving ecosystem. Logic of preadaptation is regarded as the most essential trigger for strategizing phenomenon. Personification initialized by carnival logic of educational process represents the priority format of educational behavior of subject’s professional development. Project management is referred as a basic managerial methodology in the sphere of professional development.
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Toperzer, Lauren, Denise M. Anderson, and Robert J. Barcelona. "Best Practices in Student Development for Campus Recreation Professionals." Recreational Sports Journal 35, no. 2 (2011): 145–56. http://dx.doi.org/10.1123/rsj.35.2.145.
Full textAbstract:
Student employees play a vital role in the leadership and delivery of campus recreation programs. Therefore, campus recreation professionals have a unique opportunity to contribute to their development. The purpose of this study was to identify best practices for effective student development in campus recreation programs affiliated with the National Intramural Recreational Sports Association (NIRSA). Data were collected using the Delphi technique via a web-based survey. A panel of experts including five of the 2009 Regional Vice Presidents of the NIRSA organization, as well as five campus recreation professionals from each region chosen by the Regional Vice Presidents was asked to participate. Panel members advocated five general best practices and 21 specific best practices. The five general best practices were leadership opportunities, performance assessment, training and orientation, personal relationships, and professional development. The results provide a framework that campus recreation professionals can use to enhance student development of their employees.
17
Kovalenko, Elena Nikolaevna, and Tatyana Andreevna Korchak. "Regional model of support for the professional development of teachers in secondary vocational education in the context of the new educational technology “Professionalitet”." Pedagogy. Theory & Practice 9, no. 8 (2024): 767–75. http://dx.doi.org/10.30853/ped20240098.
Full textAbstract:
The aim of the work is to describe the directions and growth zones for the professional development of teachers in secondary vocational education from the perspective of the new educational technology “Professionalitet” in the context of the implemented regional model of organizational and methodological support for the professional development of teachers in secondary vocational education. The paper summarizes the experience of the Sverdlovsk Region from 2019 to 2024. During that time research was conducted, a model of a unified managed system of network organizational and methodological support for the professional development of teaching and management personnel of vocational educational organizations at the regional level was proposed and tested. The successful implementation of the main components of the model, the accumulated experience in training qualified personnel based on practice-oriented training, and the dissemination of the sectoral model of personnel training within the framework of the implementation of the federal project “Professionalitet” have made it possible to build an algorithm for regional interaction. The effectiveness and quality of the result of the algorithm actualize the directions of support and growth zones for the professional development of teachers in the Sverdlovsk Region. The scientific novelty of the research lies in the approach to determining the directions and growth zones for the professional development of teachers in secondary vocational education from the perspective of the new educational technology “Professionalitet”. As a result, an algorithm for regional interaction of subjects in the system of secondary vocational education and a possible sequence for implementing the principles of the new educational technology “Professionalitet” are proposed.
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Ismagulova, A. E. "Professional Development Needs of English Teachers in Kazakhstan." Bulletin of the Karaganda university Pedagogy series 110, no. 2 (2023): 154–64. http://dx.doi.org/10.31489/2023ped2/154-164.
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The systematic work in the field of education in the Republic of Kazakhstan to increase the requirements for the quality of teacher training is directly related to advance training courses for teachers. Conducting research before the formation of courses for each group and taking into account individual requests allows us to build the learning process more effectively. The relevance of this study lies in the fact that special attention is paid to the potential benefits of professional needs analysis to obtain a more comprehensive understanding of the situation with the study and teaching of English in Kazakhstani schools. This study presents the results of the needs analysis of Kazakhstani English teachers before the beginning of advanced training courses for teachers of English within the framework of the pedagogical development program developed by the Akmola Region English Language Teachers Association (ARELTA) and the Regional English Language Office of the U.S. Embassy in Astana. The purpose of the study is to collect data for the development of a curriculum for an advanced training course for English teachers within the framework of the project. The survey involved 328 respondents, all of them teachers of English from different regions of Kazakhstan. The performed analysis represents the English language teacher's perception of professional development needs and is critical for analyzing the needs and professional development of other teachers.
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Kinakh, Nelia. "STATE OF FORMATION OF PROFESSIONAL AND PEDAGOGICAL ENTERPRISE OF PRIMARY SCHOOL TEACHER IN POSTGRADUATE PEDAGOGICAL EDUCATION INSTITUTIONS." Academic Notes Series Pedagogical Science 1, no. 203 (2022): 81–85. http://dx.doi.org/10.36550/2415-7988-2022-1-203-81-85.
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The study of the problem of the current state of formation of professional and pedagogical entrepreneurship of primary school teachers in continuing education aims to analyze the content, forms and methods of development of this issue of the research category of teachers in postgraduate pedagogical education. We studied the experience of Rivne Regional Institute of Postgraduate Pedagogical Education, Municipal Educational Institution "Cherkasy Regional Institute of Postgraduate Education of Teachers of Cherkasy Regional Council", Poltava Regional Institute of Postgraduate Pedagogical Education, Chernihiv Regional Institute of Postgraduate Pedagogical Education named after KD Ushinsky Regional Institute of Postgraduate Pedagogical Education, Kherson Academy of Continuing Education on the formation of professional and pedagogical entrepreneurship of teachers within the training courses for primary school teachers. The educational programs of in-service training of teachers and the subject of in-service training courses in postgraduate pedagogical education institutions, which may be related to the formation of professional and pedagogical entrepreneurship of primary school teachers, are analyzed. The analysis of educational programs of postgraduate education institutions showed that the topics of lectures and practical classes, as well as special courses for students of advanced training courses in most cases are devoted to the following issues: financial literacy of teachers; leadership and leadership in education; project method; formation of life competencies in the conditions of open educational space; critical and creative thinking of the teacher, etc. There was no educational program related to the professional and pedagogical entrepreneurship of primary school teachers. Therefore, the prospects for further research will be the development of special courses and topics included in educational programs for in-service training of primary school teachers, related to the formation of professional and pedagogical entrepreneurship.
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Kurneshova, L. Y., D. V. Dydzinskaya, N. B. Tralkova, and A. Ye Karma. "Corporate System of Advanced Education for Teachers in Educational Organization in the Context of Professional Standard Implementation." Психологическая наука и образование 21, no. 4 (2016): 5–18. http://dx.doi.org/10.17759/pse.2016210402.
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The paper describes methodological approaches to the development of corporate system of advanced training for teachers in the context of implementation of the professional standard for teachers as a basis for competitive growth of educational institution. The key stage in this process is to identify areas of concern in the competencies of the teaching staff. The paper presents a system developed for these purposes which consists of the following four elements: self-testing for teachers; professional training; psychoeducational diagnostic training; training on creating a corporate roadmap for raising professional skills in teachers. The paper addresses the issues related to roadmap development basing on the foresight methodology. Finally, it provides an analysis of various forms of advanced training programs for teachers used in 46 regional centers for advanced training in every federal region of the Russian Federation. Supported by the Moscow Educational Department. The research work “Development and realization of manage- ment project “Organization and implementation of teacher professional training based on the requirements of Teacher professional standard”
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Ismagulova, A. E., D. S. Ryspayeva, A. S. Zholdabayeva, and O. V. Furman. "IMPACT OF THE PEDAGOGICAL UNIVERSITY DEVELOPMENT PROJECT ON KAZAKHSTANI ENGLISH TEACHERS." Bulletin of Shokan Ualikhanov Kokshetau University. Philological Series 2023, no. 4 (2023): 143–56. http://dx.doi.org/10.59102/kufil/2023/iss4pp143-156.
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The objective of enhancing professional abilities is to elevate the competency and expertise of educators in their respective subject domains or specialized fields. The goal of professional development initiatives is to address to the constantly evolving demands of education by equipping teachers with the most current knowledge and skills necessary to address the shifting requirements of students and society. This study presents the discoveries resulting from the examination of the effects of teacher training programs within the framework of the pedagogical development program developed by the Akmola Region English Language Teachers Association (ARELTA) and the Regional English Language Office of the U.S. Embassy in Astanа. The purpose of the post-training survey was to collect feedback from participants of the teacher training courses regarding the degree to which these courses have genuinely impacted their professional growth and personal advancement. In this research, 325 teachers with varying backgrounds, teaching qualifications, work experiences, and institutional affiliations participated in the post-training survey from different regions of Kazakhstan. Key words: teacher training courses, professional growth, professional skills, innovative teaching approaches, learning activities, impact, methodology, technology, course design, lesson planning.
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Kaplinskyi, V., T. Belinska, and A. Minenok. "Peculiarities of foreign experience of training of future teachers in the context of their professional formation." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 4(124) (September 4, 2020): 32–38. http://dx.doi.org/10.31392/npu-nc.series15.2020.4(124).06.
Full textAbstract:
The process of professional development of a future teacher cannot be successfully carried out without its combination with advanced foreign technologies of professional training and their reflection in domestic state and regional programs of the development of pedagogical education. Progressive achievements of the foreign countries (Germany, France, Canada, Denmark, the Netherlands, Finland, etc.), which demonstrate a high level of professional training of teachers in accordance with world standards; preserve the rich historical traditions of education, which ensures their leading role in the scientific and educational field; have accumulated significant experience of training teachers in new socio-cultural conditions present particular interest. The professional training of future teachers in these countries is used as a flexible element of professional and personal development of a person throughout life. The article identifies the main trends in the training of future teachers in Germany, France, Canada, Denmark, the Netherlands, Finland and others in the context of their personal and professional development and its adaptation to the conditions of professional training of future teachers in the domestic educational space of higher education institutions. Foreign experience in the training of future teachers has opened up new opportunities to improve the system of professional development of future teachers in Ukraine.
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Borodiyenko, O., L. Milto, І. Kamenska, O. Bokshyts, and V. Malykhina. "IMPROVING THE EFFICIENCY OF DEVELOPMENT OF REGIONAL LABOR MARKETS BY SOLVING THE PROBLEM OF PROFESSIONAL TRAINING." Financial and credit activity: problems of theory and practice 3, no. 38 (2021): 499–508. http://dx.doi.org/10.18371/fcaptp.v3i38.237482.
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Abstract. The purpose of the article is to highlight the problems of providing regional labor markets with qualified personnel and identify ways of effective interaction between educational institutions and enterprises.
 The theoretical significance of the article is that it, based on an experimental study conducted in the Donetsk region, analyzed the reasons for dissatisfaction of enterprises with the quality of professional training; the existing experience of cooperation between educational institutions and enterprises of the region is analyzed; barriers have been identified that prevent the establishment of an effective partnership between educational institutions and enterprises aimed at meeting the existing and future needs of the labor market in qualified personnel; the level of readiness of enterprises of the region to cooperate with institutions in the direction of modernization of material and technical base, internship of teachers, joint preparation of educational programs, advanced training of personnel is analyzed; on the basis of the analysis of results of survey it was identified professions for which it is advisable to start professional traininin in vocational institutions in Donetsk region; the model of competencies of the future skilled worker elaborated by employers is presented (on the example of the profession «Locksmith for repair of wheeled vehicles. Driver of motor vehicles (category «C»). Machinist of a truck crane»). The practical significance of the article is that based on the opinion of employers of Donetsk region, the authors offer recommendations to improve the interaction between educational institutions and enterprises of Donetsk region to solve the problem of professional training for current and future needs of the region’s economy. The presented recommendations and research model can be extrapolated to the effective development of labor markets in other regions of the country.
 It was revealed that the modern labor market in particular in Donetsk region is characterized by significant disparities between demand and supply of personnel (almost all vacancies in terms of occupations have a deficit, i.e. supply (number of unemployed) exceeds demand). There is a great lack of vacancies in the professions of auxiliary worker, driver of vehicles, seller of food products, seller of non-food products, cook. Instead, the scarce professions that are in demand in the labor market are a machinist bypassing turbine equipment, a locksmith repairing steam and gas turbine equipment, a machinist bypassing boiler equipment, an electrician servicing electrical installations, a kneading machine operator, a plumber, a nanny, an electrician for repair and installation of cable lines, a pipe and billet cutter, an extruder of refractory products.
 It is determined that the system of training of future skilled workers in educational institutions of the region needs significant modernization, as there are currently significant discrepancies between the level of preparation of graduates for professional activities and the requirements of employers. The difficulty of adaptation of graduates in the workplace is associated with the lack of certain professional competencies and personal qualities, the development of which should be paid attention to in the process of initial professional training in educational institutions — practical training, experience, practical knowlwdge), motivation to work. Deficits are also responsibility, independence, purposefulness, level of qualification.
 It was found that cooperation between educational institutions and employers is still carried out in traditional forms — the internships of students of educational institutions on the basis of enterprises, the participation of employees in assessing the quality of training. The prevalence of formal interaction significantly determines the quality of training for the needs of regional labor markets.
 The directions of personnel professional training for actual and perspective needs of the region labour market are singled out: excavator driver, car mechanic, electric gas welder, locksmith-repairman, electrician, turner, crane driver, confectioner cooker. The structure of the competency model of future skilled workers was identified — basic and professional competencies — that will ensure rapid adaptation and effective work of graduates at enterprises of the region.
 It is determined that for the effective development of regional labor markets and effective training for them the key is to implement the idea of public-private partnership of educational institutions and employers, the most effective forms of which should be cooperation in curricula development, advising on their content, methods and technologies of the educational process, providing recommendations for updating equipment, providing teaching materials, assistance in updating the library fund, databases, to ensure the educational process in the institution (invitation of so-called guest speakers), professional development of teachers and masters of industrial training, joint project activities, implementation of career guidance activities, organization of excursions of students and entrants to enterprises, informing about employment opportunities at enterprises, lobbying the interests of the institution at the level of local governments, participation in determining the development strategy of the institution, assistance in the process of attraction of additional sources of financing, creation of advisory bodies of the educational institution (advisory committee in the specialty, supervisory boards, etc.).
 Keywords: regional labor markets, professional training, educational institutions, institutions of professional (vocational) education, efficiency, professional training.
 JEL Classification I21, L33
 Formulas: 0; fig.: 0; tabl.: 0; bibl.: 9
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Kaspruk, L. I., and S. N. Mikhailov. "Some current aspects of regional rehabilitology." Spravočnik vrača obŝej praktiki (Journal of Family Medicine), no. 9 (September 15, 2023): 18–23. http://dx.doi.org/10.33920/med-10-2309-02.
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In 2023, September 8 marks World Physical Therapy Day. Modern domestic trends in the development of a comprehensive rehabilitation system are bringing regional specialists not only to a new level of recognition and demand, but also to the need to create innovative approaches to the modern system of professional training. The narrative of combining a variety of restorative measures that have an effect on the patient, the emergence of statutory enactments regulating various areas of rehabilitation, as well as the approval of a new medical specialty “Physical and Rehabilitation Medicine” with the corresponding professional specialist standard prove the increasing relevance of comprehensive rehabilitation. The study presents a particularly significant function of medical personnel in the rehabilitation system and identifies regional features in the process of specialist training using the example of the Orenburg Region.
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Zabolotska, I. "Training of landscape gardening specialists in the french higher education system." HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 14, no. 2 (2023): 47–54. http://dx.doi.org/10.31548/hspedagog14(2).2023.47-54.
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The paper deals the issue of training future specialists in gardening and park management in higher education institutions in France. It is established that the training of these specialists is carried out in institutions of various types, which are integrated into the general system of educational institutions. The main features of training of future specialists in landscape gardening in French higher education institutions are determined: constant development of an extensive and differentiated system of educational institutions; practical and constant interconnection and mutual influence between all levels of education, including professional development; autonomy of educational institutions within the framework of national, regional and local educational programmes; innovation in the educational process and professionalisation of future specialists. Higher education in France is aimed at shaping a new vision of the nation and the worldview of young people: innovation and scientific research; environmental protection and agro-ecological development of national territories; highly professional, multidisciplinary and demanded young specialists in the labour market; integration of scientific and educational achievements into the development of local territories; use of regional potential by combining the efforts of scientific, educational and industrial institutions to develop the country's bioeconomy. Higher agricultural education in France provides training, education of engineers, specialists in landscape architecture and design, specialised personnel, teachers, scientists and veterinarians in 26 higher education institutions: 19 institutions are public and 7 are private. To date, new types of educational institutions have been established and are successfully operating in France, providing multi-level and multi-functional professional training of agricultural engineers that optimally meet the interests of the individual and the staffing needs of enterprises and territorial communities. This helps to increase the competitiveness of their graduates, expand their career opportunities, and ensure stability in their professional activities. As a rule, these are professionals of a polyvalent nature who speak two foreign languages. The trend of improving and expanding the short cycle of professional higher education, as well as alternative (non-formal) agricultural education, which is represented by: apprenticeship (formation par apprentissage); continuing education (formation continue); distance education (formation ouverte et à distance); alternative system of assessment (certification) of professional experience (la Validation des Acquis de l'Expérience, VAE), is quite effective for agricultural education in France.
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Xuan, Zhao. "Review on Regional Standardized Training of First-year Teachers in Shanghai." Education Quarterly Reviews 3, no. 3 (2020): 271–84. https://doi.org/10.31014/aior.1993.03.03.139.
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Shanghai has promoted regional induction for first-year teachers since 2012. In Mar 2012, Shanghai Municipal education commission (SMEC) issued "Guidance of regional standardized training of first-year teachers in Shanghai"(RSTFTS). According to this guidance first-year teachers are required of 1-year induction after recruitment. As training content should consist of four parts, namely, professional perception and teacher ethics cultivation, classroom experience and teaching practice, class management and ethics experience, fieldwork and professional development. Regional Education Bureau (REB), Regional Teachers' Education College (RTEC), kindergartens, primary and secondary schools (K-12 schools) of Shanghai's 16 districts have participated in this program. All 15 districts and 1 country in Shanghai have followed the guideline and taken charge in specific training affairs, which finally accumulated rich experiences in 7 years.
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Trubavina, Iryna, Liudmyla Tsybulko, Natalia Mohyliova, and Volodymyr Ivanchuk. "The theoretical foundations of the regional training program for teachers’ professional development “Education in conflict”." SHS Web of Conferences 75 (2020): 02005. http://dx.doi.org/10.1051/shsconf/20207502005.
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The article is devoted to the issue of developing professional skills of teachers working in a situation of a conflict. The purpose of the research is to substantiate the theoretical foundations of the course and to develop the content of a new training program for Ukrainian teachers’ professional development. The scientific novelty of the research lies in the content of the teachers’ professional development training program, which is grounded on a set of scientific approaches of different levels: philosophic, general scientific, specifically scientific, pedagogical approaches. The importance of children’s security assurance and warranty of their right to education in conflict is under our special consideration. The content of the program includes the following modules: 1) “Children’s problems caused by the armed conflict”; 2) “Education in conflict: the essence, standards (on the UNISEF and UNESCO information)”; 3) “Ways of implementation education in conflict in Ukraine”. The practical significance of the research lies in the multidisciplinary character of the regional training program “Education in conflict” and the recommendations to the methods of teaching it.
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YAMADA, Hiroki. "EDUCATION METHOD IN THE PROFESSIONAL TRAINING FOR SUSTAINABLE REGIONAL DEVELOPMENT INCLUDING YOUNG PROFESSIONALS FROM VARIOUS COUNTRIES AND PROFESSIONS." AIJ Journal of Technology and Design 20, no. 46 (2014): 1137–40. http://dx.doi.org/10.3130/aijt.20.1137.
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Ключникова, Tatyana Klyuchnikova, Орлова, and Valentina Orlova. "Social factors of human resources management among youth." Central Russian Journal of Social Sciences 11, no. 2 (2016): 30–41. http://dx.doi.org/10.12737/19375.
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The article presents the results of a sociological study of the problems of human resources management of youth in the conditions of the region. The results allowed the authors to identify the main trends in professional self-determination of the Russian youth and strategies for career orientation of graduates. Identified factors reflect a gap in the needs of economic development of regions in the labor force and training segments. The article suggests ways to solve this social problem, methods of retaining the most talented and highly qualified young professionals. An important area is the right professional self-determination at the stage of choosing the direction of training, as well as technologies for effective talent management solutions for regional development tasks.
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Syzdykbayeva, A., and A. Turlankyzy. "Professional competence of the future primary school teacher in the conditions of educational renewal." Pedagogy and Psychology 49, no. 4 (2021): 138–47. http://dx.doi.org/10.51889/2021-4.2077-6861.16.
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The article examines the process of developing the professional competence of a future primary school teacher in the context of education renewal. The purpose of the study: theoretical substantiation and determination of the level of development of professional competence of the future primary school teacher on the example of national and regional universities of the country. The concept of "professional competence" is analyzed, the structure of professional competence of a teacher is determined. Based on the analysis of foreign studies in the field of vocational training, the relevant competencies for the future primary school teacher are highlighted: innovative thinking, digital literacy, global citizenship, competence in pedagogical assessment, regulatory competence, teamwork and leadership, self-care skills and others. The levels of development of professional competence of the future primary school teacher in the conditions of education renewal are substantiated: intuitive, reproductive, creative. The program of diagnostics of the development of professional competence of the future primary school teacher is presented. The diagnostic results stated the low level of development of the professional competence of the future primary school teacher in a regional university, the reasons were analyzed and recommendations were developed for the development of the professional competence of the future primary school teacher in the conditions of professional training.
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Годунова, Крюкова, and Nataliya Krukova. "PERSPECTIVES THE DEVELOPMENT OF ONLINE TRANING FOR REGIONAL CLUSTERS." Clusters. Research and Development 2, no. 2 (2016): 39–45. http://dx.doi.org/10.12737/21444.
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The article shows the main socio-economic characteristics of distance education. The authors noted that the online training - one of the most popular and promising directions of development of distance education and courses MOOK platforms have great potential for the development of students. The article also highlights the main obstacles for the development of online education in the Russian society. Finally, recommendations about the use of professional standards for the specialized organizations of industrial clusters, regional innovation clusters and cluster development centers.
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Tsokhla, Svetlana, and Elena Polishchuk. "YOUTH EMPLOYMENT IN REGIONAL ECONOMIC DEVELOPMENT." EUrASEANs: journal on global socio-economic dynamics, no. 2(9) (March 30, 2018): 33–38. http://dx.doi.org/10.35678/2539-5645.2(9).2018.33-38.
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The study is offering an improvement of organizational-economic mechanism to facilitate the process of effective youth employment with the aim of achieving sustainable socioeconomic development of the Republic of Crimea. 
 The methodological basis of the study is an integrated approach to studying the youth employment process, with its direct impact on professional expectations and fuller integration into society.
 In order to study regional labor market we have conducted a questionnaire survey of organizations’ (enterprises’) managers and the youth of several age groups. The purpose of the survey was to collect information on the opinions and expectations of employers regarding the quality of training of young specialists under today’s conditions, as well as on the preferences of young people about the effectiveness of the employment process. Stemming from the results of this survey we have found significant imbalances that affect the efficiency of the employment process overall.
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Karakozov, S. D., M. V. Khudzhina, S. B. Borisov, and E. Yu Butko. "Organization of interaction between the university and employers in teaching students the development and implementation of IT projects." Informatics and education, no. 9 (December 19, 2019): 20–28. http://dx.doi.org/10.32517/0234-0453-2019-34-9-20-28.
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The authors conceptualize the need to use the project approach as the main one for professional activity in the IT sphere in the development and modernization of the main professional educational programs of the relevant areas of training at the university in the conditions of implementation of the Federal State Educational Standards of Higher Education (FSES HE 3++). The article analyzes the role of employers in the processes related to the modernization of the bachelor’s degree programs of IT training implemented by the regional university. It is proved that practice-oriented training in the basics of project activity in the IT sphere in accordance with the industry-standardized stages of IT project implementation is of particular importance for the formation of professional competencies of graduates of IT training areas that meet the requirements of employers. From the positions of key employers the characteristic of stages of the IT project is presented, and correspondence between its stages and components of labor functions of the professional standard “Programmer” is established. Presents the experience of teaching students at a regional university in the implementation stages of an IT project within the framework of formation of professional competences of graduates of the bachelor’s direction “Informatics and computer engineering”, “Informational systems and technologies” with participation of basic chairs, lecturers are representatives of large IT company.
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Dambinov, Sergey A. "ANALYSIS OF THE ORGANIZATION OF PROFESSIONAL TRAINING OF STATE CIVIL SERVANTS." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 3/3, no. 144 (2024): 126–34. http://dx.doi.org/10.36871/ek.up.p.r.2024.03.03.016.
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The article is devoted to the study of the problem of organizing a system of professional development and training of state civil servants of the Russian Federation. The validity of the influence of a comprehensive assessment on the system of professional training of state civil servants is analyzed, taking into account various factors in the development of regional economies. The issues of significance of assessing the competencies of state civil servants for the human resources potential of the region are considered. An analysis of the practice of forming and developing a system of professional training for state civil servants of the Russian Federation is carried out. Technologies and methods for optimizing the system of professional training of state civil servants are proposed.
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ORLOVSKYI, O., M. DIACHENKO-BOHUN, T. SHKURA, L. HOMLIA, and V. ROKOTIANSKA. "FORMATION OF PROFESSIONAL COMPETENCES OF STUDENTS OF THE SPECIALTY "ECOLOGY"." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 31 (August 7, 2023): 167–70. http://dx.doi.org/10.33989/2075-146x.2023.31.283385.
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The current state of the country's socio-economic development directs modern education to the formation and development of competencies in the subjects of the educational process. After all, society needs competent specialists in the relevant spheres of activity, competitive on the labor market The formation of professional competences in the students of the specialty "Ecology" should be aimed at training specialists with a deep understanding of the principles of ecological science, able to analyze environmental problems and develop rational solutions for solving them.
 The current state of the natural environment and the trends in solving environmental problems at the regional and national levels, including in the Poltava region, put new tasks in the field of staffing the important ecological sphere with specialists of a new generation capable of ensuring the preservation, reproduction and rational use of natural resources and technologies of industrial and agricultural production. One of the real and productive sources of providing the professional field with such specialists is university education in the field of "Ecology" training, which provides for the training of highly qualified personnel in the field.
 In connection with the manifestations of the components of the ecological crisis in the Poltava region, ecological troubles, the need to preserve natural complexes and their components, optimization of the regional nature reserve network, the development of a regional eco-network, the implementation of environmental and educational activities among various population groups, there was an urgent need for the training of specialists Department of "Ecology" on the basis of V.G. Korolenko Poltava national pedagogical university.
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CHEKANYUK, KATERINA. "ПРОФЕСІЙНИЙ РОЗВИТОК ВЧИТЕЛІВ БІОЛОГІЇ: ПОРІВНЯЛЬНИЙ АНАЛІЗ". Comparative Professional Pedagogy 11, № 2 (2021): 83–89. https://doi.org/10.31891/2308-4081/2021-11(2)-9.
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Approaches to the professional development of teachers in foreign countries are analyzed. Analysis of the experience of world countries has shown that both public schools and specialized institutions/leading academies and private companies make a significant contribution to the continuous, professional development of teachers, their self-education and professional development. It is emphasized that the professional development of different countries has its own characteristics, is constantly being transformed, taking into account modern needs. Various forms of education, innovative methods, programs, projects, courses are emphased on. In Finland, teacher training is provided through special programs, school-based project activities, international cooperation projects and national research programs. The training is organized by the National Education Agency of Finland. In the UK, a teacher must take an 18-day (30-hour) training each year. Teachers can choose courses offered at universities, independent counseling centers, education departments, teacher training centers, local education authorities, schools. In France, advanced training is provided by various postgraduate education institutions, university institutes and regional education centers. The professional development of German teachers is based on two main factors: professional development and additional training. In China, self-study and teacher training courses are provided on the basis of educational institutions and envisage an accumulative credit system. Continuing education of Singapore teachers is provided by the National Institute of Education several times during their professional careers. The state financially stimulates the professional development of teachers.
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Li, Yijun. "Practice research on the construction of Innovation and Entrepreneurship curriculum System of Hotel management Major based on new liberal arts background." International Journal of Business and Management 1, no. 2 (2023): 16. http://dx.doi.org/10.56028/ijbm.1.2.16.2023.
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The construction of new liberal arts is to adapt to the new requirements of the development of philosophy and social sciences in the new era, to cultivate the new liberal arts with Chinese characteristics and Chinese style, and to train the new era of liberal arts talents to take on the great task of national rejuvenation as the goal. At present, the major of tourism and hotel management in Chinese colleges and universities is moving towards the direction of high quality development. The restructuring and reform of traditional personnel training mode is a key to break through the contradiction between supply and demand of professional personnel. In-depth analysis of the current college tourism and hotel management professional talent training mode facing the training and curriculum system, training mode, training teachers and training evaluation system need to be further clear, innovation, optimization and improvement of realistic difficulties. Therefore, the training mode and program of tourism and hotel management professionals in colleges and universities should be re-examined, and a scientific orientation and curriculum construction system should be established. Deepen teaching reform and establish modern teaching mode of "integration of science and practice"; Docking industry development and building a regional training platform of "production, learning and research"; We will improve the security system and build a "double-qualified" professional teaching team.
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Gurinović, Mirjana, Romana Novaković, Zvonimir Šatalić, et al. "Professional training in nutrition in Central and Eastern Europe: current status and opportunities for capacity development." Public Health Nutrition 18, no. 2 (2014): 372–77. http://dx.doi.org/10.1017/s1368980014000172.
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AbstractObjectiveTo examine the availability of academic programmes in nutrition and identify nutrition training needs in Central and Eastern Europe (CEE).DesignA questionnaire with close-ended and open-ended questions was distributed to the members of the United Nations University Standing Committee on Nutrition, Regional Network for Capacity Development in Nutrition in CEE (NCDN CEE).SettingParticipants’ responses to the questionnaire including the comments of their colleagues from home institutions were obtained in group discussions during NCDN CEE meetings in 2010–2013.SubjectsSixteen CEE countries’ experts and their colleagues from home institutions involved in NCDN CEE activities 2007–2013.ResultsThe responses were obtained from fourteen out of sixteen participating countries; five countries have established Bachelor, Master and PhD studies in nutrition (Croatia, Czech Republic, Poland, Slovak Republic and Slovenia), whereas in Latvia and Republic of Macedonia only Bachelor and Master studies are set up. Seven countries have no Bachelor, Master or PhD studies: Bosnia and Herzegovina, Bulgaria, Estonia, Lithuania, Montenegro, Romania and Serbia. Introduction to data analysis and Nutritional epidemiology are the most needed nutrition trainings that would increase working competence of nutritionists and nutrition-related professionals in CEE.ConclusionsAvailability of academic programmes in nutrition in CEE countries is limited. Opportunities for improving the competence of existing and future nutrition-related professionals should be addressed at national and regional level; distance learning courses and creation of a regional centre for nutrition training were seen as opportunities for sustainable capacity development in nutrition in CEE.
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Triana, Hana, Arita Marini, and Zulela MS. "The Influence of Teachers' Professional Development Towards Teacher’s Participation in Program Sekolah Penggerak Development." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, no. 2 (2023): 569. http://dx.doi.org/10.33394/j-ps.v11i2.7883.
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This study aims to analyze the form of teacher competence professional development towards participation in developing professionalism in the driving school program. This research method uses quantitative methods while quantitative descriptive analysis is carried out on 20 respondents. Interpretation of survey data to identify forms of teacher professional development, expected funding sources and participation in training on implementation of driving schools facilitated by Expert Trainers which are part of mandatory activities in the implementation of the independent curriculum and/or support from the regional/central government or other forms of activity facilitated by the organization or other communities.
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Ermakova, Ermakova, and Svetlana Yevgenyevna Tsvetkova. "Diagnostics of the Translator’s Professional Competence Formation with Regional Component Included." Siberian Pedagogical Journal, no. 4 (September 15, 2022): 74–86. http://dx.doi.org/10.15293/1813-4718.2204.06.
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In the context of the development of international contacts, high requirements are placed on the professional competence of a translator. At the same time, an important task of professional language and translation training is to take into account the regional content component. The purpose of the article is to describe the stages, methods of control, diagnostics and results of experimental training, which allow us to confirm the working hypothesis about the effectiveness of the model for the formation of the professional competence of an interpreter, taking into account the regional component. The article presents an overview of the scientific and methodological literature on the problem of improving the quality of language and translation training, taking into account the intercultural / regional component; a brief description of the research methods and stages of the pedagogical experiment is given. The results provide a description of the main stages of experimental training; the methods of control and criteria for assessing the professional competence of a translator are considered; methods of statistical data processing, as well as the results of diagnostic and control testing, confirming the hypothesis about the effectiveness of the author’s didactic model. In conclusion, the main conclusions of the study are made; the obtained scientific and methodological results are listed.
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Nwogbe, Olayemi A., and Yacob Haliso. "Continuing Professional Development Assessment of Healthcare Professionals in Public Secondary Hospitals in Lagos State, Nigeria." Information Impact: Journal of Information and Knowledge Management 11, no. 1 (2020): 26–39. http://dx.doi.org/10.4314/iijikm.v11i1.3.
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This study investigates the engagement of healthcare professionals in continuing professional development in public secondary hospitals in Lagos State, Nigeria. A survey research design and a multistage sampling technique were adopted for the study. The sample consisted of 356 healthcare professionals (112 physicians, 32 pharmacists and 212 nurses). The data were collected using a self-developed structured questionnaire. The questions were built based on the literature review with modified questions adapted from widely used the questionnaires on hospital survey on patient safety, ambulatory and community pharmacy, nursing safety practices and CPD professional and skill competency and World Health Organization Regional Guidelines for Continuing Medical Education. Healthcare professionals in adult general outpatient departments were only included in the study. Findings revealed that physicians engagement in informal CPD (conferences, seminars, in-service training) is (M = 3.09), and formal CPD (conduct of research, publications or peer journal review) (M = 2.11). Pharmacists engagement in informal CPD is (M = 3.10) and formal CPD (M =1.89), Nurses’ engagement in informal CPD is (M =2.30) and CPD (M = 1.78). These evidence indicates that the respondents tend to lean more on less time-demanding and work-based capacity building approach, than they engaged mostly in informal CPD activities than they engaged in a methodical educational and professional advanced method of capacity building. The study recommends improved Government funding for training, policy improvement on organizational support and working conditions for study leave opportunities, and aligning the metrics of evaluating and scoring CPD engagement with the need assessment gaps in healthcare system in renewing practicing license of healthcare professionals.
 Keywords: Capacity building, Healthcare professionals Public healthcare service, Health workers training
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Ogden, David J. "Developing a regional specialist registrar day." Psychiatric Bulletin 30, no. 8 (2006): 310–12. http://dx.doi.org/10.1192/pb.30.8.310.
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Higher specialist training in psychiatry requires the development of a broad range of knowledge and skills in a short space of time. However, a brief national survey of programme directors confirms reports from peers that structured, targeted teaching tends not to continue beyond completion of College Membership examinations. Exceptions to this rule are child and adolescent psychiatry and to a lesser extent psychotherapy, which reflects requirements laid out in the Higher Specialist Training Handbook (Royal College of Psychiatrists, 1998). Specialist registrars must therefore, using limited study time and funding, attempt to acquire knowledge from local and national courses. These, however, are usually aimed at more generic groups: for example, all health service specialist registrars or at consultants for fulfilment of continuing professional development.
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Yafasov, Abdurashid, Natalya Kostrikova, and Aleksandr Merkulov. "Boiling Points at Universities as a New Development Tool of the Innovative Potential of Russian Regions." Vestnik Volgogradskogo gosudarstvennogo universiteta. Ekonomika, no. 3 (October 2023): 93–107. http://dx.doi.org/10.15688/ek.jvolsu.2023.3.8.
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To successfully solve the problem of accelerated development of innovative technological entrepreneurship, new tools and approaches are needed in organizing the training of innovative entrepreneurs, primarily in the fields of digital economy technologies, the development of means of production, and artificial intelligence. The aim of the work is to study the possibilities of entrepreneurial boiling points created at universities for the development of the innovation potential of the regions of Russia. The possibilities of providing the regional economy with professional personnel prepared for specific production infrastructure, equipment and technologies, and teams of employees are considered. Different technologies of professional personnel training are studied in the context of actual operational and tactical tasks of the regional economy, taking into account the strategic vision of future industries and technologies. Various forms of conducting classes and meetings with representatives of science, education, and business have been widely tested, which allow forming an individual track for each participant and determining the optimal trajectory of his development, taking into account individual characteristics and developing knowledge, skills, and abilities in modern science, technology, and production. It is shown that boiling points in regional technical universities open up new opportunities to increase the innovative potential of regions by training young innovators adapted to the regional economy in an unstable environment.
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Kondratska, Halyna, and Anna Chepelyuk. "MODERN TRAJECTORIES OF TRAINING OF SPECIALISTS IN PHYSICAL EDUCATION AND SPORTS." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 99–107. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232792.
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The modern orientation of physical training and sports is aimed at the development of physical and intellectual activity of students. This allows us to talk about physical training and sports as an important means of formation the individual, citizen and future competitive specialist.The article considers physical training and sports as a component of the education system.It demonstrates that the task of physical culture and sports in higher education institutions is the formation of personal culture of students, creating conditions for their professional development and the formation on this basis of intellectual, creative and cultural potential. The results of research in the field of physical education and sports using empirical methods, suggested that future professionals should have a set of competencies in the chosen field of knowledge, taking into account different disciplines in the context of professional standards.According to researchers, taking into account the regional approach, the use of local resources will determine the effective trajectories of training specialists in physical education and sports.The article also reveals modern trajectories of training of specialists in physical education and sports.The method of this study is a review study, which has become a difficult problem due to the importance of training specialists to implement the socialization of modern youth.It highlights the trajectories of the formation of the educational-professional program of training specialists in “Physical Education” The article also reveals the realization of educational components: information-cognitive, content-procedural, activity-effective, which promote personal development of the student.We prove the planning of two components of the educational program of professional and selective, including blocks of disciplines that should provide integration of knowledge of students in formation of the general and professional competences.The article reveals realization of educational components: information-cognitive, content-procedural, activity-effective, which promote personal development of the student.
 Keywords: education, sports, preparation, program, components, trajectories, students.
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Vachkova, Svetlana N., Elena N. Gevorkyan, Valentina B. Salakhova, and Maria N. Fedorovskaya. "Regional System of Scientific and Methodological Support of Pedagogical and Managerial Personnel of Educational Institutions of General Education." Общество: социология, психология, педагогика, no. 12 (December 27, 2023): 99–105. http://dx.doi.org/10.24158/spp.2023.12.13.
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The effectiveness of the education system in general and general education in particular depends on highly qualified teaching staff carrying out educational activities. A high level of professional training of pedagogical staff implies their continuous professional development (training). In order to create an effective system of ad-vanced training for teachers and school leaders, it is necessary to have a comprehensive system of scientific and methodological support for this activity. Relevance of the problem under study. The relevance of the devel-opment of the system of support for the professional development of teaching staff is due to the lack of a uni-fied approach to the organization of the activities of methodological support services, as well as insufficient scientific methodological justification of this activity, the lack of connection between science and practice. Mate-rials and methods of research. Analysis of normative legal acts on the problem; official websites of federal and regional executive authorities managing in the field of education; analysis of domestic and foreign academic research on the problem. The results of the research and their discussion. The comparative analysis of the im-plementation of the system of scientific and methodological support of professional activity of teachers and school managers was carried out; the main directions of activity for the improvement and development of the system of scientific and methodological support of professional activity of teaching staff were determined; the system of professional development of teaching staff in educational organizations of general education was proposed.
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Goloktionova, Yu G., and S. B. Komissarov. "Regulation Mechanism of Regional Labour Market." Education and Science without Limits Fundamental and Applied Researches, no. 17 (2023): 13–16. http://dx.doi.org/10.36683/2500-249x/2023-17/13-16.
Full textAbstract:
Modern labour market makes serious demands of the workforce quality, its professional and qualification composition and level of training. Development of the regional commercial and industrial complex leads to unemployment rate decrease, on the one hand, and, on the other hand, it intensifies competition between highly qualified workers. Under conditions of institutional environment transformation, the tasks of clarifying the influence of the factors that shape the processes in the regional labour market and assessment of patterns, trends and prospects for its development are actualized.
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Chetverikova, N. A. "PROFESSIONAL EDUCATION OF THE REGION — RESOURCE OF PERSONNEL SUPPORT FOR INDUSTRIAL GROWTH." Economics Profession Business, no. 4 (December 12, 2022): 98–105. http://dx.doi.org/10.14258/epb202263.
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The article contains the results of the analysis of the needs of enterprises of the Republic of Karelia in the training of personnel with different levels of education. The author has compiled a matrix of correspondence between the structure of employers» demand for skilled workers and employees and the supply of professional educational organizations in the region. The article discusses the main regulatory legal acts in the field of development of the education system and youth support in the region, reflecting the most relevant areas of interaction between authorities, business representatives and the educational environment of Karelia on personnel training. The main achievements of the region in the implementation of current regional projects on targeted training programs, the organization of career guidance work with young people, the employment of graduates and the use of modern interactive forms of education are presented. Special attention should be paid here to the introduction of practice-oriented training and passing demonstration exams at the leading industrial enterprises of Karelia, as well as retraining and advanced training of employees of enterprises according to programs that meet Worldskills standards. The author shows the infrastructure of the personnel training system of the republic and substantiates the importance of further development at the regional level of centers of advanced professional training and advanced training of personnel for the industrial sectors of the economy of the region.
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Fadeeva, Svetlana. "THE MODEL FOR CONTINUOUS PROFESSIONAL DEVELOPMENT OF ADDITIONAL EDUCATION TEACHERS: DESIGN EXPERIENCE IN THE REGIONAL DOMAIN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 152. http://dx.doi.org/10.17770/sie2020vol3.4949.
Full textAbstract:
The mainstreaming of the additional education for children requires the training of the teaching staff capable of effectively developing the creative urges and gifts of pupils through the free choice of diverse activities. Additional education specialists should not only professionally know and have a good command of their subject, which supports children’s hobbies, but they shall also act as a catalyst for the development of the individual’s motivational potential, professional self-determination and as a long-term result they shall modify the innovative resource of society. Nevertheless, a teacher being a competent specialist in a certain subject domain such as theater and musical performance, aircraft modeling and robotics, powerlifting and football may not have sometimes the required knowledge and skills for the child's personality education and for designing expected educational results.The need for the scientific and methodological support to the professional development of the teaching staff in the additional education system has evoked the decision to elaborate a conceptually new model of training for this category of specialists, thus, having made it the purpose of the study. The novelty of the study was the fact that the said model was based on the personified nature of the choice of the teachers’ educational trajectory. It appeared to be a common multi-level structure combining diverse fields and forms of advanced training and retraining of additional education specialists. In addition to design and modeling methods there were applied in the study the methods of empirical research, interrogation and questioning, data analysis and generalization. The elaborated and implemented model for supporting the professional development of the teaching staff enabled to systematize and structure the training of additional education specialists in the regional domain. The practical relevance of the model for the continuous professional development was determined by its possible use also in the post-graduate education in another territory.
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Basnet, Bhavana, and Kamala Bhantana. "Exploring Professional Development Practices: Insights from Gurukul, Sanskrit, and General Schools." Marsyangdi Journal 4, no. 1 (2024): 61–68. http://dx.doi.org/10.3126/mj.v4i1.67816.
Full textAbstract:
This study aims to examine the professional development strategies used by teachers in Gurukul, Sanskrit, and general schools in Karnali and Gandaki provinces. The purpose of the study is to gain insight into the strategies teachers employ to advance their professional development. Through focus group discussions with a purposeful sample of six teachers, the study investigated the variety of professional development strategies used in these institutions. The study's findings revealed that teachers employ numerous strategies, including professional development training, field trips, peer collaboration, workshops, seminars, sharing of best practices, and technology integration. In addition, the study considered cultural norms, infrastructure constraints, and regional challenges as contextual factors that influence the implementation and efficacy of professional development strategies.
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Yaretskii, Y. L., and N. Yu Zykova. "Harmonization of the Qualification Characteristics of Practicing Psychologists with the Requirements of Specialized Professional Standards (Regional Practice)." Psychological-Educational Studies 9, no. 3 (2017): 104–14. http://dx.doi.org/10.17759/psyedu.2017090311.
Full textAbstract:
The experience of bringing the qualifying characteristics of practicing psychologists in line with the requirements of professional standards has been generalized through the development of an appropriate educational program for professional retraining, developed by the Voronezh Insti-tute of Social Education. The author's curriculum of the educational program is presented. The data of the self-assessment study by specialists conforming to their qualification characteristics to the requirements of psychological professional standards before and after training on the proposed educational program are presented. The analysis of zones of discrepancy between the former professional competences of psychologists and the necessary labor functions prescribed by professional standards was carried out. It is determined that the training of practitioners in the programs of additional professional education is the most important condition for achieving compliance of their professional competencies with the requirements of professional standards.