Четвер, 25 березня 2021 16:22

Інституту – 15 років!

Шановні колеги!

П’ятнадцять з тридцяти  років Незалежності України вчені Інституту професійно-технічної освіти НАПН України є активними учасниками вирішення актуальних завдань зміцнення української державності – розвитку людського капіталу, зміцнення економіки держави, суспільних відносин та підвищення наукового іміджу країни у світі. Діяльність Інституту спрямовувалася на вирішення найважливіших завдань модернізації професійної та фахової передвищої освіти – підвищення якості освіти, оптимізацію механізмів управління освітніми установами, сприяння розвитку малого бізнесу через формування підприємницької та кар’єрної компетентностей, інтернаціоналізацію професійної освіти через вивчення й поширення зарубіжного досвіду, впровадження проєктного навчання, вдосконалення підготовки педагогічних кадрів, формування в суб’єктів освітнього процесу правової та цифрової культури, розвиток дистанційної і дуальної форм здобуття освіти тощо.

Ученими Інституту створено потужну наукову платформу модернізації вітчизняної системи професійної та фахової передвищої освіти: підготовлено майже дві тисячі видів наукової продукції, до двохсот інновацій (концепцій, моделей, методик, технологій та десятки інших наукових розробок для більш ніж п’ятнадцяти напрямів модернізації професійної та фахової передвищої освіти); проведено кілька десятків експериментів різних рівнів, з яких одинадцять – всеукраїнські;  налагоджено конструктивний діалог з європейськими науковими та освітніми установами через участь в одинадцяти міжнародних проєктах, сотнях міжнародних масових заходів з питань вивчення й популяризації досвіду функціонування систем професійної освіти і навчання; зміцнено зв’язки з навчально (науково) - методичними центрами (кабінетами) професійно-технічної освіти. Понад шість сотень закладів професійної та фахової передвищої освіти упроваджують у свою діяльність створені науковцями Інституту інновації, готуючи тисячі майбутніх фахівців для різних сфер національної економіки.

Висловлюю щиру подяку всім, співробітникам Інституту за злагоджену і самовіддану роботу, інноваційний науковий пошук та готовність до активної участі у модернізації професійної та фахової передвищої освіти, зростанню наукового іміджу нашої наукової установи в Україні та світі.

За підтримку й оцінку результатів наукової діяльності Інституту дякую Президенту НАПН України, доктору філософських наук, професору, дійсному члену НАН і НАПН України В. Г. Кременю та академіку секретареві Відділення професійної освіти і освіти дорослих НАПН України доктору педагогічних наук, професору, дійсному члену (академіку) НАПН України Н. Г. Ничкало.

Науковці Інституту пам’ятають безцінні уроки становлення професійної науки академіків НАПН України С. У. Гончаренка і І. А. Зязюна та їхній внесок у розвиток і розбудову Інституту. Вдячна великій когорті вчених, з якими мала честь співпрацювати, створювати нові лабораторії, розробляти нові дослідницькі теми, будувати плани на майбутнє.

За плідну співпрацю безмежно вдячна усім партнерам, педагогам-інноваторам.

За пропагування української професійної науки сердечно дякую нашим колегам із Польщі, Німеччини, Білорусі, Молдови, Грузії та Киргизстану.

Колектив Інституту згуртований єдиною метою – через наукові дослідження зміцнювати наукову платформу модернізації професійної та фахової передвищої освіти, сприяти сталому розвитку нашої країни, суспільства й системи освіти в цілому. Ця єдність – є запорукою майбутніх успіхів, у що ми всі щиро віримо.

Наші плани великі. Плани амбітні. І ми твердо переконані, що цілеспрямованість і наполегливість наукового колективу в досягненні поставлених цілей і надалі залишатимуться надійним фундаментом для розвитку й розбудови наукової установи – Інституту професійно-технічної освіти НАПН України.

Вітаю співробітників і партнерів Інституту з відзначенням особистого внеску у розбудову національної науки, освіти, сталий розвиток економіки, держави, суспільства.

         

         

Директор Інституту професійно-технічної

освіти НАПН України

В. О. Радкевич

П'ятниця, 09 квітня 2021 10:17

Вітаємо Валерія Федоровича

П'ятниця, 09 квітня 2021 10:44

Вітаємо з Ювілеєм!

Інститут

Шановний Валерію Федоровичу!

Щиросердечно вітаємо Вас із Ювілейним Днем народження!

Сьогодні у розквіті творчих сил, нових планів і задумів Ви святкуєте славний ювілей. Ваша доля подарувала Вам активне, багате на події і надзвичайно цікаве життя, пов’язане з науковою творчістю, викладацькою і законотворчою працею. Ваш життєвий талант і велике бажання робити людям добро, стали запорукою успіху. Майстерністю командної взаємодії з людьми, вмінням глибоко аналізувати й об’єктивно оцінювати результати роботи кожної особи Ви заслужили авторитет і довіру в науково-освітянській громаді.

Від імені колективу науковців Інституту професійно-технічної освіти  НАПН України та від мене особисто прийміть гарячі і найсердечніші вітання з нагоди Вашого Ювілейного Дня народження! Бажаємо Вам міцного здоров’я, щастя, сімейного благополуччя, успіхів у роботі. Хай у ваших задумах завжди буде мудрість, на роботі – підтримка, вдома – увага, у серці – світло від людської вдячності. Хай Ваша життєва сила, творча наснага стануть гарантією великих досягнень.

Валерію Федоровичу, сердечно зичимо Вам довгих років життя, родинного затишку і добробуту,

здійснення всіх Ваших планів і реалізації цікавих ідей.

 

З глибокою повагою – Валентина Радкевич і колектив Інституту професійно-технічної освіти НАПН України

За вагомий особистий внесок у розвиток професійної педагогіки та підготовку висококваліфікованих науково-педагогічних кадрів медаллю «Григорій Сковорода» Національної академії педагогічних наук України нагороджений Валерій Федорович Орлов – відомий учений у царині мистецької освіти і педагогічної науки, доктор педагогічних наук, професор, головний науковий співробітник лабораторії професійної кар’єри Інституту професійно-технічної освіти НАПН України.

Високу нагороду вручив В. Ф. Орлову особисто Президент Національної академії педагогічних наук України академік НАН України і академік НАПН України професор Василь Григорович Кремень.

Шановний Валерію Федоровичу, прийміть наші щирі вітання з почесною нагородою. Бажаємо Вам міцного здоров’я, життєвого і творчого довголіття, оптимізму та благополуччя, щедрої долі та нових творчих здобутків і в ім’я Української держави.

 

З повагою – Валентина Радкевич

і колектив Інституту ПТО НАПН України.

REPORT

Participant: Radkevych Oleksandr

Action: student mobility

Location: Universitat de Valencia, Valencia/Spain

Project: Erasmus+ program “Improving teacher education for applied learning in the field of vocational education (ITE-VET) – 574124-EPP-1-2016-1-DE-EPPKA2-CBHE-JP-E+CBHE”

Dates: November, 20 – December, 3, 2017

Institution: Institute of vocational education and training of the National academy of educational science of Ukraine

Location: Kyiv/Ukraine

Preparation and organizational issues

I participated on a competitive basis in the student mobility program at the University of Valencia (Spain). All information about the internship I received from Mrs. Oleksandra Borodienko.

At the University of Valencia, I coordinated my two-week internship program with Mr Marhuenda and Mrs Rosa Orti. On the first day of our stay in Valencia, Mr Marhuenda met with us, who provided us with all the important and necessary information about the attendance of lectures by university teachers, the library, and excursions to various training centers.

The list of attended lectures, meeting and tutorials:

Lectures:

Tuesday, November, 21st

  • 30-12.30 – Joan Aparisi (Catalan, Spanish and English) – Educational processes and contexts. Master in Secondary Education. Location: Monteolivete, Room A32.

Wednesday, November, 22nd

  • 00-13.00 – Joan Aparisi (Catalan, Spanish and English) – Education and social participation, community and development inclusion. Degree in Social Education: 5th semester, School of Philosophy, Room A31
  • 00-19.00 – Alicia Ros (Spanish)– Educational processes and contexts. Master in Secondary Education. Location: Monteolivete, Room A32

Thursday, November, 23rd

  • 30-12.30 – Joan Aparisi (Catalan, Spanish and English) – Educational processes and contexts. Master in Secondary Education. Location: Monteolivete, Room A32

Friday, November, 24th

  • 00-11.00 – Joan Aparisi (Catalan, Spanish and English) – Education and social participation, community and development inclusion. Degree in Social Education: 5th semester. School of Philosophy, Room A31

Tuesday, November, 28th

  • 00-18.00 – Fernando Marhuenda (Catalan and Spanish and English and German) – Organization of educational institutions. Degree in Social Education: 1st semester. Location: School of Philosophy, Room: FCE2

Friday, December, 1st

  • 00-18.00 – Fernando Marhuenda (Catalan and Spanish and English and German) – Organization of educational institutions. Degree in Social Education: 1st semester. Location: School of Philosophy, Room: FCE2

Meetings:

Tuesday, November, 21st

  • 00-11.00 – Welcome meeting chaired by Fernando Marhuenda. Room D17, School of Philosophy, 6th floor
  • 00-12.00 – Tour through the library

Monday, November, 27th

  • 00-11.30 – Visit to Continuing VET Center FOREM

Wednesday, November, 29th

  • 00-10.00 – Visit to the International Relations Office to get the checks with amounts for daily allowances sign the appropriate documentation.

Thursday, November, 30th

  • 00-13.30 – Evaluation of the Mobility chaired by Fernando Marhuenda. Room D17, School of Philosophy, 6th floor

Friday, December, 1st

  • 00-11.30 – Visit to Continuing Teacher Center. Location: Calle Paco Pierra, 20 – Valencia
  • 30-13.00 – Visit to Adult Education Center. Location: Calle Paco Pierra, 20 – Valencia

Tutorials:

Wednesday, November, 22nd

  • 00-11.00 – María José ChisvertVET specific features in Spain – Location: School of Philosophy, 6th floor, Office D16

According to the internship program, I had to attend 3 lectures and take part in the planned meetings. Having a lot of time, I was on 7 lectures, 7 meetings and one tutorial. In addition, I had time to work in the library.

Welcome meeting.

During the visit, we were provided with detailed information about the internship, as well as tips on using free time. In addition, we discussed the following questions: 1) Which input did you receive in your home universities to get ready for this Erasmus stay?; 2) What are the three best things that you bring back with you from this stay? (Academic, administrative and private) 3) What has been more stressing, disappointing? (Lectures, languages ​​etc.).

Lectures.

Being at the lectures, I saw students of different age groups (ages), which is not typical for Ukraine. Students at the University of Valencia are emotional, open, sociable, independent. However, I noticed that they do not speak English well enough. For example, in a group of 15 people, only one person understands and speaks English. In Ukraine, the situation is much better.

Teachers.

Teachers at the University of Valencia provide democratic education on the basis of pedagogical interaction and respect for the views of their students. So, the educational process at the university is aimed at students. In Ukraine, the higher education reform is also being implemented, according to which universities acquire autonomy, and teachers have the right to create and teach author's curricula.

I attended lectures conducted by Alicia Ros, in Spanish. The general impression is positive, the students actively worked in groups using modern technologies, in particular, information and communication. The disadvantage is the use of Alicia Ros`s educational material from the 1998 textbook. Because once there is a question, now 2017, and this material is 19 years old. Pedagogical science does not stand still, therefore it is not advisable to teach students on the old material.

Joan Aparisi's lectures were also informative and interesting for students, for his democratic approach to teaching the material, attracting students to discuss topical contemporary problems. He used interactive forms of interaction with students on the basis of a cross-cultural approach. I would like to note that he conducted his lectures in two languages: Spanish, English out of respect for students from Ukraine, it was very pleasant. I note, high competence and level of knowledge both in the material of lectures and on general issues, which allowed him to be in the center of the student collective and at the same time to be an authority.

At the lectures Fernando Marhuenda was interesting and informative. Some he conducted himself, and others with a professor from Germany in German-Spanish-English. I learned about the specifics of teaching students at the university, in particular, project training. I note that when the lectures were translated into three languages, the information was not digested and a lot of time was spent to translate it.

Centers.

Within the framework of the student exchange program, visits were made to the Continuing VET Center FOREM and Adult Education Center.

Continuing VET Center «FOREMPV»

CCOO PV and FOREM PV promotes the foundation for training and employment of the Valencian Autonomous Community, for the planning and management of the Vocational Training for Employment in the Valencian Community, and it has a wide range of qualified professional’s guidance.

CCOO PV, who is aware of the need to offer effective answers to the problems of the workers and especially the problems derived from the changes in the social and labor field, and those to the search for employment, the improvement of qualifications, the maintenance of job positions, the technological changes, etc., promoted FOREM PV in 1991 as a resource to favor the permanent training and recycling of the workers.

FOREM PV has 30 centers in the main regions and cities of the Valencian Community. In these centers, aside from the administrative services, there are theoretical and practical classrooms equipped to teach a wide range of courses of different specialties, and thus more than 10,000 students that attend these courses every year.

Through FOREM PV, the trade union of Comisiones Obreras to meet the training and educational needs of the workers in order to improve their prospects of access, preservation or promotion, and to increase their qualification within the different productive areas.

In FOREM PV we consider vocational training as an integral process. This process involves the study of work requirements, the fulfillment of the attitudes, the attainment of, the development of the necessary educational material and the continuous assessment of the results in order to re-adjust the process to increase its effectiveness.

We were shown the effective mechanism of the concept of Life Long Learning. The center was attended by people of different ages who carried out both training and retraining. I drew attention to the fact that there were groups in which the learning of foreign languages was realized. From the conversation with them, it turned out that: firstly, the students of FOREM do not receive negative indicators and students can always pass the exam or module, depending on what they were forced to miss; secondly, the work program is offered to students on the basis of his knowledge, skills and abilities, taking into account his interests; thirdly, it is training in groups for better results; Fourthly, small groups contribute to better mastering of the material, during which time the teacher can devote more time to the student individually; Fifth, a wide range of activities and the like. So, students like to study there.

As one student of the center said: "We worked in our young years to save our families. But now, we have the opportunity to learn what interests us. " However, it should be noted that in the center there is a fairly large flow of students. Some students are unable to finish the course for one reason or another and complete it. There are cases of will such persons return and continue training.

After presenting us with the developments of the Continuing VET Center "FOREMPV", we had an excursion to the Continuing Teacher Center "CEFIRE". Specificity of this educational center is its approach to teaching, retraining and personal development of teachers. We were given the opportunity to see the specifics of his work and the way teachers conduct professional development.

It was strange for us that teachers in accordance with the legislation are not obliged to develop professionally or improve their knowledge, skills and skills. It was interesting that the salary of teachers depends not only on the number of years of their professional activity, but also on the results of their professional development. That is, the law provides for the possibility of professional development and there is remuneration in the financial form of teachers for this, but this is dispositive.

Adult Education Center.

This center organizes continuous teacher training based on Life Long Learning (LLL). At a meeting with the leadership of this center, we were provided with information on what the center is doing and the tour through the center. In particular, we were told about the education system in Spain. We had the opportunity to see their library, the audience. After the tour we were given a coffee break and handed certificates.

Vocational education in Valencia.

Vocational education of Valencia is built on the basis of subordination to administrative centers, representing both the educational component, and labor + retraining of the population.

The education system in Spain.

Spain has 17 autonomous communities, which are defined as 17 different educational systems. This is due to the fact that, since the 1978 constitution, of Spain is decentralizing its administration, by distributing powers between the state and the 17 a. communities.

During his stay in Valencia he learned about the education system in Spain in more detail. Education is divided into formal, informal and informational forms.

Formal education.

Education is divided into formal, informal and informational.

Formal education in Spain implies the entry into the university. Outside the university, only specialists in tourism, crafts and other occupations are trained. Spanish universities are divided into three categories: public, private, spiritual higher education institutions that are under the care of the church.

To enter the university you need to get a secondary education. So, after graduation, students receive a certificate of completion of secondary education, which gives access to intermediate vocational training or access to the labor market. Students who do not receive a diploma receive an official certificate of compulsory education, which details the years of study and the grades obtained.

Tuition at the university takes place in two semesters and begins in October. For admission, you must pass the entrance exams. The exam consists of two parts: necessarily Spanish and another language of choice, the history of Spain or philosophy and optional subject matter, depending on the direction of instruction. Passing the exams is not a difficult task, the main thing is to know the Spanish language. In Spain, there is a whole system of preparation for the passing of such examinations. The student has two opportunities to pass the entrance exams - in the summer and in the autumn. Thus, the student has the opportunity to increase his entry point.

The structure of Spanish educational system includes four types of educational units that constitute an alternative to university education:

- University faculties - where they study not technical, but theoretical disciplines. Training on them covers all three cycles of higher education

- Higher technical schools have, on the contrary, technical orientation, but also provide for all three cycles of higher education

- University schools have a certain professional orientation and are able to bring the student only to the first stage of higher education;

- University colleges, as well as schools, provide training only under the programs of the first level. These programs are similar to traditional university programs and do not provide professional guidance.

Universities have a rather complex structure and provide courses, programs and qualifications at various levels. Their faculties offer various programs with the award of a full diploma.

Higher technical schools after training there students award diplomas of higher engineers and the like. Note that the groups of students are small, and the training is relatively intensive with an orientation toward practice.

Informal and non-formal education.

Informal education is, of course, the educational process, which mainly takes place in educational institutions, within the workplace, in workplaces or at home, there are no specific time limits and is not structured to use resources. Non-formal education, its purpose is to increase knowledge and skills, to receive new experiences and skills, which involves improving the work, the quality of life.

In this regard, informal education in Spain is quite common, this is because a significant number of people who did not have an education at an early age get it when it was possible. Informational education is not as developed as formal and informal. This is due to the fact that these forms of education only get spread and development in Spain.

Tutorials.

On November 22, we had a tutorial with Maria Jose Chisvert - the professional guidance and training system, grant schemes for the unemployed, formal and informal education, certification procedures and qualifications in Spain (see the Findings part of the report).

We were told that within the framework of professional education at the national and regional levels, several areas of activity for vocational training and retraining have been proposed.

We learned that in Spain the courses on raising the qualification of both traditional and distance forms both academic entities and professional ones are gaining popularity.

A significant number of professional students prefer industry: healthcare, administrative work and management work, electricity and electronics.

In general, vocational education consists of a two-year program, 2,000 hours of theoretical and practical training, of which 240 hours in the workplace. This gives access to the cycles of intermediate vocational education and the opportunity to pass a diploma examination that opens access to general secondary education programs.

We were told that the students of vocational training, they finish the basic course of professional education, will receive the diploma "ESO" (compulsory education) only if the teachers appreciate their knowledge, skills and skills. In Spain, there exists and operates a curriculum with compulsory subjects and subjects that students choose independently.

It was suggested that in recent years great efforts have been made to introduce and develop various types of vocational training models to promote the employment of young people and the acquisition of professional qualifications.

In Spain, vocational training consists of two forms: the first is a contract form involving schools and intermediaries, and the second is dual training in the field of vocational education offered within the education system that are implemented by the regions. All vocational training is related to training and student contracts, which must be related to the vocational education qualification program (a diploma of vocational education or a professional certificate).

Library.

We visited the library of the University of Valencia after we were introduced. After a thorough familiarization with their library fund (traditional (paper) edition).

The functioning of the library is fairly ergonomic and convenient for visitors. All books were numbered and listed in the library. It was a surprise that you can work with any paper literature without filling out questionnaires or letters to receive them. Literature in the library is located in such a way that it is easy to find the necessary material. The library is located virtually on each floor of the university and is divided by subject.

It should be noted that paper editions for vocational education were from 1938 to 2015, which was very strange in the absence of a newer material, as there was very little modern literature in the last 3 years for vocational education. It must be pointed out that virtually all literature was in Spanish, only a small amount was in English. And it's strange because the country is part of the Euro Union.

Upon request, we were granted access to the electronic library of the University of Velence. At once we will point out that we have worked over 120 materials (21st Century Skills Development Through Inquiry-Based Learning, A Recognition of Emotions and Creativity in Education, Adaptive and Adaptable Learning, Adult Learning for Self and Relational Growth (ALG), Age, Ageing and Skills etc) in the electronic library and a request for another 10 materials was made, but we did not receive them due to the fact that not all literature is available to students and there is a closed-end fund.

Conclusions.

We realized that in Spain there is a very large gap in the educational level. So, a lot of students have completed higher education and very few people who are specialists in vocational education, all the rest are people with low qualifications or without qualifications in general.

It is important that on average, students aged 25 to 34 begin their studies, so the lectures were such a significant percentage of personalities for 30. According to the information that was voiced, roughly each of the four adults in Spain is a low-skilled worker.

The situation with the young population (16-24) is not so unfortunate, in this connection they learn and have more knowledge, skills and more qualified than the adult population.

The level of education affects both the social status and the level of wages. If we proceed from the fact that people with higher education earn 100%, then people with a secondary education earn about 70%, and people without education 20% or less. This shows that people who have no education in general are forced to open their own business and receive education.

Early exit from education.

The problem of Spain is the early exit from the education of students aged 18 to 24 years. That is, after receiving secondary (education) qualifications, a certain number of students leave the education. This is approximately 20% of the total number of students who are trained in public educational institutions. Various strategies aimed at preventing early exit from education are being actively introduced in the state.

In this context, vocational education helped, by introducing vocational training and retraining programs into education. What is an alternative way of learning for this, new diplomas have been developed that included new professions and an update of existing ones. This is done in order to make education including, professional more popular among the general population.

REPORT

Participant: Snizhana Leu

Action: student mobility

Location: Universitat de Valencia, Valencia/Spain

Project: Erasmus+ program “Improving teacher education for applied learning in the field of vocational education (ITE-VET) – 574124-EPP-1-2016-1-DE-EPPKA2-CBHE-JP-E+CBHE”

Dates: November, 20 – December, 3, 2017

Institution: Institute of vocational education and training of the National academy of educational science of Ukraine

Location: Kyiv/Ukraine

Preparation and organizational issues

I was informed beforehand om my participation in the following student mobility program and received all the information as soon as our coordinator, Mrs. Oleksandra Borodiyenko, got that from the hosting institution. It was also easy to clarify all the issues directly with Mr Fernando Marhuenda (program and other details) and Mrs Rosa Orti (bank details). Mr Marhuenda sent us a very detailed letter with clear instructions on the routs/addresses for our two-weeks stay in Valencia. The welcome meeting (Tuesday, November, 21st) was informative and well-prepared. We got all the information on the lectures and meetings to attend, access to the library, entertainment and free-time activities.

Studying progress

In general, we were told to attend 3 lectures, all planned meetings and some tutorials (if there was a need in additional information). So, having the possibility to manage my time and efforts according to my needs and interests I attended 7 lectures, 7 meetings and one tutorial (see the List below) and also had plenty of time to work in the library.

The list of attended lectures, meeting and tutorials

Lectures:

Tuesday, November, 21st

  • 30-12.30 – Joan Aparisi (Catalan, Spanish and English) – Educational processes and contexts. Master in Secondary Education. Location: Monteolivete, Room A32.

Wednesday, November, 22nd

  • 00-13.00 – Joan Aparisi (Catalan, Spanish and English) – Education and social participation, community and development inclusion. Degree in Social Education: 5th semester, School of Philosophy, Room A31
  • 00-19.00 – Alicia Ros (Spanish)– Educational processes and contexts. Master in Secondary Education. Location: Monteolivete, Room A32

Thursday, November, 23rd

  • 30-12.30 – Joan Aparisi (Catalan, Spanish and English) – Educational processes and contexts. Master in Secondary Education. Location: Monteolivete, Room A32

Friday, November, 24th

  • 00-11.00 – Joan Aparisi (Catalan, Spanish and English) – Education and social participation, community and development inclusion. Degree in Social Education: 5th semester. School of Philosophy, Room A31

Tuesday, November, 28th

  • 00-18.00 – Fernando Marhuenda (Catalan and Spanish and English and German) – Organization of educational institutions. Degree in Social Education: 1st semester. Location: School of Philosophy, Room: FCE2

Friday, December, 1st

  • 00-18.00 – Fernando Marhuenda (Catalan and Spanish and English and German) – Organization of educational institutions. Degree in Social Education: 1st semester. Location: School of Philosophy, Room: FCE2

Meetings:

Tuesday, November, 21st

  • 00-11.00 – Welcome meeting chaired by Fernando Marhuenda. Room D17, School of Philosophy, 6th floor
  • 00-12.00 – Tour through the library

Monday, November, 27th

  • 00-11.30 – Visit to Continuing VET Center FOREM

Wednesday, November, 29th

  • 00-10.00 – Visit to the International Relations Office to get the checks with amounts for daily allowances sign the appropriate documentation.

Thursday, November, 30th

  • 00-13.30 – Evaluation of the Mobility chaired by Fernando Marhuenda. Room D17, School of Philosophy, 6th floor

Friday, December, 1st

  • 00-11.30 – Visit to Continuing Teacher Center. Location: Calle Paco Pierra, 20 – Valencia
  • 30-13.00 – Visit to Adult Education Center. Location: Calle Paco Pierra, 20 – Valencia

Tutorials:

Wednesday, November, 22nd

  • 00-11.00 – María José ChisvertVET specific features in Spain – Location: School of Philosophy, 6th floor, Office D16

During the Welcome meeting we had the chance to find out all organizational issues, visit the library, have advices for spending free-time and discuss the following questions at the Evaluation of the Mobility: 1) Which input did you receive in your home universities to get ready for this Erasmus stay?; 2) What are the three best things that you bring back with you from this stay? (academic, administrative and private); 3) What has been more stressing, disappointing? (lectures, languages etc.).

Lectures. The first thing that impressed me was the age range of students in the groups as in Ukraine it is traditionally to see mostly the representatives of 18-23 age group. It is not that much spread to attend the lectures for older people as they are usually busy at work and the idea of Lifelong learning is not that popular or well-soread in Ukraine. The Spanish students are open and sociable but I also noticed the lack of English-communication skills. Must say that in this case the situation in Ukraine seems to be better a little bit.

As for the atmosphere at lectures, it is very cooperative, partnership-based and independent. The teachers do not have that strong and heavy influence on their students’ opinions and are open for accepting their student’s ideas even if they are opposite to their own ones. So, the studying process is student-oriented and promotes the development of critical thinking. That is the issue we have the problem with in Ukraine as the studying process is still, mostly, teacher-oriented – the teacher is the source of information and right ideas. I understand that we were, maybe, lucky to see the examples of positive teachers’ professional activity and not all the teachers work in that way but, anyway, it was very pleasant.

We also were offered to attend the lectures in Spanish. I can't say I got some new information at that lecture – Alicia Ros (Educational processes and contexts) because I didn't understand the language but the general impression of the atmosphere in the auditoria impressed with the students’ attention and involvement into the studying process. The students worked in groups around the tables and were free to use any gadgets they had to conduct the productive work. The teacher actively used different ICTs but the source of information she worked with seemed pretty out-dated (1998). Students worked with different tasks and projects, represented their results, findings and ideas on the studied teaching approaches (thearapeutic, liberate, systematic etc.).

Joan Aparisi's lectures were interesting to attend as he always organised students' activities in very friendly, open, independent but partnership-based way. The information he represented at both courses – Educational processes and contexts and Education and social participation, community and development inclusion – was very practice-oriented and up-to-date. All the time he used comparative and intercultural approaches, expressed the interest to the situation in Ukraine and, of course, conducted his lectures in Spanish-English languages that was very pleasant. For me personally, it was the expression of his respect and attention to the audience of students from Ukraine. It was also obvious that students respect him, his ideas but they are free in their own thoughts at the same time.

Fernando Marhuenda was perfect in managing and conducting the lectures in cooperation with the professor from Germany in German-Spanish-English languages. But the interpretation took too much time so the work could be more efficient. We had the possibility to find out from the students the specifics of their studying – they often got project tasks and have plenty of time to work with their project in the groups. Students also have enough support from their teacher.

Visits. The visit to Continuing VET Centre FOREM and Adult Education Centre were impressive for me personally as I saw the practical realization of LLL ideas with my own eyes. There were the groups of adults of different ages. They were open for communication and told us some specifics of their learning as: absence of marks, interest-based learning, cooperative learning activity etc. It was obvious they liked that, they liked to attend the lessons, they liked what they learned, they liked how they were taught. One lady said “We didn’t have the possibility to study when we were young. We worked hard to keep our families. And now we have time for ourselves and happy to study what we are really interested in”. That was wonderful to hear that, see their happy faces. That inspires!

One more interesting visit was to the Continuing Teacher Center CEFIRE that stands for innovation continuous development educational development. After the round-table meting we had the chance to see the classrooms and a library. We found out about the education of Spain, specific features of teacher education and further professional development. The Secondary and VET Teachers can get Bachelor Degree, normally, for4 years and a Master Degree for 1 year. MD is compulsory to be achieved via intramural form of study only.

Teachers are not officially obliged to develop and/or upgrade their professional skills for example by means of legislation etc. but their salary depends not only on years of their professional activity but also their efforts and results of professional development. So, every specialist is self-motivated and can improve his/her professional level through school (he/she forks at) or at the Teacher training centre like CEFIRE.

  • School traineeship consists of an Annual Training Program that provides different modalities on the ways of getting training, creating resources and their following reflection.
  • CEFIRE centre provides advice/counselling and assessment by means of courses, workshops, conferences, resources and devices.

The main objective for CEFIRE is to improve the quality of education, thus the main challenges are defined as the following: ○ teaching key competences; ○ dealing with discipline problems and violence; ○ children with special needs; ○ immigrants’ integration; ○ including ICT in lessons; ○ CLIL; ○ internationalization of schools.

There are 11 Territorial CEFIRE centres providing 7 Specific CEFIRE services for VET, STEM, inclusive and/or infant education, humanistic & social issues, multilinguism and artistic skills development. CEFIRE cooperates with 645 Schools (19%) and 12.300 teachers (18%) of 12 Municipalities. There are only 16 Advisors and they are employed for the period of three years and then have to go back to their teaching activity.

The visit to Visit to Adult Education Centre represented us the possibilities for people of all ages to gain and/or develop their knowledge and skills. For me personally that also confirms that LLL is not only on-the-paper type of education. It also demonstrated the problem of early school-leaving but the efforts that Spain does to solve that problem are really inspiring. Not only having the Centres for adult education is good for the labour and/or education market but they are efficient and friendly training services providers for the population. Lots of people are de-motivated before they start/continue studying as they often do not believe in themselves but the specialists of the Centre help them to get back to the professional activity, update and/or upgrade their knowledge and skills.

That particular Adult Education Centre aims to provide our adult students with more ways to improve their knowledge and skills, facilitate their personal development and boost their employment prospects. It is a public school of the autonomic government of Valencia for long life learning for people over the age of 18 who need to • learn and improve their abilities in: general culture, literacy, numeracy, languages, computing, etc.; • get the GCSE (General Certificate of Secondary Education); • take preparatory courses for the entrance examination which allows access to intermediate & higher Vocational Training or University (for people older than 25, 40 and 45).

Lots of activities and content are ICT-based. There are different blogs in English and Spanish, Blog: FPA Font de Sant Lluís, Moodle Platform. Adult students also can take part in theatre plays (e.g. The Three Wishes, The butler did it..). They write the script , create the costumes, the special effects and perform it. Then record and edit, create Dvolver movies etc.

The Centre also provides extra-curricular activities for students: • 2007-10, 2012/13, 2015/16 Trips to London, 2011/12 Trip to Dublin, 2014/15 to Edinburgh 2016; • Visits to museums, art exhibitions, movie sessions, theatre plays,etc.

Tutorials. On November, 22 we had a tutorial with Maria Jose Chisvert – the professional guidance expert and discussed different issues of • VET system, • grant schemes for the unemployed, • formal and informal education, • certification procedures and •qualifications in Spain (see the Findings part of the report).

Library. We visited the library right after the Welcome meeting and then had the possibility to work there when we had time. I liked that it is open till late, the book-listing system is very simple (there are numbers on every book) and you can work with any book you want without registartion and or waiting specifics. It is like at home – you come to the bookshelf, chose the one you need, look it through to see if it is the appropriate one and then take it to the table or put that back to the shelf. I really liked that! The only thing that books on VET issues are mostly not very much up-to-date and, of course, most of them are in Spanish.

Findings

Since the 1978 Constitution Spain is decentralising its administration, by distributing powers between the State and 17 Autonomous Communities that means there are 17 different educational systems in the country. The central Government provides general organization of the system, establishes common standards for the curriculum, defines minimum requirements for schools and supports international cooperation in education. The autonomous regions develop methodology, contents, timetable; authorise, construct and equip schools; provide grants and scholarships and support teacher training. Schools adapt the curriculum to the needs of specific student groups.

There are different types of schools (concerning funding): State schools (totally funded): laical and free; Schools run privately but funded by the State; Private schools.

To become a Primary Teacher a person needs to have 4 years degree for general content issues and/or specialization ones for - Infant Education (0-6 years), - Primary Education (6-12 years), - Foreign language (English), - Music, - Physical Education, - Special Education, - Speech and Hearning therapy.

Qualifications demanded to become a primary or secondary school teacher in Spain are the following: - A Grade in the subject the teacher is going to teach; - Master’s in Education (Primary, Secondary or Vocational Training) or Teacher Training Certificate; - English (B2 from the CEFR); - Valencian Language (C1 from the CEFR).

In the Valencian Community the Yearly training plan is developed and tailored for each School by the coordinator; basically deals with teacher training in: • School management • ICT • New methodologies • Programs: School Educational Project (PEC) • Languages • Materials Development

Types of adult schools in Valencia. Schools in Valencia can be divided into 3 categories: state schools – laical and free, publicly subsidized; schools publicly subsidized by the city council; schools publicly subsidized by the diputación. All non-university state education is free.

Structure of the Adult People Education in Valencia (regulated education)

- 1st. stage: Programs of Teaching people to read and write and initiation to the basic Education (similar to Primary school) 3 Levels: Alfa, Neo and Base

- 2nd. stage: Programs to obtain the General Certificate of Secondary Education Two levels: GES I and/or GES II

The Centres for Adult People Education provide:

  • Basic education of • Stage I: Basic Education (Base), • Stage II: - 1st level: GES I - 2nd level: GES II,
  • Subject Stage I on • Humanities: Spanish Language, Valencian Language (Speaking skills), History, World of Work, Sciences: Mathematics, Biology;
  • Stage II GES I for • Mathematics, Technology, Biology, • Valencian Language, Spanish, English, •History & Geography, World of Work, • Optional Subject: Scientific Culture; GES II General Certificate of Secondary Education (GCSE) for • Mathematics, Technology, Biology, • Valencian Language, Spanish, English, •History & Geography, World of Work, • Optional Subject: Business & Entrepreneurship;
  • Preparatory courses for the entrance examination which allows access to Higher Vocational Training;
  • Valencian language (A2, B1, B2, C1 & C2 from the CEFR);
  • English language (A1, A2 & B1 from the CEFR);
  • Computing: • Digital literacy in ICT • Uses and development of social networks and website environments • Optimizing mobile usage;

The VET system has some sub-structure elements, two administrations – educational and labour ones – those use and provide different powers. The formal education is not very popular, especially for the ones with bad marks, thus non-formal education is being emphasized and developed lately by means of system unification. After the crisis in 2009 the system has changed via accreditation – the system of professional certification. Now every person with 2-3-year experience can certify his/her skills and in that way to increase the chances for more efficient participation at labour market. Most people do not have formal qualification and work without proper education. It is not well known by society because the calls for examinations are very small and provide certification for limited range of occupations. It is very useful in recently regulated professions (e.g. in health sector). Why? Because the normative require to certify his knowledge. The call shave priority to avoid the problem – for the research group the vulnerability of some groups must also be considered. The qualification level of most these groups is the first. And they do not accede to calls because they do not leave because there is not Register of occupations.

The integrated VET centres develop regulated training, non-regulated training and the accreditation of competences. Almost all depend on the government – better infrastructure, stable over time and stable teachers. The educational agents still do not see the need to unify both systems. Today the administration is rethinking professional training. The Law on Qualification of 2002 already spoke of the need to unify both systems. But real agents, especially of the formal education system, know they have the biggest piece of cake and they are afraid to lose it.

In the sector of formal education, the transition is very important – orientation to continue studying. There are cabinets in the centres with a person skilled in VET guidance, especially in the secondary schools. In primary school with the support of the town hall service – lack of knowledge of professional orientation aimed at occupation. There is another social-labour orientation service of a social-labour nature that is financed from the Employment Administration. This year they try to develop exclusively from the administration, it is public. Most people think that the official professional guidance is not useful as if a person is unemployed he/she goes to the Unemployed Service – the control system the accountability one. It seems as if the administration believe that a person doesn’t work because he/she doesn’t try. Professional guidance has lost social legitimacy. The current government seems to have realized by means of letting the assistance in the delegitimized service voluntary, people have stopped coming to the system of professional guidance. People actively attend short-time training courses for the unemployed. Currently the training can be already certified: certificates of professionalism. Although they are long-lasting and adjust with difficulty to the reality of the people who work. But the Catalogue of qualifications (the Catalogue is the same for both subsystems – the key to initiate the unification). Professional training was not regulated until recently had its own content programs.

The catalogue of qualifications has units of qualifications that can be certified. Units of competence (UC) with significance in employment. Each UC has an associated training module. The companies are not particularly concerned about formal qualification because most of them are small or family businesses – that is the problem.

Conclusions and recomendations. In general, I expected that student mobility programe to be organised in another way – more intensive one. There was a lack of activities for our group of students. Of course, it is interesting to have a chance to be involved in the real studying process but the language issue is very crucial for that type of activity and just being present at the lecture without any understanding is not efficient and/or interesting. It can be useful only for watching the ways and methods the teacher used for conducting the studying process activities but not more. But despite that fact the program gave a chance to see different, I mean, another approaches in education. Thus, it would be great to provide ToT for teachers of Ukraine on the issues of student-oriented teaching and practice-based education. It would be also great to organise lectures/seminars/workshops/lessons for students on culture and/or language issues to get the country specific and feel its “character” hic et nunc. 

REPORT

Participant: Vilchynska Nataliia

Action: student mobility

Location: Vienna University of Economics and Business, Vienna/Austria

Project: Erasmus+ program «Improving teacher education for applied learning in the field of vocational education (ITE-VET) – 574124-EPP-1-2016-1-DE-EPPKA2-CBHE-JP-E+CBHE»

Dates: May, 7 –May, 20, 2018

Institution: Institute of vocational education and training of the National academy of educational science of Ukraine

Location: Kyiv/Ukraine

Preparation and organizational issues

I participated on a competitive basis in the student mobility program at the University of Vienna (Austria). All information about the internship I received from Mrs. Oleksandra Borodienko.

At the University of Vienna, I coordinated my two-week internship program with Mrs Kathrin Plötzeneder and Mrs Melanie Ruenzler. On the first day of our stay in Vienna, Mrs Kathrin Plötzeneder and Mrs Melanie Ruenzler met with us, who provided us with all the important and necessary information about the attendance of lectures by university teachers and the library.

The list of attended lectures and meeting:

Lectures:

Wednesday, May, 9th

  • 00-14.00 – Beer Alexander, Herles Martin (English) – Fremdsprachliche Wirtschaftskommunikation IV – Englisch / Life in Britan and the U.S. Location: WU, Room TC.5.15.

Tuesday, May, 15th  

  • 00-16.30 – Geissler Gerhard (English) – Methoden der Wirtschaftsdidaktik II. Location: WU, Room TC.3.06.

Wednesday, May, 16th

  • 00-11.00 – Bellak Christian (English) – Applied Microeconomics. Location: WU, Room TC.5.03.
  • 30-19.00 – Riegler Christian, Sailer Mariana (English) – SBWL International Accounting and Controlling: Advanced Management Accounting. Location: WU, Room D.5.1.001.

Thursday, May, 17

  • 00-20.00 – Schmidt-Unterberger Barbara (English) – Wahlfach Kurs I: Englisch als Arbeitssprache in der ökonomischen Bilding – Location: WU, Room TC.4.01.

Meetings:

Monday, May, 7 th

  • 00-18.00 – Meeting with Mrs. Kathrin Plötzeneder and Mrs. Melanie Ruenzler. We were provided with important information concerning: program of the next day, maps and tourist infos, pablick transport system, daily allowances. Location: IG city apartments campus lodge.

Tuesday, May, 8th

  • 00 – Official welcoming & discussion of agenda. Location: TC.4.27 Hörsaal (WU Vienna).
  • 00-11.45 – Session 1. Austrian Vocational Education System / Campus tour chaired by Mr. Richard Fortmüller and Mrs. Nora Cechovsky. Location: TC.4.27 Hörsaal (WU Vienna).
  • 15-13.00 - Session 2. Regional and Cultural studies – Austria chaired by Mrs Kathrin Plötzeneder and Mrs Melanie Ruenzler. Location: TC.4.27 Hörsaal (WU Vienna).
  • 30-15.30 - Session 3. What the students will have to do: writing a review, visiting at least 5 lectures chaired by Mrs Kathrin Plötzeneder and Mrs Melanie Ruenzler. Location: TC.4.27 Hörsaal (WU Vienna)

Thursday, May, 10th

  • 00 – Public holidays. City tour.

Friday, May, 18th

  • 00-15.00 – Conclusion and review. Return the library ticket chaired by Mr. Richard Fortmüller, Mrs Kathrin Plötzeneder and Mrs Melanie Ruenzler. Location: D2.0.038. Seminarraum (30).

According to the internship program, I had to attend 5 lectures and take part in the planned meetings. In addition, I had time to work in the library.

During the Welcome meeting we had the chance to find out all organizational issues, visit the library, have advices for spending free-time.

Lectures

The first thing that impressed me was the age range of students in the groups as in Ukraine it is traditionally to see mostly the representatives of 18-22 age group. It is not that much spread to attend the lectures for older people as they are usually busy at work and the idea of Lifelong learning is not that popular or well-soread in Ukraine. Students at the University of Vienna are emotional, open, sociable, independent.

Also very impressed by the university itself. The new campus, using the latest innovations, is a great place both for learning and for life.

All classes where we had lectures equipped with smart and / or white boards. Thus, the double projection allows not only high-quality presentation of various teaching presentations, but also provides visibility of information for each student, regardless of its location in the audience.

And outside of the training rooms there are plenty of places for self-study materials and joint training in a group with friends, as well as places where you can just relax between couples. I really liked that. Special attention should be paid to the library at the university. The library has a huge fund for all the necessary literature in the field of business and economics. Also impressive is the interior of the library.

We visited the library right after the Welcome meeting and then had the possibility to work there when we had time.

Teachers

Teachers at the University of Vienna provide democratic education on the basis of pedagogical interaction and respect for the views of their students. As for the atmosphere at lectures, it is very cooperative, partnership-based and independent. So, the educational process at the university is aimed at students. In Ukraine, the higher education reform is also being implemented, according to which universities acquire autonomy, and teachers have the right to create and teach author's curricula.

At the lecture, Beer Alexander, who conducted her in cooperation with Herles Martin, was interesting and meaningful, using multimedia tools.  I learned about the specifics of life in Britain and the United States.  I also want to note that many students were present at the lecture.

Lectures by Geissler Gerhard were also informative and interesting for students, for their democratic approach to teaching material, involving students in discussing current issues. He used interactive forms of interaction with students on the basis of an intercultural approach. I learned about this method of teaching as a case-method. The students worked in groups around the tables and were free to use any gadgets they had to conduct the productive work. Students worked with different tasks and projects, represented their results, findings and ideas on the studied teaching approaches. I would like to note that he has lectured in two languages: German and English respecting students from Ukraine, it was very enjoyable. I note the high competence and level of knowledge both in the material of lectures and in general issues, which allowed him to be at the center of the student team and at the same time to be an authority.

As for the Bellak Christian lecture, we listened to the microeconomics material, it was cognitive, but due to the fact that the lecture was very early, many students came late, which distracted from the lecture.

At SBWL International Accounting and Controlling: Advanced Management Accounting lectures, I liked the work of students with a teacher, all were very active and hard-working.

I also want to mention the lecture by Schmidt-Unterberger Barbara.  The lecture consisted of three mini-lectures conducted by students. During the lecture, students actively collaborated with each other and involved in the process of teaching students from Ukraine. We had the possibility to find out from the students the specifics of their studying. Again, interactive teaching methods were used, such as, for example, a role-playing game that made classes more diverse, we talked in pairs or in groups, this enabled us to demonstrate autonomy, to implement communicative skills and language skills, to successfully correct the expressions of our interlocutors,  even if the teacher does not give such a task.  I really liked it.  At the conclusion of each mini-lecture, we left comments on those who were in the role of a teacher, and we also received a lot of handouts. Students also have enough support from their teacher.

Education in Austria

During my stay in Vienna, I learned about the education system in Austria in more detail. Higher education in Austria that it is qualitative, accessible and promising.

Austrian universities are among the best in Europe and the world, often with centuries of experience and teaching traditions. 

One of the significant benefits of education in Austria is the high level of practice in the curriculum.  In the Austrian universities this ratio is 50% of the theory and 50% of practice.  In addition, the teaching staff, as a rule, consists of half of practicing top managers.  In this country it is considered a good tone to be the head of the company and at the same time to teach at universities, therefore, in Austria they teach both theoretical professors and heads of companies who use their knowledge and skills in real work.  Austria's higher education system is different from the education system in Ukraine, and the fact that the learning process can take a little longer than the expected time of study.  The terms of the curriculum fulfill depend on self-organization and the ability to quickly perceive and absorb the information received.  After graduating from high school, students can enter higher schools or universities.  The high school differs from the university insignificantly and is a narrow-profile higher educational institution of the type of Ukrainian institutes.  Higher schools offer a bachelor's or master's degree.  At the university you can obtain a bachelor's degree, a master's degree, and an academic degree in PhD.  In 95% of cases entrance examinations are foreseen at the entrance to the higher school.  Teaching is conducted both in German and in English.  To study in Austrian higher schools and Austrian universities, you need to have a German language level B2, English - IELTS 6.0.

Studying at the Austrian State Universities is generally available in German.  An exception are some of the master's programs and programs for obtaining a degree in PhD.  To study English-language master's programs in Austrian universities, IELTS 7.0 is required.  For those who have already graduated from the university and received a bachelor's degree, it is possible to study postgraduate education programs.  Among the most popular are LLM, MBA, MAIS, ETIA.

Still struck by the fact that in Austria, students, unlike Ukrainian students, have to organize their time and lectures to attend.  In Austria, nobody carries a hand, there are no parents, group curators, attendance at lectures and drawing up their own schedule - it's a completely personal matter for everyone.

Austria's higher education system - three-tier:

  • baccalaureate (3-4 years of study);
  • a magistracy (1-2 years of studying after receiving a bachelor's degree);
  • doctorate (3 years of studying after obtaining a master's degree).

 The term of study at universities may be longer than indicated above.  It all depends on the self-discipline and organization of the student, as was said above.

The academic year at the Austrian Higher Educational Establishment is, as a rule, composed of 2 semesters, which are conducted by individual student colleges.  Accordingly, the documents for studying applicants can be submitted twice a year: for the winter semester - until September 1 and for the summer semester - before February 1. 

Austrian universities are divided into the following types: Universitäten and Universitäten der Künste;  universities of applied sciences, vocational schools (Fachhochschulen).

The Austrians themselves have recently been increasingly choosing Fachhochschulen vocational schools.  Graduates of Fachhochschule receive a Bachelor's or Master's degree. 

They usually pass the exam or go for extra tuition to enter the doctorate program at the university.  In the state and private universities of Austria, there are English and German language programs.  However, English-language programs are more common in private universities and colleges of higher education in Fachhochschulen.

The Austrian VET system

Our knowledge has also extended to Professional Education in Austria.

In Austria initial vocational education and training (IVET) is mainly carried by VET-schools and by a strong apprenticeship-system. In the field of Continuous Vocational Education and Training (CVET), there are no explicitly defined legal or educational policy supervisory functions for the whole sector.

VET schools and colleges provide programmes of differing duration and at various levels in addition to broad general education from the ninth school year. They include for example part-time vocational schools or schools and colleges with different focus (engineering, arts and crafts, business administration, tourism, social occupations, agriculture and forestry, nursery teaching, social pedagogy etc.). With the exception of part-time school-based training within the dual system, they can be organised in different forms with courses of differing length (1 – 5 years):

VET school

3 or 4 years: full-time school from the 9th school year; IVET qualification

1 or 2 years: full-time school from the 9th school year; vocational training basis

VET college

5 years: full-time school from the 9th school year; IVET qualification

Add-on course:

3 years: full-time school from the 9th school year following completion of VET school

Post-secondary VET course

2 years: full-time school following completion of "Reifeprüfung"

Schools and colleges for people in employment

2 – 4 years: above mentioned school types in the form of an evening school

It is possible to change between the individual types of VET schools and colleges with the same curriculum. Should the curriculum differ, examinations (in certain subjects) are required. It can be noted that direct entry into a profession or different forms of advanced training is an advantage for graduates.  The PTN in schools and colleges over the past two decades has seen a steady increase in pupils' numbers, due to the balanced provision of broad general education, occupational practice, and practice related to occupations (eg, employment) and the variety of specific learning opportunities and  trainings.

The Apprenticeship Leave Certificate provides the apprentice with access to two different vocational careers. On the one hand it is a prerequisite for the admission to the Master Craftsman Exam and for qualification tests, and on the other hand it gives access to higher education via colleges, universities, "Fachhochschulen", post-secondary courses and post-secondary colleges.

Leisure in Vienna

During the introductory lecture, we provided information on the cultural life of the country, the prominent architectural memorials of the country, the most famous cities of Austria with interesting history and architecture.  By the way, in order for us to move freely and conveniently, we were given a map of Vienna, as well as travel tickets, it was very convenient and pleasant, as it is worth noting that the cost of a travel ticket in Austria is higher than in Ukraine.  My impression of Vienna that it is the heart of Austria, is inspired by fragrant coffee and ancient royal buildings, with elegant narrow streets and friendly people.  Vienna is a blend of antiquity and modernity.  It is worth noting the St Stephen's Cathedral "Stefansdom" - the national symbol of Vienna and Austria and one of the most prominent cathedral buildings in the world.  We also visited the Vienna Opera known all over the world, enjoyed a lot of pleasure while watching the show.  One can not ignore the City Hall, the National Library, the Parliament, the Belvedere Museum, the Schonbrunn Palace, which captures its beauty and incredible landscape and many other outstanding buildings.  It was also unusual and pleasurable to receive drinking water at all for free, from cranes and special street fountains where unbelievably pure alpine water flows.  What surprised us is that in Vienna, the shop mode is different from Ukraine, all shops are closed at 18:00, Saturday is 17:00, and on Sunday they are closed at all.  On weekends we also traveled to Salzburg, the fourth largest city in Austria after Vienna, Graz and Linz, the birthplace of the famous composer Mozart, had the opportunity to watch from the observation deck of the fortress of Hohenzalzburg in the Alps.  So, Austria will forever remain in the heart of a wonderful country-fairy tale!

Conclusions

We learned that the education system in Austria differs from that adopted in the CIS countries.  First of all, this relates to higher education, which is divided into three sectors: colleges which teach teachers and social workers;  universities;  higher schools, in which learning is more applied and practical.  For foreigners, the Austrian education system offers attractive entry conditions in which a fifth of the students come from other countries.  It is also worth noting that almost all universities are public and financed from the federal budget.  That is why higher education for the Austrian citizens is free of charge.  Vienna is truly a student city.  The capital offers 15 universities for students.  Vienna has 11 state and 4 private universities, among which the most popular are: the University of Vienna (92 thousand students, Vienna University of Economics (25 thousand students), etc. We can not ignore the fact that Vienna is among the best cities in the world for students  Austrian universities are taught at a degree according to the Bologna agreement.We were curious to hear that in 2014, 10,900 graduates, 1100 graduates, and 585 graduates graduated from the University of Vienna at Vienna University.

It remains to add that we received only positive impressions and cognitive information during an internship in Vienna.

06 березня 2020 року Інституті професійно-технічної освіти НАПН України відбувся ІV Всеукраїнський науково-методичний семінар «Модернізація освітніх програм: досвід і виклики сучасності», що є продовженням семінарів, започаткованих Інститутом професійно-технічної освіти НАПН України у 2015 році, для обговорення та аналізу проблем і перспектив підготовки здобувачів вищої освіти для системи професійної освіти. Метою семінарів 2015, 2016, 2017 років було передбачено обговорення питань щодо підготовки теоретичної бази для розроблення в Інституті професійно-технічної освіти НАПН України власних освітніх (освітньо-наукових) програм з підготовки магістрів та майбутніх докторів філософії. 

У матеріалах І Всеукраїнського науково-методичного семінару (2015) присвячені вивченню теоретико-методологічних засад розвитку дослідницької компетентності здобувачів освіти, формуванню організаційно-педагогічних умов дослідницької та пошукової діяльності, науково-методичного забезпечення підготовки фахівців у системі вищої освіти до професійно-педагогічної та дослідницької діяльності в закладах професійної (професійно-технічної) та вищої освіти.

Матеріали ІІ Всеукраїнського науково-практичного семінару (2016) відображали пошуки вітчизняними ученими, науково-педагогічними працівниками таких шляхів підвищення ефективності тих перетворень у галузі підготовки наукових кадрів, які б сприяли підвищенню якості педагогічних досліджень та професійної підготовки нової генерації висококваліфікованих фахівців у системі професійної та вищої освіти. Акцентовано увагу на проблемах розвитку дослідницької компетентності молодих науковців як основи підвищення якості науково-дослідної діяльності; теоретико-методологічні засадах, науковому і методичному забезпеченню, організаційних і педагогічних умови, а також особливостях підготовки майбутніх докторів філософії.

У збірнику матеріалів ІІI Всеукраїнського науково-практичного веб-семінару, присвяченого 25-річчю НАПН України (2017), представлено актуальні  аспекти розвитку дослідницької компетентності молодих науковців як основи підвищення якості науково-дослідної діяльності; висвітлено теоретико-методологічні засади розвитку дослідницької компетентності молодих науковців; охарактеризовано наукове і методичне забезпечення розвитку  дослідницької компетентності молодих науковців; розкрито організаційні і педагогічні умови підготовки докторів філософії за освітньо-науковими  програмами; висвітлені особливості зарубіжного досвіду підготовки докторів філософії тощо.

Матеріали адресуються науковцям, науково-педагогічних працівникам, аспірантам, докторантам, керівникам та педагогічним працівникам закладів вищої, фахової передвищої, професійної (професійно-технічної) освіти, навчально (науково)-методичних центрів (кабінетів) професійно-технічної освіти, інститутів післядипломної освіти, слухачам курсів підвищення кваліфікації, організаторам корпоративного навчання.

ІV Всеукраїнський науково-методичний семінар «Модернізація освітніх програм: досвід і виклики сучасності», що проводився в Інституті професійно-технічної освіти НАПН України 6 березня 2020 року, викликав значний інтерес у науковців, науково-педагогічних працівників, аспірантів, докторантів, керівників та педагогічних працівників закладів вищої, фахової передвищої, професійної (професійно-технічної) освіти, навчально (науково)-методичних центрів (кабінетів) професійно-технічної освіти, інститутів післядипломної освіти та ін. Тематика доповідей і виступів на засіданні стосувалася модернізації освітніх програм; розв’язання проблеми підготовки докторів філософії в сучасних закладах вищої освіти та наукових установах; створення організаційно-педагогічних умов дослідницької діяльності та науково-методичного забезпечення підготовки науковців та педагогів-інноваторів у системі вітчизняної професійної та вищої освіти.

Учасниками науково-практичного семінару проаналізовано сучасний досвід розроблення і модернізації освітніх програм. Зосереджено увагу на тому, що якою б якісною не була освітньо-наукова програма, вона не може лишатися статичною впродовж тривалого часу. Змінюються освітні орієнтири, розвиваються наукові галузі – має модернізуватися і програма підготовки докторів філософії. Цей процес відбувається перманентно, залежить від змін у суспільстві й освіті, однак кожен крок модернізації програми має бути відображений у відповідних документах. У процесі модернізації мають брати участь передусім ті, хто замовляє освітню послугу, тобто стейкголдери – здобувачі вищої освіти, роботодавці, представники академічної спільноти. Вони висловлюють свої думки стосовно освітньої складової, дають їй оцінку, пропонують зміни.

Рекомендації семінару включено до збірника матеріалів. З ними можна також ознайомитися на сайті Інституту за посиланням: 
ІV ВСЕУКРАЇНСЬКИЙ НАУКОВО-МЕТОДИЧНИЙ СЕМІНАР «МОДЕРНІЗАЦІЯ ОСВІТНІХ ПРОГРАМ: ДОСВІД І ВИКЛИКИ СУЧАСНОСТІ» — Інститут професійно-технічної освіти НАПН України (ivet.edu.ua)

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