4 December 30, 2021
The Problems of Contemporary Education
1. Štefan Adamčák, Miroslav Nemec, Pavol Bartík
Opinions of Pupils and Teachers of Primary Schools in Slovakia on Thematic Unit – Sports Games in Physical and Sport Education
European Journal of Contemporary Education. 2021. 10(4): 840-853.
Number of views: 330 Download in PDF
2. Tatyana P. Afanasyeva, Valentina V. Krylova, Irina M. Logvinova, Yuri S. TyunnikovEuropean Journal of Contemporary Education. 2021. 10(4): 840-853.
Abstract:
The aim of study was to analyse and compare the opinions of selected group of pupils (boys and girls) and teachers (men and women) of the second primary education stage around Slovakia, which was based on the thematic unit - Sports games, realized within the teaching of physical and sport education. The listed study analyses and compares the opinions of 3606 pupils (boys and girls) and 1219 teachers (men and women) of the second primary education stage around Slovakia, which was based on the thematic unit – sports games, realized within the teaching of physical and sport education. The survey was realized from 2016 to 2018, while was used the method of questionnaire. What is more, the survey results were evaluated, in terms of the intersexual differences (chi-square test) and correlation relationships of selected questions. We found out that the level of most popular thematic unit – sports games, is higher from the point of view of pupils and teachers, with the frequency of more than 57 %. The least popular thematic unit, in both groups, was the gymnastic exercises (44.01 %). Within the teaching of thematic unit – Sports games, the pupils and teachers preferred the team sports rather than the individual sports, while the most popular sports game was football in boys and volleyball in girls. The survey groups identified the rules of basketball (44.19 %) as the most difficult, within the teaching of sports games. In terms of statistical significance of intersexual differences of survey groups of pupils (boys and girls), we noticed the significant differences in pupils (boys and girls), within the seven questions (p 0.01, p 0.05). In two cases, we did not notice the significant differences in groups of teachers (the most popular thematic unit and preferences of popular team sports and individual sports). Within the survey, we noticed that there was very high correlation between the most popular sports games and difficulty of rules, within the survey groups.
The aim of study was to analyse and compare the opinions of selected group of pupils (boys and girls) and teachers (men and women) of the second primary education stage around Slovakia, which was based on the thematic unit - Sports games, realized within the teaching of physical and sport education. The listed study analyses and compares the opinions of 3606 pupils (boys and girls) and 1219 teachers (men and women) of the second primary education stage around Slovakia, which was based on the thematic unit – sports games, realized within the teaching of physical and sport education. The survey was realized from 2016 to 2018, while was used the method of questionnaire. What is more, the survey results were evaluated, in terms of the intersexual differences (chi-square test) and correlation relationships of selected questions. We found out that the level of most popular thematic unit – sports games, is higher from the point of view of pupils and teachers, with the frequency of more than 57 %. The least popular thematic unit, in both groups, was the gymnastic exercises (44.01 %). Within the teaching of thematic unit – Sports games, the pupils and teachers preferred the team sports rather than the individual sports, while the most popular sports game was football in boys and volleyball in girls. The survey groups identified the rules of basketball (44.19 %) as the most difficult, within the teaching of sports games. In terms of statistical significance of intersexual differences of survey groups of pupils (boys and girls), we noticed the significant differences in pupils (boys and girls), within the seven questions (p 0.01, p 0.05). In two cases, we did not notice the significant differences in groups of teachers (the most popular thematic unit and preferences of popular team sports and individual sports). Within the survey, we noticed that there was very high correlation between the most popular sports games and difficulty of rules, within the survey groups.
Number of views: 330 Download in PDF
Methodological Support for Systemic Change in Russian Comprehensive School: Problems, Models and Development Mechanisms
European Journal of Contemporary Education. 2021. 10(4): 854-867.
Number of views: 296 Download in PDF
3. Gulmira Baideldinova, Bakhytgul Zhetpisbayeva, Bikesh Ospanova, Dana TleumbetovaEuropean Journal of Contemporary Education. 2021. 10(4): 854-867.
Abstract:
Improving the quality of school education is one of the most important directions in the development of the education system of the Russian Federation, requiring interrelated changes in all components of the pedagogical systems of schools: goals, content of educational programs, educational technologies, forms of control of educational activities, methods of assessing its results. The implementation of systemic innovations by schools is faced with a lack of readiness for innovative activities among the majority of teachers. Being the subjects of educational activity, teachers have not yet become the subjects of its development, determining the content and form of the processes of school development. Therefore, a key factor in the success of systemic changes in schools is their timely and high-quality methodological support aimed at creating a set of conditions that ensure the inclusion of teachers in innovative activity as its subjects, and increasing their readiness for systemic changes within the framework of this activity. The authors present a structural-functional model of methodological support for the implementation of systemic innovations by schools. The model integrates the activities of methodological structures of all levels of management of the general education system and public and professional associations of educational workers to solve the problems of methodological support for the systemic development of schools. These tasks include identifying support needs, finding and creating the necessary tools and methods for this, ensuring access to them, and supporting their use. e systemic nature of methodological support is ensured through the development and implementation of a program for the consistent solution of all its tasks in the areas identified in the model (organizational and managerial, scientific and methodological, informational, educational, expert and advisory) for each stage of system innovation. An assessment of the changes that have taken place in regional systems of methodological work in recent years has revealed their innovative potential, which can be used in the modernization of methodological activities on the basis of a structural-functional model of methodological support for the systemic development of schools as a normative one.
Improving the quality of school education is one of the most important directions in the development of the education system of the Russian Federation, requiring interrelated changes in all components of the pedagogical systems of schools: goals, content of educational programs, educational technologies, forms of control of educational activities, methods of assessing its results. The implementation of systemic innovations by schools is faced with a lack of readiness for innovative activities among the majority of teachers. Being the subjects of educational activity, teachers have not yet become the subjects of its development, determining the content and form of the processes of school development. Therefore, a key factor in the success of systemic changes in schools is their timely and high-quality methodological support aimed at creating a set of conditions that ensure the inclusion of teachers in innovative activity as its subjects, and increasing their readiness for systemic changes within the framework of this activity. The authors present a structural-functional model of methodological support for the implementation of systemic innovations by schools. The model integrates the activities of methodological structures of all levels of management of the general education system and public and professional associations of educational workers to solve the problems of methodological support for the systemic development of schools. These tasks include identifying support needs, finding and creating the necessary tools and methods for this, ensuring access to them, and supporting their use. e systemic nature of methodological support is ensured through the development and implementation of a program for the consistent solution of all its tasks in the areas identified in the model (organizational and managerial, scientific and methodological, informational, educational, expert and advisory) for each stage of system innovation. An assessment of the changes that have taken place in regional systems of methodological work in recent years has revealed their innovative potential, which can be used in the modernization of methodological activities on the basis of a structural-functional model of methodological support for the systemic development of schools as a normative one.
Number of views: 296 Download in PDF
Improving Students' Independent Work under Teacher's Supervision during Foreign Language Learning at the University
European Journal of Contemporary Education. 2021. 10(4): 868-878.
Number of views: 297 Download in PDF
4. Tamara Chernikova, Eduard Sokalskiy, Valentina Boluchevskaya, Olga ShutovaEuropean Journal of Contemporary Education. 2021. 10(4): 868-878.
Abstract:
Studying foreign languages contributes to introducing future specialists to universal humanitarian values, confident inclusion into the global community and successful professional adaptation. First-class higher education is instrumental in achieving this goal. The study deals with the techniques of improving the structure of the students' independent work under the teacher's supervision when studying a foreign language in a technical university. Factual material can be applied in the analysis of the methods used to organize the students' independent work with the teacher and contribute to the students' increased interest in additional education that will expand the students' horizons and promote the development of the diagnostic thinking process. The study provides the basis for giving several recommendations for improving the structure of the students' independent work on the foreign language under the teacher's supervision: apply modern innovative methods that activate the students' cognitive activity; implement the technique of organizing the students' independent work on the foreign language under the teacher's supervision and the algorithms for its application.
Studying foreign languages contributes to introducing future specialists to universal humanitarian values, confident inclusion into the global community and successful professional adaptation. First-class higher education is instrumental in achieving this goal. The study deals with the techniques of improving the structure of the students' independent work under the teacher's supervision when studying a foreign language in a technical university. Factual material can be applied in the analysis of the methods used to organize the students' independent work with the teacher and contribute to the students' increased interest in additional education that will expand the students' horizons and promote the development of the diagnostic thinking process. The study provides the basis for giving several recommendations for improving the structure of the students' independent work on the foreign language under the teacher's supervision: apply modern innovative methods that activate the students' cognitive activity; implement the technique of organizing the students' independent work on the foreign language under the teacher's supervision and the algorithms for its application.
Number of views: 297 Download in PDF
Adaptation of Students from Far Abroad and Neighboring Countries at South-Russian Universities
European Journal of Contemporary Education. 2021. 10(4): 879-887.
Number of views: 258 Download in PDF
5. Luis F. García-Hernández, Sandra C. Fulquez-Castro, Joaquín Vázquez-García, Evangelina Lopez RamirezEuropean Journal of Contemporary Education. 2021. 10(4): 879-887.
Abstract:
The problem of successful adaptation of foreign students is considered from the perspective of strengthening the international status of not only Russian education, but also the government as a whole. Two sides of the adaptation – psychological (generalized) and socio-cultural (expressed) – were studied on 397 foreign students from southern Russian universities using diagnostic tools designed on A.L. Sventsitsky “Self-assessment of psychological adaptability”, and the scales “Cultural commitment to the country” and “Social commitment to the country” from S.V. Frolova’ questionnaire. Spearman’s rank correlation coefficient was used for statistical data processing. Psychological and socio-cultural adaptation were considered in the relation “isolation – identification” (V.I. Slobodchikov) and found a correlation ρ<0.01. According to the results, students from far abroad showed impoverished psychological adaptability with high demands for the success of socio-cultural adaptation. Assistance in its achievement from university teachers will occur when they will combine academic work with solving problems of educational and professional as well as social and communicative content. Students from the neighboring countries demonstrated an interconnected set of claims for successful socio-cultural adaptation, focusing on social ties and moving away from cultural ones. In this regard, the work of teachers is required to ensure the positive dynamics of intercultural relations with the involvement of the traditions of interethnic good-neighborliness in the territory of the southern region of Russia. Professional development programs for teaching staff should take into account the difference in cultural distance, manifested through the difficulties of a linguistic, cooperative, national, confessional nature.
The problem of successful adaptation of foreign students is considered from the perspective of strengthening the international status of not only Russian education, but also the government as a whole. Two sides of the adaptation – psychological (generalized) and socio-cultural (expressed) – were studied on 397 foreign students from southern Russian universities using diagnostic tools designed on A.L. Sventsitsky “Self-assessment of psychological adaptability”, and the scales “Cultural commitment to the country” and “Social commitment to the country” from S.V. Frolova’ questionnaire. Spearman’s rank correlation coefficient was used for statistical data processing. Psychological and socio-cultural adaptation were considered in the relation “isolation – identification” (V.I. Slobodchikov) and found a correlation ρ<0.01. According to the results, students from far abroad showed impoverished psychological adaptability with high demands for the success of socio-cultural adaptation. Assistance in its achievement from university teachers will occur when they will combine academic work with solving problems of educational and professional as well as social and communicative content. Students from the neighboring countries demonstrated an interconnected set of claims for successful socio-cultural adaptation, focusing on social ties and moving away from cultural ones. In this regard, the work of teachers is required to ensure the positive dynamics of intercultural relations with the involvement of the traditions of interethnic good-neighborliness in the territory of the southern region of Russia. Professional development programs for teaching staff should take into account the difference in cultural distance, manifested through the difficulties of a linguistic, cooperative, national, confessional nature.
Number of views: 258 Download in PDF
Organizational Factors that Affect Job Satisfaction and Job Performance in Basic Education Teachers
European Journal of Contemporary Education. 2021. 10(4): 888-896.
Number of views: 280 Download in PDF
6. Arturo García-Santillán, Lizzeth, Navarro-Ibarra, Violetta S. Molchanova, Dalia Lizeth Quijano CastroEuropean Journal of Contemporary Education. 2021. 10(4): 888-896.
Abstract:
The objective of this study was to evaluate organizational stressors and job satisfaction based on the categories of professional concerns, lack of professional recognition and role stress in basic education teachers of the public system in Mexico. The methodology used a quantitative, non-experimental and descriptive approach. The sample consisted of 415 teachers – 263 women and 152 men – under a non-probability sampling. The Burn Out Teacher Revised Questionnaire (CBPR) with Cronbach's Alpha of 0.943 was applied as an instrument. To obtain results, an inferential analysis based on linear regression tests and bivariate correlation was performed with a p < 0.05. The results obtained, job dissatisfaction is determined by job stressors which were evaluated through the categories lack of professional recognition, professional concerns and role stress within education professionals. As can be seen in the results obtained, job dissatisfaction is determined by work-related stressors, which were evaluated through the categories lack of professional recognition, professional concerns and role stress within education professionals. Likewise, these results allow us to observe that they coincide with other studies carried out in different Latin American countries and under similar conditions, specifically in elementary and high school schools, where the results mention work stressors as triggers of work stress and consequently dissatisfaction labor.
The objective of this study was to evaluate organizational stressors and job satisfaction based on the categories of professional concerns, lack of professional recognition and role stress in basic education teachers of the public system in Mexico. The methodology used a quantitative, non-experimental and descriptive approach. The sample consisted of 415 teachers – 263 women and 152 men – under a non-probability sampling. The Burn Out Teacher Revised Questionnaire (CBPR) with Cronbach's Alpha of 0.943 was applied as an instrument. To obtain results, an inferential analysis based on linear regression tests and bivariate correlation was performed with a p < 0.05. The results obtained, job dissatisfaction is determined by job stressors which were evaluated through the categories lack of professional recognition, professional concerns and role stress within education professionals. As can be seen in the results obtained, job dissatisfaction is determined by work-related stressors, which were evaluated through the categories lack of professional recognition, professional concerns and role stress within education professionals. Likewise, these results allow us to observe that they coincide with other studies carried out in different Latin American countries and under similar conditions, specifically in elementary and high school schools, where the results mention work stressors as triggers of work stress and consequently dissatisfaction labor.
Number of views: 280 Download in PDF
Financial Literacy Level: An Empirical Study on Savings, Credit and Budget Management Habits in High School Students
European Journal of Contemporary Education. 2021. 10(4): 897-911.
Number of views: 468 Download in PDF
7. Svetlana S. Gorokhova, Anna V. Popova, Angela S. Voskovskaya, Elena Yu. BarakinaEuropean Journal of Contemporary Education. 2021. 10(4): 897-911.
Abstract:
In the majority of the countries, have exposed the need for people to have a higher level of financial education, which translates into better habits for saving and investing, in addition, they will have better decisions for the management of their personal finances which is translates into financial well-being, therefore, the aim of this work was to evaluate the financial literacy of high school students about saving habits, budgeting and credit; as well as, identify if it differs by gender. To do this, the hypothetical-deductive method is used, based on the seminal works of Bernheim, Garrett and Maki (2001) and Lusardi and Mitchell (2011). The sample is non-probabilistic by self-determination, therefore 256 students from four institutions participated in the Veracruz context, were surveyed. For the data descriptive analysis, in order to describe the main frequencies in each saving, credit and budget indicator, the cross table’s procedure was carried out. To test hypothesis about gender differences, one-way ANOVA and Levene's test was applied. The main findings show slight differences between gender in some fundamental aspects of saving, credit and the use and management of the budget.
In the majority of the countries, have exposed the need for people to have a higher level of financial education, which translates into better habits for saving and investing, in addition, they will have better decisions for the management of their personal finances which is translates into financial well-being, therefore, the aim of this work was to evaluate the financial literacy of high school students about saving habits, budgeting and credit; as well as, identify if it differs by gender. To do this, the hypothetical-deductive method is used, based on the seminal works of Bernheim, Garrett and Maki (2001) and Lusardi and Mitchell (2011). The sample is non-probabilistic by self-determination, therefore 256 students from four institutions participated in the Veracruz context, were surveyed. For the data descriptive analysis, in order to describe the main frequencies in each saving, credit and budget indicator, the cross table’s procedure was carried out. To test hypothesis about gender differences, one-way ANOVA and Levene's test was applied. The main findings show slight differences between gender in some fundamental aspects of saving, credit and the use and management of the budget.
Number of views: 468 Download in PDF
Issues of Training Specialists for the Market of State (Municipal) Procurement in Russia
European Journal of Contemporary Education. 2021. 10(4): 912-923.
Number of views: 233 Download in PDF
8. Yuliya M. Gruzina, Marina A. Ponomareva, Liliya V. Prikhodko, Khvicha P. KharchilavaEuropean Journal of Contemporary Education. 2021. 10(4): 912-923.
Abstract:
Significant efforts are being made in the Russian Federation to improve the quality of education at all levels of the education system, to form a complete list of professional standards covering the entire spectrum of available professions. Considering that the market for public procurement and procurement by certain types of legal entities is one of the most important segments of the Russian economy, the purpose of the research is to study the level and focus of the education system, professional training of employees in this area, as well as educational opportunities of the environment to provide the relevant areas of training specialists for higher education and secondary vocational education that correspond to the specifics of procurement activities. Based on the analysis of legal documents, scientific literature and the survey conducted by the authors of the article among a sufficient number of respondents, the following key conclusions were made. Despite the fact that today in Russia there is a professional standard "Public procurement specialist" that establishes the requirements for the level of education for this group of employees, however, which direction of training for such a specialist to choose is not indicated. In the modern system of higher education of the Russian Federation there are no special areas of training "Public procurement specialist" or “Tender specialist”. The authors of the article believe that it is necessary to introduce into the system of education a separate direction for training specialists in this area of public administration.
Significant efforts are being made in the Russian Federation to improve the quality of education at all levels of the education system, to form a complete list of professional standards covering the entire spectrum of available professions. Considering that the market for public procurement and procurement by certain types of legal entities is one of the most important segments of the Russian economy, the purpose of the research is to study the level and focus of the education system, professional training of employees in this area, as well as educational opportunities of the environment to provide the relevant areas of training specialists for higher education and secondary vocational education that correspond to the specifics of procurement activities. Based on the analysis of legal documents, scientific literature and the survey conducted by the authors of the article among a sufficient number of respondents, the following key conclusions were made. Despite the fact that today in Russia there is a professional standard "Public procurement specialist" that establishes the requirements for the level of education for this group of employees, however, which direction of training for such a specialist to choose is not indicated. In the modern system of higher education of the Russian Federation there are no special areas of training "Public procurement specialist" or “Tender specialist”. The authors of the article believe that it is necessary to introduce into the system of education a separate direction for training specialists in this area of public administration.
Number of views: 233 Download in PDF
Creation of Effective Cooperation between Russia Youth and Foreign Higher Institutions in Research and Development Sphere
European Journal of Contemporary Education. 2021. 10(4): 924-942.
Number of views: 259 Download in PDF
9. Natalya I. Isupova, Ekaterina A. Mamaeva, Tatyana V. Masharova, Maria N. TsygankovaEuropean Journal of Contemporary Education. 2021. 10(4): 924-942.
Abstract:
Currently, one of the most important factors of functioning and development of world society at the present stage is youth, which makes up about a fifth of the population of Russia and 18 % of the world's population. Youth plays an important role as a factor of social change, renewal, initiative, energy in the implementation of reforms and changes. Self-realization and self-organization of youth is possible on the basis of youth enterprises that contribute to the formation of their mentality, increase the level of their culture, the implementation of conceived projects and ideas, as well as aspirations. One of the priority directions of the development of universities is international activity, which must be an obligatory part of the education of specialists in various professional fields, who can know their way around foreign and domestic technologies freely and are competitive on the labour market. Russian universities are cooperating with international universities increasingly, what was caused by transitioning to the Bologna education process, Russia's entry into the WTO, the expansion of international cooperation. The article considers the directions of development of research cooperation of Russian and foreign youth enterprises; presents the best practices of cross-border interaction of youth enterprises; reviews the ways of development of research cooperation of Russian and foreign youth enterprises; analyses the system of criteria and algorithm of effective cooperation in the development of Russian and foreign youth research enterprises; suggests methodological recommendations for the competitive
Currently, one of the most important factors of functioning and development of world society at the present stage is youth, which makes up about a fifth of the population of Russia and 18 % of the world's population. Youth plays an important role as a factor of social change, renewal, initiative, energy in the implementation of reforms and changes. Self-realization and self-organization of youth is possible on the basis of youth enterprises that contribute to the formation of their mentality, increase the level of their culture, the implementation of conceived projects and ideas, as well as aspirations. One of the priority directions of the development of universities is international activity, which must be an obligatory part of the education of specialists in various professional fields, who can know their way around foreign and domestic technologies freely and are competitive on the labour market. Russian universities are cooperating with international universities increasingly, what was caused by transitioning to the Bologna education process, Russia's entry into the WTO, the expansion of international cooperation. The article considers the directions of development of research cooperation of Russian and foreign youth enterprises; presents the best practices of cross-border interaction of youth enterprises; reviews the ways of development of research cooperation of Russian and foreign youth enterprises; analyses the system of criteria and algorithm of effective cooperation in the development of Russian and foreign youth research enterprises; suggests methodological recommendations for the competitive
Number of views: 259 Download in PDF
Formation of Universal Competencies of Undergraduates during Development of the Plot of Web-Quest
European Journal of Contemporary Education. 2021. 10(4): 943-957.
Number of views: 339 Download in PDF
10. Fatemeh Khonamri, Mahsa Soleimani, Hedviga Tkacova, Zita JenisováEuropean Journal of Contemporary Education. 2021. 10(4): 943-957.
Abstract:
The paper tackles the issue of using the educational web-quest technology in forming universal competencies of students of higher educational establishments. The aim of the paper is to offer a theoretical grounding and to experimentally test the efficiency of forming the theory of web-quest which helps to form students’ universal competencies and improve the quality of higher education on the whole. The methodology involves the analysis of works devoted to issues and the prospects of educational informational support, stating the potential of web-quest technology for forming the necessary competencies and personal qualities. For the experimental assessment, empirical methods were used (observation, analysis of the content of web-quests, results from completing tasks, and the role of this approach in forming universal competencies). Research results. The authors specify the structure-forming and meaningful role of the story line as an element of a web-quest, the prospect of its creating to increase the quality of teaching undergraduates, its advantages and disadvantages in forming the needed competencies and personal qualities of future specialists (training program 44.04.01 Pedagogical education, profile Informatization of education (master’s degree). The conclusion proves that working over forming a web-quest story line contributes to forming the students’ universal competencies and necessary personal qualities, as well as to improving the quality of teaching on the whole.
The paper tackles the issue of using the educational web-quest technology in forming universal competencies of students of higher educational establishments. The aim of the paper is to offer a theoretical grounding and to experimentally test the efficiency of forming the theory of web-quest which helps to form students’ universal competencies and improve the quality of higher education on the whole. The methodology involves the analysis of works devoted to issues and the prospects of educational informational support, stating the potential of web-quest technology for forming the necessary competencies and personal qualities. For the experimental assessment, empirical methods were used (observation, analysis of the content of web-quests, results from completing tasks, and the role of this approach in forming universal competencies). Research results. The authors specify the structure-forming and meaningful role of the story line as an element of a web-quest, the prospect of its creating to increase the quality of teaching undergraduates, its advantages and disadvantages in forming the needed competencies and personal qualities of future specialists (training program 44.04.01 Pedagogical education, profile Informatization of education (master’s degree). The conclusion proves that working over forming a web-quest story line contributes to forming the students’ universal competencies and necessary personal qualities, as well as to improving the quality of teaching on the whole.
Number of views: 339 Download in PDF
The Role of Scaffolding through Peer Collaborative Feedback in EFL Literature Students’ Oral Presentation of Short Stories
European Journal of Contemporary Education. 2021. 10(4): 958-968.
Number of views: 268 Download in PDF
11. Аndrii E. Lebid, Аlla Krasulia, Olena Sushkova, Natal'ya A. ShevchenkoEuropean Journal of Contemporary Education. 2021. 10(4): 958-968.
Abstract:
The purpose of the present empirical research was to investigate the effects of peer assessment on students’ oral presentation of short stories. With the attempt to investigate the effectiveness of peer feedback, a quantitative research study was conducted. The participants were selected randomly from groups of an 8-group class taking 'Oral Reproduction of Short Stories Course' at the University of Mazandaran. Students' interactions were recorded fully in research groups so that the transcription could be used for the analysis of the data. To be able to decide whether there were any changes in student' oral performance after the treatment, they participated in a pretest at the beginning of the term and a posttest at the end of the term and the results were subjected to paired sample T-test analysis in order to investigate the changes, if any. By analyzing the data, it was observed that the students were mainly concerned with giving feedback on gestures, eye contact, tone of voice and sometimes pronunciation. Grammatical and lexical errors seemed to be fewer than other types by peers. However, an analysis of their written feedback in the form of a checklist showed that they did think there were some inadequacies but refused to say so orally. In the comparison of the pre and posttest results, significant changes were observed after the treatment, and the P value was (sig = 0.03) which meant that there was a significant difference between students’ pre- and posttest performance.
The purpose of the present empirical research was to investigate the effects of peer assessment on students’ oral presentation of short stories. With the attempt to investigate the effectiveness of peer feedback, a quantitative research study was conducted. The participants were selected randomly from groups of an 8-group class taking 'Oral Reproduction of Short Stories Course' at the University of Mazandaran. Students' interactions were recorded fully in research groups so that the transcription could be used for the analysis of the data. To be able to decide whether there were any changes in student' oral performance after the treatment, they participated in a pretest at the beginning of the term and a posttest at the end of the term and the results were subjected to paired sample T-test analysis in order to investigate the changes, if any. By analyzing the data, it was observed that the students were mainly concerned with giving feedback on gestures, eye contact, tone of voice and sometimes pronunciation. Grammatical and lexical errors seemed to be fewer than other types by peers. However, an analysis of their written feedback in the form of a checklist showed that they did think there were some inadequacies but refused to say so orally. In the comparison of the pre and posttest results, significant changes were observed after the treatment, and the P value was (sig = 0.03) which meant that there was a significant difference between students’ pre- and posttest performance.
Number of views: 268 Download in PDF
Technologically Supported Infusion of 21st century Skills Development within 21 Days
European Journal of Contemporary Education. 2021. 10(4): 969-980.
Number of views: 259 Download in PDF
12. Yvonne Otubea Otchere, Erika Primo, Jacob Owusu SarfoEuropean Journal of Contemporary Education. 2021. 10(4): 969-980.
Abstract:
The article aims to study the mechanisms of formation and development of soft skills, taking into account top technology trends and the digitalization of higher education. Based on the analysis of best world practices in soft skills development, the article’s authors conclude that transferable skills are fundamental to the formation of professional competencies. This conclusion has become possible based on a thorough theoretical review and self-report questionnaire findings. The article describes implementing a 21-day-skill-acquisition teaching technique to form and develop students’ hard and soft skills. The intervention conducted at the Department of Germanic Philology, Faculty of Foreign Philology and Social Communications, Sumy State University, targeted the 1st-year BA and 1st-year MA Translation Studies students who created their content using modern video blogging technology. The research findings make it possible to conclude that the development of soft skills significantly determines students’ personal trajectory of learning and acquiring professional competencies.
The article aims to study the mechanisms of formation and development of soft skills, taking into account top technology trends and the digitalization of higher education. Based on the analysis of best world practices in soft skills development, the article’s authors conclude that transferable skills are fundamental to the formation of professional competencies. This conclusion has become possible based on a thorough theoretical review and self-report questionnaire findings. The article describes implementing a 21-day-skill-acquisition teaching technique to form and develop students’ hard and soft skills. The intervention conducted at the Department of Germanic Philology, Faculty of Foreign Philology and Social Communications, Sumy State University, targeted the 1st-year BA and 1st-year MA Translation Studies students who created their content using modern video blogging technology. The research findings make it possible to conclude that the development of soft skills significantly determines students’ personal trajectory of learning and acquiring professional competencies.
Number of views: 259 Download in PDF
Exploring Cyberbullying and its Implications on Psychosocial Health of Students in Accra, Ghana: A Thematic Analysis
European Journal of Contemporary Education. 2021. 10(4): 981-986.
Number of views: 330 Download in PDF
13. Elena V. Soboleva, Tatyana N. Suvorova, Aleksandr V. Grinshkun, Mikhail I. BocharovEuropean Journal of Contemporary Education. 2021. 10(4): 981-986.
Abstract:
Globally, there is a surge in the cases of cyberbullying. Our study explored the concept of cyberbullying and its effects on the psychosocial health of students in Accra, Ghana. We collected semi-structured interviews from six students (three females and three males) who have past lived cyberbullying experiences. From our thematic analysis, six major themes emerged: (1) forms of cyberbullying, (2) reasons for engaging in the act of bullying, (3) effects of cyberbullying, (4) strategies for coping with cyberbullying, (5) perpetrators and victims of cyberbullying, and (6) prevention of cyberbullying. The results also showed that the most common cyberbullying types were in the forms of posting nudes, revenge porn, and rude comments. Perpetrators of cyberbullying did so for fun, revenge, insecurities, jealousy, power-play, and transfer of emotions. Also, victims of cyberbullying often experience mental health problems like depression, suicidal thoughts, anxiety, paranoia and avoidance. We also observed that the victims use emotional support and rational (problem-solving) coping strategies, while bullies adopt revenge coping. Regarding participants’ perception of cyberbullying prevention, all participants agreed that cyberbullying could be reduced or prevented by creating awareness and ensuring social media responsibility. Our study has implications for policy, psychological interventions, and further research in Ghana.
Globally, there is a surge in the cases of cyberbullying. Our study explored the concept of cyberbullying and its effects on the psychosocial health of students in Accra, Ghana. We collected semi-structured interviews from six students (three females and three males) who have past lived cyberbullying experiences. From our thematic analysis, six major themes emerged: (1) forms of cyberbullying, (2) reasons for engaging in the act of bullying, (3) effects of cyberbullying, (4) strategies for coping with cyberbullying, (5) perpetrators and victims of cyberbullying, and (6) prevention of cyberbullying. The results also showed that the most common cyberbullying types were in the forms of posting nudes, revenge porn, and rude comments. Perpetrators of cyberbullying did so for fun, revenge, insecurities, jealousy, power-play, and transfer of emotions. Also, victims of cyberbullying often experience mental health problems like depression, suicidal thoughts, anxiety, paranoia and avoidance. We also observed that the victims use emotional support and rational (problem-solving) coping strategies, while bullies adopt revenge coping. Regarding participants’ perception of cyberbullying prevention, all participants agreed that cyberbullying could be reduced or prevented by creating awareness and ensuring social media responsibility. Our study has implications for policy, psychological interventions, and further research in Ghana.
Number of views: 330 Download in PDF
Applying Gamification in Learning the Basics of Algorithmization and Programming to Improve the Quality of Students' Educational Results
European Journal of Contemporary Education. 2021. 10(4): 987-1002.
Number of views: 231 Download in PDF
14. Elena A. Sorokoumova, Elena I. Cherdymova, Elena B. Puchkova, Larisa V. TemnovaEuropean Journal of Contemporary Education. 2021. 10(4): 987-1002.
Abstract:
The problem that the research is aimed at is caused by the need to use gamification methods and tools when studying the basics of algorithmization and programming for students to get the experience of communication with other people and artificial intelligence, big data analysis, and project management most demanded on the labor market. The purpose of the study is to theoretically substantiate and experimentally test the effectiveness of gamification in learning the basics of algorithmization and programming to improve the quality of students' educational results. The research methodology consists of the analysis and generalization of scientific works on the problems of gamification of learning and cognition processes, studying the basics of algorithmization. Empirical methods were used: observation, analysis of the results of work in the LogoWorlds program. The results of the study. The paper clarifies the essence of the concept "educational results" and uses programming language tools to design a learning environment based on the principles of gamification, as much as possible focused on improving their quality. Specific materials are proposed that can be used to develop the ideas of gamification in the digital school, while justifying the need to study algorithmization and programming at all levels of education and training. The conclusion summarizes the conditions under which gamification of learning the basics of algorithmization and programming is most effective for improving the quality of schoolchildren’s academic achievements.
The problem that the research is aimed at is caused by the need to use gamification methods and tools when studying the basics of algorithmization and programming for students to get the experience of communication with other people and artificial intelligence, big data analysis, and project management most demanded on the labor market. The purpose of the study is to theoretically substantiate and experimentally test the effectiveness of gamification in learning the basics of algorithmization and programming to improve the quality of students' educational results. The research methodology consists of the analysis and generalization of scientific works on the problems of gamification of learning and cognition processes, studying the basics of algorithmization. Empirical methods were used: observation, analysis of the results of work in the LogoWorlds program. The results of the study. The paper clarifies the essence of the concept "educational results" and uses programming language tools to design a learning environment based on the principles of gamification, as much as possible focused on improving their quality. Specific materials are proposed that can be used to develop the ideas of gamification in the digital school, while justifying the need to study algorithmization and programming at all levels of education and training. The conclusion summarizes the conditions under which gamification of learning the basics of algorithmization and programming is most effective for improving the quality of schoolchildren’s academic achievements.
Number of views: 231 Download in PDF
Psychological and Pedagogical Bases of Standardization of Digital Educational Products and Digital Technologies
European Journal of Contemporary Education. 2021. 10(4): 1003-1012.
Number of views: 238 Download in PDF
15. Assel Temirgalinova, Irina S. Karabulatova, Stefania Amiridou, Inobat A. ErinaEuropean Journal of Contemporary Education. 2021. 10(4): 1003-1012.
Abstract:
This article is aimed at the analysis of the features of the ecosystem of the digital educational environment. As a research method the testing method was used, which allows to effectively determine the complex of personal determinants of the personality of a pupil as a subject of educational activity, which are important for his psychological safety when using digital educational technologies and digital educational products. The article describes the peculiarity of the current stage of development of the practices of using digital educational technologies and digital educational products in the school educational process. The authors analyzed the psychological and pedagogical foundations of standardization of digital educational products and digital technologies in the educational environment of the school. The authors of the article – for the first time – investigated the digital education ecosystem and identified psychological and pedagogical requirements for the use of digital educational products and digital technologies in the educational process. The following psychological and pedagogical requirements are defined: compliance of digital educational technologies and digital educational products with a zone of child's immediate development; taking into account the leading activity in each age period when using digital educational technologies and digital educational products; taking into account specific psychological neoplasms of students at each age stage; taking into account the need for compliance of digital educational products and digital technologies with students' self-knowledge through understanding and finding personal meanings; the safety of digital educational technologies and digital educational products for the physical, psychological and social health of participants of the educational process.
This article is aimed at the analysis of the features of the ecosystem of the digital educational environment. As a research method the testing method was used, which allows to effectively determine the complex of personal determinants of the personality of a pupil as a subject of educational activity, which are important for his psychological safety when using digital educational technologies and digital educational products. The article describes the peculiarity of the current stage of development of the practices of using digital educational technologies and digital educational products in the school educational process. The authors analyzed the psychological and pedagogical foundations of standardization of digital educational products and digital technologies in the educational environment of the school. The authors of the article – for the first time – investigated the digital education ecosystem and identified psychological and pedagogical requirements for the use of digital educational products and digital technologies in the educational process. The following psychological and pedagogical requirements are defined: compliance of digital educational technologies and digital educational products with a zone of child's immediate development; taking into account the leading activity in each age period when using digital educational technologies and digital educational products; taking into account specific psychological neoplasms of students at each age stage; taking into account the need for compliance of digital educational products and digital technologies with students' self-knowledge through understanding and finding personal meanings; the safety of digital educational technologies and digital educational products for the physical, psychological and social health of participants of the educational process.
Number of views: 238 Download in PDF
Case-Method in the Formation of Communicative Ethnopedagogical Competence of a Foreign Language Teacher: based on the Material of Russia, Greece, and Kazakhstan
European Journal of Contemporary Education. 2021. 10(4): 1013-1026.
Number of views: 233 Download in PDF
16. Al-Zoubi H. Zohair, Maberah Shooroq, Darawsha Najwa, Bany M. Issa HythamEuropean Journal of Contemporary Education. 2021. 10(4): 1013-1026.
Abstract:
The article reflects the results of a study on the formation of communicative competence among future teachers in different countries: Russia, Greece, and Kazakhstan on the material of Russian, English, and Kazakh languages. The professional training of a future foreign language teacher for migrants of different generations and persons focused on migration and professional growth outside national borders is aimed at mastering the whole range of professional competencies of the ethno-pedagogical, historical-cultural, and psycholinguistic plan. The authors consider the case method as a real effective didactic technique that forms ethno-linguistic and cultural communicative competence, which is inextricably linked with ethnic norms of pronunciation of sounds, understanding of texts in foreign languages and background knowledge. The technology consists in the use of methods of complex analysis, discussion, or decision-making on a certain section of disciplines using previously acquired knowledge. The authors believe that the case method in the era of the pandemic is becoming a key methodological technique that forms a complex ethno-pedagogical competence. The case technology combines the simultaneous reflection of a practical problem with the actualization of the complex of acquired knowledge in a combination of educational and analytical activities. The practical significance reflects the challenges of the COVID-19 pandemic, since the case method develops independent thinking in future teachers of foreign languages, forms the ability to deeply understand the topic, helps to combine theoretical knowledge with the realities of life.
The article reflects the results of a study on the formation of communicative competence among future teachers in different countries: Russia, Greece, and Kazakhstan on the material of Russian, English, and Kazakh languages. The professional training of a future foreign language teacher for migrants of different generations and persons focused on migration and professional growth outside national borders is aimed at mastering the whole range of professional competencies of the ethno-pedagogical, historical-cultural, and psycholinguistic plan. The authors consider the case method as a real effective didactic technique that forms ethno-linguistic and cultural communicative competence, which is inextricably linked with ethnic norms of pronunciation of sounds, understanding of texts in foreign languages and background knowledge. The technology consists in the use of methods of complex analysis, discussion, or decision-making on a certain section of disciplines using previously acquired knowledge. The authors believe that the case method in the era of the pandemic is becoming a key methodological technique that forms a complex ethno-pedagogical competence. The case technology combines the simultaneous reflection of a practical problem with the actualization of the complex of acquired knowledge in a combination of educational and analytical activities. The practical significance reflects the challenges of the COVID-19 pandemic, since the case method develops independent thinking in future teachers of foreign languages, forms the ability to deeply understand the topic, helps to combine theoretical knowledge with the realities of life.
Number of views: 233 Download in PDF
High School Principals’ Situational Leadership and Its Relationship with Teachers’ Achievement Motivation
European Journal of Contemporary Education. 2021. 10(4): 1027-1041.
Number of views: 360 Download in PDF
European Journal of Contemporary Education. 2021. 10(4): 1027-1041.
Abstract:
The study aimed to identify situational positional leadership and its relationship with motivation of achievement in the city of Amman, from the point of view of teachers. It used the descriptive research method with a sample of 445 teachers, collecting information first on situational leadership second on motivation of achievement. The findings indicated that the principals exercised a high level of situational leadership. It also showed that there no significant differences in the level situational leadership by gender, qualifications, and years of experiences, while the results showed that there are statistically significant differences in the level of participative leadership, in favour of female teachers. The results show that the motivation of achievement among high school teachers in the first Directorate of Education of Amman was high, there are statistically significant differences in the level of motivation of achievement by gender, in favour female, there are statistically significant differences in the level of teachers’ motivation of achievement by qualifications, in favour science teachers. and there are statistically significant differences in the level of teachers’ motivation of achievement by years of experience, in favour of teachers with 5-10 years of experience. Finally, the results show a positive correlation between the degree of situational leadership and the level of teachers’ motivation of achievement. The authors recommend arranging courses for principals to inform them of the importance, objectives and dimensions of situational leadership and focusing on the directive leadership style, which is based on providing instruction and guidance.
The study aimed to identify situational positional leadership and its relationship with motivation of achievement in the city of Amman, from the point of view of teachers. It used the descriptive research method with a sample of 445 teachers, collecting information first on situational leadership second on motivation of achievement. The findings indicated that the principals exercised a high level of situational leadership. It also showed that there no significant differences in the level situational leadership by gender, qualifications, and years of experiences, while the results showed that there are statistically significant differences in the level of participative leadership, in favour of female teachers. The results show that the motivation of achievement among high school teachers in the first Directorate of Education of Amman was high, there are statistically significant differences in the level of motivation of achievement by gender, in favour female, there are statistically significant differences in the level of teachers’ motivation of achievement by qualifications, in favour science teachers. and there are statistically significant differences in the level of teachers’ motivation of achievement by years of experience, in favour of teachers with 5-10 years of experience. Finally, the results show a positive correlation between the degree of situational leadership and the level of teachers’ motivation of achievement. The authors recommend arranging courses for principals to inform them of the importance, objectives and dimensions of situational leadership and focusing on the directive leadership style, which is based on providing instruction and guidance.
Number of views: 360 Download in PDF
The History of Education
17. Timur A. Magsumov, Teymur E. Zulfugarzade, Mikhail B. Kolotkov, Sergei B. Zinkovskii
The System of Public Education in Elisabethpol Governorate in the Period 1868–1917. Part 1
European Journal of Contemporary Education. 2021. 10(4): 1042-1047.
Number of views: 261 Download in PDF
18. Aleksandr A. Cherkasov, Sergei N. Bratanovsky, Ludmila G. Zimovets, Larisa A. KorolevaEuropean Journal of Contemporary Education. 2021. 10(4): 1042-1047.
Abstract:
This work investigates the system of public education in Elisabethpol Governorate in the period 1868–1917. The present part of the work examines the timeframe from 1868, i.e. the year the governorate was established, to 1884. A key source used in putting this work together is reports from the Trustee of the Caucasus Educational District for the period 1884–1914. The authors researched the reports for statistical data on the following: the types of the region’s educational institutions, the number of schools in the region, its library holdings, and its student body (information related to student demographics, including ethnicity, religion, social estate, and gender). The use of the statistical method helped identify some of the key distinctive characteristics of the development of the system of public education in Elisabethpol Governorate in the period 1868–1884. The authors’ conclusion is that by 1884, the system of public education in Elisabethpol Governorate was still in its incipience. Given the region’s idiosyncrasies, girls had access to primary education only. The total number of educational institutions in the region was 39, with 2 of these being secondary, 4 – lower, and 33 – primary schools. The region had just two primary schools for girls. Its two other primary educational institutions were mixed schools. The rest of the region’s educational institutions were for boys only. The total number of students in the region at the time was 2,789 – 2,492 boys and 297 girls. Over 57% of the student body was made up of Armenians (1,606 students), followed by Tatars – 23 %, Europeans – 13.8 %, and ethnic Russians – less than 5 %.
This work investigates the system of public education in Elisabethpol Governorate in the period 1868–1917. The present part of the work examines the timeframe from 1868, i.e. the year the governorate was established, to 1884. A key source used in putting this work together is reports from the Trustee of the Caucasus Educational District for the period 1884–1914. The authors researched the reports for statistical data on the following: the types of the region’s educational institutions, the number of schools in the region, its library holdings, and its student body (information related to student demographics, including ethnicity, religion, social estate, and gender). The use of the statistical method helped identify some of the key distinctive characteristics of the development of the system of public education in Elisabethpol Governorate in the period 1868–1884. The authors’ conclusion is that by 1884, the system of public education in Elisabethpol Governorate was still in its incipience. Given the region’s idiosyncrasies, girls had access to primary education only. The total number of educational institutions in the region was 39, with 2 of these being secondary, 4 – lower, and 33 – primary schools. The region had just two primary schools for girls. Its two other primary educational institutions were mixed schools. The rest of the region’s educational institutions were for boys only. The total number of students in the region at the time was 2,789 – 2,492 boys and 297 girls. Over 57% of the student body was made up of Armenians (1,606 students), followed by Tatars – 23 %, Europeans – 13.8 %, and ethnic Russians – less than 5 %.
Number of views: 261 Download in PDF
The System of Public Education in Volyn Governorate in the Period 1796–1917. Part 2
European Journal of Contemporary Education. 2021. 10(4): 1048-1056.
Number of views: 265 Download in PDF
19. Artem Yu. Peretyat'koEuropean Journal of Contemporary Education. 2021. 10(4): 1048-1056.
Abstract:
This work explores the system of public education in Volyn Governorate in the period 1796–1917. This part of the work examines the timeframe 1886–1900. Use was made of the Memorandum Books for Volyn Governorate for the period 1889–1901, which contain information about the numbers of educational institutions and students in the region. In terms of educational institutions, the books contain data pertaining not only to schools under the purview of the Ministry of Public Education but institutions run by the Ecclesiastical and other departments as well. Normally, the publishing of data on schools other than those under the purview of the Ministry of Public Education took place when the network of schools run by the Ministry lacked development. The authors’ conclusion is that the system of public education in Volyn Governorate in the period 1886–1900 continued to develop in the light of the incorporation of this region into the Russian Empire. The region had large German and Jewish communities, which set up ethnic schools offering a mother tongue curriculum in competition with the region’s ethnic Russian schools. The period under examination was a particularly vibrant one for the region’s lower educational institutions, especially those in the countryside, where the number of educational institutions increased 11 times, making the countryside a center for workforce training. Overall, the period 1885–1900 was a time when primary and lower education became accessible to virtually all residents in the governorate, including in its capital, uyezd cities, and countryside.
This work explores the system of public education in Volyn Governorate in the period 1796–1917. This part of the work examines the timeframe 1886–1900. Use was made of the Memorandum Books for Volyn Governorate for the period 1889–1901, which contain information about the numbers of educational institutions and students in the region. In terms of educational institutions, the books contain data pertaining not only to schools under the purview of the Ministry of Public Education but institutions run by the Ecclesiastical and other departments as well. Normally, the publishing of data on schools other than those under the purview of the Ministry of Public Education took place when the network of schools run by the Ministry lacked development. The authors’ conclusion is that the system of public education in Volyn Governorate in the period 1886–1900 continued to develop in the light of the incorporation of this region into the Russian Empire. The region had large German and Jewish communities, which set up ethnic schools offering a mother tongue curriculum in competition with the region’s ethnic Russian schools. The period under examination was a particularly vibrant one for the region’s lower educational institutions, especially those in the countryside, where the number of educational institutions increased 11 times, making the countryside a center for workforce training. Overall, the period 1885–1900 was a time when primary and lower education became accessible to virtually all residents in the governorate, including in its capital, uyezd cities, and countryside.
Number of views: 265 Download in PDF
Chrestomathies on the History of Cossackdom: A Comparative Analysis
European Journal of Contemporary Education. 2021. 10(4): 1057-1067.
Number of views: 232 Download in PDF
20. Sergey I. Degtyarev, Vitaliy N. Korol, Lyubov G. PolyakovaEuropean Journal of Contemporary Education. 2021. 10(4): 1057-1067.
Abstract:
This paper is devoted to matching existing chrestomathies on the history of Cossackdom (‘A Don Chrestomathy’ (1919) and ‘A Chrestomathy on the History of Don Cossackdom’ (1994)) against the technical principles for compiling such chrestomathies proposed in 2018 by M.F. Ershov and A.G. Kiselev. The primary focus is on ‘A Don Chrestomathy’, created by a group of prominent Don local studies experts (including Kh.I. Popov and A.A. Kirillov). The paper draws the conclusion that ‘A Don Chrestomathy’ is based on totally different technical principles compared with the contemporary chrestomathies on the history of Cossackdom – it acts not as illustrative material for the course on Cossack history but a universal book for extracurricular reading that provides a summarizing account of the prerevolutionary Don Cossack Host. While the direct use of ‘A Don Chrestomathy’ in present-day pedagogical practice holds little promise (most importantly, due to the absence in it of texts from the Soviet period), it does contain a number of potentially effective ideas, the likes of which are not present in the contemporary chrestomathies. This includes the division of texts into historical (relatively authentic) and literary (less authentic but capable of emotionally immersing the reader in a given era). In addition, use could be made of some of the forgotten texts in ‘A Don Chrestomathy’ as part of courses related to history and literature.
This paper is devoted to matching existing chrestomathies on the history of Cossackdom (‘A Don Chrestomathy’ (1919) and ‘A Chrestomathy on the History of Don Cossackdom’ (1994)) against the technical principles for compiling such chrestomathies proposed in 2018 by M.F. Ershov and A.G. Kiselev. The primary focus is on ‘A Don Chrestomathy’, created by a group of prominent Don local studies experts (including Kh.I. Popov and A.A. Kirillov). The paper draws the conclusion that ‘A Don Chrestomathy’ is based on totally different technical principles compared with the contemporary chrestomathies on the history of Cossackdom – it acts not as illustrative material for the course on Cossack history but a universal book for extracurricular reading that provides a summarizing account of the prerevolutionary Don Cossack Host. While the direct use of ‘A Don Chrestomathy’ in present-day pedagogical practice holds little promise (most importantly, due to the absence in it of texts from the Soviet period), it does contain a number of potentially effective ideas, the likes of which are not present in the contemporary chrestomathies. This includes the division of texts into historical (relatively authentic) and literary (less authentic but capable of emotionally immersing the reader in a given era). In addition, use could be made of some of the forgotten texts in ‘A Don Chrestomathy’ as part of courses related to history and literature.
Number of views: 232 Download in PDF
The Pedagogical Process in Educational Institutions within the USSR’s State Labor Reserves System during Ukraine’s Economic Recovery in the Period 1943–1950
European Journal of Contemporary Education. 2021. 10(4): 1068-1076.
Number of views: 247 Download in PDF
21. Konstantin V. TaranEuropean Journal of Contemporary Education. 2021. 10(4): 1068-1076.
Abstract:
This paper aims to explore the characteristics of the pedagogical process in educational institutions within the USSR’s State Labor Reserves (SLR) system during Ukraine’s economic recovery following its liberation from German occupation. The study is based on materials from the Central State Archive of the Higher Regulatory and Administrative Authorities of Ukraine, the Central State Archive of the Public Associations of Ukraine, and several Ukrainian regional archives. An insight is provided into the key characteristics of the educational process in institutions within the Labor Reserves system. The process of training a young workforce in the SLR schools comprised the following key components: industrial training, instruction in special technical and general disciplines, citizenship training, and physical or military education. The primary focus was on enabling a person to gain some practical experience via industrial training, which took up the lion's share of the time. It may be argued that putting students undergoing practical training to work was essentially a way to exploit them for free labor. The study helped identify some of the key characteristics of educative work and student leisure in the Labor Reserves schools. The organization of extracurricular activities for youth in the Labor Reserves schools was based on paramilitary education. Student leisure activities were to have ideological and patriotic connotations. The authorities in charge of the SLR system generally frowned upon, and sought to counter, students spending their free time informally.
This paper aims to explore the characteristics of the pedagogical process in educational institutions within the USSR’s State Labor Reserves (SLR) system during Ukraine’s economic recovery following its liberation from German occupation. The study is based on materials from the Central State Archive of the Higher Regulatory and Administrative Authorities of Ukraine, the Central State Archive of the Public Associations of Ukraine, and several Ukrainian regional archives. An insight is provided into the key characteristics of the educational process in institutions within the Labor Reserves system. The process of training a young workforce in the SLR schools comprised the following key components: industrial training, instruction in special technical and general disciplines, citizenship training, and physical or military education. The primary focus was on enabling a person to gain some practical experience via industrial training, which took up the lion's share of the time. It may be argued that putting students undergoing practical training to work was essentially a way to exploit them for free labor. The study helped identify some of the key characteristics of educative work and student leisure in the Labor Reserves schools. The organization of extracurricular activities for youth in the Labor Reserves schools was based on paramilitary education. Student leisure activities were to have ideological and patriotic connotations. The authorities in charge of the SLR system generally frowned upon, and sought to counter, students spending their free time informally.
Number of views: 247 Download in PDF
A History of Cherkas Global University: Its Making (1992–2014)
European Journal of Contemporary Education. 2021. 10(4): 1077-1082.
Number of views: 239 Download in PDF
22. European Journal of Contemporary Education. 2021. 10(4): 1077-1082.
Abstract:
This paper examines the history of the making of Cherkas Global University in the period 1992–2014. It shares the findings from an analysis of materials from the Vestnik Leib-Gvardii (‘The Bulletin of the Leib Guard’) newspaper reflecting the historical-enlightenment and pedagogical activity of the university’s founder published in the 1990s. A significant source used in putting this work together was Vestnik Leib-Gvardii’s issues spanning 1992–1997, which contain information on the organization and conduct of classes across the academic disciplines taught to the student body. Another important source used was relevant materials of private origin, more specifically an interview with Professor Aleksandr Arvelodovich Cherkasov, the university’s founder. In terms of methodology, use was made of the chronological method, which helped examine the study’s topic in chronological sequence and reconstruct a coherent picture of the steps taken in educating youth and organizing historical-enlightenment activity. In addition, use was also made of the content-analysis method in order to explore, inter alia, relevant materials from the periodical press. The author’s conclusion is that August 1, 1992 can be considered the date of the foundation of both the Cherkas Global University Press academic publishing house, given the release of the first issue of the Vestnik Leib-Gvardii newspaper, and the actual research university, Cherkas Global University, as that is when the relevant historical-enlightenment activity and preparations for the establishment of the Cadet Platoon military academic unit began.
This paper examines the history of the making of Cherkas Global University in the period 1992–2014. It shares the findings from an analysis of materials from the Vestnik Leib-Gvardii (‘The Bulletin of the Leib Guard’) newspaper reflecting the historical-enlightenment and pedagogical activity of the university’s founder published in the 1990s. A significant source used in putting this work together was Vestnik Leib-Gvardii’s issues spanning 1992–1997, which contain information on the organization and conduct of classes across the academic disciplines taught to the student body. Another important source used was relevant materials of private origin, more specifically an interview with Professor Aleksandr Arvelodovich Cherkasov, the university’s founder. In terms of methodology, use was made of the chronological method, which helped examine the study’s topic in chronological sequence and reconstruct a coherent picture of the steps taken in educating youth and organizing historical-enlightenment activity. In addition, use was also made of the content-analysis method in order to explore, inter alia, relevant materials from the periodical press. The author’s conclusion is that August 1, 1992 can be considered the date of the foundation of both the Cherkas Global University Press academic publishing house, given the release of the first issue of the Vestnik Leib-Gvardii newspaper, and the actual research university, Cherkas Global University, as that is when the relevant historical-enlightenment activity and preparations for the establishment of the Cadet Platoon military academic unit began.
Number of views: 239 Download in PDF