Also, the reason for choosing training in Ukraine for 40-60% of respondents was the cost of training.
In addition, 35% of respondents chose Ukrainian education because of the ease of recognition of a diploma at home, and 42% – because of the desire to study in one of the European countries.
According to Deputy Minister of Education Andrei Vitrenko, the role of foreign students is very important in the educational process of each educational institution.
„After all, this is not only the prestige and investment in the country’s economy, but also the exchange of experience, development of competitive personalities, etc. Therefore, we must fight for a good reputation: provide high quality education and create comfortable conditions for arrival, study and leisure of foreign students. “ , – Andrey Vitrenko noted.
„Recipient of education“ or „student“: officials, but not teachers, may not feel the difference
Author: Vladimir Onatsky, Deputy Director for Educational Work.
Where do students disappear from schools?
Recently, I have seen the following trend: students are increasingly disappearing from schools. Instead, education seekers appear from somewhere. Recently, I even saw a notebook for mathematics work of a 2-A class student.
Indeed, the concept of „education seekers“ is widely used in education legislation. It is a collective concept that unites pupils, students, graduate students, doctoral students, seminarians and even students, ie all those who study, who receive education. But the words „student“, „student“ and others have not yet been removed from the legislation. Now, as in the last century, in our country, students are enrolled in schools, and universities – students.
However, legislators, employees of the Ministry of Education and Science are increasingly inclined to use the term „student“ instead of the traditional words „student“, „cadet“, „listener“, which, in my opinion, not only makes our language poorer but also devalues, reduces status the student himself, because both the kindergarten pupil and the doctoral student are only students. But between them – the years of life and complex mental work, which are leveled by the generalized concept of „student“.
The trend, initiated by officials, was picked up and disseminated by teachers on the ground. Wanting to be in trend, to seem more modern, they are increasingly call schoolchildren students, not just students, schoolgirls, schoolchildren.
In my mind, the words „student“, „student“, „graduate student“ and others evoke pleasant images. I imagine people growing up and their status changing. The preschooler aspires to become a pupil, the schoolboy – a student, a student – a graduate student, but none of them wants to be a faceless „student“.
Watching military parades in the country’s central squares, I imagine the hearts of young men and women overflowing with pride when they hear the voice of announcer Dmitry Khorkin: „Lyceum students of the Ivan Bohun Military Lyceum are walking,“ or when the Minister of Defense addresses them: „I wish you health.“ me, fellow lyceum students! Congratulations on the anniversary of the Independence of our state. „Why does the Minister of Defense address young people like that? Lyceum, lyceum student, https://123helpme.me/buy-compare-and-contrast-essay/ gymnasium, gymnasium student – words that cause awe. Compare them with a faceless, impersonal, state-owned“ student „. Officials may not feel this difference, and for teachers the difference is enormous.
I remember how I wanted to become a student sooner, and how we, yesterday’s eighth-graders, were called students by teachers at the pedagogical school. It was a new status, it encouraged learning, a more conscious, more adult attitude to everything. Then why are we now so leveling the status of schoolchildren, high school students, lyceum students? It is good that we do not call schoolchildren and students recipients of educational services. Can you imagine: a notebook on mathematics of the recipient of educational services of 2-A class? Doesn’t that sound cool? Or maybe a few years later we will read in history textbooks: „Education seekers defended Ukraine near Kruty, fought against fascism during World War II, and later were catalysts for the Granite Revolution and the Revolution of Dignity“ …
So, students are disappearing from schools, school principals are disappearing, schools, kindergartens, palaces of children and youth are disappearing. Now directives, orders, letters, which are so generously put in place (horrible expression), officials address to the leaders of ZSSO, ZDSO … and children, students, cadets should be taught and educated not by teachers (educators, teachers, club leaders, professors), and educational service providers.
What I lead to: in our language, in our legal acts there are still words that emphasize, distinguish, differentiate the status of the student, the status of the teacher. So let’s preserve the beauty of the native language, and we will not depersonalize and humiliate people.
The project is aimed at non-formal education of young people on the topics of charity and volunteering
Project „School of volunteers. Online“ invites active young students who are interested in gaining practical experience and new knowledge to participate in non-formal learning and social projects.
Thanks to the program, participants will learn who a volunteer is and what opportunities volunteering opens up.
The classes will also discuss how to join international volunteer programs. Participants will get acquainted with the technique of dialogue and will take part in practical classes with governmental and non-governmental organizations.
The training will take place online on the ZOOM platform from November 30 to December 3 from 16:00 to 19:00.
At the end of the course, each volunteer will receive a certificate and branded gifts.
To participate in the program you need to fill out a questionnaire.
“School of volunteers. Online is an open educational platform that will help expand the understanding of the volunteer movement and its role in positive changes in various spheres of public life, establish contacts with public activists in their region, become agents of change in their community, contribute to civil society in Ukraine.
The project is implemented by the Caritas Zaporizhia Charitable Foundation with the support of the United States Agency for International Development (USAID).
Most people want high-quality results from NAPA while maintaining the old organization of education
Author: Vladimir Bely, ex-deputy director for OIA, physical and technical lyceum of Kherson.
Our educational academics were unlucky because they found themselves surrounded by the post-truth.
What is it about?
The fact that despite the obvious weaknesses of NAPA in some local segments of activity, in general, the Academy has coped well with its functional task.
After all, it was the academic community that prepared both the political leadership and the average educator with the backbone of scientifically sound approaches for successful reform of the industry.
First, it emphasizes the historical inevitability of the need to move from an authoritarian-mentoring learning paradigm to a person-centered partnership pedagogy. Secondly, it is, in accordance with the first, the development of an institutional basis for the transition to the rails of specialized education of high school students, which automatically involves the introduction of primary „tranches“ of interest-based education in the basic ( 5-9 grades). Third, it is the direction of the educational process to study the fundamental scientific / cultural foundations for the formation of relevant educational competencies. Fourth, it is the development of a methodology for the transition of teachers from student assessment to assessment of the results of his educational activities. Fifth, this series this series can be continued, but the prevailing opinion in society is that NAPNU „ate / eats bread and butter“ in vain at the people’s expense.
And this confidence seems to accurately reflect reality, because it does not have the expected positive effect.
But here it would be worth slowing down the emotions just to see – most want from NAPA new quality results while maintaining all elements of the old organization of education.
Only the same is not possible.
Some understand this, and therefore accuse NAPA of not doing what NAPA does not have the authority to do.
The power to implement reforms is exclusively in the hands of the Verkhovna Rada, the Cabinet of Ministers and the Office (formerly the administration) of the President.
For them, the NAPA is, as we still have, the pedagogical council of the institution for its director, only an advisory body.
And not opening one’s eyes to this truth of life is like tackling the problems of, for example, Nagorno-Karabakh or our Donbass, or Syria, only as purely political, and not those arising from Russia’s top plans to prevent the launch of the Azerbaijan -Europe gas pipeline. shale gas in the Donbass or the flow of Arab gas and oil to Europe in Syria.
A similar „feint“ in the style of post-truth was swallowed by mankind from oil magnates, who slowed down the production of electric cars for a century.
Will he „swallow“ in the future?
The result of management decisions is a change in the number of employees performing different functions
In the Ministry of Education and Science, for the second time in recent days, the structure of the department’s staff is changing. Relevant changes to the structure were made twice – on November 18 and 24.
The result of management decisions of the leadership of the Ministry of Education and Science is a change in the number of units and their employees performing different functions.
Changes in the structure of the department were approved on November 18, which provided for a reduction in the number of MES directorates from 6 to 4, as well as a reduction in the positions of reform specialists from 96 to 50.
Later, by order of the department dated November 24, another structure of the department was approved, in which 6 directorates will function again, and the number of their specialists is 80.
The updated structure includes the Directorate for European Integration, Budgeting and Policy Coordination; Digital Transformation Directorate; Directorate of Preschool, School, Extracurricular and Inclusive Education; Directorate of Vocational Education; Directorate of Professional Higher Education; Directorate of Science and Innovation.
According to Osvita.ua, the number of positions in the MES units that formulate and implement the policy is reduced from 177 to 160, while the number of positions in the structural units responsible for ensuring the activities of the MES will be increased from 183 to 198.
The structure of the Directorate of Professional Higher Education has been significantly changed, the number of specialist positions in which the new structure will be 10 people.