Наукові видання (ННІП)
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Item The Pedagogical Process in Educational Institutions within the USSR’s State Labor Reserves System during Ukraine’s Economic Recovery in the Period 1943–1950(Cherkas Global University, 2021) Дегтярьов, Сергій Іванович; Дегтярев, Сергей Иванович; Dehtiarov, Serhii Ivanovych; Король, Віталій Миколайович; Король, Виталий Николаевич; Korol, Vitalii Mykolaiovych; Polyakova, L.G.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.Item The Use of Practice-Based Assessments in Preparing Humanities and Social Sciences Specialists: The Case of Sumy State University (Ukraine)(Academic Publishing House Researcher s.r.o., 2021) Завгородня, Владислава Миколаївна; Завгородняя, Владислава Николаевна; Zavhorodnia, Vladyslava Mykolaivna; Славко, Анна Сергіївна; Славко, Анна Сергеевна; Slavko, Anna Serhiivna; Дегтярьов, Сергій Іванович; Дегтярев, Сергей Иванович; Dehtiarov, Serhii Ivanovych; Polyakova, L.G.This paper explores the potential for using practice-based assessments in higher education in preparing humanities and social sciences specialists. The authors tested a set of innovative methodologies for practice-based summative assessment of the progress made in learning certain disciplines by students majoring in Law, International Law, and History and Archaeology at Sumy State University (Ukraine). To assess the effectiveness of practice-based assessments, the authors employed anonymous surveying, tested students’ level of mastery of key theoretical concepts, and carried out a comparative analysis of the performance of students who took part in practice-based assessments and those who took exams in a traditional way. The conducted pedagogical experiment indicates the advisability of employing practice-based assessments as part of teaching humanities and social sciences disciplines. It revealed a significant increase in the level of preparation of students on subjects summative assessment around which was based on practical assignments. Having students train their practical skills can help them assimilate theoretical knowledge better and for a longer time and become more confident in their preparedness for their future profession. Practice-based assessments can also serve as a yardstick for gauging the effectiveness of instructors’ teaching methods and stimulate the quest for new ways of teaching and learning that can help meet the needs of the labor market and the interests of students pursuing a higher education as much as possible.Item Schools for Training Future Clerical Employees in the Russian Empire: Professional Staff and Characteristics of the Learning Process(Academic Publishing House Researcher s.r.o., 2021) Дегтярьов, Сергій Іванович; Дегтярев, Сергей Иванович; Dehtiarov, Serhii Ivanovych; Назаров, Микола Сергiйович; Назаров, Николай Сергеевич; Nazarov, Mykola Serhiiovych; Polyakova, L.G.As the bureaucratic apparatus burgeoned in the Russian Empire, an urgent need arose to provide it with professional personnel. The government made a series of attempts to address the issue since the early 19th century. One effort comprised the organization of clerical workforce schools. The institutions were expected to staff various levels of numerous government bodies with properly trained clerks. In the paper, the authors adopted a comprehensive approach to highlight activities of schools for potential clerks. In particular, our study focused on the staff, financing policies in the educational institutions, functions performed by the management in the schools and supervisory bodies and learning process organization. With a variety of research works and sources reviewed, the authors can conclude that, in the environment of the ever growing functional and structural complexity of the bureaucratic apparatus in the Russian Empire, schools for future clerks considerably drove the development of professional qualities required in employees of the state bureaucracy. It was these educational institutions that to a large extend helped set up a flow of junior professional clerks to government agencies and authorities.Item Transformations in Public Education in the Ukrainian State in 1918. Part 2(Academic Publishing House Researcher s.r.o., 2021) Дегтярьов, Сергій Іванович; Дегтярев, Сергей Иванович; Dehtiarov, Serhii Ivanovych; Завгородня, Владислава Миколаївна; Завгородняя, Владислава Николаевна; Zavhorodnia, Vladyslava Mykolaivna; Polyakova, L.G.This paper continues the authors’ analysis of the policy pursued by the government of the Ukrainian State in the area of public education in 1918. The primary focus in the work’s second part is on the government’s policy on preschool, primary, and secondary education. The key sources employed in the work are materials from the period’s periodical press, memoirs by contemporaries of the events, and published statutory enactments of the government of the Ukrainian State regulating policy on primary and secondary education. It is in the year 1918 that the primary, secondary, and higher education systems in the Ukrainian State were formalized legally. The government was deeply aware of the decisive role of the public education system in the development and strengthening of Ukrainian statehood. The authors drew the conclusion that primary and secondary schools in the region enjoyed a high level of autonomy in terms of organization of the educational process at the time. The exception was that government policy actively facilitated the Ukrainization of the educational process – by way of introduction of instruction in the Ukrainian language and disciplines related to Ukrainian studies. This was a positive influence amid the formation of a young Ukrainian state. Despite a challenging military/political and economic situation, the government did manage to provide most of the region’s educational facilities with all appropriate course materials. The government worked closely with local authorities and the public, which had a positive effect on the development of the systems of primary, secondary, and preschool education locally.