Search

Many creative arts therapists who provide group therapy to children and adolescents in the Israeli education system do not feel they were sufficiently trained as group facilitators. Group facilitation training was provided over the course of two consecutive years by a regional support center to over 40 creative arts therapists and their clinical supervisors working in the Israel Ministry of Education. A two-stage qualitative research project examined the participants' experiences during this training. Interviews were conducted regarding the therapists' first-year experiences. A questionnaire was administered at the end of the second year. Both were analyzed according to the Consensual Qualitative Research method. The research findings pertain to the participants' perceptions of group arts therapy in the Israeli education system and included the development of unique group models, the advantages and power of group therapy at school, and the intimidating and disruptive experiences of school settings. The participants also provided their impressions of the training course: their growing confidence and skills, and the many changes required in group arts therapy at public schools to provide more professional and efficient service. The discussion centers on the value of group arts therapy in the education system and the steps needed to enhance therapists' confidence and efficiency in this field. [ABSTRACT FROM AUTHOR]

Abstract Micro-credentials are gaining traction as viable vehicles for rapid upskilling of the workforce in the twenty-first century and potential pathways for gaining employment for some students. The primary purpose of the current systematic review was to understand the current conceptions and discourses of micro-credentials in higher education and to identify the opportunities and challenges in adopting micro-credentials in higher education. The review also aimed to develop a need-driven micro-credentials framework that demonstrates the value of micro-credentials to stakeholders, i.e., learners, higher education institutions, employers, and government agencies. Key findings revealed that there are various stakeholders’ needs and expectations. The learner wants short, practical, and up-to-date courses for their chosen career path, education institutions emphasise accreditation for building trust, employers want clarity regarding the competencies gained through micro-credentials, and government bodies expect higher graduate employability with lower tuition fees. Key findings revealed that implementing micro-credentials can be disruptive in the higher education sector and present several challenges. However, these challenges are likely to be mitigated by increased collaboration among stakeholders. The review has revealed several outstanding research questions critical for the success of micro-credentials as significant pathways to supplement traditional degree programmes. The research presented in the article has implications for policy development to guide the implementation of micro-credentials in the higher education sector.

Рассматриваются вопросы развития человеческого потенциала как важной задачи современного общества, в том числе системы образования. Раскрыто содержание документов стратегического планирования РФ в области развития человеческого потенциала. Обобщена сущностно-содержательная характеристика категории «человеческий потенциал». Обозначено экспертное мнение относительно роли образования в развитии человеческого потенциала. Представлен выборочный рейтинг стран по уровню человеческого развития и образования. Проанализированы стратегические приоритеты российских университетов в области устойчивого развития и развития человеческого потенциала. Показано, что перед университетами открывается уникальная возможность стать новаторами, моделирующими новую стратегию устойчивого развития страны, поскольку именно они вносят существенный вклад в устойчивое региональное развитие, формируют общество, обучают агентов перемен. Сделан ряд выводов, в частности, о том, что национальная политика в области развития человеческого потенциала в настоящее время переходит на качественно новый уровень. Происходит систематизация целей, задач и ресурсов. Университеты активно включаются в инициативы, направленные на ускорение достижения ЦУР ООН, продвижение ESG-ценностей, упрочняясь при этом в позициях ключевых акторов изменений в направлении устойчивого развития. Существенно возрастает спрос на специалистов, способных применять на практике принципы устойчивого развития в различных сферах народного хозяйства. В этой связи перед университетами ставится задача подготовки выпускников не только с необходимым набором компетенций, но и со сформированным пониманием новых ценностей в контексте устойчивого развития общества, центральным элементом которого выступает человек. Методологией исследования послужили отдельные положения концепции человеческого потенциала, изложенные в работах ведущих зарубежных и российских ученых. В исследовании применяются методы теоретического и сравнительного анализа, контент-анализ документов, а также материалов, представленных в базах данных открытого доступа. Материалами исследования послужили документы в области развития человеческого потенциала ООН, ЮНЕСКО, Всемирного банка, а также документы стратегического развития Российской Федерации, программы и стратегии развития ряда российских университетов.

This research was conducted with the aim of investigating the current role of education system in helping the process of political development. The research method is descriptive and quantitative content analysis with practical approach. The research population includes textbooks in the field of educating and learning humanities as well as special objectives and programs of secondary school in the first academic year of 2020-2021. Due to the nature of the research and limitation of the statistical population, the entire research population is considered as a sample. The measurement tool was a researcher-made content analysis checklist and the research results were analyzed using descriptive and inferential statistics indicators through SPSS software. In a summary and based on frequencies obtained from this research and data analysis, it can be concluded that: the textbooks in the field of educating and learning humanities and the goal and special curricula in terms of creating and cultivating the examined concepts and components for political development to students have been inappropriate and very weak and therefore it can be said that they do not provide the necessary ground for the political development of students. Also, studies showed that even with this minimal attention, a logical trend was not followed while distributing the components. This means that the authors of these textbooks and policymakers have not paid special or targeted attention to the issue of political development whether in terms of conceptualization or in terms of knowing the components mentioned in this study.

Objectives. This article describes the situation of young people aged 15-18 who, for various reasons, have found themselves outside the educational system and do not attend day schools. For the most part, these are people from backgrounds at risk of social exclusion due to deprivation of not only economic, but also psychological and social and culturally conditioned needs. The main reasons that these young people found themselves outside the basic education system were the lack of fulfillment of compulsory schooling (truancy, failure to be promoted to the next grade several times) and the threat of demoralization or criminal acts confirmed by the Family Court. The leading objectives were: to recognize the behavioral style of adolescents dropping out of the education system; the ways in which adolescents at risk of social exclusion respond to the surrounding reality and make life choices. Material and methods. During the period 2020-2022, the authors conducted 47 interviews with young people to observe and assess the threat of risky behaviors, motivations and changes in attitudes of individuals. The authors’ used a qualitative method of data acquisition. Results. The social isolation during Covid 19 reinforced numerous negative effects on the behaviour of young people Conclusions. The primary findings from the in-depth interviews pointed at many areas for educational and therapeutic work. The most common were: experiencing deprivation of emotional needs from one’s care and upbringing environment (including experience of violence); use of immature coping mechanisms (self-aggressive behavior, projection of guilt onto the environment, denial, avoidance).

Problem definition. The constant transformation of external motives, which is caused by frequent changes in society and changes in the education system, requires a corresponding modification of the internal regulation of the students' personality. The existence of institutions with mixed education systems requires a study of the peculiarities of the motivation of the educational activities of the students in them, which is especially important in adolescence. Problem analysis. In the scientific literature, two main groups of types of motives are distinguished in the structure of educational motivation: external and internal. External motives include: social approval, study prestige, communication, fear of punishment, extracurricular educational motivation; to internal ones: achievement motivation, cognitive interest, self-realization, awareness of social necessity. The purpose of the study. To reveal the peculiarities of the motivation of educational activity in middle school students of institutions with different education systems. The research methods. Methodology for diagnosing the type of school motivation in schoolchildren" (E. Lepeshva). For mathematical and statistical processing, we used: factor analysis by the Varimax principal components method and φ - Fisher's angular transformation. Description of the sample. The sample consisted of 84 respondents. These are students of the 6th grade (12 years old) of secondary schools of the Donetsk region. They were divided into three groups. The first two groups consisted, respectively, of girls (30) and boys (24), who studied in classes exclusively with peers of the same sex. The third group is mixed, which included 15 girls and boys each. Conclusions No significant differences were found in the educational motivation of middle school students studying in institutions with different education systems for all motives, except for "extracurricular educational motivation" and "self-realization". The group of internal motives is the most pronounced among representatives of all three groups. The factor structure of the motivation of educational activity was created for each of the groups of motives. In girls who study in mixed classes, the phenomenon of "transformation" of the structure of the motivation of educational activities according to the male type was revealed.

The article is devoted to the problem of the formation and development of the education system on the territory of the Terek region of the Russian Empire. Particular attention is paid to the features and peculiarities of this vast and specific territory. The author notes that by the time of the creation of the region in the position of the administrative district of the Russian Empire, the region did not have a secular education. Confessional education was served by Koranic schools and parochial schools patronized by the Ossetian Spiritual Commission. An analysis of the sources and volumes of funding for education, formed in primary education, as well as women's "secondary" educational institutions, showed its insufficiency. Primary education covered only the poor sections of society. Students who need financial and other assistance in obtaining education include many local students who continue their education in higher educational institutions of the Russian Empire.

Introduction. Ensuring the consistency of regional vocational education systems with the labor markets demands is a nationwide task of strategic importance. It causes the development of methodological tools instrumental in a quick and objective assessment of the current state of regional educational systems in the context of their interaction with the region’s labor markets. The aim of the article is to develop indicators of the relationship between the system of vocational education and the labor market and to test the calculation of these indicators in the Russian regions. Materials and Methods. The research methodology includes substantiation, development and formalization of indicators of the interrelation between the education system and the labor market. The first indicator characterizes the potential of the regional vocational education system to provide places for the admission of its own graduates of the 9th and 11th grades of schools. The second indicator assesses the supply of the regional labor market with graduates of the regional system of vocational education. To calculate the proposed indicators, official statistical reporting data are used. Results. In the course of research, using statistical data for 2018–2020, the proposed indicators were calculated for all Russian regions. Based on the cluster analysis of the indicators calculated values, a typology of Russian regions was made, during which five types of stable regions associations with homogeneous characteristics were identified. The strengths and weaknesses of regional educational systems are identified, including in the context of their interaction with the region’s labor markets. Discussion and Сonclusion. The developed indicators allowed to quickly assess the potential of the regions, on the one hand, to provide school graduates with vocational education, and on the other hand, to meet the economy staffing needs by graduates of universities and vocational educational organizations. The results of the study are of undoubted practical significance and will be useful to executive authority in developing recommendations for bringing education systems in line with regional development priorities, strengthening and developing regional educational systems.

The structures of the education system respect the system in our country. Practically, in most cases, the four cycles are followed as forms of education: primary education, high school education, high school or professional education, and higher education (for adults). In many countries, vocational education attracts more and more young people, in Austria, Germany, and Portugal a fairly high percentage of 2/3 of the total number of students choose the path of vocational education. The permanent needs existing in the labor market lead very much to the area of trade, compared to the theoretical one which is very difficult to prove in the labor market. Another reason why professional studies take the place of higher ones is also represented by the very high costs regarding the graduation of higher education in the universities of the member states of the European Union, such as Sweden, Poland, and Germany. In this article, we will analyze professional/vocational education in Austria, France, and Germany.

By probing into the Strategy regarding the digitalization of education in Romania updated in 2021 by the Romanian Ministry of Education and Research after the COVID-19 and aligned with the latest European Digital Agenda for 2020-2030 published by the European Commission, we are hoping to offer future researchers a set of propositions to continue the inquiry on possible opportunities derived from emerging risks associated with the digitalization. This exploratory case study aims to identify a positive application of the risk filter that is capable to assess not only the range of risks, but also their systematicity, while planning a governmental digital strategy in a critical system like education. We believe that this topic deservers immediate attention, because of the unique opportunity offered by the COVID-19 pandemic, and because a good implementation plan is one of the strongest predictors of a successful strategy. As researchers, our hope is that by understanding the systematicity of risks which could influence the implementation of digital strategy in the education system in Romania, policies and programs can be developed further based on risk analysis and correct prioritization of operational plans. This research was an exploratory case study in which a digital strategy was analysed, and the characteristics of systemic risks have been mapped to the operational plans. It was concluded that the systematic filters identified for the risks could be used for planning the projects, to identify areas of risk exposure during planning and at various stages during the preparation of projects. The final outcome of the case study is that the identification of systemic risks can help with the management of each project and could lay the foundation to a project database.

The purpose of the paper is to analyse and reconstruct, based on a systematic review of the regulations of the Ministry of National Education and the Ministry of Science and Higher Education, the remote education system in Poland during the COVID-19 pandemic, from March 2020 to February 2022. For the aforementioned purpose, all the regulations that affected the fucntioning of educational institutions during this period were identified, and analysed in order to determine for how many days remote education was actually provided for particular groups of students, including grades I–III and IV–VIII of primary schools and all grades of secondary schools. Based on the data collected, the frequency of changes in remote education, as well as advance notice with which subsequent regulations introducing such changes appeared, were determined.

Starting from the premise that women are definable by a set of innate attributes and that the idea of a strong woman is, in fact, a self-revelation that can be read through the way women act in the family and in society, in their various positions, we observe that the analysis of the feminine essence leads us, beyond the privileged role of identifying it with the family and with the function of ensuring the primary socialization for the descendants, towards a professional status of it, somewhat dedicated, namely the position of a teacher. Statistical analyses on the labour force within education systems confirm this aspect. Moreover, they reveal an overwhelming majority of female teachers, especially in terms of preschool and primary education. However, the finding that the responsibility regarding the educable, both in terms of informal education and in terms of formal education, rests mostly with women, as they can structurally provide normative models of behaviour and benchmarks in the formation of attitudes, ensuring their transmission both through a rational and emotional mechanism, it brings to the fore a paradox of contemporary society regarding gender equality, regarding the chances of access to leadership positions in schools, women being still extremely poorly represented. The analysis of the causes, but especially of the effects of this phenomenon leads to the need to focus on correcting this aspect, the social impact being a pronounced one.

This article focuses on the problem of reforming national education in the Russian Empire in the first half of the XIXth century. The author draws attention to the significance of the value attitudes of the state education system in a multi-confessional and multi-ethnic state. The study aims to analyze the Jewish education state policy. The work is written on the basis of the principles of scientific objectivity and historicism, allowing to trace the development of Jewish education in relation to other historical phenomena. The author used problem-chronological, formal-legal, comparative, and other methods. The source base is represented by the office documentation of the Committee for Determining measures for the Radical Transformation of Jews of the 733 fund of the Russian State Historical Archive, legislative acts regulating the legal status of Jews. The author notes that for a long time the Jewish community in Russia has maintained a traditional education system based on the study of the principles of Judaism. The Regulation adopted in 1804 secured the right of Jews to secular education while preserving elements of the traditional school. It is noted that all subsequent actions of the government regarding secular education did not find support from Jews. In 1840, by decree of Nicholas I, a Committee was formed to determine measures for the radical transformation of Jews. Representatives of the Jewish community, scientists, and rabbis were involved in the work of the Committee. The result of the activity was the establishment of stateowned Jewish schools, the development of curricula with the preservation of elements of traditional Jewish education. As a conclusion, the author notes that the results of the reform were ambiguous. The attempt to destroy the traditional Jewish school provoked opposition from Jews. At the same time, the reform laid the foundation for the development of secular education, contributed to the formation of teaching staff.

The article examines the results of a 10-year period of active reform of the Moscow education system. The reforms began as an initiative of the federal government, and their implementation in Moscow had its own specifics. The measures to standardize the unified educational space, a new system of remuneration, per capita financing are described. Changes in the structure of the city's education management – the liquidation of district education departments, the unification of schools and kindergartens into educational complexes, the emergence of new functions for the school and its administration are analyzed from the point of view of the concept of change management. The main consequences of the reforms are the emergence of a socio-professional stratum of school administrators who adhere to a single system of values, as well as the reduction of social tension, the equalization of resource capabilities of the bulk of schools and the improvement of educational results of Moscow education as a whole. The empirical basis consists of statistical data and the results of interviews with school administrators – principals and their deputies, most of whom successfully coped with new tasks and working conditions during the period of intensive reform of the capital's education.

Objectives. The main purpose of the work is to study the advantages of an activity-based approach, or functional approach in comparison with a subject-based approach, or lecture-based approach for creating a model of a professional field for adaptive educational process. The relevance of the problem being solved is caused by due to the fact, that adaptive educational technologies, thanks to the extensive computerization and informatization of all spheres of human activity, as well as the innovative development of artificial intelligence, have become dominant in teaching systems at all levels, from preschool to higher education institutions. Without a highly effective model of the professional field, it is impossible to successfully implement adaptive learning.Methods. To achieve the goals and to prove the statements formulated, the method of comparative analysis of the most widely used ways for creating models of the professional field for adaptive learning in modern systems, was used. To do this, we studied: the effectiveness of using the traditional approach, which is based on subjectspecific or lecture-seminar signs of structuring educational material; as well as the effectiveness of using an activity-based approach based on the concept of "Modules of labor competencies" for the formation of educational material.Results. The analysis of the quality of educational material (a model of a professional field for an adaptive educational process) obtained using the traditional approach, and educational material (the same model for its intended purpose) obtained on the basis of an activity approach in accordance with the concept of "Modules of labor competencies". The results of the analysis are compared and theoretical statements are summarized, taking into account the examples of developed modular materials, as well as the pilot implementation of previously developed modular programs.Conclusion. The information given in the article can be useful for specialists, researchers and heads of educational institutions of various levels, when planning and creating adaptive learning systems. The conclusions and recommendations fully comply with the requirements of the development of the education system of the Republic of Belarus.

The article deals with the activities of a psychologist-educator and his role in relation to the problem of student deviation in the digitalisation context and the widespread use of the Internet. A comprehensive analysis of adolescent deviations and various aspects of dealing with students’ destructive behavior and with their parents using knowledge from different subject areas – law, sociology, psychology, medicine, pedagogy, has been conducted. The features and characteristics of adolescence are considered, and the factors influencing the formation of deviant behavior, including medical ones, are identified. The role of the educational organisation’s psychologist in identifying and correcting learners behavior destructive forms is outlined. The necessary ratio between the staff of psychologists and medical specialists and the students number in educational organisations is given. As a result of the analysis of the current legislation, the shortcomings of certain legal provisions and the need to change them in destructive behavior prevention part were noted. Recommendations for professionals in the helping professions have been developed and projected positive results of the outlined activities have been given. The authors’ conceptual findings are applicable to creating a safe and supportive environment for learners, reducing juvenile delinquency and amending legislation.

The creative youth needs a wide range of skills to realize their potential, both in their professional activity and in society. Civic competences are among the key competences, which have not yet found their well-established place in the education system of our country, as well as at European level. Contributing to the growth of the democratic culture of the creative youth, the civic competences can be fully developed in the study process of the socio-humanistic disciplines in the university education. The aim of the study was to examine the experience of training European civic competences in higher artistic education in order to contribute to the rethinking, appreciation and improvement of forms and methods, enriching the content of these experiences in modern conditions in accordance with the new realities.