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Problem setting. Effective public administration of regional development is essential for raising the living standards of citizens. In modern conditions, new requirements are put forward to the system of regional management. In addition, the limited resources available for this, as well as the novelty and complexity of socio-economic problems, force us to focus on new factors in the effectiveness of public administration of regional development. A significant part of the problems in this context are related to legal regulation, financing, staffing, the interaction of public and private sectors, the use of new management technologies, information and analytical support. Although all types of support to public administration are important and interconnected, but the information and analytical support allows us to determine the appropriate mechanisms and how they are used to achieve goals, what factors of regional development to focus on. Therefore, the quality of information and analytical provision is an important prerequisite for the effectiveness of the entire system of regional development administration. Recent research and publications analysis. The works of foreign and Ukrainian scientists are devoted to theoretical and practical problems of information and analytical support to public administration. V. Averyanov, V. Bakumenko, M. Volkova, D. Dzvinchuk, A. Degtyar, O. Karpenko, V. Kuybida, A. Semenchenko, Yu. Surmin and others made a significant contribution to the research. Thus, the works of V. Bakumenko and A. Degtyar are devoted to public administration decisions and factors of their effectiveness, including their information and analytical support. Mechanisms of information-analytical support of public administration bodies were studied by V. Averyanov, V. Kuybida, O. Karpenko. Furthermore, the author also relies on the research by S. Bila, S. Chernov, N. Černiauskienė on the factors of public administration efficiency. As for public administration of regional development, its economic component was studied by M. Volkova, but the issue of its good information and analytical support has not been disclosed by scholars and requires thorough research. Highlighting previously unsettled parts of the general problem. Efficiency and effectiveness, feedback, openness and transparency, accountability are the principles of good governance at the local level among others, abidance with which is possible only if they are provided with information and analytical support. Considering this, the purpose of the article is to determine the components of good information and analytical support to public administration of regional development. Paper main body. Information and analytical support to public administration of regional development includes the use of a set of interconnected methods, measures and tools by which the technologies of collection, selection, transmission, transformation, storage and display of information on the current state, forecasts and development goals of various spheres of life in the region are implemented to make public administration effective. Assessing whether public administration in Ukraine is effective, scholars and practitioners note that the direct results of administrative work are difficult to quantify, and therefore it is expedient to use indirect indicators, in particular through the assessment of the management system and its elements. Consequently the good quality of information and analytical support to public administration is a transversal factor, which depends on the effectiveness of each individual element, and their interaction, and the effectiveness of the administration system in general. Conclusions of the research and prospects for further studies. Good information and analytical support to public administration of regional development means complying the requirements for making the most effective and adequate administrative decisions. Such support should be provided on a systematic basis, which includes the identification of all its important components institutional, research, resource and financial, competence, technological and organizational, as was done in this study. Each of these components has its own semantic characteristics and can be used as criteria and a lever for the effectiveness of the system of good information and analytical support to public administration of regional development in the process of building such a system. In this context, it is expedient to study the relevant foreign experience, in particular of the European Union, and it is a subject to further research., Розглянуто рівень готовності та спроможності організаторів охорони здоров’я та працівників закладів охорони здоров’я різних рівнів надання медичної допомоги до проведення автономізації закладів охорони здоров’я. Доведено низький рівень готовності та спроможності організаторів охорони здоров’я та працівників закладів охорони здоров’я різних рівнів надання медичної допомоги до проведення автономізації закладів охорони здоров’я. Визначено, що цей рівень готовності організаторів охорони здоров’я та працівників фінансово-економічних служб не дозволить ефективно провести автономізацію закладів охорони здоров’я.

The author’s project is presented - distance learning course on the Moodle platform on German as a foreign language in higher educational institution (University Duisburg-Essen, Germany), the aspect of “written communication.” The research urgency is caused by the fact that the growth of academic mobility in higher education causes the need to intensify the teaching of foreign languages, at the same time, the development of modern communications technology expands the possibilities of knowledge transfer and competence forming. The experience of the e-learning course is described, approaches to learning and their refraction in the structure of the course are presented: competence, communicative activity, intercultural. A thematic plan of the course, including the types of written texts, provided by “the common European framework of reference for languages” is provided. Special attention is paid to the organization of the thematic units of the course in accordance with the concept of “backward planning.” Criteria for intermediate and final assessment are identified. Practical significance is determined by the fact that standards of provision of learning material can be used to create distance and blended courses on other aspects of teaching foreign languages in higher professional education of the Russian Federation.

Introduction. Over the last two years, in the official documents of the Government of the Russian Federation there has been the requirement to organize the professional training of students in accordance with the professional standards. The verification of the compliance with the standards should be provided through the procedures of objective assessment of qualification of college and university graduates. Thus, in the current conditions arose the need to searching for new assessment tools or ways to improve the previous ones. The authors believe that the new and original ideas can be derived from the fields of real sectors of productive-economic and social activity where the aspects of determination of quality of the final product are worked out far better, and interpretations of the results of activity are unambiguous and consistent Aim. Taking into account the aspects of education management and established practices of assessment procedures, the aim of the present publication is to discuss general methodological approaches to organization of scientific-methodical maintenance of the expertise on the results of professionals’ training in educational institutions. Methodology and research methods. The research is based on the qualimetric and system-based approaches, methods of comparative analysis of the content of the local and foreign normative documents as well as a wide range of scientific publications that describe the theory and practice of application of assessment in educational technical, economic and management systems. Results and scientific novelty. According to the introduced professional standards, methodological problems of measurement of students’ knowledge and adequacy of their assessment are designated. Various approaches to assessment of education quality and its results are described; assessment procedure and its main tools are presented: criteria, parameters, indicators and norms as a reference point in the choice of standards for assessment. It is stated that the traditional methods and means of assessment accepted today in education are severely outdated and continue to lag far behind progressive tendencies of quality measurement. In particular, widespread test measurements of educational achievements of graduates of the higher (and secondary) school are not holistic therefore cannot be considered as valid, especially concerning the level of professional qualification. On the basis of synthesis of the approaches to assessment in various spheres, the possibility of their application in the organizations of professional education is approved. The considered technique and technology of development of evaluative judgments are based on the results of the formalized expert procedures; thus enabling to draw various conclusions about activity of the separate organizations and education systems in general, to reveal the level of bringing them into line with norms and standards of the received results and deviations from the rated values, as well as to perform the required training correction procedures. The authors stress the need for formation of a team of the qualified experts capable to provide development and implementation of effective technologies for the organization of assessment activities. Practical significance. The problem research area on the search for new approaches to internal procedures for assessment of the graduates’ competencies is determined. The objectivity of evaluation and reliability of the results of such procedures have to be comparable to similar performance characteristics of the Centers for Independent Assessment of Professional Qualifications. It will enable to significantly reduce transactional costs of all agents of educational services, and will create conditions for transition from the existing standard-qualification reference books to the system of professional standards. Введение. В течение последних двух лет в официальных документах правительства РФ выдвигается требование приведения профессиональной подготовки выпускников высших и среднеспециальных образовательных учреждений в соответствие разрабатываемым профессиональным стандартам. Проверка этого соответствия должна производиться через процедуры объективной оценки квалификации выпускников вузов и колледжей. В новых условиях возникает альтернатива создания нового или совершенствования прежнего диагностического инструментария. Свежие для системы образования идеи можно почерпнуть, как полагают авторы публикации, в области реальных секторов производственно-экономической и социальной деятельности, где аспекты определения качества конечного продукта проработаны намного лучше и трактовки результатов деятельности однозначны и непротиворечивы.Цель статьи – с позиций управления образованием и сложившейся вне этой сферы практики оценки квалификации работников обсудить общеметодологические подходы к организации научно-методического сопровождения экспертизы результатов профессиональной подготовки специалистов в учебных учреждениях. Методология и методики. В ходе работы использовались положения квалиметрического и системного подходов, методы сравнительного анализа содержания отечественных и зарубежных нормативных документов, а также научных публикаций, посвященных теории и практике оценки качества продуктов образовательной, технической, экономической и управленческой деятельности. Результаты и научная новизна. Обозначены методологические проблемы измерения знаний студентов и адекватности их оценки с точки зрения внедряемых профессиональных стандартов. Описаны различные подходы к оценке качества образования и его результатам; процедура оценивания и ее основной инструментарий: критерии, параметры, показатели и нормы как ориентир в выборе эталонов оценки. Констатируется, что традиционные методы и средства оценки, принятые сегодня в образовании, сильно устарели и продолжают отставать от прогрессивных тенденций измерения качества. В частности, широко распространенные тестовые измерения учебных достижений выпускников высшей (и средней) школы не носят комплексного характера, поэтому не могут считаться валидными, особенно относительно уровня профессиональной квалификации. На основе обобщения подходов к оцениванию в различных сферах утверждается возможность их проецирования на практику организаций профессионального образования. Рассмотрены методика и технология выработки оценочных суждений, которые строятся на заключениях формализованных экспертных процедур и позволяют делать разнообразные выводы о деятельности отдельных организаций и системы образования в целом; выявлять степень приближения к норме полученных результатов и отклонения от нее, а также производить требующуюся коррекцию обучения. Подчеркивается необходимость формирования корпуса квалифицированных экспертов, способных обеспечить разработку и внедрение эффективных технологий организации и проведения оценочных мероприятий. Практическая значимость. Очерчено проблемное поле исследований по поиску новых подходов к внутренним (в стенах вуза и колледжа) процедурам оценивания компетенций выпускников системы профессионального образования. Объективность оценивания и достоверность результатов таких процедур должны быть сопоставимы с подобными характеристиками деятельности центров независимой оценки профессиональных квалификаций. Это позволит значительно снизить трансакционные издержки субъектов и потребителей образовательных услуг и создаст условия для перехода от существующих тарифно-квалификационных справочников к системе профессиональных стандартов. Ключевые слова: оценка; методы оценивания; критерии оценивания; показатели оценивания; шкалы оценивания; эксперт

Introduction. Over the last two years, in the official documents of the Government of the Russian Federation there has been the requirement to organize the professional training of students in accordance with the professional standards. The verification of the compliance with the standards should be provided through the procedures of objective assessment of qualification of college and university graduates. Thus, in the current conditions arose the need to searching for new assessment tools or ways to improve the previous ones. The authors believe that the new and original ideas can be derived from the fields of real sectors of productive-economic and social activity where the aspects of determination of quality of the final product are worked out far better, and interpretations of the results of activity are unambiguous and consistent Aim. Taking into account the aspects of education management and established practices of assessment procedures, the aim of the present publication is to discuss general methodological approaches to organization of scientific-methodical maintenance of the expertise on the results of professionals' training in educational institutions. Methodology and research methods. The research is based on the qualimetric and system-based approaches, methods of comparative analysis of the content of the local and foreign normative documents as well as a wide range of scientific publications that describe the theory and practice of application of assessment in educational technical, economic and management systems. Results and scientific novelty. According to the introduced professional standards, methodological problems of measurement of students' knowledge and adequacy of their assessment are designated. Various approaches to assessment of education quality and its results are described; assessment procedure and its main tools are presented: criteria, parameters, indicators and norms as a reference point in the choice of standards for assessment. It is stated that the traditional methods and means of assessment accepted today in education are severely outdated and continue to lag far behind progressive tendencies of quality measurement. In particular, widespread test measurements of educational achievements of graduates of the higher (and secondary) school are not holistic therefore cannot be considered as valid, especially concerning the level of professional qualification. On the basis of synthesis of the approaches to assessment in various spheres, the possibility of their application in the organizations of professional education is approved. The considered technique and technology of development of evaluative judgments are based on the results of the formalized expert procedures; thus enabling to draw various conclusions about activity of the separate organizations and education systems in general, to reveal the level of bringing them into line with norms and standards of the received results and deviations from the rated values, as well as to perform the required training correction procedures. The authors stress the need for formation of a team of the qualified experts capable to provide development and implementation of effective technologies for the organization of assessment activities. Practical significance. The problem research area on the search for new approaches to internal procedures for assessment of the graduates' competencies is determined. The objectivity of evaluation and reliability of the results of such procedures have to be comparable to similar performance characteristics of the Centers for Independent Assessment of Professional Qualifications. It will enable to significantly reduce transactional costs of all agents of educational services, and will create conditions for transition from the existing standard-qualification reference books to the system of professional standards. © 2018 Obrazovanie i Nauka. All rights reserved.

This paper explores our attempt to determine the construct of workplace written communication through a study involving graduating students and workplace professionals. Information regarding written tasks, minimum standards and quality expected from new graduate employees were gathered through interviews of human resource personnel from various fie lds. Based on the information gathered, a test of written communication was designed and administered to a group of sixty graduating students. The end products were collected, from which five were selected, believed to be representative of the product of the ‘good’, ‘satisfactory’, ‘modest’, ‘weak’ and ‘very weak’ writers. The scripts were then shown to the human resource personnel for assessment. Results were analysed to establish the different categories of criteria applied by the professionals in their assessment. From the analysis, the construct of workplace written communication was devised and subjected to validation.

This paper reports on our study to determine the expectations of employers in respect of graduating students’ written communication. Our study is guided by two research questions: (i) what criteria do employers adopt in evaluating written assignments and (ii) what is the minimum level expected for acceptance of completed tasks in the workplace? Interviews were conducted and samples of graduating students’ written works were shown to informants (human resource personnel) from various fields, among others, the automotive, oil & gas, media, medical and higher education, to elicit their responses to performances of these students. The students had earlier on been given a task to analyse information presented in non-linear texts and to write their analyses in not more than 250 words. The informants were expected to give their responses on whether the quality of written analyses is acceptable or not, their criteria adopted in determining the acceptability of the written analyses, their views of good and poor writing and their expected minimum level of written work quality. Additional preliminary information had also been gathered on type, length, evaluation of the quality of written output and criteria used to assess the quality of written output through a questionnaire survey as a basis for the design of the set task. Results revealed that employers place importance on accuracy of reporting, conciseness, correct use of expressions and terminologies and maturity of thought, among others. From these informed responses, a draft rating scale of the expected writing ability of graduating students deemed relevant for the workplace was developed. Further refinement of the rating scale would follow with validation from the potential employers.