Authors structure the theory of comparative vocational education study; determine the theory’s prerequisites, core and consequences. The theory prerequisites are presented in terms of VUCA-world, globalization and deglobalization, due to the variety of developed comparative studies approaches. The core of the theory is an ontological model based on the principle of transdisciplinarity, contextual and communicative approaches, method of the "network" and fractal matrix tables method. They as well have their qualitative, quantitative and interpretative methods and includ educational transfer as the main mechanism and term for the best educational practices export. The consequences of the theory are originated from the ontological model that actualizes the predictive function of comparative studies, and consist in the possibility of generating derived ontologies based on the forecast graph, their new levels, sublevels and connections between them, modeling transfer practices and changes in the system that accepts transfer, foreseeing and the emergence of new phenomena of education.
ВЛИЯНИЕ НАУЧНОЙ ШКОЛЫ Г.М. РОМАНЦЕВА НА РАЗВИТИЕ ДУАЛЬНОЙ ФОРМЫ ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ(Исследование выполнено при финансовой поддержке РФФИ в рамках научного проекта № 18-013-00695А «Условия и перспективы заимствования элементов немецкой дуальной формы образования в профессиона льное образование РФ») THE INFLUENCE OF THE GENNADII M. ROMANTZEV SCIENTIFIC SCHOOL ON THE DUAL VOCATIONAL EDUCATION DEVELOPMENT(The research is financially supported by RFFR within research project №18-013-00695A «Conditions and prospects of introducing the elements of German dual system of education to the vocational education in the Russian Federation»)
The effectiveness of management personnel, their ability to professional communication at the level of self-organization, their analytical and predictive abilities are determined by culturally organized self-reflection which promotes the realization and development of the innovative potential of the individual. The aim of the research is to theoretically substantiate reflexive self-organization in managerial activities, to develop and implement a professional module on the reflexive thinking of management personnel, and to identify effective methods for the development of professional reflection. The general scientific (analysis, synthesis, generalization, formalization and language schematization) and specific-scientific (observation, comparative analysis, questionnaires, tests) methods were used. They allowed obtaining an integral picture of the influence of reflection on the success of professional and social activity and creating conditions for the further development of reflection, personal qualities and the formation of an emotional and value-related attitude towards the activity. The article defines the essential features and functions of reflection, reveals the content of the reflexive method, establishes the links between the elements of reflection (analysis, criticism, standardization) and traditional types of managerial activity: goal-setting, support, correction and control of activity, and describes levels of reflexive thinking in managerial activities. The theoretical substantiation of the problem of reflexive self-organization and its solution in the course of realization of the professional module in undergraduates of the field 'State and municipal management' is presented in the paper. Practical significance lies in creating a professional module aimed at developing reflection and implemented in the form of organizational and activity game, as well as diagnostic techniques for measuring the level of reflection.
Globalization challenges, which affected the geopolitical and economic processes, labor market transformation and education internationalization have shaped the urgency of the problem. The purpose of the article is to compare vocational education systems in Germany and Turkey (using the dual system as an example) in order to identify the possibilities of transferring ideas and practices of the dual education system. A comparative analysis is the leading research method, which uses the context, transfer and forecasting methodology. Description and comparison of the context main elements allow determining the possibilities and conditions of the dual education system transfer. The findings provide an opportunity to identify transfer risks and predict the consequences of borrowing. The research results significance consists in context, transfer, and forecasting substantiating as the comparative analysis elements and applying this methodology to the processes of professional education.
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