Today, the Arctic civilization is in a state of crisis. The indigenous peoples of the North have largely lost their appearance and the traditional way of life. They are forced to assimilate. A special kind of regional educational space (circumpolar) is noted by the researchers. It requires a new vision of the position of the Arctic and the North in the world space and its role in the progress of society. The purpose of the research is to determine some theoretical and methodological aspects (principles and conditions) of the development of the regional educational space of indigenous peoples of the North as circumpolar through the management of a dynamic exchange of educational and enlightenment information. The authors believe that the address to education and enlightenment, as a factor restraining the processes of the Arctic civilization disintegration, is relevant. The dynamics of civilization will be successful in case of the formation of the regional educational space of the indigenous peoples of the North as a circumpolar one. The first stage of this formation is the dynamic exchange of educational and enlightenment information between different Uluses (or municipal districts) of Yakutia.The purpose of this research is to determine a number of theoretical and methodological aspects (principles and conditions) of the development of the regional educational space of indigenous peoples of the North as a circumpolar, through the management of a dynamic exchange of educational and enlightenment information between different Uluses (or municipal districts) of Yakutia.
Most new undergraduate colleges are upgraded from higher vocational colleges, having aspirations that the upgrading is the solution to the predicament of their development, and the fact is that the upgrading does not completely solve the problem, but it gives rise to some new problems. There are two meanings of upgrading: the first refers to the transformation and upgrading from an academic-oriented college to an application-oriented one; the second refers to the quality and level of these colleges the undergraduates have to reach. The ways to enhance the transformation are as follows: (i) to carry out discussions on application-oriented undergraduate education and form research hotspots to deepen and systematize the research; (ii) to construct scientific and reasonable academic and research teams and provide intellectual support for practice; (iii) to reach a consensus through argument and contends in the deep understanding of the problem; (iv) to construct high-quality teaching staff through teachers' ability to promote projects.
Abstract. The article deals with the issues of integration as the most important characteristics of the modern globalized world, the formation of the world educational space and its most important characteristics. The authors have focused on understanding and analysis of the CIS countries educational relationships, the possibility of the formation of the Commonwealth educational space as a result of the integration process, its unity and integrity. According to the authors, informatization advocates an important factor that contributes to this interaction.
The relevance of the study is due to the emergence in the educational process in the Commonwealth countries of a new subjectdifferent-age communities, i.e. the prospect of organizing event networks that allow every citizen to master the traditional and innovative social experience. The subject of the research belongs to the areas actively developing in pedagogy and aimed at studying social processes, creating cultural and educational practices that contribute to the development of interstate educational space. The development of these areas stimulates the re-establishment in the CIS member states of the system of continuous education. The implementation of the principle of continuity is inextricably linked with social self-organization. Scientific novelty of the research includes a number of important contributions. 1. Justification of the new polysubject of the educational space of the CISthe "uneven-age community" 2. Characterization of possible forms and methods of (self) organization of uneven-age communities in the context of the dynamics of the national educational systems in the CIS countries. 3. Development of theoretical foundations for modeling event networks for different-age communities. The theoretical significance of the research results could be summarized in three key areas. 1. Generalization and systematization of the available scientific achievements and empirical data in the field of modeling educational networks for different-age communities. 2. Creating a theoretical basis for modeling event networks for different-age communities in the educational space of the CIS. 3. Development of the idea of modeling event networks for different-age communities in the context of developing national educational systems in the CIS, considering the requirements for realizing the potential of pedagogical and andragogical technologies. The practical significance of the research results is in the fact that they can be used to create a modern system of continuous education in the countries of the Commonwealth; as well as for the development of event networks for different-age communities that contribute to the preservation of the educational space of the CIS.
Введение. Раскрыты основы управления развитием пространства образования взрослых в условиях кооперации возможностей и ресурсов субъектов формальной и неформальной образовательных сфер через механизм формирования образовательного пространства. Цель статьи-проанализировать способы управления развитием пространства образования взрослых в условиях взаимодействия традиционных образовательных организаций и неформальных образовательных сообществ (общественных объединений). Материал и методы. Анализ литературных источников, нормативных и правовых документов государственных, региональных и муниципальных органов; анкетирование; педагогическое включенное наблюдение; анализ, сравнение и обобщение опыта деятельности общественных организаций; методы статистической обработки полученных данных. Результаты и обсуждение. Сфера управления представлена как скоординированное сочетание традиционных административных подходов, методического и педагогического способов управления, различных форм (само)управления общественных структур в многослойном пространстве. Показатели эффективности управления взаимодействием традиционных образовательных организаций и неформальных образовательных сообществ-общественных объединений: использование неформальных социальных практик общественных структур как источника модернизации, развития формализованного образования; сформированность готовности индивидуальных участников взаимодействия к выбору образовательного и жизненного пути, выраженность их ценностных ориентаций, социализированность; учет в управлении специфики формализованной образовательной сети и общественных инициатив определенной территории; учет при проектировании, управлении развитием сети взаимодействия принципов открытости, гибкости, целостности, событийности пространства. Заключение. Динамика сферы образования взрослых связана с ориентацией образования на развитие личности обучающегося, например через механизм образовательного пространства. В его основе-сетевое взаимодействие индивидуальных и групповых субъектов, в том числе образовательных организаций и общественных объединений. В содержании процесса управления их взаимодействием приоритетны задачи, связанные с освоением педагогической реальности-пространства образования взрослых: поддержка условий творческого развития и инициативности обучаемых, вовлечение в образовательный процесс общественности, оформление нормативно-правовой базы, расширение и усложнение связей разных социокультурных институтов, обновление содержательного наполнения образования и др. В результате широкого использования в управлении развитием пространства (ивент-менеджмент) общественных инициатив фиксируется динамика перехода от управления деятельностью образовательных организаций и общественных объединений к координации культурно-образовательных процессов исследуемой территории. Ключевые слова: пространство образования взрослых, сетевое взаимодействие, образовательные ресурсы, способы управления развитием пространства, неформальное образование. Якушкина М. С. Способы управления развитием пространства образования взросл...
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