To ensure the safety of passenger carriages by rail ferries, mathematical modeling of dynamic loading is performed. The accelerations are determined as components of the dynamic load acting on the body of a passenger car. This takes into account the actual hydrometeorological characteristics of the water area of the railway ferry. The calculations are made in relation to the railway ferry "Mukran", which moves the Baltic Sea. The model takes into account that the car body is rigidly fixed relative to the deck and during the oscillations of the railway ferry follows the trajectory of its movement. The solution of the mathematical model is implemented in the Mathcad software environment using the Runge-Kutta method. It is established that the maximum value of the acceleration acting on the car body is 1.8 m/s 2. Determination of the dynamic loading of the passenger car body during transportation by sea is also carried out by computer simulation. The calculations were carried out in the CosmosWorks software package using the finite element method. Numerical values and acceleration distribution fields are obtained relative to the carriage body structure of a passenger car. A modal analysis of the car body during transportation by rail ferry is carried out. The numerical values of the critical frequencies and waveforms are obtained.
The article discloses the peculiarities of developing professional competence in professional training teachers. This process mostly involves using traditional pedagogical technologies. The article presents results of the ascertaining experiment and indicates the need for continuing professional development of teachers based on innovative principles. It also suggests using up-to-date pedagogical technologies of distance and project-based learning and production technologies to develop professional competence in actors in the educational process (teachers and students). This refers to the implementation of a competence-based approach in the professional education system. It is reflected in the development of professional competence based on some steps. They include expanding informational and educational space for actors in the educational process and individualizing learning using modern information resources (distance technologies); ensuring the interaction between actors in the educational process, as well as the joint realization of searching, cognitive and research activities (project-based technologies); organizing the educational process under the social partnership, taking into account the timely response of the professional education system to the emergence of innovations in production and the service sector (production technologies).
The publication provides a comprehensive analysis of the state and development of national education over the 30 years of Ukraine’s independence, identifies current problems in education, ascertains the causes of their emergence, offers scientifically reasoned ways to modernise domestic education in the context of globalisation, European integration, innovative development, and national self-identification. Designed for legislators, state officials, education institutions leaders, teaching and academic staff, the general public, all those who seek to increase the competitiveness of Ukrainian education in the context of civilisation changes.
Актуальність: у системі підготовки педагогів для професійної (професійно-технічної) освіти бракує взаємодії між суб’єктами цього процесу, стейкхолдерами та іншими зацікавленими сторонами, що зумовлює її невідповідність потребам ринку праці, знижує якість освіти. Разом з тим, сформованість професійних компетентностей викладачів визначає не лише якість підготовки здобувачів професійної (професійно-технічної) освіти, але й усієї системи, що спрямована на забезпечення економіки країни кваліфікованими робітничими кадрами. Механізми управління професійною підготовкою викладачів для закладів професійно-технічної освіти (ПТО) потребують перегляду та вдосконалення. Одним з інструментів розв’язання цієї проблеми є управління на основі партнерства та стандартизації. Тому дослідження сучасного стану партнерства у підготовці педагогів професійної освіти заради розроблення нових механізмів управління підготовкою є надзвичайно актуальним. Мета: аналіз сучасного стану партнерства у підготовці педагогів професійної освіти. Методи: аналіз наукової літератури, законодавчо-нормативних документів – для вивчення сучасних тенденцій в управлінні професійною підготовкою педагогів; метод опитування (анкетування з використанням веб-сервісу GoogleForms), метод експертного оцінювання, порівняльний аналіз – для з’ясування сучасного стану партнерства у підготовці педагогів професійної освіти. Результати: представлено результати опитування викладачів закладів вищої освіти, які здійснюють підготовку здобувачів за спеціальністю «Професійна освіта», здобувачів вищої освіти, педагогів та керівників закладів професійної освіти. Висновки: опитування засвідчило факт недосконалості існуючої системи підготовки педагогів професійного навчання, зокрема: несистемної співпраці усіх суб’єктів освітнього процесу та потенційних роботодавців, недостатньої практичної та професійної спрямованості навчання, невідповідності вимогам ринку праці, віддаленості від виробничих умов, затеоретизованості навчання, невикористання усіх потенційних можливостей співпраці з міжнародними організаціями, центрами зайнятості, професійними спілками. Для посилення якості підготовки необхідне впровадження нових механізмів управління цією підготовкою, вдосконалення методики навчання, організації практичного навчання здобувачів освіти та системи підвищення кваліфікації через налагодження тісної співпраці, розширення партнерських відносин між закладами професійної (професійно-технічної), вищої освіти та з іншими зацікавленими сторонами.
The purpose of the article is to consider the model of the formation of the safety culture of professional activity in future occupational safety and health engineers. The urgency of the implementation of the stated research within the Concept of sustainable development has been substantiated. The study establishes the structure of the model represented by five blocks: prospective-target, theoretical-methodological, content-technological, diagnostic-resultant. The prospective-target block defines the goals and objectives of the research; the theoretical-methodological block provides for a concept, methodological approaches, principles, factors, pedagogical conditions that contribute to the effective formation of the culture of safety of professional activity; content-technological is expressed by a complex of didactic units that include content components, forms, methods and technologies of teaching; the diagnostic-resultant block contains diagnostic tools for the formation of the safety culture of professional activity among future engineers on labor protection. The conclusion is made about the dynamism and balance of the components of the proposed model, aimed at the personal growth of future occupational safety and health engineers and the development of their creative potential, most significantly focused on the prevention of the risks and harm caused by occupational hazards.
The article represents VET modernisation problem as pre-technological and occupational pre-high education. The aim is to ground innovative changes priority approaches in educational subsystems aligned with Sustainable Development Strategy "Ukraine-2020", Copenhagen Declaration, Bruges Communique, Torino Process, etc. The article provides characteristics of educational trends emphasising technological education for senior high school students modernisation. Modern approaches on personalisation technological education, professional career guidance for schoolers are envisaged. It grounds the necessity for structural changes in schools based on cooperation with enterprises, VET schools and HEIs. It emphasises the need to modernize VET in accordance with modern economy and education trends. The increasing prestige mechanism for working professions and professional (vocational) education as a whole is revealed. The article defines VET's aim and its organization-pedagogical conditions, namely: VET schools management decentralization; setting marketing services; implementing VET education quality monitoring system; multi-source financing etc. The specifics for transition to applied training model targeting a person's needs, national and regional LMs are considered. The attention is drugged to broad use of dual education within employers' engagement; setting flexible training entities for formal, informal and non-formal professional education programs realisation. It specifies the specifics of creating information-educational environments, inclusive education conditions in VET schools. It emphasises competence-based occupational, educational and assessment standards development, designing new hi-tech qualifications, creating a New occupations and professions register, including "green" ones. Inter-disciplinary approach for projecting socio-cultural component of VET content importance is outlined and the need for occupational pre-high education modernization is examined.
Relevance. The paper focuses on the structural and content-related changes in the system of vocational education and training at the time of proclaiming Ukraine’s independence. It also analyzes the impact of educational concepts, laws, decrees, state programs and other regulatory documents adopted in the 1990s on this process. The paper aims to study an essential pedagogical issue, that is the process of reforming vocational education and training in the first decade of Ukraine’s independence in the context of enhancing its quality. Research methods. The following scientific methods were used to achieve the research goal: definitive and logical analysis of scientific works – to summarize conceptual views on the training of skilled workers in vocational schools in the 1990s; analysis and synthesis of the legal framework – to explain the functioning of the vocational education and training system, to identify the mechanisms of legal regulation and areas of its reform in the late 20th century; study and analysis of the innovative experience in training skilled workers – to clarify social, economic, pedagogical and other factors in the modernization of professional (vocational) education today. Results. The paper describes the organizational structure and effectiveness of vocational education and training management in the 1990s. It highlights the principles applied to shape the content of professional education in the light of technical and technological changes in the branches of the economy. Besides, it reveals the peculiarities of the educational process in vocational schools and ... Conclusions. Socio-economic and political processes taking place at the beginning of Ukraine’s independence significantly changed all spheres of public life. It also refers to the system of professional training of skilled workers for various branches of the economy and the service sector. Thus, it proves the relevance of applying such experience in the modernization of professional (vocational) education today.
The relevence of the paper is due to the need to substantiate the challenges and problems that hinder the processes of modernization of domestic vocational education and may pose a threat to national security and national interests of Ukraine. Purpose: to identify the main external and internal challenges for the system of vocational education in Ukraine, to analyze the identified problems, to determine the degree of their impact on the system of domestic vocational education, to substantiate the ways to overcome them. Methods: analysis of scientific and other sources – to identify external and internal challenges of the vocational education system; expert assessment – to rank the identified challenges, to determine their impact on the system of domestic vocational education and the level of danger to the national interests of Ukraine; systematization and generalization – to substantiate the ways to overcome these problems. Results: based on the analysis of modern legislative and regulatory sources, materials and recommendations of international and national scientific-practical conferences, seminars, webinars, publications in professional printed and electronic publications, a list of external and internal challenges for vocational education in Ukraine is formed; the problems determined by them are substantiated; the degree of their influence on the system of domestic vocational education is determined; proposals are formulated for their solution. Conclusions: A number of challenges have been identified: the external challenges (transformation of world labor markets due to changing energy paradigm, introduction of rational models of consumption and production, intensification of "green policy"; transition of developed countries to a new technological system and digital economy; information war against Ukraine; staff shortage labor markets and the resulting strong labor migration from Ukraine) and the domestic challenges (public and economic demand for a new quality vocational education system; high unemployment, shortage of competitive skilled workers in domestic labor markets). Based on the method of expert evaluation, we have identified the problems that, in the conditions of hybrid war, may pose the greatest threat to the national interests of Ukraine (low quality of professional training of teachers of vocational education institutions; insufficient provision of educational programs for critical thinking of modern youth; teachers and students of vocational education institutions), its economic security (inconsistency of quality of training of future skilled workers to the requirements of modern employers, insufficient formation of entrepreneurial, career, self-educational competencies of graduates; low career guidance; education), as well as environmental and energy independence (low level of energy saving and environmental competence of graduates of vocational education institutions, low motivation of partners to participate in the modernization of vocational education).
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