The article examines the influence of physical education classes conducted on the basis of Polish and Ukrainian basic training programs on the level of physical fitness and physical development of pupils in secondary schools aged 9-10 years. The main features of the Polish and Ukrainian basic training programs are revealed, a comparative analysis of the advantages and disadvantages of each program has been performed. The study involved 132 pupils of 4 forms of three schools in Khmelnytskyi (Ukraine), who were divided into control (CG) and experimental (EG) groups. CG pupils (n=67) were engaged in sports activities in accordance with the requirements of the Ukrainian basic training program in physical education, pupils of EG (n=65)-in accordance with the requirements of the Polish basic training program. The level of physical fitness of pupils was determined by the exercises that characterize different physical qualities and physical development-by the indices: power, speed, speed-power, endurance, agility. According to the results of the conducted researches it is established that indicators of physical development of EG and CG pupils have a steady tendency for improvement during the study period, which testifies to the effectiveness of both Polish and Ukrainian basic training programs in physical education.
The purpose of the study was to explore three characteristic features of the East European educational services market. The study was carried out since December 2018 till January 2020. The following research methods were used in the work: empirical methods, methods of theoretical analysis and methods of social statistics. The results have a few significant implications for science and practice. For the first time three characteristic features of the East European educational services market were explored in the study: 1. The first characteristic feature of the East European educational services market is lack of strong research on higher education challenges. 2. The second characteristic feature of the East European educational services market is lack of the definition of "educational services" in the legislation of East European countries. 3. The third characteristic feature of the East European educational services market is weakness. The results are highly statistically significant (0.01). In this sense, the decision-making process is with accurate, controlled probability. Hence, some recommendations for the Governments of East European countries were generated: The governments should provide funding for research on the educational services market, and the governments should add the definition "educational services" to the normative legal acts.
The article considers the technology of formal and non-formal education as a factor of improving the quality, efficiency and effectiveness of lifelong learning of adults, their continuous personal and professional self-development and self-realization in accordance with an individual educational trajectory. In the study, the following methods were used: expert survey, interview, questionnaire, testing, observation, analysis of documents. The content, essence, principles of application of interactive, acmeological, andragogical and digital technologies are described, which ensure the effective functioning of the content of adult learning, meet the interests, requests and needs of customers of educational services, employers and key stakeholders. On the basis of comprehensive permanent monitoring, the effectiveness of the use of continuing education technologies for the training of a modern specialist has been experimentally tested. The results of the research can be used in the process of modernizing the system of continuing education, the organization of adult lifelong learning.
The relevance of the study is to set priorities in preparing students for walking sports and recreation trip. The article deals with the problem of the influence of students' physical fitness on the quality of a tourist trip organization, namely, on reasonable time to complete the route, to bivouac, to cook, to organize leisure and recreation activities. The authors have analyzed the content of sports and recreation tourism, revealed its features and advantages, and defined its positive impact on the human well-being and renewal of their functional capabilities. 67 students aged 17-19 of Khmelnytskyi Humanitarian-Pedagogical Academy (Ukraine) have participated in the research, who were the part of the experimental group (EG)-(n=33) and the control group (CG)-(n=34). Students of experimental group were trained according to the program of "comprehensive physical training of tourist", students from control group were trained according the traditional system of training. Assessment of the results was carried out by expert-teachers of the department of the theory and methodology of physical culture and valeology of Khmelnytskyi Humanitarian-Pedagogical Academy. According to experts, this training allowed students of the experimental group to reduce the time to pass the route by 11.7 %, to overcome natural obstacles by 40.3 %, to cook by 18.5 %, to bivouack by 20.6 %, which, respectively, allowed by 78 % increase the time spent on leisure organization (games, entertainment, local lore activity) and 2.2 times increase the time for recreation activities (bathing, walking, active recreation).
The article reveals the problem of empirical research of training higher education institutions teachers in the context of the master's degree programme. This study specifies and adapts the methods of diagnostics, criteria for conducting teacher training which are reasonable, psychologically and pedagogically approved and could be implemented in the institutions of higher education of different profiles. It was found out that the training of a teacher within the boundaries of the master's degree programme of institutions of higher education is an actual task of three-level training of a specialist in Ukraine and requires a differentiated approach for institutions of higher education of various profiles. The components of the programme, based on their comparative characteristics, the status of teacher training in higher education institutions of different profiles with the application of certain criteria, indicators and levels were determined. Comparative analysis of the results of determining the levels of activity empathy and pedagogical reflection formation at the final stage of the study showed objective differences in teacher training in the context of the master's degree programme of institutions of higher education of different profiles. The perspective directions of the problem under consideration are the study of the didactic conditions of effective teacher training for the master's degree in higher education and the development of the Concept of master's training in higher education institutions on this basis, the analysis of the influence of the main factors on the formation of a teacher of a higher educational institution in the context of a master's degree programme, in the profile professional training.
The global pandemic COVID-19, which began in 2020, has brought about new challenges to Ukraine’s higher and postgraduate education institutions. Despite the previous experience of providing online education courses, one of the main challenges to these institutions now remains to perform effective online teaching, which requires a proper theoretical and instructional basis. The study aims to outline efficient online teaching principles and best practices of how online teaching can provide effective interaction in the virtual online classroom with the aid of online learning management systems, online educational technologies, and digital learning tools. The article suggests a framework of twelve principles of effective online teaching determined for higher and postgraduate education that is deployed at five levels grouped according to specific online teaching issues (Level 0. Lecturer readiness, Level 1. Course planning, Level 2. Students’ facilitation, Level 3. Course content dissemination, and Level 4. Course feedback). Each identified principle at every level is covered with examples of specific teaching methods and best practices of how it is used to enhance the effectiveness of online teaching in higher and postgraduate education. To perform most effectively in an online education context, every lecturer should use each level from the developed framework and each principle from the level. However, even a partial application of certain principles will increase the efficiency of the online teaching process. The suggested five-level framework of twelve principles will be helpful for lecturers, professors, and other academic staff of universities and institutes of higher and postgraduate education when providing online and distance education.
The article deals with the problem of improving of the future primary school teachers training by means of a complex subject portfolio in a particular course of study in the context of education system reforming in Ukraine. The aim of this study is to track and prove the value of the subject portfolio in the "Methods of Teaching Subjects of Language and Literary Education" course. The article substantiates and validates the hypothesis that a complex portfolio with the proposed structure and developed assignments is an effective tool for the future primary school teachers training. Analyzing the results of the questionnaires, observing the process of students' fulfilling of problem-solving and creative assignments (mind maps, reflective essays, pedagogical diaries, their own media products and audio books for schoolchildren, lesson plans and visual aids design) confirmed that a complex portfolio is an relevant means for development of critical thinking, intrinsic motivation, ensures the autonomy and self-sufficiency of each student, forms confidence in their abilities and readiness to work in New Ukrainian School. The study involved 180 students of the first (bachelor's) degree in specialty 013 Primary Education on the Faculty of Primary Education and Philology in Khmelnytskyi Humanitarian-Pedagogical Academy (2017-2019 academic years). The quality dynamics of the students' knowledge and skills before and after the implementation of the complex portfolio in "Methods of Teaching Subjects of Language and Literary Education" course allows to acknowledge the expediency of its implementing.
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