Engineering and Educational Technologies. Quarterly theoretical and practical journal [Online journal].
– Kremenchuk: KrNU, 2018. – № 1 (21). – 92 p.
– Available at: http://eetecs.kdu.edu.ua

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Development and Application of Pedagogical Science Achievements at Educational Practice

Vasylyshyna N.  (download)
[in English]

The study contains a review of the research literature on gender and education and summarizes the main findings from international performance surveys on gender differences of male and female students in tertiary education. The study therefore examines modern outcomes in this area, particularly revealing such concerns as: motivation and psychological issues of gender differences between male and female students; differences of teachers’ attitude to male and female students as well as deals in part with co-education application in the studying and learning settings of male and female high school students. The conclusion summarizes the main priorities of gender diversities in high school and then outlines the possible directions that educational process of tertiary school might move towards in order to counterbalance existing inequalities and differences.

Key words: gender differences, male and female, senior students, high school, conservative and progressive approaches, cooperative learning (co-education), outcomes.

1. Ellis, R. (1994), The study of second language acquisition. Shanghai Foreign Language Education Printing House.

2. European Commission, (2010), Gender Differences in Educational Outcomes:  Study on the Measures Taken and  the Current Situation in Europe. [pdf] Education, Audiovisual and Culture Executive Agency. Available from: http://www.eurydice.org. DOI 10.2797/3598.

3. Maccoby, E., & Jacklin, D.(1974), Psychology of sex difference. Standford, California: Stanford University Press.

4. Xin, X. (2010), A Comparative Study of Boys’ and Girls’ English Study Differences. Journal of Language Teaching and Research, Vol. 1, No. 3, pp. 309-312. DOI:10.4304/jltr.1.3.309-312.

5. Wang, Q. (2015), A Study of the Influence of Gender Differences on English Learning of Senior High School Students. Higher Education of Social Science, 8 (6), p.p. 66-69. Available from: URL: http://www.cscanada.net/index.php/hess/article/view/7173 DOI: http://dx.doi.org/10.3968/7173.

Katrushova L.  (download)
[in Ukrainian]

Recently, due to global integration of Ukraine into the world community, as well as socio-economic changes throughout the world, the possibility of greater interaction has occurred between representatives of different ethnic, cultural, social, religious groups, etc. And, though the pace of educational migration has gone into decline in recent years, the problem of social adaptation of students-foreigners still remains urgent. One of the acute issues is the problem of deviant behavior, which is due to person's non-acceptance of moral and ethical norms of an "alien" country. This situation is one of the most important reasons for an in-depth study of the features and types of manifestations of deviant behavior, in order to prevent and correct such behavior in the future.

Keywords: social adaptation, deviant behavior, educational migration.

1. Danilin, D.A. (2005), Sistemnyiy analiz psihofizicheskoy i sotsialnoy adaptatsii studentov. Avtoreferat dissertatsii k.psih.n. Danilin D.A., Tula, Russia. [in Russian]

2. Zmanovskaya, E.V. (2003), Deviantologiya: (Psihologiya otklonyayuschegosya povedeniya), Akademiya, Moscow, Russia. [in Russian]

3. Sedykh, K.V. and  Morhun, V.F. (2015), Delinkventnyi pidlitok, Slovo, Kyiv, Ukraina. [in Ukrainian]

Achkasova S.  (download)
[in Ukrainian]

The article substantiates the theoretical aspects of the definition of "internationalization of higher education". The essence of the concept of "internationalization of higher education" as the process of integration of the international dimension into teaching and learning, scientific research, social services of higher educational institutions, in the development of educational development strategies aimed at shaping the global thinking of youth, taking into account the prospects for the development of modern society, is determined. The main factors, forms and strategies of internationalization of higher education are systematized, implementation of which will help to solve the problem of imbalance of credit and degree mobility and institutional cooperation, promote cooperation between higher education and industry, eliminate barriers to development of joint / double degrees, develop innovative models of digital and mixed learning, stimulate bilingual and multilingual learning, eliminating barriers between internationalization of research and education at all levels for greater synergy and opportunities.

Key words: internationalization of higher education, factors of internationalization of higher education, forms of internationalization of higher education, strategies of internationalization of higher education.

1. Verbic'ka S.V. (2010), Zabezpechennja jakostі vicshoї osvіti v umovah іnternacіonalіzacії global'nogo osvіtn'ogo prostoru, Porіvnjal'no-pedagogіchnі studії, № 3-4, pp. 78-86. [in Ukrainian]

2. Dan'ko, N.І. (2015), Elektronna іnternacіonalіzacіja vicshoї osvіti, Problemi suchasnoї osvіti, Vip. 6, pp. 46-50. [in Ukrainian]

3. Debich, M.A. (2017), Іnternacіonalіzacіja vicshoї osvіti: svіtovij dosvіd : monografіja, Unіversitets'ka kniga, Sumi, Ukraina. [in Ukrainian]

4. Kozієvs'ka, O.І. (2012), Strategії іnternacіonalіzacії vicshoї osvіti : mіzhnarodnij dosvіd ta ukraїns'kі perspektivi, Vicsha shkola, № 7, pp. 30-39. [in Ukrainian]

5. Korsak, K.V. and Lastovchenko, І.O. (2007), Vicsha osvіta і Bolons'kij process, MAUP, Kyiv, Ukraina. [in Ukrainian]

6. Kravchenko, A.S. (2016), Elektronne navchannja v umovah іnternacіonalіzacії vicshoї osvіti, Socіal'nі tehnologії : aktual'nі problemi teorії ta praktiki, Vip. 72, pp. 94-100. [in Ukrainian]

7. Zaharchenko, V.M., Kalashnіkova, S.A., Lugovij, V.І., Stavic'kij A.V., Rashkevich, Ju.M. and Talanova, Zh.V. (2014), Nacіonal'nij osvіtnіj glosarіj: vicsha osvіta, TOV «Vidavnichij dіm «Plejadi», Kyiv, Ukraina. [in Ukrainian]

8. Nіtenko, O.V. (2015), Іnternacіonalіzacіja vicshoї osvіti jak faktor rozvitku unіversitetu, Osvіtologіchnij diskurs, № 2(10), pp. 205-216. [in Ukrainian]

9. Sbruyeva, A.A. (2013), Іnternacіonalіzacіja vicshoї osvіti : prіoriteti kompleksnoї strategії Єvropejs'kogo Sojuzu, Vicsha osvіta Ukrainy, № 3, pp. 89-95. [in Ukrainian]

10. Solocshenko, V.M. (2012), Іnternacіonalіzacіja unіversitets'koї osvіti : dosvіd nіmec'komovnih kraїn, Vidavnicho-virobniche pіd-vo «Mrіja», Sumy, Ukraina. [in Ukrainian]

11. Chernjakova, Zh.Ju. (2012), Іnternacіonalіzacіja osvіtn'ogo prostoru starshoї shkoli Velikoї Britanії, dis. kand. ped. nauk : 13.00.01, Sumy. [in Ukrainian]

12. Chernjakova, Zh.Ju. (2015), Porіvnjal'na harakteristika modelej іnternacіonalіzacії osvіtn'ogo prostoru, Ukraїns'kij pedagogіchnij zhurnal, № 4, pp. 242-250. [in Ukrainian]

13. Chirva, A.S. (2012) Tendencії іnternacіonalіzacії zmіstu vicshoї osvіti v unіversitetah Kanadi, dis. kand. ped. nauk : 13.00.01, Sumy. [in Ukrainian]

14. Altbach, P. and Knight, J. (2006), The internationalization of higher education: Motivations and realities, Journals of Studies in International Education, Vol. 11 (3–4), pp. 290-305.

15. Bartell, M. (2003), Internationalization of Universities: A University culture-based framework,  Higher Education, The Netherlands, Kluwer Academic Publishers, № 45, pp. 43–70.

16. De Wit, H., Hunter, F., Howard, L. and Egron-Polak, E. (2015), Internationalisation of Higher Education. Study, Brussels, European Parliament, 319 p.

17. Fielden, J. (2008), The practice of internationalization: Managing International Activities in UK Universities, UK : Higher Education International Unit, 70 p.

18. Hahn, K. (2001), Begriffsklärung der «Internationalisierung der Curricula», Beiträge zur Hochschulforschung, pp. 25–26.

19. Knight, J. (2008), Higher Education in Turmoil: The Changing World of Internationalization, Rotterdam, Netherlands : Sense Publishers, 441 p.

20. Mason, J. and Stanley, D. (1997), Preparing Graduates for the Future: International Learning Outcomes, Vancouver : AUCC, pp. 12-16.

21. Mestenhauser, J. (1998), International Education on the Verge: In Search of a New Paradigm, International Educator, Vol. 7, pp. 20-28.

22. (1999), OECD. Quality and Internationalisation in Higher Education, Paris, France : OECD Publishing, 272 p.

23. Rudzki, R. (1998), The strategic management of internationalisation : Towards a model of theory and practice. PhD dissertation (Education), University of Newcastle, Tyne, 521 p.

24. Schnitzer, K. and Körte, E. (2001), Fallstudien zur Internationalisierung des Curriculums an deutschen Hochschulen: Nationaler Bericht für das Bundesministerium für Bildung, Wissenschaft, Forschung und Technologie (BMBF), pp. 47-49.

25. Teichler, U. (2004), The changing debate on internationalisaton of higher education, Higher education, Vol. 48, pp. 5–26.

26. Wende, M.C. van der. (1997), Internationalising the Curriculum in Higher Education, Tertiary Education and Management, Vol. 2, No. 2, pp. 186-195.

27. Wende, M. van der. (1997), Internationalising the Curriculum in Dutch Higher Education, Journal of Studies in International Education, № 1/2, pp. 42–56.

Nenastіna T.  (download)
[in Russian]

The framework of the provision of the educational process in Kharkiv National Automobile and Highway University aimed at building the professional competences of students is described in this article. It is shown, even checking the residual student's knowledge of the students, is a necessary component for the qualitative study of the "Chemistry" discipline in the university, the definition of student's knowledge, as well as the reminder of the main fundamental fundamentals of the subject. The main topics, examples of problems and methods of solving the problems of "zero" control are considered. The subjects included in the verification of knowledge include the main blocks of discipline according to the school curriculum, which are the basis for further study of discipline. The connection of the discipline "Chemistry" with the specialized disciplines of technical specialties is shown. The analysis of residual school knowledge of the first-year students of all technical specialties of Kharkiv National Automobile and Highway University on the discipline "Chemistry" was conducted. The necessity of activation of all types educational work while studying special disciplines was shown. There is a tendency to decrease the level of school preparation in the discipline "Chemistry", which is due to a number of factors.

Кey words: discipline chemistry, inspection remnants knowledge, student, planning.

1. Datsenko, V.V. (2017), Formuvannya profesiynoyi kompetentnosti u studentiv tehnichnih VNZ u protsesi navchannya himiyi, Vestnik HNADU, Iss. 77, pp.13-17. [in Ukrainian]

2. Hobotova, E.B., Ignatenko, M.I. and Kalmyikova, Yu.S. (2016), Individualnyiy pohod pri obuchenii himii, Obrazovanie i samorazvitie, №1(47), pp. 106-109. [in Russian]

3. Vneshnee nezavisimoe otsenivanie, available at: https://ru.osvita.ua/test/rez_zno/ (accessed 02.02.2018) [in Ukrainian]

4. Lebedintsev, V.B. (2005), Modernizatsiya selskoy malokomplektnoy shkolyi: neklassno-urochnaya model, Narodnoe obrazovanie, № 1, pp. 103-107. [in Russian]

Habenko I.   (download)
[in Ukrainian]

The article deals with the trends and development prospects of the higher education system, majoring in “Food Technologies”, taking into account up-to-date requirements to global and European integration processes. The attention is drawn to the trends of multiple-level system, individualization, fundamentalization, differentiation of the higher education. Educational process concept in process of training of food technology experts is disclosed. One of the options to implement the student-oriented approach is offered by means of introduction of elective courses system of various categories in curriculum: minor, major and free minor. The principle of free selection of courses makes the student’s individual plan unique, provides opportunity to obtain required professional competence, technical and functional knowledge and skills in process of training, as well as competence to meet own creative and personal demands. The necessity to implement the practice-oriented education is proved.

Keywords: educational programme, specialization, major, minor, free minor.

1. Postanova Kabinetu Ministriv Ukrainy Pro zatverdzhennia pereliku haluzei znan i spetsialnostei, za yakymy zdiisniuietsia pidhotovka zdobuvachiv vyshchoi osvity vid 29.04.2015 r. № 266 [The Resolution of the Cabinet of Ministers of Ukraine ''On Approval of the List of Subject Areas and Majors, that are Used for Training Higher Education Applicants'' dated 29.04.2015 No. 266], Ofitsiinyi veb-sait Verkhovnoi Rady Ukrainy, available at: http://zakon0.rada. gov.ua/laws/show/266-2015-п (accessed 15.01.2018). [in Ukrainian]

2. Zakon Ukrainy «Pro vyshchu osvitu» [The Law of Ukraine ''On Higher Education''], available at: http:// zakon2.rada.gov.ua/laws/show/1556-18 (accessed 15.01.2018). [in Ukrainian]

3. Stadnyi, Ye., Kudelia, M., Zherobkina, T., Bezman, A. and Kavtseniuk, M. (2015), Vybir bez vyboru: monitorynh vybirkovykh kursiv u derzhavnykh vyshakh [Choice without Choice: Monitoring of Elective Courses in the State Higher Educational Institutions], CEDOS analitychnyi tsentr, available at:// www.cedos.org.ua/uk/osvita/vybir-bez-vyboru-monitorynh-vybirkovykh-kursiv-u-derzhavnykh-vyshakh (accessed 15.01.2018). [in Ukrainian]

4. Vseukrainska narada shchodo zaprovadzhennia dystsyplin za vyborom studentiv u vyshchomu navchalnomu zakladi [All-Ukrainian session regarding introduction of elective courses for students of the higher educational institutions], available at: http: // mon.gov.ua/activity/ education/vishha/materiali-vseukrayinskoyi-naradi-z-predstavnikami-vnz-z-pitan-implementacziyi-polozhen-zu-«pro-vishhu-osvitu»-u-chastini-zaprovadzhenny (accessed 15.01.2018). [in Ukrainian].

5. (1990), ASSOCIATION OF AMERICAN COLLEGES. The Challenge of Connecting Learning, Washington, DC: Association of American Colleges, USA.

6. (2013), Dosvid pratsevlashtuvannia vypusknykiv vyshchykh navchalnykh zakladiv: pohliad  vypusknykiv ta robotodavtsiv [The experience of employment of the university graduates: graduates’ and employers’ view], available at: http://www.slideshare.net/bestuniverua/ss-27208268 (accessed 15.01.2018). [in Ukrainian]

Potapiuk L.  (download)
[in Ukrainian]

The article highlights actual problems of developing the professional competence of the future specialists of technical higher educational institutions. The emphasis is laid on the requirements to the potential employees put forward by the labor market (fundamental theoretical training, integrity, sociability, ability to respond quickly, the ability to think for the future, concentration, purposefulness). The study considers basic theoretical aspects and the role of competence-based approach to higher technical education and analyzes the interpretations of the key concepts of the competence approach – "competence", "competencies", "professional competence", "subject-related competencies", and "key competencies". The content and the distinctions between the concepts of "competence" and "competencies" are analyzed in the context of the learning process at technical university. The author argues that professional competence is the key determinant indicator of a graduate’s readiness or preparedness for the professional activity and defines the professional competence structure and its functions. The pedagogical conditions and learning environment peculiarities which promote the development of professional skills of future specialists at technical higher educational institutions are described. The author suggests some effective ways to increase the professional competence of graduates.

Key words: professional education, competence-based approach, competence, competencies, professional competence, subject-related competencies, key competencies.

1. Batysheva, S.Ia. (1999), Entsyklopediia profesiinoi osvity, T.2, APO, Moscow, Russsia. [in Russian].

2. Baidenko, V.Y. (2005), Bolonskyi protsess Berhenskyi etap, Yssledovatelskyi tsentr problem kachestva podhotovky spetsyalystov. Rossyiskyi Novyi Universytet, Moscow, Russia. [in Russian].

3. Busel, V.T. (2004), Velykyi tlumachnyi slovnyk suchasnoi ukrainskoi movy, VTF «Perun», Kyiv-Irpin, Ukraina. [in Ukrainian].

4. Honcharenko, S.U., Nychkalo, N.H., Petrenko, V.L. and Nychkalo, N.H. (2002), Derzhavni standarty profesiinoi osvity: teoriia i metodyka, Tekhnolohichnyi un-t Podillia, Khmelnytskyi, Ukraina. [in Ukrainian].

5. Derkach, A.A. (2004), Akmeolohycheskye osnovy razvytyia professyonala, Yzdatelstvo Moskovskoho psykholoho-sotsyalnoho ynstytuta, NPO «MOEK», Russia. [in Russian].

6. Kozak, T. (2003), Informatsiina model osvitnoi diialnosti vyshchoho navchalnoho zakladu III-IV rivnia akredytatsii, Novi tekhnolohii navchannia, Vyp. 35, pp. 201-215. [in Ukrainian].

7. Bibik, N.M., Vashchenko, L.S. etc. (2004), Kompetentnisnyi pidkhid u suchasnii osviti: svitovyi dosvid ta ukrainski perspektyvy. [in Ukrainian].

8. Luhovyi, V.I., Sliusarenko, O.M. and Talanova, Zh.V. (2012), Kliuchovi poniattia suchasnoi pedahohiky: navchalnyi rezultat, kompetentnist, kvalifikatsiia, Pedahohichna i psykholohichna nauky v Ukraini : zb. nauk. prats : v 5 t, T. 1 : Zahalna pedahohika ta filosofiia osvity, pp. 23-38. [in Ukrainian].

9. Pavliutenkov, E. M. (1983), Professyonalnaia oryentatsyia uchashchykhsia, Rad. shkola, Kyiv, Ukraina. [in Ukrainian].

10. Morozov, S.M. and Shkaraputa, L.M. (2000), Slovnyk inshomovnykh sliv, Naukova dumka, Kyiv, Ukraina. [in Ukrainian].

11. Subetto, A.Y. (2007), Kompetentnostnyi pokhod : ontolohyia, epystemolohyia, systemne ohranychenyia, klassyfykatsyia y ehomesto v systeme noosfernoho ymperatyva v XXI veke, Yssled. tsentr problem kachestva podhot.spetsyalystov, Moscow, Russia. [in Russian].

12. Yahupov, V.V. and Svystun, V.I. (2007), Kompetentnisnyi pidkhid do pidhotovky fakhivtsiv u systemi vyshchoi osvity, Naukovi zapysky, Tom 71 Pedahohichni, psykholohichni nauky ta sotsialna robota, p. 3-8. [in Ukrainian].

13. Tuning, Educational Structures in Europe, available at: www. Relintdeusto (accessed 10.02.2018).

14. While, R.W. (1959), Motivation Reconsidered: The Concept of Competence, Psyhological Review, № 66.

Gladyr A.  (download)
[in Ukrainian]

The paper deals the main achievements of the Kremenchuk Mykhaylo Ostrogradsky National University in the field of international credit academic mobility, which is considered as a powerful tool for integration into the international scientific and educational area and for the consistent implementation the university's higher education internationalization strategy. On concrete examples, the experience of implementing effective forms and methods for implementing academic exchanges, both at the university professorial level and at the level of students who acquire an educational (first or second) or educational (third) higher education degree, is considered. The results of the university's participation in the programs of international credit academic mobility within the framework of the European Union program Erasmus + are presented. Particular attention is paid to the analysis of the main factors that negatively affect the development of academic mobility at the university and the state levels, the search for ways to overcome or minimize existing problems.

Keywords: academic mobility, academic exchanges, Erasmus +.

1. Stratehichna prohrama intehratsiyi KrNU u mizhnarodnyy osvitniy ta naukovyy prostir, fvailable at: http://cia.kdu.edu.ua/Documents/Strategy%20uk.doc (accessed 10.12.2017). [in Ukrainian]

2. Polozhennya pro poryadok realizacii prav na akademichnu mobil`nist` KrNU, available at: http://www.kdu.edu.ua/Documents/nncpdo_pologennija_akadem_mobil.pdf (accessed 10.12.2017). [in Ukrainian]

3. Trends in International Student Mobility 2014, QS Top Universities, available at: http://www.topuniversities.com/student-info/qs-guides/trends-International-Student-Mobility-2014 (accessed 20.09.2017).

4. Pasichnyk, N. (2014), Students`ka akademichna mobil`nist` yak chynnyk integracii Ukrainy u svitovyi naukovo-osvitnij prostir, Tezy dopovidej XVI Mizhnarodnoyi naukovo-praktychnoi konferencii «Udoskonalennya informacijno-resursnogo zabezpechennya osvity ispans`kyj nauky v umovah evrointegracii» 22-24 travnya 2014, Bila Cerkva, pp. 40-41.  [in Ukrainian]

5. Hordiyenko, M. and Gladyr, A. (2008), Formuvannya umin' i navychok samostiynoyi roboty z inozemnoyu fakhovoyu literaturoyu u maybutnikh inzheneriv: tekhnolohichnyy aspect, Publisher “Private Entrepreneur Shcherbatykh O.V.”, Kremenchuk, Ukraina: [in Ukrainian]

Bespartochna О.  (download)
[in Ukrainian]

The importance of formation of conflictological competence among future lawyers in higher educational institutions is proved. The analysis of modern research on the definition and content of the concept of conflictological competence of law students is carried out. The conditions for the formation of the conflictological culture of the specialist are analyzed and the introduction of active methods of training in the formation of conflictological competence of future lawyers in the process of professional training is suggested.

Key words: conflictological competence, professional competence, components of professional legal competence.

1. Aleshina, O.A. (2008), Formirovanie pravovoy kul'tury v protsesse yuridicheskogo obrazovaniya i vospitaniya, Filosofiya prava, № 5, pp. 23-25. [in Russian]

2. Hirenko, S.P. (2013), Kontseptualni zasady vykhovannia konfliktolohichnoi kultury pratsivnykiv OVS v umovakh profesionalizatsii (pedahohichnyi aspekt), Tavriys’kyy visnyk osvity, no. 3 (43), pp. 73-78, available at: http://archive.nbuv.gov.ua/portal/ Soc_Gum / Nzkp / 2008_20 / 08.htm (accessed 10.02.2018). [in Ukrainian]

3. Kozych, I.V. (2008), Model' formuvannya konfliktolohichnoyi kompetentnosti sotsial'noho pedahoha v umovakh mahistratury, Visnyk Zaporiz'koho natsional'noho universytetu, no. 1, pp. 110-118. [in Ukrainian]

4. Markarova, K.E. (2006), Psihologo-pedagogicheskie usloviya razvitiya professionalno-znachimyih kachestv u buduschih yuristov, Izvestiya TRTU, no. 14 (69), pp. 337-342. [in Russian]

5. Typove polozhennia pro yurydychnu kliniku vyshchoho navchalnoho zakladu Ukrainy zatverdzheno Nakazom Ministerstva osvity i nauky Ukrainy vid 03.08.2006 N 592, avialable at: http://www.zakon2.rada.gov.ua/laws/show/z0956-06 (accessed 10.02.2018). [in Ukrainian]

6. Definition of a Legal Clinic, available at: http://encle.org/aboutencle/definition-of-a-legal-clinic (accessed 10.02.2018).

Shmeleva A.  (download)
[in Ukrainian]

New approaches to define expertise and competence have been analyzed in this work. It has been analyzed what scientists think about defining educational competences. The main components of lawyer’s axiological competence have been examined. On the basis of scientists thoughts research as well as on the basis of own acquisitions and considering the specifics of professional activity, there have been allocated three main components of future lawyers axiological competence: axiological, cognitive and evaluative. Their core has been disclosed. It has been confirmed that the lawyer’s professional activity aims at abidance by moral and ethical legal standards and provides specialist’s orientation on generally recognized values, moral norms and law. The priority of axiological competence creation in future lawyers has been grounded.

Key words: competence, expertise, axiological competence, axiological marks, lawyer.

1. Khutorsky, А., Kliuchovi osvitni kompetentnosti [Key educational competences], available at: http://osvita.ua/school/theory/2340/ (accessed 05.02.2018). [in Ukrainian]

2. Kozakova, N.B., Realizatsiia kompetentnisnoho pidkhodu v navchanni molodshykh shkoliariv [Competence approach realization in elementary pupils study], available at: http://osvita.ua/school/lessons_summary/edu_technology/31210/ (accessed 05.02.2018). [in Ukrainian]

3. Khiminets, V. (2010), Kompetentnisnyi pidkhid do profesiinoho rozvytku vchytelia [Competence approach to professional development of a teacher], available at: http://zakinppo.org.ua/2010-01-18-13-44-15/233-2010-08-25-07-10-49 (accessed 05.02.2018). [in Ukrainian]

4. Stepanov, О.М. and Fitsula, М.М. (2006), Osnovy psykholohii i pedahohiky [The Basics of Psychology and Pedagogics], Akademvydav, Kyiv, Ukraina. [in Ukrainian]

5. Oleinikov, S.М. (2012), "Legal Culture Archetypes and Legal anti-culture dysfunctions", The Reporter of Yaroslav Mudryi National Law Academy. Series: philosophy, law philosophy, political science, social science: set of research papers, № 3 (13), pp. 202–205. [in Ukrainian]

6. Tugarinov, V.P. (1968), Teoriya tsennostey v marksizme [The Theory of Values in Marxism], Publishing House LGU, Leningrad, USSR. [in Russian]

7. Martynuk, О.B. (2003), "The Research of Professional Axiological Orientations of a Teacher as an Axiological System", Axiological priorities in education of XXI century: the materials from international scientific conference, pp. 183–191. [in Ukrainian]

8. Kalamazh, R.V. (2008), "The Problem of Components Relations of Lawyer Professional Consciousness", The Latest Problems of Psychology, Т. 7, issue 15, pp. 113–114. [in Ukrainian]

9. Gusarev, S.D. and Tikhomirov, O.D. (2006), Yurydychna deontolohiia (osnovy yurydychnoi diialnosti) [Legal medical ethic (the basics of legal activity)], Znannia, Kyiv, Ukrainian. [in Ukrainian]

10. Yadov, V.А. (1969), "About different approaches to the concept of a personality and related to it goals of mass communication research", Personality and mass communication: the materials of socialists meeting, Issue 3, pp. 19. [in Russian]

11. Mosalenko, О.V. (2013), "Structural Components of Axiological Sphere of Personality", Reporter NTU «КPІ». Philosophy. Psусhology. Pedagogics, Issue 1, pp.91–98. [in Ukrainian]

[in Ukrainian]

An important resource of the quality education is the consistency of its objective conditions, needs and capabilities of all subjective members of the educational process. Hence the task of developing the model of their adapted interaction is formed.

The paper analyzes modern methodological approaches to the issue of educational adaptation in in technical universities. The existence of a contradiction between the traditional system of adaptive learning in high school and the cognitive needs of modern youth is shown. There are two directions in the process of adaptation that have different operational aspects: the first is adaptation, which involves adapting students to the conditions and characteristics of the educational environment; the second is the transformation and adjustment of the educational environment to the needs of students. An appropriate model of binary interaction of educational adaptation with components of the educational environment was created. The objective and subjective principles of its functioning are considered. The model highlights the real interconnections between the components of the modern educational system and promotes the search for ways to improve the educational process.

Key words: education, model, adaptation, higher school, teaching, educational environment.

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Lisova N.  (download)
[in Ukrainian]

The author shows theoretical foundations of state and public management of general secondary education, in particular the education department at the present stage of the development of civil society and the reform of education; depicted the essence of the concepts "the principle", "general secondary education", as well as the normative and legal maintenance of state and public management by modern normative acts, the principles which are covered in modern scientific researches; the author draws attention to the importance of the small cities of Ukraine, the transformational processes that took place during the administrative-territorial reform, as well as on the components of the model of state and public administration of the education department in the conditions of a small city. To ensure effective management of the development of general secondary education in small cities of Ukraine, the author proposed some recommendations, with particular attention to the interaction of local government and territorial communities based on scientific principles, such as openness, objectivity, coordination of actions, constructive dialogue, trust, legality, parity, etc.

Key words: management, general secondary education, principles, department of education, small city.

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