EXPERIENCE OF PROFESSIONAL DEVELOPMENT OF SCIENTIFIC AND PEDAGOGICAL EMPLOYEES IN FOREIGN COUNTRIES

  • Chuprina Yu. A.
Keywords: Key words: professional development, labor resource, scientific and pedagogical pratsivnik, advising qualifications, rinok pratsi.

Abstract

The article highlights the experience of professional development of research and teaching staff
in foreign countries. In particular, the educational experience of the United Kingdom is considered,
whose public policy, recognizing the key role of higher education in solving socio-economic development
of society, attaches paramount importance to training scientific and pedagogical staff of higher education
institutions, as well as the experience of the United States. a course for the training of competitive
personnel in all spheres of economy and social life. Because, the modernization of education, the
formation of the European Higher Education Area require the expansion of their mobility, and hence a
constant increase in their level of professional competence.
The socio-economic situation that developed during this period and influenced the modernization
of the system of retraining of scientific and pedagogical staff of higher education in the United Kingdom and the United States is analyzed. It is noted that currently each higher education institution in the UK is
developing its own training program for its academic staff, conducting individual and group classes, as
well as providing special leave for teachers to conduct research. Along with higher education institutions,
the problem of retraining academic staff is dealt with by specially organized institutions, such as the
Academy of Higher Education, letter of credit and funding projects to improve the pedagogical activities
of teachers of higher education institutions in the country. It is noted that the peculiarity of the
organization and content of professional development of scientific and pedagogical staff of higher
education in the United States is the implementation of the "idea of free choice" and individualistic
approach. In organizational terms, the process of professional development is carried out during the
calendar year; the curriculum is so to speak "open" (in terms of schedule and content of training) and
"hidden" (in terms of organizational conditions that accompany the implementation of this process in
practice) nature.
It is concluded that the balance of borrowing foreign experience should be observed, as it is
necessary to take into account the Ukrainian mentality, national identity and peculiarities of the
Ukrainian scientific and pedagogical sphere.

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Published
2020-12-10
How to Cite
Yu. A., C. (2020). EXPERIENCE OF PROFESSIONAL DEVELOPMENT OF SCIENTIFIC AND PEDAGOGICAL EMPLOYEES IN FOREIGN COUNTRIES. Social Law , (1), 228-233. https://doi.org/10.37440/soclaw.2020.01.39
Section
Articles