Категорії та принципи системи професійної (професійно-технічної) освіти як детермінанти методології дослідження у галузі науки "Державне управління"
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Дата
2019
Автори
DOI
doi.org/10.32702/2306 6814.2019.11.115
Науковий ступінь
Рівень дисертації
Шифр та назва спеціальності
Рада захисту
Установа захисту
Науковий керівник
Члени комітету
Видавець
Чорноморський національний університет ім. Петра Могили
ТОВ "ДКС Центр"
ТОВ "ДКС Центр"
Анотація
У статті визначено й обгрунтовано методологічні засади державного управління системою професійної (професійно-технічної) освіти; розкрито зміст таких основних детермінант методології дослідження у галузі науки "Державне управління", як категорій та принципів системи професійної (професійно-технічної) освіти. Доведено, що категорії, до яких віднесено допрофесійну підготовку, первинну професійну підготовку, перепідготовку та підвищення кваліфікації робітників, інклюзивне професійне навчання, визначають напрями ефективного розвитку системи професійної (професійно-технічної) освіти. Також доведено, що принципи, серед яких виокремлено доступність для кожного громадянина усіх форм і типів освітніх послуг, що надаються державою, рівність умов кожної людини для повної реалізації її здібностей, таланту, всебічного розвитку, гуманізм, пріоритетність загальнолюдських духовних цінностей, безперервність і різноманітність освіти, поєднання державного управління та громадського самоврядування, становлять підгрунтя для результативного функціонування механізмів державного управління системою професійної (професійно-технічної) освіти.
The article determines and substantiates methodological foundations of state management in vocational (vocation-and-technical) training system; discloses the content of such basic methodology determinants in the science of state management as categories and principles of vocational (vocation-and-technical) training system. It has been proved that categories determine the directions of efficient development of vocational (vocation-and-technical) training system to which are related pre!professional training; primary professional training (supposes the following training levels: initial professional training, secondary professional training, higher professional training), re!training and employees' qualification improvement, inclusive vocational training. It has also been proved that principles, among which are singled out: accessibility of all forms and types of education services provided by the state for all citizens (are realized though the right of free choice of any type of education establishment on certain conditions; a possibility of free training in all types of state education establishments); equality of conditions for each person to completely realize their abilities and talents, of conditions for their all!sided development (is realized through creating conditions for obtaining free higher education on competitive foundations in state!owned and communal education establishments; improvement of legal principles of obtaining education on account of budgets of all levels and on money of juridical and physical bodies, ensuring professional mobility of university graduates in labor market through integrating higher education establishments of different accreditation levels, creating conditions for providing education in accordance with the needs of a personality and the labor market); humanism, priority of common human spiritual values (the principle aimed at strengthening unity between the human, the nature, and the state); education's continuity and variety (in the basis of this principle lays the concept of "learning for life", its successfulness is assured with successful organization of social institutions system and is an obligatory criterion of evaluating the professional development level); the combination of state management and public self-governance (in the basis of this principle is a coordinated, law-abiding activity of executive power bodies, local authorities, and public self-governing subjects directed at education policies realization, ensuring the rights of education relationships participants) — all these principles make up the foundation for efficient functioning of the mechanism of state managing the vocational (vocation-and-technical) training system. The conclusions have been made as to the role of state management in vocational (vocation-and-technical) training system's development: it provides for the applicants a wide range of possibilities for obtaining the selected working specialty in convenient form of training (day-time, extramural, distance learning) on the free of charge basis, as well as re-training and qualification improvement that enhances ensuring of their labor high efficiency and successful employment; the state managerial influence on vocational (vocation-and-technical) training system stipulates the content of its main principles and ensures their wider application in the education sphere; active involvement of public into solving the issues of managing the vocational (vocation-and-technical) training will make a positive impact on its functioning and development.
The article determines and substantiates methodological foundations of state management in vocational (vocation-and-technical) training system; discloses the content of such basic methodology determinants in the science of state management as categories and principles of vocational (vocation-and-technical) training system. It has been proved that categories determine the directions of efficient development of vocational (vocation-and-technical) training system to which are related pre!professional training; primary professional training (supposes the following training levels: initial professional training, secondary professional training, higher professional training), re!training and employees' qualification improvement, inclusive vocational training. It has also been proved that principles, among which are singled out: accessibility of all forms and types of education services provided by the state for all citizens (are realized though the right of free choice of any type of education establishment on certain conditions; a possibility of free training in all types of state education establishments); equality of conditions for each person to completely realize their abilities and talents, of conditions for their all!sided development (is realized through creating conditions for obtaining free higher education on competitive foundations in state!owned and communal education establishments; improvement of legal principles of obtaining education on account of budgets of all levels and on money of juridical and physical bodies, ensuring professional mobility of university graduates in labor market through integrating higher education establishments of different accreditation levels, creating conditions for providing education in accordance with the needs of a personality and the labor market); humanism, priority of common human spiritual values (the principle aimed at strengthening unity between the human, the nature, and the state); education's continuity and variety (in the basis of this principle lays the concept of "learning for life", its successfulness is assured with successful organization of social institutions system and is an obligatory criterion of evaluating the professional development level); the combination of state management and public self-governance (in the basis of this principle is a coordinated, law-abiding activity of executive power bodies, local authorities, and public self-governing subjects directed at education policies realization, ensuring the rights of education relationships participants) — all these principles make up the foundation for efficient functioning of the mechanism of state managing the vocational (vocation-and-technical) training system. The conclusions have been made as to the role of state management in vocational (vocation-and-technical) training system's development: it provides for the applicants a wide range of possibilities for obtaining the selected working specialty in convenient form of training (day-time, extramural, distance learning) on the free of charge basis, as well as re-training and qualification improvement that enhances ensuring of their labor high efficiency and successful employment; the state managerial influence on vocational (vocation-and-technical) training system stipulates the content of its main principles and ensures their wider application in the education sphere; active involvement of public into solving the issues of managing the vocational (vocation-and-technical) training will make a positive impact on its functioning and development.
Опис
Ключові слова
навчальний процес, вища освіта, громадське самоврядування, педагогічна діяльність, політика, state management, research methodology, educational process, higher education, pedagogical activity, politics
Бібліографічний опис
Грень Л. М. Категорії та принципи системи професійної (професійно-технічної) освіти як детермінанти методології дослідження у галузі науки "Державне управління" / Л. М. Грень // Інвестиції: практика та досвід. – 2019. – № 11. – С. 115-122.