(2016) Science and education, 4, 70-74. Odessa.

Olha Kerekesha,
PhD (Candidate of Pedagogical Sciences), associate professor,
Foreign Languages Department,Odessa National Economic University,
8, Preobrazhenska Str., Odesa, Ukraine

INTRODUCTION OF COMPREHENSIVE FOREIGN LANGUAGE TEACHING IN ODESSA NATIONAL ECONOMIC UNIVERSITY 

Based on the carried out research, the paper is focused on the significance of introducing the system of comprehensive foreign language teaching. This system has been developed by the author; it can be used with the aim of improving students-economists’ level of mastering language competences, cross-cultural communication in a foreign language, increasing the level of their readiness for professional communication in a foreign language. All the above mentioned make the work of university teachers more focused on achieving a common result and make interdepartmental contacts closer. It is the system of comprehensive teaching which makes it possible to process a large amount of material on the specialty using various forms, methods and techniques of work in a foreign language. In this case, a foreign language becomes not the purpose of the studying but an instrument for the development of other professional competencies. The use of the integrated system provides students with the opportunity to perceive speech of different lecturers in the course of training; facilitates their quick adaptation to changes in the pan-European linguistic and professional environment, allows them to compete and, consequently, to obtain better results. Thus, comprehensive system of foreign language teaching in the professional activity allows to pay more attention to encouraging students to their professional development and creates special conditions for self-development and creativity enhancement.  

the system of comprehensive foreign language teaching; intersubject communications; readiness for cross-cultural communication in the European professional environment.

1. Kerekesha, O. V., Barabash, Yu. G. (2012). Interaktyvna avtorska tekhnolohiya na dopomohu roboti u litniy movniy shkoli [Interaktive author’s technology assisting the work in the summer language school]. Vytoky pedahohichnoi maysternosti: zbirnyk naukovykh prats Poltavskoho natsionalnoho pedahohichnoho universytetu imeni V. H. Korolenka – Background of pedagogical mastery: Collection of scientific works of the Poltava V. G. Korolenko national pedagogical university, 9, 88-92 [in Ukrainian].
2. Kerekesha, O. V. (2015). Formuvannia otsinnorefleksyvnoi samostiinosti maibutnikh ekonomistiv u protsesi fakhovoi pidhotovky [Formation of evaluative and reflexive independence of future economists in the course of professional training]. Odesa: VD Bilka [in Ukrainian].
3. Vodianytska, I. I. (2011). Model naukovometodychnoi roboty vyperedzhauchoi osvity dlia staloho rozvytku [Model of scientific and methodical work of innovative education for sustainable development]. Retrieved from: http://osvita.ua/school/lessons_summary/edu_technology/ 25047/ [in Ukrainian].
4. Naskrizne navchannia [Comprehensive education]. Innovatsiina diialnist – Innovation activities. Retrieved from: https://sites.google.com/site/innovacijnadialnist/naskrizne -navcanna [in Ukrainian].  
 

(2016) Science and education, 4, 74-80. Odessa.

Nataliia Ostapchuk,
(PhD) Candidate of Pedagogical Sciences, associate professor,
Department of Information and Communication Technologies
and Methods of Teaching Computer Science,
Rivne State University of Humanities,
12, S. Bandera Str., Rivne, Ukraine

IMPLEMENTATION OF THE COMPETENCE-BASED APPROACH TO TEACHING COMPUTER SCIENCE AT PRIMARY SCHOOL 

The article deals with the competence-based approach to teaching primary school children. Special attention is paid to teaching computer science. Due to the fact that the subject is relatively new, there is a need for development and implementation of the ways of competence-based approach realization in teaching computer science at primary school according to the programme “Steps to Computer Science”. The analysis of scientific research and publications makes it possible to determine that the technologies of activity and student-centered teaching can be of use for implementing competence-based approach. Teacher’s selection of effective training methods and educational activity forms is the most important factor in the successful implementation of the competence-based approach in education. A group of interactive methods corresponds to the requirements of student-centered teaching in the most accurate way, as long as the organization of interactive training includes simulations of life situations, the use of role-playing games, which contribute to the formation of key, general educational, and subject- informatics competencies. The prospects for further research involve development of the means of implementation of competence-based approach to teaching computer science to primary school students according to the content of the programme, its parts and topics.  

competence-based approach to teaching, subject competence, key competence, student-centered education, interactive teaching methods, project work, primary school, teaching computer science, the programme “Steps to Computer Science”.

1. Voronkina, L. I. (2015). Suchasnyi urok: poshuky, perspektyvy [Modern lesson: search and prospects]. Retrieved from: http://osvita.ua/school/lessons_summary/edu_technology/ 45910/ [in Ukrainian].
2. Holovan, M. S. (2007). Kompetentnisnyi pidkhid u navchanni informatyky i kompiuternoi tekhniky studentiv ekonomichnoho VNZ [Competence approach to teaching computer science and computer technology to students of Economic Universities]. Problemy inzhenerno-pedahohichnoi osvity – Problems of engineering and pedagogical education, 18-19, 19-32. Retrieved from: http://nbuv.gov.ua/jpdf/Pipo_2007_18-19_4.pdf [in Ukrainian].
3. Kozakova, N. B. (2012). Realizatsiia kompetentnisnoho pidkhodu v navchanni molodshykh shkoliariv [The implementation of competence-based approach in teaching primary school children]. Retrieved from: http://osvita.ua/school/lessons_summary/edu_technology/ 31210/ [in Ukrainian].
4. Ostapchuk, N. (2015). Struktura ta skladovi predmetnoi kompetentnosti uchniv pochatkovykh klasiv pry vyvchenni informatyky [The structure and components of subject competence of primary school pupils when studying computer science]. Nova pedahohichna dumka. Naukovo-metodychnyi zhurnal – New pedagogical thought. Research and methodology journal, 4 (84), 118– 122 [in Ukrainian].
5. Samoilenko, N. I., & Semko, L. P. (2013). Formuvannia informatychnykh kompetentsii na urokakh informatyky v osnovnii shkoli [Formation of information competence in computer science lessons in primary school]. Kompetentnisni zasady zmistu osvity v 11-richnii shkoli – Competence principles of educational content in the 11-year-old school, 1, 435-439 [in Ukrainian].
6. Korshunova, O. V., Lomakovska, G. V., Morze, N. V., Protsenko, H. O., Ryvkind, Yi. Ya., & Rivkind, F. M. (2011). Skhodynky do informatyky. Prohrama dlia uchniv 2- 4 klasiv zahalnoosvitnikh navchalnykh zakladiv [Steps to computer science. The program for students of 2-4 grades of secondary schools]. Kyiv: Osvita [in Ukrainian].
7. Khutorskoi, A. (2009). Kliuchovi osvitni kompetentnosti [Key educational competences]. Retrieved from: http://osvita.ua/school/theory/2340/ [in Ukrainian].  
 

(2016) Science and education, 4, 80-83. Odessa.

Nadiia Kychuk,
Doctor of Pedagogy, professor, dean of the Department of Pedagogy,
Izmail State University of Humanities,
77, Suvorova Avenue, Izmail, Ukraine 

RISK MANAGEMENT AS A COMPLEX ACTIVITY OF A MODERN HIGHER EDUCATIONAL INSTITUTION 

The article deals with the expediency of risk management a modern educational institution comes across. Besides, the main risks of a university affecting the quality of education have been described. Modern world is characterized by constant risks and it is the right response to them that is considered to be the prerequisite of the success. Education as a part of social life is not an exception. That is why risk management allows not only predicting and preventing negative phenomena, but also provides the achievement of goals of the long-term programmes of higher institutions’ development. There is a lack of researches in the field of risk management in education in the Ukrainian scientific sources. It has been determined that one of the main reasons of risks in the system of educational institutions management is a human factor. The risks associated with the human resources are based on human nature as a complex subject of management, which creates a certain level of information and behaviour ambiguity, and quite low controllability of the organizational behaviour. It has been proved that the system of internal audit at a higher educational institution allows to estimate probable risks, indentify them and be able to remove the reasons of risks. The audit system involves the organizational and functional structure, the principles of control, processes and methods accepted by the authorities of a higher educational institution as a means of efficient pursuit of activities. The implementation of the system risk management and the internal audit through the key indicators of risks at universities can provide the efficiency of its activities, increase its competitiveness at the education services market.  

risk, management, risk management, higher educational institution, risks of higher educational institution.

1.Alaverdov, A. R. (2009). Upravlenie personalom: ucheb. posobie [Human Resource Management: Textbook]. Moscow: Market DS [in Russian].
2.Kapustina, N. V. (2008). Riski upravleniya personalom [Personnel Management Risks]. Ekonomika obrazovaniya – Economics of education, 4, 139-142 [in Russian].
3.Tsvetkova, I. I. (2009). Klassifikatsiya kadrovykh riskov [Classification of personnel risks]. Ekonomika i upravlenie – Economics and Management, 6, 38-43 [in Russian]. 

(2016) Science and education, 4, 84-89. Odessa.

Halyna Yavorska,
Doctor of Pedagogy, professor, Department of Humanities,
International Humanitarian University,
33, Fontanska doroha Str., Odesa, Ukraine

METHODS OF FORMING BASIC COMPETENCES OF FUTURE JURISTS

The article is focused on the methods of forming basic competences of future lawyers (required forms, methods and means); the most effective approaches to the solving of the above mentioned problem (hermeneutic, competencebased) have been determined. It has been shown that consistent implementation of hermeneutic approach into organization of learning, educational and professional activity of future jurists provides the process of forming basic competences with the necessary format of pedagogical influence over students’ motivational and conceptual orientations. In the author’s opinion, hermeneutic basis of work with texts facilitates forming information and communicative competence and helps implement specific purposes of future jurists’ professional development in the course of training. The paper also demonstrates the role of specially created conditions (laboratories) for conducting practical lessons (legal clinic, criminalistic laboratory, training-laboratory “Court room”, etc.). Creation of the so-called “Pres-centre” is of great importance in forming basic competences, particularly, the communicative one. Giving practical lessons in the “Press-centre” facilitates the formation and development of forensic speech culture, activation of the process of profession-related thinking, the ability to conduct public professional argument and vindicate one’s judgment referring to regulatory framework, to establish contact with the listener, etc. Thus, at modern legal institutions of higher education there is an opportunity to create a great number of conditions for giving practical lessons with future jurists with the purpose of forming their basic competences and their development as professionals of their legal job. Prospects for further research involve the problem of training teachers-lawyers for pedagogical activity at higher educational institutions.  

competence, basic competence, lawyers-jurists, approaches (hermeneutic, competence-based), activity (learning, education and professional, quasiprofessional).

1. Verbitskiy, A. A. (1987). Psikhologopedagogicheskie osobennosti kontekstnogo obucheniya [Psycho-pedagogical peculiarities of contextual education]. Moscow: Znanie [in Russian].
2. Ilyazova, M. D. (2006). Kompetentnostnyy podkhod k rezultatam vysshego obrazovaniya: analiz, sushchnost, realizatsiya [Competence-based approach to the results of higher education: analysis, essence, implementation]. Astrakhan: Izdatelstvo AGTU [in Russian].
3. Novikov, A. M. (2005). Metodologiya uchebnoy deyatelnosti [Methodology of learning activity]. Moscow: Egves [in Russian].
4. Satokhina, N. I. (2010). Rozuminnia u zdiisnenni prava: hermenevtychnyi vymir [Understanding in exercise of a right]. Candidate’s thesis. Kharkiv [in Ukrainian].
5. Levi, Ye. Kh. (1995). Vvedenie v pravovoe myshlenie [Introduction to legal thinking]. Moscow: Nauka [in Russian].
6. Yavorska, H. Kh. (2005). Pedahohika dlia pravnykiv: navchalnyi posibnyk [Pedagogy for lawyers: textbook]. Kyiv: Znannia [in Ukrainian].
7. Polozhennia pro Koordynatsiinu radu molodykh yurystiv Ukrainy: Nakaz Ministerstva yustytsii Ukrainy vid 27.09.2007 №835/5 [Statutes of Coordination Council of young lawyers of Ukraine dated 27 September 2007 №835/5]. (2007). Retrieved from: http://zakon0.rada.gov.ua/laws/show [in Ukrainian].