2018-4-doc

Olena Anichkina, Olha Avdieieva, Olena Yevdochenko. Future Chemists’ Experimental Competence Formation.

(2018) Science and education, 4, 65-72. Odessa.

DOI:

Olena Anichkina,
PhD (Candidate of Pedagogical Sciences),
senior lecturer, Department of Chemistry,
Olha Avdieieva,
post-graduate student, Department of Pedagogy,
Olena Yevdochenko,
teaching assistant, Department of Chemistry,
Zhytomyr Ivan Franko State University,
42, Berdychivska Str., Zhytomyr, Ukraine

FUTURE CHEMISTS’ EXPERIMENTAL COMPETENCE FORMATION

SUMMARY:

The article deals with the issue of Chemistry students’ experimental competence formation in professional training at higher educational institutions. In the empirical study, the levels of the experimental competence of future chemists (low, medium, sufficient, high) on the basis of selected components (motivational, cognitive, operational, activity) in accordance with selected criteria and corresponding indicators were determined. According to the initial assessment of the respondents’ competence it has been found that most of them have an average level of its maturity. In order to improve it, there has been conducted an experiment, which involved introducing the following stages of future chemists’ experimental competence formation in the process of training: focus on mastering the experimental competence; acquisition of theoretical chemical knowledge; mastering practical skills; gaining professional experience of the experimental competence application. The effectiveness of forming the experimental competence of future chemists according to the identified components has been proved by statistically significant positive changes. The reliability of the obtained results has been proved by means of Student’s t-test.

KEYWORDS:

experimental competence, components, maturity levels, criteria, indicators, professional training of chemists, chemical experiment.

FULL TEXT:

REFERENCES:

1. Volkova, N.P. (2002). Pedahohika: posibnyk dlia studentiv vyshchykh navchalnykh zakladiv [Pedagogy: textbook for university students]. Kyiv: Vydavnychyi tsentr «Akademiia» [in Ukrainian].
2. Voloshina, M.S. (2001). Professionalnaia inkulturatsiia v obrazovanii: teoriia i praktika: Monografiia [Professional inculturation in education: theory and practice: monograph]. Novokuznetsk: IPK [in Russian].
3.Halatiuk, M.Iu. (2010). Formuvannia eksperymentalnoi komponenty u konteksti rozvytku navchalnopiznavalnoi kompetentnosti starshoklasnykiv [Formation of experimental competence in the context of senior school students; cognitive competence development]. Zbirnyk naukovykh prats Kamianets-Podilskoho natsionalnoho universytetu imeni Ivana Ohiienka – Collection of scientific works of Kamianets-Podilskyi National University named after Ivan Ogiienko, 16, 143-145. KamianetsPodilskyi: Kamianets-Podilskyi natsionalnyi universytet imeni Ivana Ohiienka [in Ukrainian].
4. Hrabovyi, A. K. (2012). Teoretyko-metodychni zasady navchalnoho khimichnoho eksperymentu v zahalnoosvitnikh navchalnykh zakladakh: monohrafiia [Theoretical and methodical foundations of educational chemical experiment at secondary schools: monograph]. Cherkasy: ChNU imeni Bohdana Khmelnytskoho [in Ukrainian].
5. Hulai, O. I. (2016). Teoretyko-metodychni osnovy profesiinoi pidhotovky maibutnikh fakhivtsiv budivelnoho profiliu v umovakh neperervnoi osvity [Theoretical and methodical bases of building students’ professional training in terms of continuous education]. Extended abstract of candidate’s thesis. Vinnytsia: Vinnytskyi derzh. ped. un-t im. M. Kotsiubynskoho [in Ukrainian].
6. Lebedev, O.E. (2004). Kompetentnostnyi podkhod v obrazovanii [Competence-based approach in education]. Shkolnye tekhnologii – School technologies, 5, 3-12 [in Russian].
7. Nemov, R.S. (2001). Psikhologiia: Ucheb. dlia stud. vyssh. ped. ucheb. zavedenii: v 3 kn. [Psychology: textbook for university students]. 4 th ed. Moscow: VLADOS [in Russian].
8. Nikolaieva, I.M. (2018). Eksperymentalna perevirka efektyvnosti metodychnoi systemy formuvannia kompetentnosti v khimii maibutnikh bakalvariv tekhnolohii medychnoi diahnostyky ta likuvannia u vyshchykh medychnykh navchalnykh zakladakh Ukrainy [Experimental verification of the effectiveness of the methodical system of chemical competence of future specialists in medical diagnostics and curing at higher medical educational institutions of Ukraine]. Science Rise: Pedagogical Education, 3 (28), 38-40. doi: 10.15587/2519- 4984.2018.127406 [in Ukrainian].
9. Pometun, O.I. (2005). Formuvannia hromadianskoi kompetentnosti: pohliad z pozytsii suchasnoi pedahohichnoi nauky [Forming civil competence: view from the standpoint of modern pedagogy]. Visnyk prohram shkilnykh obminiv – Bulletin of school exchange prgrams, 23, 18-20 [in Ukrainian].
10. Zhebrovskyi, B.M. (2000). Profesiina etyka vchytelia: chas i vymohy [Professional ethics of a teacher]. Kyiv: Irpin [in Ukrainian].
11. Rudenko, T. B. (1999). Formirovanie didaktikometodicheskoi kompetentnosti budushchego uchitelia nachalnykh klassov v sovremennykh usloviiakh [Formation of didactic and methodical competence of a future primary school reacher in modern conditions]. Candidate’s thesis. Volgograd [in Russian].
12. Skarbich, S.N. (2011). Formirovanie issledovatelskikh kompetentsii uchashchikhsia v protsesse obucheniia resheniiu planimetricheskikh zadach [Formation of research competence of students in the process of teaching them to do planimetric sums]. Moscow: FLINTA [in Russian].
13. Shaposhnikov, K. V. (2006). Kontekstnyi podkhod v protsesse formirovaniia professionalnoi kompetentnosti budusihchikh lingvistov-perevodchikov [Context approach in the process of future philologists-translators’ professional competence formation]. Extended abstract of candidate’s thesis. Ioshkar-Ola [in Russian].
14. Fethiye, Karslı, Fatma, Yaman, Alipaşa, Ayas. (2010). Prospective chemistry teachers’ competency of evaluation of chemical experiments in terms of science process skills. Procedia - Social and Behavioral Sciences, 2, 778-781. doi: org/10.1016/j.sbspro.2010.03.101.
15. Hesse-Biber, S. (2015). The problems and prospects in the teaching of mixed methods research. International Journal of Social Research Methodology, 5, 463-477. doi:10.1080/13645579.2015.1062622
16. Horakova, T., Houska, M. (2014). On Improving the Experiment Methodology in Pedagogical Research. International Education Studies, 9, 84–98. doi: 10.5539/ies.v7n9p84.
17. Walliman, N. (2011). Research methods the basics. London-New York: Routledge, Taylor & Francis Group.
18. Yannik, Tolsdorf, Silvija, Markic. (2017). Exploring Chemistry Student Teachers’ Diagnostic Competence - A Qualitative Cross-Level Study. Education Sciences – Open Access Journal, 86. doi:10.3390/educsci7040086.

Tеtіana Rudiuk. Formation of Lexical and Phraseological Competency of Senior School Students Based on Communicative-Activity Approach.

(2018) Science and education, 4, 73-79. Odessa.

DOI:

Tеtіana Rudiuk,
PhD (Candidate of Philological Sciences), associate professor,
Department of Methodology of Teaching Ukrainian Language and Literature,
Nizhyn State University named after Mykola Hohol,
2, Hrafska Str., Nizhyn, Chernihiv region, Ukraine

FORMATION OF LEXICAL AND PHRASEOLOGICAL COMPETENCY OF SENIOR
SCHOOL STUDENTS BASED ON COMMUNICATIVE-ACTIVITY APPROACH

SUMMARY:

The paper deals with a theoretical and experimental study of the formation of lexical and phraseological competency of senior school students on the basis of the communicative-activity approach. The application of the communicativeactivity approach when teaching lexical-phraseological richness of the native language to senior school students significantly increases the efficiency of the educational process and is an integral part of the formation a nationally conscious personality, capable of constructive social interaction. There have been distinguished the levels of the lexical and phraseological competence (creative, normative, reproductive, original) of senior school students formed as a result of the communicative-activity approach application: the desire for self-realization, interpersonal interaction, adjustment of the normative aspect of the language system through the prism of national or intercultural communication, self-reflection and the outline of promising jobs. The work on the development of the competency through the prism of the communicative-activity approach was carried out in stages: formation of motivation to master lexical and phraseological richness of native and foreign languages, planning and participation in communicative-activity interaction, self-reflection. It was found out that the artistic-literary experience, planning of the corresponding training and social interaction, situations of real and imaginary communication had positive impact on productivity of the students’ lexical and phraseological potential development. Based on the conducted pedagogical experiment, statistical positive changes could be observed in the levels of lexicalphraseological competence maturity. The reliability of the results of the experiment was confirmed by the successful implementation of the creative tasks by the students.

KEYWORDS:

vocabulary, phraseology, communicative-activity approach, personality, construct, self-realization, self-reflection.

FULL TEXT:

REFERENCES:

1. Andreyeva, G. M. (2001). Sotsyalnaia psykholohia: Uchebnik dlia vyshykh uchebnykh zavedieniy [Social Psychology, Textbook for Higher Educational Institutions]. Moscow [in Russian].
2. Belyaiev, O. M. (1981). Suchasny urok ukrainskoi movy [Modern lesson of the Ukrainian language]. Kiev [in Ukrainian].
3. Blahinin, V. M. (2000). Pedahohichni poniattia v lohichnykh skhemakh i tablytsiakh [Pedagogical concepts in logical schemes and tables]. Nizhyn [in Ukrainian].
4. Honcharenko, S. (1997). Ukrainskyi pedahohichny slovnyk [Ukrainian Pedagogical Dictionary]. Kiev [in Ukrainian].
5. Zymnyaia, I. A. (2002). Pedahohicheskaia psyhologia [Pedagogical Psychology: A Textbook for High Schools]. Moscow [in Russian].
6. Kontseptsia movnoi osvity 12-richnoi shkoly [Concept of language education of a 12-year school]. (2002, № 8). Dyvoslovo – Magic word [in Ukrainian].
7. Papucha, M. V. (2011). Vnutrishniy svit liudyny ta yoho stanovlennia [The inner world of person and its formation]. Nizhyn [in Ukrainian].
8. Kairov, I. A. & Petrov, А. N. (Ed) Pedahohichna entsyklopedia [Pedagogical Encyclopedia]. (1964-1968). Moscow [in Russian].
9. Yarmachenko, M. D. (2001). Pedahohichniy slovnyk [Pedagogical Dictionary]. Kiev: Pedahohichna dumka [in Ukrainian].
10. Pentyliuk, M. (1999). Naukovi zasady komunikatyvnoi spriamovanosti u navchanni ridnoi movy [Scientific principles of communicative orientation in teaching native language]. Ukrainska mova v shkoli – Ukrainian language at school, 3, 8-10 [in Ukrainian].
11. Mizin, K. I. (2005). Nimetsko-ukrainskiy frazeolohichnyi slovnyk (ustaleni porivniannia) [GermanUkrainian phraseological dictionary (regular comparisons)]. Vinnytsia [in Ukrainian].
12. Matsko, L. I., Hruba, T. L., Semenoh, O. M. & Symonenko T. V. (2017). Ukrainska mova 10-11 klasy. Programa dlia profilnho navchannia uchniv zagalnoosvstnikh zakladiv. Filolohichnyi napriam, profil – ukrainska filolohia [Ukrainian language 10-11 grades. Program for profile education of students of comprehensive schools. Philological trend, profile - Ukrainian philology] Kiev [in Ukrainian].
13. Shynkaruk, V. I. (1997). Filosofsky slovnyk [Philosophical dictionary]. Kiev: Lybid [in Ukrainian].
14. Khiell, L., Zigler, D. (2003). Teoriyi lichnosti [Theories of Personality]. St. Petersburg [in Russian].
15. Azhniuk B. (2002). Uliubleni anhliyski pryslivia i prykazki [Chambers Dictionary of Idioms: EnglishUkrainian semibilingual]. Kiev: Vseyvito [in Ukrainian].

Svitlana Zolotukhina, Olha Bashkir, Oksana Zhernovnykova. Stages of Training Future Mathematics Teachers in The Field of Pedagogical Improvisation.

(2018) Science and education, 4, 80-86. Odessa.

DOI:

Svitlana Zolotukhina,
Doctor of Pedagogy, professor,
Head of the Department of General Pedagogy and Pedagogy of Higher Education,
Olha Bashkir,
PhD (Candidate of Pedagogical Sciences), associate professor,
Doctoral student at the Department of General Pedagogy and Pedagogy of Higher Education,
Oksana Zhernovnykova,
Doctor of Pedagogy, associate professor,
professor at the Department of Mathematics,
H.S. Skovoroda Kharkiv National Pedagogical University,
2, Valentynivska Str., Kharkiv, Ukraine,

STAGES OF TRAINING FUTURE MATHEMATICS TEACHERS
IN THE FIELD OF PEDAGOGICAL IMPROVISATION

SUMMARY:

Pedagogical improvisation helps a teacher to respond to new unexpected situations in a quick, flexible and adequate way. The aim of the research is to test the effectiveness of theoretically developed stages of training future mathematics teachers in the field of pedagogical improvisation (motivational-target, content-procedural, evaluativereflexive). The following criteria for future Mathematics teachers’ pedagogical interaction skills were distinguished: motivational, substantive, procedural-behavioral, reflexive, on the basis of which the examination of the investigated phenomenon was carried out. At the initial stage of the pedagogical experiment, the students were interviewed, and the results showed a low level of their pedagogical improvisation skills according to all indicators. Subsequently, each group was subdivided into experimental and control subgroups. In the experimental subgroup, the suggested stages were implemented, while in the control group lessons were conducted in a traditional way. The results of the pedagogical experiment confirmed the effectiveness of the suggested stages in the work on the formation of Mathematics students’ improvisation skills.

KEYWORDS:

training, readiness, future teachers of mathematics, educational process, higher educational institutions, pedagogical improvisation.

FULL TEXT:

REFERENCES:

1. Bashkir, O. I. (2006). Pedahohichna improvizatsiia yak naukovo-pedahohichna problema [Pedagogical improvisation as a scientific and pedagogical problem]. Rozvytok osobystisnoho potentsialu ta profesiinykh navychok maibutnoho fakhivtsia – Development of personal potential and professional skills of a future specialist, 36, 15-24. Luhansk: Luhanskyi derzhanyi instytut mystetstv i kultury [in Ukrainian].
2. Bashkir, O. I. (2007). Sutnist pedahohichnoi improvizatsii [The essence of pedagogical improvisation]. Humanizatsiia navchalno-vykhovnoho protsesu : zbirnyk naukovykh prats – Humanization of the educational process: a collection of scientific works, XXXIV, 5-9. Sloviansk: Vydavnychyi tsentr SDPU [in Ukrainian].
3. Zhernovnykova, O. A., Shtefan, A., Fazan, V. V. (2017). Formuvannia hotovnosti maibutnikh uchyteliv matematyky do navchalnoho proektuvannia [Forming Future Mathematics Teachers’ Instructional Design Skills]. Science and education, 10, 74-81. Odesa: PNPU imeni K. D. Ushynskoho. DOI: https://doi.org/10.24195/2414-4665-2017-10-9 [in Ukrainian].
4. Kutsevol, O. M. Koreliatsiia proektu uroku ta improvizatsii v protsesi tvorchoi metodychnoi diialnosti vchytelia literatury [Correlation of the lesson project and improvisation in the process of creative methodical activity of the teacher of literature]. Retrieved from: http://eprints.zu.edu.ua/3581/1/04komdvl.pdf (data zvernennia: 01.12.2017) [in Ukrainian].
5. Nemov, R.S. (1995). Uchebnyk dlia studentov vyssh. ped. ucheb. zavedenyi : v 3kn. [A textbook for students of higher education. ped studying institutions: in 3 books]. Moscow: Prosveshchenye: VLADOS [in Ukrainian].
6. Stoliarenko, L.D. (Ed.). (2004). Osnovy psykholohii: praktykum [Fundamentals of Psychology: Practicum]. Rostov n/D: yzd-vo «Fenyks»,– Yzd-e 5-e. – S.629-631. [in Russian].
7. Hedden Debra. (2017). Lessons from Lithuania: A pedagogical approach in teaching improvisation. International journal of music education, 35, 289-301. London [in English].
8. Wright R., Kanellopoulos, P. (2010). Informal music learning, improvisation and teacher education. British Journal of Music Education. London, 27(1), 71-87 [in English].
9. Zhernovnykova O. A. (2016). Training future teachers of mathematics: a historical perspective. International Letters of Social and Humanistic Sciences: scientific journal, 66, 140-145. Bach. Retrieved from: https://www.scipress.com/ILSHS.66.140 [in English].

Iryna Palshkova. Education Content Humanization in Terms of Primary School Teacher Training.

(2018) Science and education, 4, 87-91. Odessa.

DOI:

Iryna Palshkova,
Doctor of Pedagogy, professor,
Department of Pedagogical Technologies in Primary Education,
Dean of the Faculty of Primary Education,
South Ukrainian National University named after K. D. Ushynsky,
26, Staroportofrankivska, Odesa, Ukraine

EDUCATION CONTENT HUMANIZATION IN
TERMS OF PRIMARY SCHOOL TEACHER TRAINING

SUMMARY:

The paper deals with the issue of primary school teacher training in the context of a modern humanistic educational paradigm. Humanization of education implies focus on a personality as the highest social value, and provides attitude towards him/her as a subject of knowledge. The process of professional formation in terms of higher education should be carried out through the determination of the axiological and sense attitude of a person towards education, as well as one’s abilities and professional qualities. The implementation of a multi-level training system (according to bachelor’s, master’s programmes) into the university educational process is considered to be an important result in this direction. As a result of the study, it has been found that the system of university education focused on the fundamentalization of scientific training of future specialists, is characterized by insufficient level of psychological and pedagogical training, which negatively affects the process of adapting students to the chosen pedagogical specialty. Technologies of training pedagogical staff in terms of education humanization should be based on the use of the following promising approaches: enriching psychological and pedagogical disciplines with substantial and appropriate educational material; using interpersonal relations in the process of teaching psychological and pedagogical subjects; applying a variable component in the training.

KEYWORDS:

training, future teachers of elementary school, humanistic education, pedagogical practice.

FULL TEXT:

REFERENCES:

1. Grayson, D.K. (1991). Amerikanskii menedzhment na poroge XXI veka [American management at the dawn of the XXI century]. Moscow: Economics [in Russian].
2. Romanenko, M.I. (2001). Humanizatsiia osvity: kontseptualni problemy ta praktychnyi dosvid [Humanization of Education: Conceptual Problems and Practical Experience]. Dnipro: Promin [in Ukrainian].
3. Savchenko, L.O. (2007). Problema formuvannia profesiino-tsinnisnoi kompetentnosti maibutnikh vchyteliv [The problem of formation of professional-value competence of future teachers]. Pedahohichni nauky: zbirnyk naukovykh prats – Pedagogical sciences: a collection of scientific works, ХХХХ1У, 295-298. Kherson [in Ukrainian].
4. Shiyanov, E. N. (1991). Gumanizatsiia obrazovaniia i professionalnaia podgotovka uchitelia [Humanization of education and vocational training of the teacher]. Moscow: Pedagogics [in Russian].
5. Mauch, James E. (1995). Reform and change in higher education. Garland studies in higher education [in English].

Oleksandr Naumov, Serhii Kuznichenko, Iryna Markina. Balance of Labor Market in The Context of Domestic Education Development.

(2018) Science and education, 4, 92-98. Odessa.

DOI:

Oleksandr Naumov,
Doctor of Economics, professor,
Jiangsu Normal University,
101, Shanghai Road, Tongshan District, Xuzhou, Jiangsu Province, P. R. China,
Serhii Kuznichenko,
Doctor of Law, professor,
Institute of Legislation of the Verkhovna Rada of Ukraine,
Nestorivskyi lane, Kyiv, Ukraine
Iryna Markina,
Doctor of Economics, professor,
Poltava State Agrarian Academy,
1/3 Skovorody Str., Poltava, Ukraine,

BALANCE OF LABOR MARKET IN THE CONTEXT
OF DOMESTIC EDUCATION DEVELOPMENT

SUMMARY:

The article deals with the issue of the balance of the labor market in the context of the development of the education system in Ukraine. The labor market is always dynamically developing, and an important issue today is the employment of people and the professional orientation towards the future, which is based on the analysis of the needs of specialists. The main factor causing imbalances in the labor market is the cyclical nature of the development of the market economy, which, in turn, causes the corresponding fluctuations in aggregate supply and aggregate demand for labor. Overcoming the imbalance in the domestic labor market requires the creation and provision of a system for collecting and analyzing information on the professional qualifications of the workforce to develop forecasts of the development of the domestic education system. The purpose of the article is to substantiate the theoretical, methodological and practical principles of the development of the domestic system of education by ensuring the balance of the labor market. The necessity of designing and implementing a system of forecasting the professional structure of the labor market is grounded on the basis of quantitative and qualitative surveys of employers and experts in the field of employment. It is noted that one of the important areas of labor market balance in the context of the development of the domestic education system is to improve the marketing activities of educational institutions. The key indicator of the competitiveness of higher educational institutions in the domestic and world markets is the correspondence of educational programs and curricula of training specialists to the real requirements of time. The assessment of the quality of educational services of higher educational establishments of Ukraine is made and the most effective sources of finding job are determined. The main problems in the employment of the graduates of higher educational institutions are determined, in particular, the lack of vacancies in the specialties acquired, the lack of experience or the entire lack of practical experience in the specialty.

KEYWORDS:

higher education, labor market, educational process, competitiveness of education, balance, employment.

FULL TEXT:

REFERENCES:

1. Becker, G.S. (1962). Investment in Human Capital: A Theoretical Analysis. Journal of Political Economy, (Vol. 70), 5, 9-49.
2. Strielkowski W., Gryshova I. Yu. (2018). Academic Publishing and “Predatory” Journals. Science and Innovation, 14(1), 5-12.
3. Semikina, M.V. (2014). Vplyv innovatsiinoho rozvytku na protses sehmentatsii rynku pratsi v umovakh hlobalizatsii [The influence of innovative development on the process of labor market segmentation in the conditions of globalization]. Visnyk Berdianskoho universytetu menedzhmentu i biznesu – Bulletin of the Berdyansk University of Management and Business, 1, 59-62 [in Ukrainian].
4. Naumov, O. B., Kovalenko, O. M., Savin, S. Yu. (2017). Technique of Assessing Future Managers’ Leadership Qualities in Modern Socio-Cultural Environment. Science and education, 10, 126-132. DOI: https://doi.org/10.24195/2414-4665-2017-10-17. Retrieved from: http://scienceandeducation.pdpu.edu.ua/doc/2017/10_201 7/17.pdf.
5. Shestakovska, T.L. (2015). Rehuliuvannia vzaiemodii rynkiv pratsi ta osvitnikh posluh yak shliakh zmitsnennia ekonomichnoi bezpeky systemy osvity. [The regulation of the interaction of labor markets and educational services as a way to strengthen the economic security of the education system]. Investytsii: praktyka ta dosvid – Investments: practice and experience, 5, 42-46 [in Ukrainian].
6. Gryshova, I.Yu., Zamlynskyi, V.A., Shestakovska, T. L. (2017). Implementing Cluster Forms Into National Education Development Strategy. Science and education, 5, 56-61. DOI: https://doi.org/10.24195/2414-4665-2017- 5-11. Retrieved from: http://scienceandeducation.pdpu.edu.ua/doc/2017/5_2017/ 11.pdf.
7. Lisogor, L. S. (2016). Yevropeiskyi dosvid prohnozuvannia potreby u robochii syli v konteksti formuvannia innovatsiinykh perspektyv transformatsii zainiatosti v Ukraini. [The European experience of forecasting labor demand in the context of the formation of innovative perspectives of the transformation of employment in Ukraine]. Rynok pratsi ta zainiatist naselennia – Labor market and employment of the population, 1, 17-20 [in Ukrainian].
8. Baimuratov, M.O. (2015). Suchasni tendentsii pravovoho zabezpechennia nadannia osvitnikh posluh v yevropeiskykh krainakh [Modern tendencies of legal provision of supplying educational services in the European countries]. Visnyk Mariupolskoho derzhavnoho universytetu. Seriia: pravo – Вulletin of the Mariupol State University. Series: Law, 9-10, 129-135 [in Ukrainian].
9. Shestakovska, T.L. (2015). Kontseptualni zacady funktsionuvannia orhanizatsiino-ekonomichnoho mekhanizmu rozvytku natsionalnoi systemy osvity [The conceptual principles of the functioning of the organizational and economic mechanism of the development of the national education system]. Naukovyi vicnyk Policcia – Scientific bulletin of Polyssia, 1(1), 34-41. Chernihiv: CSTU. –– [in Ukrainian].
10. Grуshоva, I. Yu., Nikoliuk, E.V, Shestakоvska, T.L. (2017). Conceptualization of the Organizational Management Mechanism of the Development of the National Education System in the Context of Its Quality. Science and education, 10, 118-125. DOI: https://doi.org/10.24195/2414-4665-2017-10-16. Retrieved from: http://scienceandeducation.pdpu.edu.ua/doc/2017/10_201 7/16.pdf.