Неформальное образование как концепция в современной педагогике
The paper presents results of the OECD research project on recognition of non-formal and informal education (NIE) policy in OECD countries, implemented by the OECD Committee on Education Policy in 2006-2008 for 22 OECD member states and partner countries. Author analyses national policy practices on recognition of NIE adopted by project participating countries, compares achievements and challenges emerged in different economic, social and political contexts to implement this policy area at the national level. It elucidates the role and interests of different national stakeholders in this process, in particular the role of institutions of formal education. In conclusion the author suggests the typology of prevailing NIE models of recognition across different OECD member states and partner countries.
This article presents the up-to-date views on the continuous education and the tendencies to business-education development. The learning during the whole life is the vital necessity of our days. The peculiarity of the continuous education consists in the way of the payment for it. It can be payed by the organization which is interested in the improvement of the professional skills of the employees or by the employees themselves, if they participate in the continuous education program. In the framework of this logic the business -education is some special field of the continuous education. Now days business-education and continuous education are some definite system.
This article is motivated by the practice of English language teaching in the context of life-long learning. Teacher professional competency development is conducted by the University-School Cluster (HSE - Perm) in the form of collaboration between school and university teachers.
The article has the following goals: to assess the level of intellectual skills formation of the English language teachers, the participants of University-School Cluster 2018 by means of IELTS Academic Reading Test, to compare the received data with the research results of intellectual skills of Russian-speaking students in order to identify problem areas.
Being at the top of the learning process, analyzing, synthesizing and evaluating are the most complex skills and, while reading academic texts, the tested have to deal with these cognitive tasks and frequently encounter difficulties. The IELTS reading test results of 38 English language teachers were analyzed using Bloom’s taxonomy, simple statistics and index of item difficulty and later compared to the results of 204 first-year students at the HSE - Perm. We found that the teachers and students demonstrated opposite indices for intellectual skills in the prism of Bloom’s taxonomy. In contrast to the students, the teachers showed higher achievement in the tasks classified as upper cognitive domains (synthesizing and analyzing), but achieved lower results in visualizing.
This technique may be helpful in making adjustments to syllabi and teaching materials for courses of life-long learning programmes and may lead to teaching quality improvement.
The bulletin addresses the results of a survey of teachers and heads of institutions of additional education of children, held as part of the Monitoring the Economics of Education HSE. The characteristics of teachers Hoopoe as a socio-professional groups: education, working conditions, the structure and level of remuneration, motivation, professional activity.