The article analyzes modern approaches to the partnership interaction between education and business, characterizes the specific features and modern forms of partnership interaction between higher educational institutions and business corporations. The authors have established that the partnership between higher education and business is a very specific type of cooperation and involves a wide range of activities, multifaceted goals and multifunctional opportunities. The researchers emphasize that establishing a productive mechanism for cooperation between universities and business will increase the efficiency of educational activities and develop ways of technology transfer to production, because this partnership is mutually beneficial, since the university receives additional financial resources and practical focus of its activities and the company gets qualified professionals and advanced technologies. The authors have described the Master’s Educational and Professional Program «Corporate Education and Staff Development» in Specialty 011 «Educational, Pedagogical Sciences». The purpose of the educational program is to provide theoretical and practical training for the specialists capable of creating and operating alternative education systems in corporations and enterprises that provide training, advanced studies and continuous development of the staff in accordance with the strategic goals and objectives of these institutions. The authors have presented the content of the educational program, competencies and program outputs, a selective block of educational disciplines and prospects for employment of graduates.

The article deals with the new principle of diploma defence (protection) for Ukrainian higher education in the form of start-ups on the example of the masters of educational and professional program «Advertising and Public Relations» Borys Grinchenko Kyiv University, which provides great opportunities for the establishment of innovative environment and every alumnus confirms very high level of qualification which was acquired during years of university study. The possible results of such a step for the development of entrepreneurship in Ukraine are also being evaluated. On the grounds of content analysis, the theme of master’s thesis of professional program «Advertising and Public Relations are analyzed as a result of willingness to solve difficult tasks and problems in professional activity, competence to apply the acquired knowledge in applied scientific research, practical communication projects, in public, commercial, creative and other socially beneficial activities with the help of future specialists in the field of advertising and PR. The structural components of a master’s startup project are described in the details, as well as an evaluation criteria and a range of possible points for their implementation were pointed out. clearly defined criteria for evaluating startup projects: creativity, visual effects, aesthetic impression, originality, style, composition, etc. The conclusions which are relative to the dynamic of development such masters’ startups are formulated in the form of more complicated, integrated interdisciplinary project, in which individual parts can be performed by a master of another structural subdivision(unit) of Borys Grinchenko Kyiv University or even other higher education institution.

In the article, the authors analyze ways to increase the professional competence of teachers of multidisciplinary IEP teams. This allows the conclusion that that the use of coaching is appropriate for mastering support specialists with inclusive technologies, as well as the ability to work in a team interaction mode. Despite the obvious advantages of teamwork, in Ukraine this format of work is still not mastered in an inclusive educational environment. In the article the authors present the structure of the training program based on the team management model for significant achievements (R. Hackman). We conducted a training program for 10 IEP teams, aimed at increasing the level of team interaction and inclusive competence of specialists. Formative influence was done directly during the professional activity of teachers and was accompanied by prolonged expert coaching. In their study, the authors applied a special design scheme for teamwork. This scheme was concretized in the fact that the participants of the IEP teams used the experience gained in the training sessions in the practice of their professional activity, critically comprehended and analyzed their new experience, sought to comprehend the factors of both success and failure. Together with the coordinator and experts, all participants of the IEP teams developed rules for the team, established feedback, sought to influence the focus on mastering the modern approaches of the inclusive process at the level of the entire educational institution. In turn, this maintained the necessary level of motivation and joint intentions to introduce a competently constructed educational environment. To assess the state of inclusive competence formation before and after the training program, we used teacher self-assessment method «Professional Development Tool for Improving the Quality of Practice in primary school». As a result, all teachers have achieved a significant increase in the effectiveness of interdisciplinary support for children with special needs, which have reflected in the positive changes that have occurred in teachers at the professional, interpersonal and personal levels.

This article defines the criteria for the formation of the pedagogical competence of scientific and pedagogical workers in physical education (motivational-value, cognitive-processual, developmental, educational, health-saving, communicative), their structure, content and measurement methods are disclosed. The determination of the components of the pedagogical competence of scientific and pedagogical workers of physical education makes it possible to significantly expand the range of pedagogical knowledge, skills and abilities of scientific and pedagogical workers of physical education, as well as to carry out their diagnostics as a kind of reference point for the content of the methodological work of the model of the educational process, which will help to adjust the process of development of pedagogical competence scientific and pedagogical workers of physical education in the methodological work of an agricultural university. Physical education in an agrarian institution of higher education is aimed at solving the following specific tasks: formation of high moral, strong-willed and physical qualities of the learners of higher education, readiness for highly productive work; students’ health protection and promotion, promotion the all-round development of the body, maintaining high performance throughout the study period; comprehensive physical training; vocational-applied physical training of higher education learners, taking into account the features of future employment; gaining the necessary knowledge of the fundamentals of theory, methodology, and organization of physical education and sports training, preparation for work as public instructors, coaches and judges; improving the athletic skills of higher education athletes; nurturing awareness of the need to regularly exercise in physical culture and sports

The article presents the author`s structure of genre literacy of future teachers of world literature that is a synthesis of interrelated components (informational, axiological, intercultural, and communicative-pragmatic). The importance of fiction researching in the content and form unity is emphasized as it contributes to an adequate interpretation of alien cultural work of fiction. The expediency of introducing axiological component into the structure of genre literacy future teachers of world literature is substantiated. The content of the axiological block of the structure of genre literacy of future world literature teachers is analyzed on the basis of literary studies, works on teaching methodology of Ukrainian and World literature, studies in philosophy, aesthetics, cultural studies and other social and humanities sciences. Especial attention is drawn on the issue of universal and national value dominants. The axiological component of the structure of genre literacy of world literature future teachers is aimed at awareness of the nature of fundamental values, conception of alien values, taking into account the heritage of the native culture, awareness of differences in the system of value orientations, awareness of national originality. Particular attention is paid to the concept of the phenomenon of values of the F. Kluckhohn and F. Strodtbeck. Students-philologists’ perception of these American scholars’ values orientation theory will help them to determine the nature of values, type and characteristics of culture. The article focuses on the problem of cultural shock. It is shown that the concept of dialogue of cultures helps to solve the outlined problem, and helps to understand the way of thinking of another people, let them build a strategy of intercultural dialogue. It has been proved that the perception of alien cultural values by the student-philologist is a creative process that involves an emotional adjustment to the reception of different cultural reality. It is emphasized that the axiological component of the structure of genre literacy of future teachers of world literature synthesizes the professional and personal growth of the student-philologist

The article is devoted to the actual problem of professional preparation of future masters of elementary education for innovative activity. The author points out that the realities of the modern world, the transformation processes in the education system, the social procurement of the labor market encourage the revision of certain established views on the goals and objectives of higher education in general and the professional training of future masters of elementary education in particular. In this regard, there is a need to organize a system that would provide a purposeful process of forming the masters’ professional readiness for innovation activity. The study of this process allowed us to identify the main components of masters’ professional readiness for a specific activity, such as cognitive, motivational, reflexive, praxeological. In the context of the of the study, the motivational component determines the formation of motives for innovation as a pledge of self-realization and self-development of undergraduates; interest in innovation as an important source of professional needs, personal growth, a strong interest in creativity and more. In the article the level of the personality-motivational criterion is: conscious attitude of future masters of elementary education to innovative activity; formation of motives for professional self-improvement and self-development; stable orientation on humanistic values in pedagogical innovative activity; formation of professionally significant personality traits; the need for innovation; formation of creative potential; professional mobility. In the article the level of formation of personality-motivational criterion (motivational component) of professional readiness of future masters of elementary education for innovative activity at the indicative stage of the experiment is analyzed.

The article discusses the issue of improving the efficiency of teaching Business English to students of economic specialties using educational Internet resources. The described method of blended learning involves the active independent work of students with resources hosted on the platform www.edx.org and active discussion of the results of this work during the classroom. The results of the survey indicate a high motivation of students to learning Business English according to the main principles of the blended learning approach. According to the survey conducted in the framework of the first stage of experimental research, during the work with the offered educational materials of the Internet, the intrinsic motivation of students was at a high level. In particular, the students themselves found such work useful and effective for developing competence in listening, reading, writing and speaking. Observation of the practical classes showed that students’ involvement in the educational process has increased significantly. Students ‘subjective feelings about the effectiveness of their online learning resources were supported by objective data, including the students’ performance charts, which were recorded by the platform. All students successfully completed more than half of the proposed assignments. Based on the results of the study, it can be argued that the use of edx massive open online courses in the framework of blended learning method (both in Ukrainian and in a foreign languages) in the teaching practice of higher educational establishments is very promising for improving the quality of education not only in Business English but also in other professional disciplines. Moreover, the use of edx massive open online courses in the framework of blended learning method will help students to develop continuing education tools and high intrinsic motivation to use these tools in their future professional and personal growth.

In the article, based on the analysis of the works of scientists – the representatives of experimental pedagogy Olexandr Nechaev (1870–1947) and Grigory Rossolimo (1860–1928), their contribution to the development of the problem of the pupil’s profile is highlighted. It has been proved that both scientists paid special attention to this issue, developing it in the following aspects: substantiation of the necessity of studying a pupil by the teacher and improvement of psychological knowledge of the teacher (O. Nechaev); creation of plans for studying the pupil in the form of special questionnaires with detailed recommendations on their use (O. Nechaev, G. Rossolimo), filling out the results of studying the pupil in the form of «psychological profile», which was a graphic representation of the profile (G. Rossolimo). It has been substantiated that, developing a problem of the pupil’s profile, O. Nechaev proceeded from the need to take into account the individual abilities and inclinations of the pupil in the educational process, which could be effectively carried out on the basis of studying the pupil with the subsequent compilation of the pupil’s profile. It has been well-reasoned that relations between scientists were significant in the development of scientific ideas: G. Rossolimo linked the emergence of his method of «psychological profile» directly with the ideas of O. Nechaev. It has been emphasized that the psychological characteristics of various types given by Rossolimo were his contribution to the typology of childhood, along with the typology of P. Lesgaft. These typologies are a significant help to the teacher in the process of learning the pupil and compilation of his profile. It has been emphasized that experimental pedagogy is a scientific phenomenon, the name of which reflects the main method of obtaining empirical knowledge — an experiment that was supposed to guarantee the objectivity of the data obtained, bringing pedagogy to the level of exact sciences; the concept of «experimental pedagogy» is established within the limits of historical–pedagogical discourse as a definition of the scientific phenomenon, characteristic only for the beginning of the XX century.

The article is devoted to the system of science of education in the European Universities. For analyzes were provided 16 European Universities from Finland, Belgium, Netherlands, Norway, which are in top 50 in QA World Rankings 2019, and also Humboldt-Universitat zu Berlin and Alma Mater Studiorum – University of Bologna. The main study is the analysis of the study programs about the education in the universities that are listed above. The conclusion, that in most European Universities offered educational programs «Educational studies», which are mainly not for professional, but academic level (especially the Master’s degree). The programs «Educational studies» focused on the study of educational systems and the practical studying in a wide social, cultural, political and economic areas. As usual, this educational program combines the ideas and the study of the educational systems, psychology, sociology, philosophy, history, politics, the management of education, history and culture of education, comparative educational studies, and also the critical analysis of different educational theories and innovative methods. The pedagogical science is one of the educational discipline, which is focused only on the pedagogical problems, which are learning, teaching and development: the educational programs, the measurement and evaluation in education and training, the special pedagogic, which is focused on prevention, research, diagnosis, development and education of children, teenagers or adults with behavioral and emotional problems and their psychosocial consequences. The pedagogical study programs also are focused on development and education of the kids and teenagers in a different social groups (families, schools, groups of friends etc.).

The article discusses the current state of professional training of engineers, in particular, electronics engineers in Ukrainian higher education institutions (HEIs) and explores best practices from US HEIs. The research outlines the features of professional training of electronics engineers and recent changes in Ukrainian HEIs. Such challenges for Ukrainian HEIs as lack of collaboration between higher education and science with industry, R&D cost reduction for HEIs, and downsizing the research and academic staff, the disparity between the available quality of human capital training and the demanded are addressed. The study attempts to identify successful practices of US HEIs professional training of engineers in order to suggest potential improvements in education, research, and innovation for training electronics engineers in Ukraine.

The article deals with the comparative analysis of the system of music training of pedagogues-musicians abroad (in the countries of the European Union, Scandinavian countries, United States of America, People’s Republic of China and Japan) in particular, comparing these systems and selecting the most valuable experience for implementation in Ukraine. Particular attention is paid to the structure of music teacher education in Poland, Latvia, Finland, Germany, Hungary, Austria, Czech Republic, Slovak Republic, Sweden, Iceland, Norway, Great Britain, America, People’s Republic of China, Japan. The author of the article analyses the term of education in different countries; duration of stage education (Bachelor (Bc), Master (Mg), Doctor (Dr)); duration of study of the course; types of music activity; basic subjects; direction of educational subjects; music-pedagogical systems of outstanding musicians-pedagogues involved in the professional education process. It is analyzed that the common features for music education are: the orientation of education to the inner values associated with the development of musical skills, knowledge and abilities necessary for creativity and reaction to music; understanding and knowledge of the cultural environment and heritage; personal and community development through creativity, identity formation, personal development and social interaction. Music education systems abroad are characterized by the focus on the harmonious development of the personality, provide various forms of creative music playing on the material of folk, classical, contemporary music in their parallel comparison, develop perception and musical hearing through effective techniques.

The image of disability in EU societies is changing. On the one hand, statistical data (global and European) indicate an increase in the number of people with disabilities. This is especially true for women, the elderly and the poor. On the other hand, numerous legislative and implementation activities are undertaken to implement the social model in the approach to disability issues. The effectiveness of social and economic policies in the EU member states is expressed by the quality of life of people with disabilities. The article presents the WHO global position on the disability problem and a brief comparative analysis of key statistical data characterising people with disabilities in the EU member states. The EU priorities regarding the standards of functioning of people with disabilities in the objective and subjective dimensions are discussed. The source of the EU’s strategy and activities are international documents: The Convention on the Rights of Persons with Disabilities of 2006 and the Council of Europe Disability Action Plan.

The internationalization of the market coincided with the opening of state borders for the benefit of free movement of capital, goods, labor, services and information. With the dominance of the ideological realm of economic pragmatism, educational discourse is overwhelmed and dominated by conceptual loans from the business world: choice, competition, efficiency, speech, management, productivity, consumer. Thus, a successful criterion of international economic competition emerges as a key quality criterion. The Communication from the Commission of the European Communities (2008) on an updated strategic framework for European cooperation in education and training raises the need for upgrading the skills of the population and the need to implement skills development policies that better respond to current and future needs of the labor market. However, the entrepreneurial spirit promoted at all levels of education and training rather establishes a more modern surveillance mechanism by establishing a cultural arbitrary accord with the market economy (Foucault, 2005). Consequently, it is necessary to find an alternative way of teaching that welcomes the questioning and manifestation of both the genetic cause and the prospects behind the formal education policy.

The article deals with the current state of development of higher education in the French Republic. The higher educa-tion quality in France in the light of the European tendencies has been highlighted; the French model for assessing the quality of higher education has been analysed. The concept of higher education quality has been stated; the structure of France’s higher education has been provided. The effectiveness, innovation and productivity which are expected from higher education in Europe today, have been emphasized. The significance of the continuing assessment in the French education system has been stressed. The historical background for the development of the French model for assessing the quality of higher education has been considered. The bodies participating in evaluating higher education in France have been analysed, and their roles and tasks have been stated. The possibility of the use of the positive French experience in higher education quality evaluation in Ukraine has been stated.

In modern conditions of reforming the system of higher education, the introduction of time-based blended and distance learning, the mission of higher education is to ensure the efficiency and quality of university education. Therefore, the problem of using blended and distance learning technologies becomes relevant, which, taking into account the peculiarities of the conduct, should ensure the quality of educational services for students. Blended learning is defined as a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning. The article highlights the peculiarities of the introduction of mixed and distance learning at the university, analyzes and clarifies the essence and content of the concepts of « blended learning», «distance learning», identifies the main approaches, methodical principles underlying the organization of the educational process, the priority tasks and advantages of the introduced forms of education are singled out, the tendencies of their development are outlined, in particular in modern conditions. The methods, organizational forms and means used during blended and distance learning are described, specific examples of their introduction at Kyiv International University are given, as well as the schematic structure of the methodical system of the proposed forms of education that ensure the quality of university education. It is proved that blended and distance learning solves the problems of individualization, intensification and optimization of education, is the most effective evolution of the traditional model of learning.