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THE CONTENT OF EDUCATIONAL ACTIVITY OF SOCIAL CENTERS OF THE COMMONWEALTH OF INDEPENDENT STATES // Pedagogical Review. 2017. Issue 3 (17). P. 153-161

The results of the third stage of the research «Realization of pedagogical potential of social centers in the socio-cultural space of the countries of the Commonwealth of Independent States» are presented. Social centers are viewed as temporary informal associations of civic activists who solve diverse social problems. The growth of civil initiatives has determined the emergence of a group of people interested in special education. Analysis of innovative products of the social sphere, a survey among activists made it possible to identify elements of the educational request. These include the features of social self-organization, ways to implement the pedagogical potential of various socio-cultural institutions, effective interaction within the framework of public-private partnerships, management and socially-oriented marketing. Particularly noted is the formation of the ability to create full-fledged services for a specific target audience. There is a need for preparation for organizational and coordination, consulting activities, advocacy in conditions of social selforganization. The emerging trend of the formation of the described content of education replicates the world experience. Social work in a broad sense in the countries of Asia and Eastern Europe is also based on competencies related to working in the territorial community, the activation of available public resources. An actual format of educational interaction is determined – non-formal education. This fact is explained by the maximum orientation of this model of training on the participants’ requests, the variability in determining the place and time of the meeting. Today conferences, seminars, internships, virtual mentoring are relevant. Currently, the countries of the Commonwealth of Independent States have a corps of nonformal education coaches whose competencies are formed in the humanitarian projects of the European Union in the direction of the Eastern Partnership. The results of the analysis of thematic proposals in the educational market are presented. Institutions of formal education in the field of social work offer training programs that pay attention to pedagogy, psychology and management. The content of educational programs for three types of modules is determined: general cultural, general professional (basic), special professional competences.

Keywords: social center, CIS educational space, non-formal education, adult education

ADDITIONAL PEDAGOGICAL EDUCATION OF RUSSIA AS A MODERN EDUCATION OF ADULTS // Pedagogical Review. 2020. Issue 2 (30). P. 35-43

The problem of developing a system of advanced training for teachers in Russia is considered. As a conceptual basis of modernization, it is proposed to understand it as part of adult education, composed of systemic (implements formal education) and non-systemic (implements non-formal education) areas. An urgent direction in the development of adult education is the formation of the infrastructure of these areas, as well as the organization of their coordination. This will make it possible to fully realize the principles of openness and continuity, the potential for complementing formal and non-formal types of education. Non-formal education is considered as a resource for supplementing the deficit of the general cultural content of adult education, a source of humanization, which gives it mobility and increases the motivation of students. On the basis of the research of the requests of pedagogical workers of Russia, the deficits of professional competencies recognized by them, the main deficit is identified – inability to organize interaction with generation Z, ignorance of the specifics of the modern sociocultural situation. It can be replenished in non-formal education communities when becoming acquainted with the main characteristics of sociocultural reality – virtualization and the recreation of dialogue platforms on topics of general interest.

Keywords: additional pedagogical education, adult education, non-formal education, educational self-organization

IMPLEMENTING A TARGETED MENTORING MODEL: CHALLENGES AND SOLUTIONS // Pedagogical Review. 2021. Issue 4 (38). P. 15-24

The review of the problems and their solutions offered in the article was created by the author based on the analysis of the pilot stage of the implementation of the target mentoring model in St. Petersburg. The interpretation of mentoring of educational interaction, which is essentially informal as technology, raises a set of problems. They can be solved in the strategy of dialogue between supporters of innovations and traditions. This will help preserve the constructive systems of educational institutions and set a benchmark for their development. The problem of a simplified understanding by the pedagogical community of the ideological basis of the target model, lack of awareness of this project by the public in the region can be solved if the project is preceded by a wide information and educational campaign. To overcome the problem of forming the bases of mentors and mentors, real educational work and a revision of the strategy of forming a partner network are necessary. The development of networks at the level of the administrative district will make it possible to overcome the acute shortage of resources accompanying the implementation. Ensuring the environmental friendliness of interaction in a mentoring couple or group requires the mentor of the mentoring program in the institution to master the basics of non-formal education, adult education.

Keywords: mentoring, targeted mentoring model, risk management, non-formal education

Humanitarian and anthropological approach as a basis for the organization of professional education of service professionals // Pedagogical Review. 2023. Issue 3 (49). P. 86-93

The substantiation of the relevance of the anthropological approach in the study of the problems of vocational education has been carried out. The material was the results of theoretical studies of specialists in the ethnography of professions, cultural anthropology, and the theory of education. Their analysis served as the basis for putting forward the humanitarian-anthropological approach as a methodology consistent with the subject of the study of professional education – professional culture, methods and forms of its development. In the domestic cultural and historical tradition, the professions of a doctor, teacher, soldier, policeman, and rescuer belong to the professions of service. This means that for full self-realization in them, a person needs to overcome selfishness and consumerism, to master the values of self-sacrifice and compassion. The transformation of the value foundations of public life, the rejection of the priority of upbringing in the process of education in post-perestroika Russia led to the ambiguous acceptance by young citizens of the modern state strategy aimed at the spiritual and moral development of the younger generation. The idea of repeatedly changing professions has led to the loss of the high value of professionalism. The anthropological turn in vocational education draws attention to the subject of professional education – the development of professional culture. In this regard, the author proposes a humanitarian-anthropological approach as a methodology for her research. On its basis, this concept is clarified as a “culture of the professional community”, anthropological practices are defined as a way of professional education. In the reflexive environment of the event community, there is an understanding of cultural texts that describe the life structure of figures oriented by its values, which contributes to the formation of a professional position. The risks of using this approach are identified, consisting in the inability of modern young people to carry out text work, loss of motivation, refusal to understand the profession as a way of self-realization for life. Higher education is an integral part of adult education, in which theorists substantiate the need for pedagogical support for the search for the meaning of life, which in the national cultural and historical tradition is inextricably linked with the chosen profession. The humanitarian-anthropological approach is defined as a methodology that allows organizing the conditions for the development of the value-semantic sphere of future representatives of the professions of service.

Keywords: humanitarian-anthropological approach, professional education, professional culture, professions of service, anthropology of the profession