No abstract

Анотація. В статті проаналізовані визначальні чинники еволюції сирійсько-турець-

The article considers the role of employee motivation in ensuring the innovative development of the institution. On the basis of the comparative analysis of scientific views of domestic and foreign scientists the essence of the basic theoretical approaches to motivation of employees of their innovative activity is outlined. The leading motives of professional activity for understanding of possibilities of application of the basic motivational theories to increase of innovative activity of employees of establishment are defined. Over a five-year period, an analysis of the formation of a system of motivation for innovative activity of staff in the Khmelnytskyi Research Forensic Center of the Ministry of Internal Affairs of Ukraine. Statistical data on the results of innovation activity and growth of scientific potential of employees of the institution are analyzed. It was found that the introduced existing mechanism of motivation of employees of the institution takes into account such important motives of professional creativity as motives of self-realization, and material and moral incentives fully contribute to increasing the innovative activity of employees. The main directions of improving the process of forming a system of motivation are identified, including the need for constant monitoring of the needs of employees, evaluation of measures taken from the standpoint of formation and promotion, expanding forms and methods of training employees in innovation.

The purpose of the study was to identify how the reshaped curriculum that was based on PISA standards fostered the key competencies of undergraduates majoring in primary school teaching and learning in terms of materials design and teaching methodology used throughout the internships at schools. The study used qualitative and quantitative methods with qualitative methods getting higher priority to enlarge the base of evidence and get a deeper insight into the issues under research. It was found that reshaping the pre-service teacher professional training, specifically in test format, materials design, and assessment, and made the shift to training schoolchildren to take PISA-based test was necessary for the school educational settings in Ukraine. The teacher students’ awareness of the PISA-based test needed improvement. The training model used in the study along with the internship addressed the loopholes in the university curriculums and training of the students majoring in primary education. The intervention brought a positively challenging experience for the students. It helped them to ‘pump up’ their intellectual, professional, and technical skills. They raised awareness of the PISA-based test, Blooms’ Taxonomy, and test question formulation. The students learned to use DIF and DTF methods to validate the PISA test questions, age specifics in training primary school children in terms of adjusting it taking the PISA-based test, and approaches to creating a positive mindset in primary schoolchildren towards learning through dialogue and cooperation. It was found that the students upgraded their teaching and material design skills and became more confident as teachers in terms of PISA-based test training. Changing the students’ perceptions and their teaching approaches were the major difficulties and challenges to the study. They were addressed through mentorship which was used when the students did internship

The purpose of the article is to evaluate the practice and experience in the development of distance learning forms. Methodology. This article used secondary data from the UK Student Survey (Office of National Statistic COVID-19 Insights Survey (SCIS) during May 4-12 and November 19-29, 2021, to assess trends in the impact of the pandemic on their success. Results. The study found that limitations in higher education due to the spread of the coronavirus have driven the need for online education. In the UK, the most common education form was self-study or distance learning with a lecturer. Its prevalence has decreased as restrictions continue due to the online learning forms development (from 14% to 55%). With the developments, the number of students wishing to continue learning may be related to the adaptation to the new educational environment. In the UK, the combination of different distance learning methods is also changing, and the availability of online materials is increasing. The reduction in the amount of students' group work, the number of pre-recorded lectures or content, and the number of scheduled online classes from 76% to 40% remains negative.