The COVID-19 pandemic has brought significant changes in education worldwide throughout 2020. In Ukraine, the preparedness for this process was different. There were various technical problems such as the absence of Internet connection, computers, or educational materials on the network, and most importantly, the unpreparedness of teachers to perform distance learning. From 28 April to 8 May 2020 at the Oles Honchar Dnipro National University (Dnipro, Ukraine), students were surveyed on the quality of distance learning organized during the quarantine period. A total of 1224 students from almost all faculties and centers took part in the survey and answered 19 questions in an online form developed in Office 365 (Microsoft Corporation, Redmond, WA, USA). The survey algorithm is based on the principle of cross-validation. According to the survey, the most important opportunities of distance (digital) learning are as follows: the opportunity to study in a convenient place, in a comfortable and familiar environment—28.57%; the opportunity to combine work with study—16.97%; the development of self-control skills and motivation to self-educate—16.43%; and the technical level of the learning process (use of information technologies)—13.83%. The aspects that negatively affect the organization of full-scale distance learning are as follows: the large volume of tasks—16.80%; the rapid fatigue due to prolonged work in front of a computer—16.35%; the absence of necessary equipment and/or constant (stable) access to the Internet—15.33%. In conclusion, ways to overcome the difficulties of distance learning, both by universities and by the government, are suggested.

The purpose of the study was to identify how the reshaped COM-B model-based refresher courses for the civil servants influences the sampled students’ intrinsic motives of performing their job functions and to identify how the students perceived the upgraded course that used the COM-B model. The study combined an exploratory design that was used in the baseline phase and a one-group-based pre-test-post-test design that was used in the quasi-experimental intervention. It used the data collection tools such as the baseline study online survey, the Intrinsic Motivation Inventory, the HR departments’ assessment reports, the Awareness of Public Service Legislation Test, and the focus group survey questionnaire. The IBM SPSS Statistics (25.0.0.1) was used to process the data. The reshaped COM-B model-based refresher courses for the civil servants are capable to influence positively the sampled students’ intrinsic motives of performing their job functions. The use of the COM-B model provides a triple influence on the intrinsic motives of the civil servants, changes their behaviour, and increases their work performance level. It was found that respondents benefited from the challenges of performing different roles in the civil service that they experienced in the course. They upgraded their professional knowledge. The extrinsic motivation factors dominate the civil servants’ motivation and the management of public institutions underperforms in identifying and using the appropriate solutions to stimulate the inner motivation in civil servants for higher standards of their work performance. The civil servants should receive yearly training using more student-focused methods, the cognition function development-aimed, and function-through-context-based.   Received: 12 December 2020 / Accepted: 9 April 2021 / Published: 10 May 2021

Вступ. В ринкових умовах господарювання та загострення конкуренції на промисловому ринку всебічна оцінка інноваційного потенціалу легкої промисловості є актуальною й практично значимою проблемою. На сьогодні не сформовано загального підходу щодо оцінки інноваційного потенціалу промислового під приємництва, а рівень теоретикометодологічного та практичного розв'язання зазначеного аспекту мало впливає на результативність їхньої господарської діяльності.. Проблематика. Інноваційний розвиток підприємств є недослідженим напрямком, що перешкоджає підвищенню конкурентоспроможності промислових підприємств, посиленню їх конкурентної ринкової позиції. Зважаючи на це, гострою є проблема комплексного оцінювання інноваційного потенціалу легкої промисловості, що забезпечить об'єктивність їхнього результату та дозволить підприємствам ефек тивно організовувати інноваційну діяльність. Мета. Розробка методичного підходу до оцінювання інноваційного потенціалу легкої промисловості, використання якого дозволить підприємствам комплексно узагальнити отримані результати та прий няти оптимальні управлінські рішення. Матеріали й методи. Застосовано методичний підхід до вимірювання інноваційного потенціалу лег кої промисловості за допомогою таксонометричного методу. Результати. Визначено складові елементи інноваційного потенціалу, а також сформовано та об числено групи показників за критеріями, що визначають його. З метою оцінювання зазначеного показни ка запропоновано принципи щодо формування системи індикаторів за кожним з напрямків. Виділено основні етапи розрахунків інноваційного потенціалу легкої промисловості. Висновки. На основі проведених розрахунків узагальнено різноманітні підходи до визначення понят тя «інновація» як фундаментального чинника прогресивного соціальноекономічного розвитку країни. Використовуючи принципи системного аналізу сформовано систему індикаторів та здійснено моделю вання розроблених інтегральних показників інноваційного потенціалу легкої промисловості. К л ю ч о в і с л о в а: модель, інноваційний потенціал, індикатори, критерії, легка промисловість. Пізнання та системне дослідження сутності інноваційних процесів продовжує залишатися надзвичайно актуальним, науковим і прикладним завданням з огляду на зміни, викликані підвищенням нестабільності зовнішнього середовища, що мають

In the market conditions, under aggravating competition in the industrial market, a comprehensive assessment of the innovation potential of light industry is a relevant and practically significant problem. So far, no general approach has been developed to assess the innovation capacity (or innovation potential) of industrial entrepreneurship, and the level of theoretical, methodological and practical solution to this aspect has a little effect on the business activities. Problem Statement. Innovative development of corporations is an unexplored trend. This fact hinders increasing the competitiveness of industrial corporations and strengthening their competitive market position. In view of this, the problem of complex evaluation of the innovation potential of light industry is very relevant, since its solution can ensure the objectivity of economic results and allow corporations to effectively organize innovation activities. Рurpose. To develop a methodological approach to the evaluation of the innovation potential of light industry, which allows corporations to comprehensively summarize their economic results and to make optimal management decisions. Materials and Methods. A methodological approach to measuring the innovation potential of light industry using the taxonomic method has been used. Results. The components of innovation potential have been identified and groups of indices have been formed and calculated according to the characteristic criteria. In order to evaluate this index, the principles for the formation of a system of indices in each area have been proposed. The main stages of calculating the innovation potential of light industry have been highlighted. Conclusions. Based on the calculations, various approaches to defining the concept of innovation as a fundamental factor in the progressive socioeconomic development of the country have been generalized. The system of indices has been formed and the developed integral indices of innovation potential of light industry have been simulated. K e y w o r d s : model, innovation potential, indices, criteria, and light industry. The knowledge and systematic study of the essence of innovation processes continues to be an extremely relevant scientific and applied task in view of the changes that are caused by aggravating instability of external environment and have a dominant influence on the

The article addresses to the need for the professional and pedagogical competence formation of future officers who obtain a master’s degree in a higher educational institution with specific learning conditions. The purpose of the article – is to substantiate the need to organize and use an additional master’s course for future officers obtaining higher education in specialties 081 “Law” and 262 “Law Enforcement” in higher educational institutions with specific learning conditions. Methodology. Foundation and analyses of objective conditions for the professional and pedagogical competence formation of future officers, whose professional activities are related to the processes of training, education of members of the rank and commanding staff of military units, law enforcement units, judicial protection, state border protection, human rights protection in bodies and penal institutions, etc. The theoretical and methodological basis of the article are didactic principles and theories of training, as well as a system of interactive methods and tools that ensure the development of pedagogical abilities of future officers. Results. The carried out analysis of publications of national scientists on the researched subject allowed to define real problems which influence reception not only theoretical knowledge, but also the main practical skills and abilities of pedagogical influence application of young officers professionals on members of the rank and commanding staff to create effective official communication, their training and education, building relationships and effective communication process during their professional and service activities. Practical implications. The introduction of the additional course “Higher School Pedagogy” in the educational and professional and educational and scientific program for the obtainers of the second (master’s) level of higher education in specialties 081 “Law” and 262 “Law Enforcement” will promote the development of future officers and provide the required level of readiness for pedagogical activities within the performance of professional and service tasks as well as the implementation of the educational process of the rank and commanding staff. Key words: future officers’ professionals, competencies, professional competence, pedagogical activity, professional and pedagogical competence.