State policy on the formation of students’ civic and social competences in conditions of educational reform

Abstract

The article emphasizes the relevance of the formation of students’ civic and socialThe article emphasizes the relevance of the formation of students’ civic and socialcompetences during the reformation of educational institutions according to the concept of the NewUkrainian School with the ability to appreciate the cultural diversity of different peoples and identifythemselves as citizens of Ukraine, contributing to the upbringing of the Ukrainian patriot. Emphasis isplaced on the results of the research and experimental work “Formation of the value-meaningfulsphere of children of preschool and primary school age” on the issues of national-patriotic education.It is proposed to consider the national idea through the philosophical reflection of the educationalissues in the conditions of globalization and to identify the tendencies of developing nationaleducation in response to the challenges and risks of modern society that affect the functioning ofeducational institutions. In order to solve theoretical issues, it is important to involve the scientificresults of specialists in different directions: public administration (process management, statesecurity), philosophy (forming national consciousness), pedagogy (methodology and technology ofpedagogical influence), psychology (problems of motivation and self-identification), sociology(opinion survey), communication theory (media outreach), cultural studies (preserving nationalculture, traditions, tolerance and politics of multiculturalism), politology (preserving the state),national security (preserving social standards, defining social partners, developing social projects,considering requests for social justice), economy (determing priorities of budgetary and non-budgetary financing of educational institutions, involving cooperation of local self-government bodies, business structures and public organizations). It is determined that the reasons of insufficientlevel of teachers’ readiness for systematic and purposeful work on patriotic upbringing of studentsshould be sought in the incomplete use of the potential of the educational subjects, the lack ofscientific and substantive methods and a set of didactic tools (textbooks, audiobooks, teachingmaterials) providing support in the practical acquisition of students’ knowledge, skills, and creativeuse of them in cognitive activity.

Development of entrepreneurship education based on the menara berkah model in Indonesian vocational high schools

“…These competencies include literacy; language; mathematics, science, technology, and engineering; digital competence; personal, social, and learning competency; citizenship competence; entrepreneurial competence; and cultural awareness and expression. The various competencies above will be complex for students to achieve if the learning context does not focus on developing student abilities [27]. Because these eight competencies place great emphasis on learning, which provides free and plenary space for students to develop interests and skills and be able to interact with all potential entities together to help add knowledge to both cognitive, affective, and psychomotor aspects of students.…”

Bendrojo lavinimo mokyklos mokinių socialinės kompetencijos ugdymas neformaliojo ugdymo kontekste

“…The others view the leading structural components as motivational-personal, motivational-emotional, cognitive-value, social-value (Kuranchie, 2021;Sharov, 2021). Finally, the structure of social competence may be interpreted as combination of cognitive-behavioural and behavioural components (Doktorovich, 2009;Sahuichenko, 2020;Smagina, 2010). Meanwhile, the cognitive-behavioural component is relevant to the subject of social activity, it includes knowledge about society and oneself, the ability to integrate them, social interaction skills, constructive ways of interaction in difficult situations; the behavioural component reflects the attitude to society, reproduced in the motivation, values and qualities of the individual, including motives for self-development and achievement, the value of "I" and the value of "other", social responsibility, awareness of life as a leading motivational trend.…”