Полікультурний аспект професійної підготовки вищих навчальних закладів Канади та Польщі
Notice bibliographique
Résumé
У статті розглянуто полікультурний аспект професійної підготовки вищих навчальних закладів Канади та Польщі. Схарактеризовано основні передумови, які сприяли потребі виникнення полікультурної складової. Виокремлено дисципліни полікультурного змісту, які вивчають у канадських та польських вишах. Визначено основні принципи полікультурної освіти. Проаналізовано експліцитний та імпліцитний способи впровадження полікультурної складової у вишах Канади та Польщі.В статье рассмотрен поликультурный аспект профессиональной подготовки высших учебных заведений Канады и Польши. Охарактеризованы основные предпосылки, которые способствовали необходимости возникновения поликультурной составляющей. Выделены дисциплины поликультурного содержания, которые изучают в канадских и польских вузах. Определены основные принципы поликультурного образования. Проанализированы эксплицитные и имплицитные способы внедрения поликультурной составляющей в вузах Канады и Польши.The article is considered with the multicultural aspect of training in higher educational institutions in Canada and Poland since new realities have made understanding of diversity and the ability to interact and find a way out of conflict situations extremely important. The internationalization of working and learning environment can be considered as the factor that contributed to conscious interest in cultural component of training.Implementation of modern educational purposes objectively require a certain convergence of national educational systems and the development of common principles which can not be done without taking into account their multicultural educational experience. Multicultural education promotes tolerance of each person towards another culture and its representatives. It mostly meets the needs of modern Ukrainian society and its intention to join the European Community. That is why the purpose of the article is to analyze the formation features of multicultural training component of higher education in Canada and Poland in order to use the ideas of Polish and Canadian experience in Ukrainian higher education.Social and political changes which took place in Poland caused reforms in its educational system. Trhe main areas were decentralization of educational management, democratization of education, the autonomy of educational institutions (institutions of private sector development, increasing the number of students, enabling teachers to choose curricula and textbooks and include regional component in the content of educational programs), informatization and modernization of the educational system (transition to critical and creative model), drawing attention to Polish poliethnicity and the consequent increase in the number of educational institutions for national minorities and ethnic groups.Multiculturalism has been Canada’s official policy for over 30 years because of its ethnic, racial and cultural composition. This country has a long tradition in the field of training for workplace diversity. There are four historical stages in the history of education for indigenous people: traditional, industrial boarding schools, provincial schooling and the age of Indian control over Indian education. The emergence of university transfer programs has formed a symbiotic relationship between colleges, universities and pre-professional training programs, and the practical aspects of training tied it more closely to the industry. Actually, the diverse levels of training and principles of access to educational programs fully reflect multicultural component of Canadaian education.Analysis of theoretical and methodological sources confirmed that the principles of multiculturalism in higher education in Canada and Poland are implemented explicitly (through the introduction of special education programs and implicitly (including additional content elements into the educational curricula of professional courses and application of innovative forms and methods of creative, exploratory nature). Such training has two main objectives: on the one hand it is aimed at training future professionals for tolerant perception of otherness, on the other - to save and transmit one’s own social valuable cultural experience.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,003 | 0,008 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,004 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,015 | 0,003 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».