Development of comparative professional education in Ukraine: educological context
Bibliographic record
Abstract
The article presents a quantitative and qualitative analysis of comparative studies on professional education in Ukraine since the years of independence (since 1991); the consideration of the concept of «comparative professional education», the main provisions of its methodology; the analysis of the tasks and specifics of comparative studies in the field of professional education. It should be emphasized that the question of the methodology of conducting comparative studies is a weak link in the studies of Ukrainian comparativists. Actual is the study of the experience of European countries and the USA regarding the methodology of conducting comparative education studies. The article shows that the specificity of comparative professional education requires an interdisciplinary approach to research, taking into account external factors (historical, social, cultural, economic, political, etc.) of influence on the system, tendencies, content, technology, forms and methods of professional education in foreign countries that is possible to carry out on the principles of Educology. In Ukraine, there is a lack of associations or societies on educational comparative studies that would coordinate comparative studies, in particular in the field of professional education, in the country, establish cooperation with other institutions of the research infrastructure of Europe, the USA. Canada, etc., systematically hold scientific and practical conferences, seminars, discussion platforms, etc. It is worth noting that the conclusions of comparative studies are left only conclusions of the dissertations and are practically not used in the development of political decisions in the field of education, the development of the principles of reforming and modernizing education in the country. We consider it is necessary to create a system for familiarization of the competent authorities responsible for the formation of educational policy in Ukraine, with important conclusions of comparative studies, in particular, of doctoral level.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.006 | 0.007 |
| Science and technology studies | 0.006 | 0.009 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".