The article presents the results of a study dedicated to examining the teacher workload in Russia and abroad with the aim of identifying conditions for optimizing this process. As part of the research conducted at Moscow City University of Pedagogy (MGPU), a webinar was held, featuring experts who address the issues of optimizing the distribution of teacher workloads in Russia and foreign countries, as well as school administrators and educational staff. Webinar participants were invited to complete an anonymous survey, with questions related to various aspects of teacher workload (number of lesson hours, volume of administrative work, participation in methodological and educational activities), as well as opportunities for further training and professional development, and the impact of these factors on the quality of teaching and the psychological well-being of educators. Experts presented the results of their analysis of approaches to defining the concept of “teacher workload” across different countries, depending on factors such as the structure and definition of workload, cultural and social contexts, funding and resources, levels of teacher training and opportunities for professional development, and the use of technology. The webinar served as an important platform for professional exchange of views, allowing for the identification of priority areas for further research and practical changes not only in the Russian education system but also abroad. The review of the experience gained enabled the identification of quantitative, qualitative, organizational, technological, and psychological conditions for optimizing the teacher workload.
Keyword(s) : school
Learning effectiveness and evaluation technology in schools for hearing-impaired children
The modern system of special education in the Republic of Kazakhstan is undergoing significant
changes. Following the global practice of ensuring equal access to education, schools for hearing
impaired children are switching to updated curricula, the topics and requirements of which are
equivalent to those of ordinary schools. The successful learning of deaf and hearing-impaired children
requires qualitative changes in the forms and methods of pedagogical influence on students.
However, to evaluate the effectiveness of the learning process by traditional methods in this case is
difficult, since it is necessary to implement a correction component in the new environment. This
article shows the concept of learning effectiveness within a school for hearing-impaired children. It
identifies a number of qualitative indicators that affect the learning process of children with special
educational needs, including the need to use modern information technologies. The paper proposes
a developed mathematical model for evaluating pedagogical efficiency in a special school, describes
the technology of its application and testing results to confirm the functionality.
The University Center of Excellence
To design the effective model of the center of excellence we must take into account that the following play an important role for them: external sources (links to the competencies sources), interaction within the business unit, the effectiveness of the center’s activities (profitability and competitiveness, innovativeness, transfer of knowledge) and the investment of the parent company. The article proves that advancing education and training at a high level of difficulty (while creating psychological and pedagogical conditions of personal growth of students) enables school leavers to win national competitions, organized by the ranked universities and, accordingly, to enter those universities out of competition. Therefore, modern lyceums for gifted children may be not for really gifted, but for more or less cable pupils. And whether or not they become talented, depends on many factors, including reasons related to the preparation special teachers for them. Moreover, daily experience shows that often they become gifted not thanks to but in spite of the education, which is considered as profile or in-depth (for gifted only).
The creation of centers of excellence as innovative structures of university science and education should include: development and support of its own structure, and then search for and justification of the idea of innovation; the creation of innovations, ready for sale; the promotion of innovation in the economy and the market of educational services. Of particular importance in this case are the mechanisms and methods of reasoning the ideas, economic evaluation of innovations, market research, evaluation of innovative projects, creativity motivation and economic incentive to stimulate the personnel initiative, the target program management, promotion of innovations. For the senior staff of universities strategic task-oriented management should be of higher priority: management should be directed at identifying and ranking specific problems, determination of scale and direction of their impact, and the possible consequences and the strategy of behavior under standard conditions.
Of great importance is the creation of conditions for the transfer of knowledge. Properly constructed educational trajectory from pre-school to university is a prerequisite for a scientific breakthrough.