Student’s Perception of Higher Education in Technical Universities and Its Connection With Subsequent Professional Development (MSTU, MADI and MIREA - Comparative Analysis) (Ending Part 4)

This article concluded the presentation of the results obtained during a comparative study of students of technical universities: MSTU, MADI and MIREA. These results were received, using a sociological questionnaire with closed-type questions. The questionnaire contained 9 main thematic blocks: 1. Professional choice; 2. Profession; 3. Study and education; 4. Educating; 5. Professional and personal competence; 6. Teachers; 7. Communication of students; 8. Humanitarian knowledge in the training of an engineer; 9. Intelligentsia. The article is primarily devoted to the presentation of the results of a comparative study of technical universities: MSTU, MADI and MIREA. In it we will present data obtained using the last four blocks of the sociological questionnaire: 6. Teachers; 7. Communication of students; 8. Humanitarian knowledge in the training of an engineer; 9. Intelligentsia. At the same time, we also want to supplement them with the results of our previous studies of MSTU students. In particular, we will continue to consider the psychological characteristics found in students studying at the Bauman Moscow State Technical University, at the faculties of Aerospace and Engineering Business and Management.

Personal competence of law enforcement specialists: psychotechnologies of formation in educational institutions of higher education

The monograph highlights the current trends in the modernization of higher education. Based on the analysis of categorical units of the competence approach, the concept of "personal competence" is formulated and its structural components are described. The features of psychological support of personal competence of law enforcement officers are determined. The methodology is substantiated and the structural and functional characteristics of the Concept of psychological support for the professional training of future specialists in educational institutions of higher education are described. The results of the law enforcement sphere of an experimental study, the purpose of which is to test the developed Concept, are analyzed. The publication is intended for specialists of psychological services in the education system, teaching staff and for everyone studying in educational institutions of higher education.

FORMATION OF HIGHLY QUALIFIED LEADING STAFF OF THE NATIONAL POLICE

. From the standpoint of a system approach to the methodology of the research of legal phenomena, the theoretical foundations of the formation of highly qualified leading staff of the National Police are considered. The successful formation of a highly qualified police staff reserve requires the introduction of staff planning in the system of the Ministry of Internal Affairs of Ukraine and the National Police. The purposes of staff planning are determined: formation of police staff taking into account the current and future needs for personnel, the level of professional training of police officers, effective use of the potential of the available staff. The formation of a highly qualified leading staff of the National Police should be carried out based on the creation of a staff reserve. Staff reserve is a group of middle-ranking police officers in territorial bodies, institutions and organizations of the National Police. The group is formed in accordance with the established procedure based on individual selection and objective comprehensive assessment. Police officers who have passed the certification procedure, according to their personal and professional qualities, level of education are able to replace higher positions in the National Police of Ukraine. In order to increase the motivation of police officers to perform their duties (as one of the elements of career growth) successfully and conscientiously, it is advisable to introduce the indicator “rating of official and personal competence of a police officer”. The rating of official and personal competence is an indicator expressed in the quantitative calculation of mastering a set of competencies necessary for the implementation of daily practical activities and further career growth of a police officer. The rating includes professional motivation; general training and professional skills; the level of physiological readiness of the organism associated with the possibility of using physical force, special means and firearms in the performance of official tasks; level of psychological stability.

The Effect of Erp Effectiveness on the Accounting Information Quality with Personal Competence as Moderating Variabel on Pt. Aneka Gas Industri Tbk

This study aims to examine and analyze the effect of Production Planning and Sales & Distribution variables on The Accounting Information Quality moderated by personal competence at PT Aneka Gas Industri Tbk Wil I North Sumatra. Type of this research using causal research. This study using 126 respondent as a sample with cencus method, questionnaire were given and filled out by employees of PT Aneka Gas Industri Tbk Wil I North Sumatra using ERP-SAP. The data were analyzed using the partial least squares (SEM-PLS) structural equation model. The results of this study indicate that the Production Planning variable has a significant and positive effect on the accounting information quality. Sales & Distribution variables have a significant and positive effect on the accounting information quality. In addition, this study also found that personal competence did not moderate the effect of Production Planning and Sales & Distribution variables on The Accounting Information Quality.

Broaden the Pathway to Inclusive Entrepreneurship: A Transaction Cost Proposition

Since entrepreneurship was conceptualised as a panacea for achieving inclusive growth in the “base of the pyramid” (BoP) regions, various ways have been explored to leverage this powerful tool, such as helping potential entrepreneurs build the resource base and capabilities. However, given the severe resources constraints in the BoP regions, such a goal is difficult to achieve. Besides, due to the high demands on personal competence, only a few people can benefit from this method, which fails to solve the problem of social exclusion in the BoP regions. Therefore, we aim to find a better way to leverage entrepreneurship to tackle the problem of the BoP regions by calling for more attention to the inclusiveness of entrepreneurship. Based on data of inclusive entrepreneurs in Zhejiang, China, we construct a three-stage model for inclusive entrepreneurship. We also apply Transaction Cost Economics to look for determinants that foster inclusive entrepreneurship and validate our main assertion that decreasing transaction cost significantly helps to increase the inclusiveness of entrepreneurship, and different phases of inclusive entrepreneurship (i.e., opportunity inclusiveness, participation inclusiveness, and sharing inclusiveness) are influenced by different sets of determinants of transaction costs.

Polyparadigmality of modern Kazakhstan education in the formation of a competent teacher

In recent years, several trends can be recorded in the educational space. There is a great variety, including the emergence of new competing educational theories and practices that represent different educational paradigms. This situation makes it relevant to address the issue of the nature of the existence of educational paradigms and their role in the formation of future teachers ' competencies, including social and personal ones. The purpose is to analyze the polyparadigmality of modern Kazakh education and its role in the formation of the teacher's social and personal competence. We used methods of analysis, synthesis and deduction. The analysis of the competence approach is based on the descriptive-analytical method. Polyparadigmality in the field of education is analyzed as a natural phenomenon. The methodological basis for the analysis of various positions of researchers and teachers was the general scientific definition of the paradigm given by T. Kuhn. According to him, it is a set of theoretical and methodological attitudes, a concept more general than a theory, concept or approach. Several pedagogical theories, concepts, or approaches may correspond to the same paradigm that serves as their ideological basis. Returning to the general scientific interpretation of the paradigm will eliminate confusion in understanding the accumulated experience and prospects of education, and will help to adequately perceive the pedagogical reality in the formation of competencies. The expansion and development of knowledge in the field of formation of teachers' competencies is inevitable, so a change in the pedagogical paradigm is inevitable and necessary. The synthesizing core in it should be a culture that combines science, art and spiritual teachings into the integrity of the noosphere. Today, in pedagogy, much attention is paid to the combination and complementarity of pedagogical paradigms. Competent perception of the polyparadigmality of education by both teachers and students, as well as awareness of the complex nature of the polyparadigm approach in the education of the future teacher, in our opinion, will provide a qualitative level of formation of a competent teacher at the stage of their training at the university. Most modern scientists (S. V. Belova, O. S. Gazman, I. G. Fomicheva, etc.) admit the simultaneous existence of several paradigms in the same conditions of education, possibly with the dominant role of one of them at a particular stage. Thus, as the main strategy for the formation of the teacher's social and personal competence, we assume the harmonization of various educational paradigms.

TEACHER – ARCHITECT OF PERFECTION OF YOUNG HEART

This article provides information on the work of a teacher, issues of further development of personal competence and professional competence, the main tasks of a teacher in organizing and managing pedagogical processes, organizing and monitoring the educational process on a scientific basis.

Human Resources Development Model For The Industrial Revolution 4.0 Era In Aceh, Indonesia

This study aims to identify the competencies and to develop a human resource development model for industry 4.0 in Aceh. To achieve the objectives, the study used a mixed-method research approach. Qualitative research was conducted through in-depth interviews with human resource development practitioners and experts who were selected purposively. While quantitative research was carried out by surveying 337 respondents who worked in various fields of work in Aceh. The results showed that there are 4 competencies needed to be able to compete and survive in industry 4.0, which are: (1) personal competence, (2) social competence, (3) methodological competence, and (4) technical competence. Of these four, personal competence has the greatest contribution in explaining the variants of competencies needed in the industrial revolution 4.0. For this reason, various elements of this personal competence should be prioritized in the human resource development model, followed by various other competencies, such as social competence, methodological competence, and technical competence. The development of these various competencies is expected to generate and transform Aceh's human capital into better superior human resources, who mastered and advanced in sciences, technology, and innovation as the main pillars of the regional development to achieve the Indonesia Golden Vision 2045.

The vocational English teachers� personal competence and its implication on teaching and learning process

Personal competence is one of the four main competencies that teachers in Indonesia must possess. However, the literature has been still limited on the teacher's personal competence in the EFL context. Therefore, the present study aims to discover the application of vocational English teachers� personal competence and its implication on the teaching and learning process. To achieve the purpose of this study, a qualitative approach in a form of case study was employed. Two teachers of English consisting of one male and one female teacher participated in this study and shared their stories about the application of their personal competence at the school. A semi-structured interview became the instrument to obtain the data. The findings of this investigation indicated that the personal competence of EFL teachers was revealed from teachers� obedience towards regulation, the application of their religious values, the way they treat their students, the honesty and model they demonstrated, the teachers� maturity, wiseness, and assertiveness, the teachers� work ethic, the teachers� confidence in carrying out their duties and the pride towards their profession. The study also discussed how the teachers� personal competence might affect the teaching and learning process.�