<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anete Mežote</style></author><author><style face="normal" font="default" size="100%">Vija Dišlere</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTERNATIONAL COOPERATION COMPETENCES AND THEIR ASSESSMENT CRITERIA WITHIN THE PROCESS OF EDUCATING EXTERNAL RELATIONS SPECIALISTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">assessment criteria</style></keyword><keyword><style  face="normal" font="default" size="100%">competence</style></keyword><keyword><style  face="normal" font="default" size="100%">International Cooperation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1421876821.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">60</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">To successfully develop certain competences in students, it is necessary to define the competences, as well as to set assessment criteria to be used in the process of developing, assessing and further developing of the competences. Due to the developing nature of international cooperation among organizations, the criteria for assessing international cooperation competences must comprise and assess all components of the particular competences that are necessary in typical job situations in the present time in the field where the prospective specialists (the current students) are planning to work, as well as all components of competences that individuals should possess in accordance with the constructivist learning theory, thus fostering a learning environment where students motivate themselves and construct their knowledge accordingly. The article defines international cooperation competences of external relations specialists, as well as sets, describes and justifies their assessment criteria, taking into account the prospective job environments of these specialists along with progressive learning theories. The set assessment criteria can also be used to assess international cooperation competences of students of other study fields where foreign language or communication courses are acquired. Apart from defining international cooperation competences and their assessment criteria, the study results present the comparison of the assessment of competences by means of using the set criteria and grades in simulations and in the standard written final examination, thus justifying the need for the set criteria to assess the most important components of the mentioned competences properly on the basis of practical competence demonstration and testing.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">125-133</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kosta   Dolenc</style></author><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATION OF DESIGN, MODELING AND VISUALIZATION IN SLOVENIAN PRIMARY EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">competence</style></keyword><keyword><style  face="normal" font="default" size="100%">design and technology</style></keyword><keyword><style  face="normal" font="default" size="100%">spatial intelligence</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413727915.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">46</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A human being perceives the world spatially, he detects and properly processes distances, size of objects, their shapes and all that is linked to our perceptions of the world. Humans' sensors provide the information about the world around and brain translates this information into thoughts, into ideas. The whole process is completely natural. In the past, due to technological limitations, the human attempted to generalize these ideas and convert them into a form so that he could &quot;record&quot; it on a flat medium, like on paper for example, and because of that he consequently had to develop the ability to &quot;read” these records. The term spatial perception was introduced and after that it was established that not everyone has it. To possess spatial perception an abstract way of thinking and higher cognitive abilities are needed. This paper presents an integration of design, three dimensional (3D) modeling and visualization program SketchUp in Design and technology curriculum into Slovenian primary schools. Emphasis is given to the analysis of the past and current condition and situation and on the incorporation of the program into the primary school curriculum. With the strategy assigned in such a way, the abilities that are connected with technological activities are strengthened, spatial intelligence is developed and assimilated. With such an approach two of the key European competences: 1. Mathematical competence and 2. Basic competences in science and technology and digital literacy, are acquired and reinforced.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">36-42</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Katarzyna Potyrala</style></author><author><style face="normal" font="default" size="100%">Karolina  Rysak</style></author><author><style face="normal" font="default" size="100%">Wioletta  Skrzypek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MEDIAL EDUCATION –THE REASONS FOR COMPLEX COMPETENCE OF BIOLOGY AND ENVIRONMENTAL PROTECTION STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">competence</style></keyword><keyword><style  face="normal" font="default" size="100%">education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399915114.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Media are the integral part of the contemporary reality, their role in social life and in education seems to be more and more important. Medial education is connected with the knowledge interdisciplinary in nature which is situated between science and everyday life. This kind of education is also a consequence of the development of new information and communication technology. The research issue has been focused on the influence of the various media on students’ competence connected with the communication and mediation of biological and environmental problems. The article takes into account the different opinions dedicated the role of media in biology and environmental education and defines the social and cultural reasons for complex competence students. 129 biology and environmental protection students participated in the practical part of the research (survey and cards of activity). The data were interpreted in view of the new concepts of social communication and mediation and point to the fact, that these students’ skills are essential for knowledge transformation and connection between science and society.</style></abstract><work-type><style face="normal" font="default" size="100%">Original Article</style></work-type><section><style face="normal" font="default" size="100%">152-158</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Oksana Filina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIDACTIC MATERIALS FOR STUDENTS AS MEANING OF EDUCATIONAL QUALITY IMPROVEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">competence</style></keyword><keyword><style  face="normal" font="default" size="100%">didactic materials</style></keyword><keyword><style  face="normal" font="default" size="100%">interactive methods</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392236443.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article is dedicated to one of the actual questions in didactics – the making and realization of didactic materials for students. The purpose of given article is showing to the readers the experience of creation of didactic materials on pedagogic for the students of not pedagogical specialties of the Baltic International Academy, which were developed by the author. 
In the introductory part the author goes on telling about the global tendencies of modern education. Namely, O. Filina stresses attention on formation of basic educational competences of the students. In accordance with the author’s mention, the main components of the educational competences formation are the interactive methods of training.
 In the first part of the article the author characterizes the formation of student’s pedagogical competence.
 In the second part the author stresses attention on the characterizes of the didactic materials which allow to organize the research study of students.
 In the third part the interactive methods of training in pedagogic, directed on formation of the student’s pedagogical competence are analysed. As the illustration, the author gives detailed description of the own experiment.
 In conclusion the author points out that the offered didactic materials positively influence to the quality of educational process: develop knowledge and skill of students in pedagogic, intensify the motivation and creative activity of students, form positive attitude to the new for them sphere of socio-cultural activity.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">162-168</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Lyudmila Gorbunova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPLEX ESTIMATION SYSTEM OF THE COMPETENCE QUALITY OF THE CHEMISTRY STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">competence</style></keyword><keyword><style  face="normal" font="default" size="100%">estimation</style></keyword><keyword><style  face="normal" font="default" size="100%">quality of education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392218678.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Social and economic changes which have taken place in Russia at the end of XX century, have caused necessity of revising the whole system of the higher vocational training with the purpose of in-creasing its quality and strengthening of attention on the development of practical - effective spheres of the trainee’s personality. Today it is impossible to speak about the higher vocational training, not men-tioning questions of its quality. If to be based on the technological approach to interpretation of the term of &quot;education quality” the practical technique is necessary for measuring its level.
 Discussing the &quot;education quality” term as a system category, we share N.A. Selezneva’s, A.I. Subetto's opinion on the structure of education quality as a uniform set of subsystems of education quality system, quality of educational processes and quality of results of education (a level of compe-tence). The system, process and result should meet social demands the requirements of concrete consum-ers. 
In our opinion, the subsystem of quality of education results (quality of students’ subject knowl-edge and professional skills) is he ordered complete set of components, integration and interaction of which causes and effectively promotes development of preparation quality of pedagogical HIGH SCHOOL a graduates which is expressed in his professional - pedagogical competence. As a methodo-logical reference point of system construction of an estimation of quality of students’ subject knowledge of acts as system, of active, personal, competent, qualimetrical approaches. 
The full characteristic of system essence of quality an estimation of students’ knowledge of assumes the description of its characteristic features, an inner structure, relations with the environment and the stages of development. To the properties and attributes of the system of estimation students’ knowledge quality one should refer the general and specific. Among the general properties of the system we single out such as sociality (on substantiality indication), a reality (by origin), complexity (on a level of complexity), an openness (on character of interaction with an environment), dynamism (on the basis of variability), purposefulness (on presence of the purposes), external and self-guidance (on the guidance feature). Besides by the way of determination of the system is probable. To specific properties of the estimation system of students’ knowledge of quality we referred a value-guided and pedagogical orientation.
 The complex quality estimation system of students’ subject knowledge in the subjects of special training of chemistry teachers of in a pedagogical higher school is developed.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">113-119</style></section></record></records></xml>