Monograph Association SEPIKE E-Book

• Herausgeber: Books on Demand
• Kategorie: Fachliteratur
• Sprache: Deutsch

Seitenzahl: 305

Veröffentlichungsjahr: 2020

Beschreibung

In the globalized world under rapidly developing conditions of the digital economy, it is almost impossible to keep pace with the multi-dimensional informational flow that appears daily on the Internet and in real life. Scientists whose papers and researches are dedicated to the innovation issues, their different types, life cycles, evaluation of effectiveness and practical applicability, all of them agreed on the appearance of so called unclassifiable digital innovations. We have to be precise with this definition. First, digital innovations have penetrated inside all spheres of life and business nowadays. It is impossible to make any operation without using modern advanced technologies (actually, they are traced from being advanced not so far till usual/adapted/everyday). And the main criterion making innovations 'everyday' is the time. Whether it's the simplest operation of searching for a geographical location, the operation of buying or selling, the simplest transaction, communication, or the complicated operation of managing a business based on the business modeling, the use of modern marketing digital technologies, modeling of the ecological future and building long-term forecasts, all of abovementioned requires Internet usage, modern devices or other smart technologies. Thus, such variety of activity leads to complexity of digital innovation classification. Second, digital space is unlimited and unlimited by its nature that results just in generalization of common categorical directions. Third, each process, activity or even action take place in a concrete condition. It should be said, world economy transit to a personalized level, i.e. move from macro- via meso-, throughout of micro- to the digitally behavioral economics. That is why, in our opinion, it is difficult to classify digital innovations. Nowadays, it is not a top secret that with rapid digitalization paces, governments miss effective tools of regulation or intervention. More and more scientific publications, personal blogs and journalistic reports expose the problem of government insolvency in its intervention policies and the unjustifiedness of their actions. Neoclassic, neo-monetarist, neo-institutional and other neo-economic theories are unable to explain today's rapidly changing situation around the globe. They have exhausted themselves: there is no panacea that can revive the mega-economies of the highly developed countries that are sluggishly falling into the recession.

Leseprobe

AUTHORS & CONTRIBUTION

Michael SCHAEFER (Preface)

Doctor in Economics, President Association 1901 SEPIKE, Poitiers, France

Adebayo Samuel ADEDOYIN (

subchapter 1.1

)

PhD Candidate, International Black Sea University, Georgia; Rugby UK Academic degree – PhD Education Management in view, London, the United Kingdom

Shirley MCLOUGHLIN (

subchapter 1.1

)

PhD in Pedagogics, Professor of Education Affiliate Faculty of women and Gender Studies, Keene State College, New Hampshire, USA

Mariami AKOPIAN (

subchapter 1.2

)

Doctoral Candidate in Education Sciences, Faculty of Humanities and Education, Department of Education Sciences, International Black Sea University, Tbilisi, Georgia

Keti GURAMISHVILI (

subchapter 1.3

)

PhD Candidate in Education Sciences, Faculty of Education and Humanities, International Black Sea University, Tbilisi, Georgia; Head of English Department, British International School of Tbilisi, British-Georgian Academy, Tbilisi, Georgia

Svitlana AMELINA (

subchapter 1.4

)

Doctor in Pedagogics, Professor, Department of Foreign Philology, Faculty of Humanities and Pedagogy, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine

Alina MANELIUK (

subchapter 1.4

)

PhD Candidate, Taras Shevchenko National University of Kyiv, Kyiv, Ukraine

Olena PRYSHCHEPA (SHEGEDA) (

subchapter 1.5

)

PhD in Philology, Associate Professor, Foreign Language Department, Zhytomyr National Agroecological University, Zhytomyr, Ukraine

Olena SVYSIUK (

subchapter 1.5

)

PhD in Philology, Associate Professor, Foreign Language Department, Zhytomyr National Agroecological University, Zhytomyr, Ukraine

Ekaterine PIPIA (

subchapter 1.6

)

Doctor in Pedagogy, Professor, Coordinator of Master's Programs in Education Administration and in General Education Administration; Coordinator of Languages, Faculty of Social Sciences, Humanities and Education, International Black Sea University, Tbilisi, Georgia

Barbara CLARK (

subchapter 1.6

) Inga TEPHNADZE (

subchapter 1.6

)

Doctor in Philosophy, Professor, School of Languages, Linguistics and Film, Quinn Mary University of London, the United Kingdom PhD Candidate in Social Sciences, Humanities and Education, Faculty of Social Sciences, Humanities and Education, International Black Sea University, Tbilisi, Georgia

Nona INJGIA (

subchapter 1.7

)

PhD Candidate, The Saint Andrew the First-Called Georgian University of the Patriarchate of Georgia

Oleksandr OMELCHENKO (

subchapter 1.8

)

PhD in Engineering, Associate Professor, Head of Department of General Engineering Disciplines and Equipment, Donetsk National University of Economics and Trade named after Mikhail Tugan-Baranovsky, Kryvyi Rih, Ukraine

Ludmila TSVIRKUN (

subchapter 1.8

)

PhD in Pedagogics, Department of General Engineering Disciplines and Equipment, Donetsk National University of Economics and Trade named after Mikhail Tugan-Baranovsky, Kryvyi Rih, Ukraine

Serhhii TSVIRKUN (

subchapter 1.8

)

PhD in Engineering, Lecturer, Department of Radio Engineering and Electromechanics, Kryvyi Rih, College of National Aviation University, Kryvyi Rih, Ukraine

Volodymyr PEREKREST (

subchapter 1.8

)

Lecturer, Department of General Engineering Disciplines and Equipment, Donetsk National University of Economics and Trade named after Mikhail Tugan-Baranovsky, Kryvyi Rih, Ukraine

Alenka KAVKLER (

subchapter 2.1

)

PhD in Mathematics, Associate Professor, Head of Institute of operations research, Faculty of Economics and Business, University of Maribor; EIPF – Economic Institute, Ljubljana, Slovenia

Ruslan LUPAK (

subchapter 2.2

) Tatiana SHTETS (

subchapter 2.2

)

Doctor in Economics, Associate Professor, Department of Economics, Lviv University of Trade and Economics, Lviv, Ukraine PhD Candidate, Department of Economics, Lviv University of Trade and Economics, Lviv, Ukraine

Gunel MAMMADOVA (

subchapter 2.3

)

PhD Candidate, Baku Slavic University, Baku, Azerbaijan

Krasimir NIKOLOV (subchapter 2.4)

PhD in Economics, CGAP EU Funded Projects Expert, Chief Internal Auditor, Ministry of Interior, Sofia, Bulgaria

Ievgen OVCHARENKO (

subchapter 2.5

)

Doctor of economics, Professor, Head of Department of Public Administration, Management and Marketing, Volodymyr Dahl East Ukrainian National University, Severodonetsk, Ukraine

Inna SEMENENKO (

subchapter 2.5

)

Doctor of economics, Professor, Head of Department of Economics and Entrepreneurship, Volodymyr Dahl East Ukrainian National University, Severodonetsk, Ukraine

Roman BOGDANOV (

subchapter 2.5

)

PhD Graduate, Department of Public Administration, Management and Marketing, Volodymyr Dahl East Ukrainian National University, Severodonetsk, Ukraine

Miroslava PEICHEVA (

subchapter 2.6

)

PhD in Economics, Associate Professor, University of National and World Economy, Sofia, Bulgaria

Lyazzat SEMBIYEVA (

subchapter 2.7

)

Doctor in Economics, Professor, Financial Department, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan

Aida ZHAGYPAROVA (

subchapter 2.7

)

PhD in Economics, Associate Professor, Financial Department, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan

Aigerim ZHUSSUPOVA (

subchapter 2.7

)

PhD in Economics, Associate Professor, Financial Department, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan

Zhanar TULEGENOVA (

subchapter 2.7

)

PhD in Economics, Associate Professor, Financial Department, "Turan-Astana" University, Astana, Kazakhstan

Jarmila VIDOVÁ (

subchapter 2.8

)

PhD in Economics, MBA, Department of Economic Policy, Faculty of National Economy, University of Economics in Bratislava, Slovak Republic

Oksana HETMAN (

subchapter 2.9

)

PhD in Economics, Associate Professor, Deputy Editor, Association 1901 SEPIKE, Poitiers, France

CONTENT

PREFACE

ABSTRACTS

CHAPTER 1 INNOVATIONS IN PEDAGOGICS

1.1 An investigation of aesthetic learning as a part of teacher professional development

1.2 The problem of teaching non-sexist style of English and avoidance of linguistic sexism in teaching process

1.3 New product development (Academic Management)

1.4 Features of training for bachelors in computer sciences in universities of Ukraine

1.5 Language consciousness state of modern Ukrainian youth

1.6 Inter-rater agreement of Georgian raters between two assessment cycles of Georgian controllers

1.7 Culturological aspect in literary translation (according to the short prose of Ludmila Ulitskaya)

1.8 Components of projecting and constructional competence formation in the process of general engineering training

CHAPTER 2 INNOVATIONS IN GLOBAL ECONOMICS

2.1 Evaluation of work trial programs, verification and validation of national vocational qualification in Slovenia during the great recession with propensity score matching approach

2.2 Strategic priorities for the development policy of the digital economy of the state

2.3 Destination management in tourism

2.4 Creation of multifunctional center in the agricultural regions by smart inclusion of the legally residing migrant population

2.5 Use of a person as a system-forming factor when forming a system of economic security of an enterprise

2.6 Analysis of innovative training methods applied to higher education institutions

2.7 Financial policy in the context of integration processes

2.8 Innovations as a necessary part of company's life

2.9 Economic Development versus Economic Growth: Case Study of Ukraine

POSTSCRIPTUM

PREFACE

In the globalized world under rapidly developing conditions of the digital economy, it is almost impossible to keep pace with the multi-dimensional informational flow that appears daily on the Internet and in real life. Scientists whose papers and researches are dedicated to the innovation issues, their different types, life cycles, evaluation of effectiveness and practical applicability, all of them agreed on the appearance of so called unclassifiable digital innovations. We have to be precise with this definition. First, digital innovations have penetrated inside all spheres of life and business nowadays. It is impossible to make any operation without using modern advanced technologies (actually, they are traced from being 'advanced' not so far till 'usual'/'adapted'/'everyday'). And the main criterion making innovations 'everyday' is the time. Whether it's the simplest operation of searching for a geographical location, the operation of buying or selling, the simplest transaction, communication, or the complicated operation of managing a business based on the business modeling, the use of modern marketing digital technologies, modeling of the ecological future and building long-term forecasts, ‒ all of abovementioned requires Internet usage, modern devices or other smart technologies. Thus, such variety of activity leads to complexity of digital innovation classification. Second, digital space is unlimited and unlimited by its nature that results just in generalization of common categorical directions. Third, each process, activity or even action take place in a concrete condition. It should be said, world economy transit to a personalized level, i.e. move from macro-via meso-, throughout of micro- to the digitally behavioral economics. That is why, in our opinion, it is difficult to classify digital innovations.

Nowadays, it is not a top secret that with rapid digitalization paces, governments miss effective tools of regulation or intervention. More and more scientific publications, personal blogs and journalistic reports expose the problem of government insolvency in its intervention policies and the unjustifiedness of their actions. Neoclassic, neo-monetarist, neo-institutional and other neo-economic theories are unable to explain today's rapidly changing situation around the globe. They have exhausted themselves: there is no panacea that can revive the mega-economies of the highly developed countries that are sluggishly falling into the recession. That is why the theories of 'sharing economy', 're-growth' theories, 'de-growth' theories or 'post-modernism' theories are coming into the scientific circulation. We are not trying to judge or justify them, since they represent an innovative way of thinking, indeed. With our monographic edition, we try to boost a way of any idea that could become an advanced technique, possibly in a certain area.

The scientific monograph "Innovations in the Modern World" (Edition, 2019) reflects the diverse views of scientists and practitioners from all over the world on the processes of knowledge formation, advanced education and innovations in all economic spheres. Our monograph consists of two chapters.

Chapter 1 "Innovations in Pedagogics" includes results of scientific research in the area of aesthetic learning as a part of teacher's professional development; an avoidance of linguistic sexism in English teaching process; description of newly developed product - English phonetics (academic management); investigations of training features for bachelors in computer sciences; disclosing of language consciousness state of modern youth; description of inter-rater agreements between two assessment cycles of controllers; consideration of culturological aspect in literary translation; classification of components of projecting and constructional competence formation in the process of general engineering training.

Chapter 2 "Innovations in economics" includes results of scientific applied researches on the work trial programs evaluation, verification and validation of national vocational qualification during the great recession with propensity score matching approach; definition of strategic priorities for the development government policy of the digital economy; identifying a destination management in tourism; creation of multifunctional center in the agricultural regions by smart inclusion of the legally residing migrant population; effective forming a system of economic security of an enterprise based on the usage of a person as a system-forming factor; analysis of innovative training methods applied to higher education institutions; financial policy development under integrational processes; implementation of innovations as a necessary part of company's life; a case study for economic development.

Authors of the monograph will be sincerely grateful to all interested scientists, who are concerned with solving problems of the modern world in the current and innovative branches, for the critical assessment of our scientific papers and constructive scientific cooperation.

Respectfully,

Michael Schaefer,

President of Scientific Association

Association 1901 "SEPIKE"

ABSTRACTS

CHAPTER 1 INNOVATIONS IN PEDAGOGICS

1.1 An investigation of aesthetic learning as a part of teacher professional development (Adebayo Samuel Adedoyin, & Shirley McLoughlin)

Abstract:Teacher's professional development arguably tends to be a formal extra or ongoing learning with the aim of improving expertise in this vocation. Aesthetics as a means of learning and teaching methods open up the room for teachers to examine their personal teaching experience in pari passu with their everyday teaching encounters. The personal experience and the reflection of a Ugandan teacher creates a beam of light on how following the principles of aesthetic learning can actively further the development of teachers professionally

Keywords:teacher professional development, aesthetics, teaching methods, learning

1.2 The problem of teaching non-sexist style of English and avoidance of linguistic sexism in teaching process (Mariami Akopian)

Abstract:The most recent problems in research of teaching non-sexist style of English language and linguistic sexism problems in teaching process are discussed. Based on the scholarly literature, the linguistic change draws links between gender-related linguistic phenomena and gender inequality or discrimination in language teaching. The specific ways of dealing with the obstacles of teaching non-sexist style of English language in English speaking class are analyzed. The research paper has attempted to provide with the insights of existing teaching problem of non-sexist style of language teaching and avoidance of linguistic sexism in educational settings for analyzing the connections between language and gender studies in the teaching process

Keywords:language, gender, linguistic sexism, language teaching, gender bias, non-sexist style of teaching

1.3 New product development (Academic Management) (Keti Guramishvili)

Abstract:The role of both Academic Managers (AMs) and New Product Development in Language Teaching Organizations (LTOs) has been analyzed. The new educational product implementation is discussed via Action Plans, Management Styles and Communication Teams. The strategic role academic management in the organizational development is encouraging successful communication, motivating staff for changes and providing innovations. Referring to the Continuing Professional Development (CPD), it helps to reach objectives, improve knowledge, skills and competence. Achievements are a powerful motivator that lead to a recognition, increased responsibility, job interest and individual performance

Keywords:Continuing Professional Development (CPD), Academic Managers (AMs), Academic Leadership, Language Teaching Organizations (LTOs)

1.4 Features of training for bachelors in computer sciences in universities of Ukraine (Svitlana Amelina, & Alina Maneliuk)

Abstract:Curricula and syllabi of specialties "Computer Engineering" and "Software Engineering" of the main Ukrainian universities have been researched and analyzed. The bachelor's competencies in computer science are compared with the requirements for IT-professionals training in Ukraine. The discrepancies in the quantitative and qualitative indicators of the curricula have been revealed. The strengths and weaknesses of the bachelor's study in computer science in Ukraine are identified

Keywords:computer science curriculum, computer engineering curriculum, Information technologies, quality of training, professional training, higher education, standards of higher education

1.5 Language consciousness state of modern Ukrainian youth (Olena Pryshchepa (Shegeda), & Olena Svysiuk)

Abstract:The peculiarities of modern Ukrainian youth's self-perception as native speakers have been considered by authors. Based on the results of a sociological survey, authors argue that the level of development of young people's linguistic consciousness is related to their linguistic self-esteem

Keywords: sociolinguistics, sociological survey, linguistic personality, consciousness, self-esteem, self-perception, authority, environment, stability, resistance, tolerance, state language, bilingualism, language prestige

1.6 Inter-rater agreement of Georgian raters between two assessment cycles of Georgian controllers (Ekaterine Pipia, Barbara Clark, & Inga Tephnadze)

Abstract:Controllers and pilots are users of Aviation English all around the world. English Language for live communication involves standard phraseology and plain English to ensure safe flight operations. However, it worth noting that English for aviation should be developed amongst the users, it should be assessed according to the international Language Proficiency Requirements (LPRs) developed by International Civil Aviation Organization (ICAO). The certified and active raters assess LPRs, reliability issues attract scholars' attention since raters assesse high-stakes and consistency of their evaluation is crucial. Authors have investigated inter-rater agreement of Georgian raters between two assessment cycles of Georgian controllers, conducted in 2016 and in 2019.

Keywords:aviation English, assessment, controllers, inter-rater reliability, Language Proficiency Requirements (LPRS)

1.7 Culturological aspect in literary translation (according to the short prose of Ludmila Ulitskaya) (Nona Injgia)

Abstract:a translation requires special approaches and methodology. A translator should take into account features of original text by interpreting in the native language. Discussing culturological issues is a relevant subject. In this case, the translator should set goal, i.e. thoroughly study the text, its cultural space, and conceptual words. Therefore, it is necessary to consider how to convey the culturological language aspect to create intercultural dialogue.

Keywords:culturological aspect, literary translation, translation strategies

1.8 Components of projecting and constructional competence formation in the process of general engineering training (Oleksandr Omelchenko, Ludmila Tsvirkun, Serhhii Tsvirkun, & Volodymyr Perekrest)

Abstract:The structural components of projecting and constructional competence of future engineers in the general engineering training process are highlighted. The motivational and incentive components are characterized (both motivationally targeted and emotionally volitional blocks); the content and cognitive components are described (engineering, graphical, informational and analytical blocks); the operationally-acting component is separated (both projecting and constructional block); professional and communicative components are characterized (both personally-individual and communicative block); resultative and reflective components are defined (both reflection and self-development). The obtained results indicate that the most "problem area" is observed in the process of formation of the cognitive and content components (information and analytical block) and operationally-acting component (projecting block).

Keywords:general engineering training, projecting and constructional competence, structural components, teaching methods, engineer

CHAPTER 2 INNOVATIONS IN GLOBAL ECONOMICS

2.1 Evaluation of work trial programs, verification and validation of national vocational qualification in Slovenia during the great recession with propensity score matching approach (Alenka Kavkler)

Abstract:The aim of this study is to evaluate some active labor market policy (ALMP) programs in Slovenia, viz. Work Trial Programs and Verification and Validation of National Vocational Qualifications. Propensity score matching is applied to examine the existence of causal effects. For each of the participated in the ALMP individuals (i.e. from the treatment group), the algorithm selects an individual from the control group of the unemployed with the same participation probability. Thus, the study avoids the problem of sample selection bias, since participated individuals are similar in key characteristics to those who did not participate. The participation probability (propensity score) is estimated by binary choice models with the help of several explanatory variables, such as gender, age, level of education and region. Pairs of matched individuals from the treatment and control group are then compared in terms of the success at obtaining a job. The data were obtained from the Employment Office of the Republic of Slovenia. The database consists of all unemployment periods completed between 2007 and 2010 and of all the ongoing periods at the end of 2010. For the treatment group, the data about active labor market program participations in the same time frame were used. The results for the programs under evaluation are interpreted in light of the current economic situation. For both Verification and Validation of National Vocational Qualifications and Work Trial programs, the study obtains a positive effect

Keywords:training programs, propensity score matching, active labor market policy, unemployment

2.2 Strategic priorities for the development policy of the digital economy of the state (Ruslan Lupak, & Tatiana Shtets)

Abstract:It is substantiated the importance of the digital economy development and the need to formulate a systematic state policy for its support taking into account the guidelines for building a progressive national economy. The peculiarities of the national economy of Ukraine, which determine the tasks and ways of solving them in the formation and realization of the digital economy capacity are highlighted. The strategic stages of the state policy for development of Ukrainian digital economy are identified (sector capacity formation, strengthening its competitive positions, sector capacity realization in the system of national economy and development of the information society), which allowed to determine the strategic priorities of the state sector regulation (formation of valuable functioning infrastructure and resource support system for the its development, scaling up and expanding activities, improving its structural characteristics and its share in the economy, the formation of system links and sector contribution to the economic growth, effective implementation of strategic national projects in the sector).

Keywords:digital economy, state policy, strategic priorities, capacity

2.3 Destination management in tourism (Gunel Mammadova)

Abstract:The formation of the modern national tourism industry as a complex socioeconomic and environmental system is based on an interaction of its components. Tourism destination is a key element of the tourism system, because its functionally related elements (tourism resources, tourism area and general infrastructure, potential and employment control) are located in a certain area, have an information structure and to provide a strategy and tactics for the sale of tourism products. An influence of the external environmental factors on the tourist companies' activity has been discussed. Their influence at the financial state of tourist companies has been analyzed.

Keywords:development, external factors, marketing and management, tourism destination, infrastructure

2.4 Creation of multifunctional center in the agricultural regions by smart inclusion of the legally residing migrant population (Krasimir Nikolov)

Abstract:The regional policy is the backbone of the successful social and labor market integration of the legally residing migrants in the EU. The policymakers must analyze the real possibility and capacity of the proper rural region backed up by agricultural companies in order to help migrants. The European municipalities have different structures, but they have to interact with the local and central business branches. The migration pressure at the external EU borders with the Asian countries urges the EU to be smart in its regional and local agricultural development. The regional municipal models based on decentralization must be tailored to the project implementation regarding social and labor market inclusion of the legally residing migrations. The output and result indicators applicable for the upcoming Multiannual Financial Framework the Asylum and Integration Fund would be an important element for projects based on synergy with the European Social Fund and the European Agricultural Fund for Rural development. The expectations for the future inclusion should be embedded into the regional programming of the Member States. The multifunctional center including agro-development of the regions will be realized by the business model public-private partnership. It will be possible in the forthcoming programming period.

Keywords:social and labor inclusion, migrants, synergy, programming

2.5 Use of a person as a system-forming factor when forming a system of economic security of an enterprise (Ievgen Ovcharenko, Inna Semenenko, & Roman Bogdanov)

Abstract: The research examines an issue of impossibility and inexpediency of forming an economic security system of an enterprise on a hypothetical logical math basis. The task to ensure its functional efficiency has to be shifted to a person as a social element in the system. Consciousness of a person and his abilities should be used as the system basis. The behavioural stereotype stands as a formal feature of a social element in a system. The behavioural stereotype of a person is considered as a system-forming factor that allows to choose the functional systems theory as the theoretical basis for forming an economic security system of an enterprise. This theory helps to prove the behavioural acts concept of a functional system and behavioural stereotypes in a socioeconomic system as substantially interconnected. Both of these concepts can be applied

Keywords: enterprise, economic security system, system-forming factors

2.6 Analysis of innovative training methods applied to higher education institutions (Miroslava Peicheva)

Abstract:Innovations are important in training process, because modern education needs new methods and modern forms, which must be adapted to global communication and life-style. Therefore, vocational training, education and study should base on a high level of scientific research and should be adapted to the practical demand of innovative and modern markets. Research include a detailed analyses of innovative courses provided by top universities worldwide. The analysis of 25 examples of Excellence linked to Higher Education Innovation proved that higher education institutions that have excellence in innovation use innovative teaching methods that are a prerequisite for these results. The main conclusions that can be drawn from the analysis are related to the increasing penetration of online training at universities; the benefits of online training; technical competence is gaining momentum as a requirement for teachers, but pedagogical skills remain one of the key competences, combining traditional with innovative teaching methods, including the creation of institutes, laboratories providing an environment for realizing students' innovative potential and teachers

Keywords:education, innovations, online courses, training methods

2.7 Financial policy in the context of integration processes (Lyazzat Sembiyeva, Aida Zhagyparova, Аigerim Zhussupova, & Zhanar Tulegenova)

Abstract:This research discusses the strategy and tactics of the financial policy of the Republic of Kazakhstan in the context of integration processes. In the process of creating a single financial market of the EAEU, an attention is paid to the effective financial policy, since it depends on completing the harmonization process of state legislations in the financial sector, as well as ensuring the effective development of national economies of the participants of this integration association. Authors have reviewed the global experience of SME support. The SME's sector contribution to GDP in most developed countries is around 50-60%. In Kazakhstan, SME castor has provided 21% of GDP in 2018. To adjust that, an analysis of the Government Finance Programs has conducted from the point of their efficiency.

Keywords:Eurasian Economic Union (EAEU), SMEs (small and medium enterprises), financial policy, government support

2.8 Innovations as a necessary part of company's life (Jarmila Vidová)

Abstract:Innovation is one of the decisive factors for achieving excellence and is not only the result of scientific and technological development. Innovation is inherently more social than technical or economic, since its existence depends on the acceptance of society. Thus, innovation is not a new phenomenon and there is no doubt that we cannot exist without them. The quality of the environment is significantly deteriorating as industry and its individual sectors have an impact on all its components – air, water, soil, organisms. Industrial producers are pollutants that have local impact and widely spread in the air. Businesses should implement innovations that are consistent with sustainable growth goals.

Keywords:sustainable development, innovations, transfer technologies

2.9 Economic Development versus Economic Growth: Case Study of Ukraine (Oksana Hetman)

Abstract:this work is an integrated assessment of the factors, causes, results and consequences of economic development using of Ukraine as an example country with a transitive economy. This topic represents the intersection of the interests of social and economic science based on in-depth analysis of ongoing political changes. This work is an applied thesis based on the deep analysis of theoretical researches dedicated to the problem of economic development in Ukraine. It is based on reliable analytical reports provided by the Statistical Service of Ukraine, the Eurostat, as well as worldwide recognized ratings/indices of countries development. The analytical conclusions made in our work and practical recommendations developed on their basis can be used in writing of scientific articles, reports, theses, as well as at the level of developing a state programming for the development of Ukraine in the direction to the way of the European integration and accession to the EU as a member state

Keywords:economic development, integration, scenario analysis, forecast, GDP per Capita by PPP, innovations, digital economy

CHAPTER 1 INNOVATIONS IN PEDAGOGICS

1.1 AN INVESTIGATION OF AESTHETIC LEARNING AS A PART OF TEACHER PROFESSIONAL DEVELOPMENT

Introduction: A teacher in a remote village in Kalangala, Uganda, was introduced to a new class, the fourth grade of the school. Prior to this, colleagues in the same primary school had registered the notoriety of a particular boy in that grade. On the first day, the teacher noticed and experienced a rowdy atmosphere and what came to his mind next was how to manage the class. He observed the students using swears, and angry words in the local dialect. He struggled to keep up with classroom management, behavioral challenges, and getting the pupils to speak using the standard language (English) which was also used for instruction. The teacher went home that day troubled. This continued for the next two weeks into the term. However, one day, during the class break, he peeped through the window and watched attentively the relations and interactions of his new pupils. He then developed the following underlying questions: was he approaching the education of these pupils in a one-sided manner? Could he have been addressing only the cognition/academic learning aspect of the pupils during his teaching, essentially ignoring the affective part? The teacher reflected on a teacher training seminar he had attended a few months ago largely based on Aesthetic education. At the time of the conference, he felt this approach was not of much use to him but the present challenges he was facing in this new classroom, got him thinking. This was the beginning of several discoveries that caused a paradigmatic shift in the teacher's approach to teaching.

Learning, as meant to be the objective of every educational institution, is far from being achieved when it is not effective without considering the multitude of components that impact the learner's humanity. Most academic institutions take up the responsibility of teaching primarily as designed by the curriculum, concentrating on learning, but seldom considering several other learner characteristics that could either enhance that learning or defeat it entirely. In addition, those who attempt to enhance learning, try to create a conducive atmosphere for learning. They also try to meet the basic needs of the learner in terms of physical essentials that matter such as comfortable accommodation, and essential scholastic materials. However, there are other variables that are key to enable learners to become more focused on their learning; that is what the aesthetic part of learning is set to achieve.

Theoretical Study:Aesthetics as a word originates from "aisthetikosî'" (Greek); it means the ability to perceive through the senses (Pourhosseyni, Sajjadi & Imani, 2014). In today's world, when we think of the aesthetics, what readily comes to mind is art and beauty. Little wonder, Greene (1995) states that aesthetics is the study of the arts; it explains the relationship between art and culture, and it is the eye of the perceiver, the sixth sense and imaginative aspect of art. However, several works of literature have tried to define aesthetics but we relate to that which is specific to education. Weitz (1972, p. 2) defines aesthetic education "as an attempt to extend the affective, imaginative, formal and cognitive possibilities of the arts in all of their individual autonomy as well as their collective diversity to at least three types of children which indeed encompasses every child: the underprivileged; the undereducated and the under-perceptive". Aesthetics are usually seen as being related to beauty as in the beauty and interpretation of art but considering Weitz's description with regards to aesthetic education, they run far deeper than that. Aesthetics are vital in the whole development of the human and having academics neglect this area in learning could result in serious consequences. Green (1995) helps us understand that there is a relationship between aesthetics and how learners learn. A learner's interrelationship of art, for example, is through the senses and the influence of culture on him or her.

There are several specific types of curricular approaches that incorporate some of Green's ideas. For example, Drama Based teaching and learning work on the aesthetic experiences of a learner that informs their intellect and "affect". This is evident in the process of creating, interpreting, and juxtaposing between symbols and meaning-making while utilizing drama as a component of the curriculum (Kathryn & Bridget, 2018). The empirical research by Anttila (2018) demonstrates a connection between musical activities and linguistic and mathematical skills balancing abilities as self-confidence, social and cognitive skills. Webster & Wolfe (2013, p. 23) note that what makes a learning experience is not just the teacher, the learner and the availability of material to be learnt, but also "involves the embodied presence of the student, her activity of meaning-making and her desires". Without these, the students' learning experiences are not complete. A teacher can create an excellent lesson, but until the learner is showing interest (desire) and is striving to understand or give meaning to what is being taught, true learning cannot take place. This process of learning is the aesthetic experience. For this experience to be realized thinking becomes essential (Dewey, 1985) and we have to understand that thinking is more of an art rather than a science. According to Webster & Wolfe (2013), thinking is the mind brooding on a subject matter trying to figure out through aesthetic and affective means. Meanwhile, Dewey (1934) further explores the role of the aesthetic experience, incorporating objects and activities into the lessons especially through the arts (e.g. drama, music, photography etc). This becomes the stimulant of that experience. Garrison (2010) noted that Dewey sees inquiry, a critical part of the learning experience, to be a creative, artistic activity.

Importance of teachers creating aesthetic experiences: It has been pointed out by Schulman & Schulman (2004, p. 2) that in the quest to establish a framework at which teachers can attain steady development, the teacher is theorized as a "member of a professional community who is ready, willing and able to teach and to learn from his or her teaching experiences". The authors suggest that the professional development of teachers is self-driven. In other words, to be a part of a professional educational community, teachers' readiness is driven by a vision which is sustained by a willingness to explore from two paradigms which include teaching and reflection on their teaching. We will describe how aesthetic learning is used in the furtherance of teacher professional development, including Schulman's, on teaching and reflection. More than anything, it is important for every teacher to guide learners to have aesthetic experiences incorporated into their lessons. This is also true in teacher professional development experiences as well as in the everyday experiences of his/her students. Learning tends to be boring and monotonous without these experiences. Dewey (2008) suggests that teachers should open the door to more aesthetic experiences for their students, via providing more open-ended problems and learning experiences that encourage learners to engage in the process of thinking and reflection rather instead of learning set information. This as an understanding requires more than just recognition of facts (Dewey, 1989, p. 24). Incorporated into this approach is the need for learners to be open to other ways of arriving at learning outcomes. This may mean that learners will need to appreciate the essential parts of every lesson. He specifically addressed the aesthetic component of learning by noting that reasoning in the absence of imagination is devoid of truth as imagination is essential in expanding learners understanding.

Webster & Wolfe (2013, p. 24) further expand the role of imagination, noting that imagination as a cognitive function encouraged through aesthetic means should be part of teacher professional development. They explain that learning as a journey is geared towards meaning-making so teachers must guide learners to various ways of knowing and describe how some professionals give their students this aesthetic experience in the classroom. For example, a design technology teacher introduced screen printing to his Year 9 students, but during the class, he understood that some students' interests were in doing multiple prints, other students were in color printing, etc. Preferred additions to the basic assignment were also quite varied. By listening to the students, he allowed their voices to be heard in reaching the same learning outcomes.

Without aesthetics, a teacher walks into the classroom to meet pupils and then he or she is focused on the learner's intellect because that is what the curriculum that guides him or her addresses. Attention is not paid to the "affect" part of the pupil. However, through aesthetics, there is a paradigm shift that takes place in the teacher's mind. The teacher moves beyond the subject to be taught and does an investigation on how societal culture, school culture, and peer group culture affect the pupils learning in and out of the classroom. To this, Dawson & Lee (2018) explains that learners develop language and grow through dialogue with their teachers, peers and environment.

Aesthetics investigation by a teacher in Uganda: From our introduction, we are introduced to the experiences of a teacher in a rural area of southern Uganda. As noted earlier, the teacher identified one particular student as having more behavioral issues than others and serving as a ringleader, so to speak, to other students, generally diminishing the overall behavior and learning of the entire classroom. After noticing this, the teacher's curiosity made him pay a visit to the pupil's home and that alone helped to open some doors to what he needed to understand in order to gain the attention of the pupil. It was here that he learned that his student was part of the Karamojong cultural group. There are several cultural groups in Uganda, one of which is the Karamojong. The Karamojong are a cultural group of Ugandans living mainly in northern Uganda and have relied on cattle rearing and agriculture for their livelihood (Knighton, 2005). Karamojong were essentially nomadic pastoralists (ranchers). Cattle rearing and hunting were typical of their people. However, as the impact of famine and devastating territorial militarism came to play in their lives, they had to migrate from the arid regions of Uganda to areas vibrant with vegetation and also towards the cities (The Peace for Paul Foundation, n.d).