SYSTEM OF DEVELOPMENT OF TEACHERS` QUALIFICATION OF AGRICULTURAL INSTITUTIONS OF HIGHER EDUCATION IN THE NETHERLANDS: MANAGEMENT OF EDUCATION

Abstract

The article deals with the system of development of teachers’ qualification of agricultural institutions of high edbcation in the Netherlans. The replenishment of teaching staff in the Netherlands is characterized by a significant rejuvenation of their staff as many university graduates having received the necessary pedagogical training moved to teaching in higher education in the late 90's of XX century and the beginning of the XXI century. The purpose of the article is learning the features of professional teachers` development of agricultural higher educational institutions in the Netherlands. The study is conducted using systematic and comparative approaches, using general scientific methods: analysis, synthesis, comparison, induction and deduction, as well as a descriptive method. The author highlights that the work of the Agrarian Center of the Wageningen Agrarian University (Netherlands) on the basis of a competency-based approach to the training of specialists is funded by the government, and further training for foreign specialists are paid. Emphasis is placed on the management of agricultural higher education institutions: Higher agricultural education in the Netherlands, as in France, is supervised by the Ministry of Agriculture. Professional Standards for the training of teachers of agricultural disciplines in the Netherlands are defined at the level of higher education institutions, the Ministry of Agriculture, approved by the Ministry of Education and Science and based on bachelor's or master's standards in the relevant field.Tthere is an opinion in European pedagogy that to create a system of professional development of teachers of higher education they need to have the development of: methodologies, theories and practices of harmonization of components of educational standards at different levels as a factor in improving education and personal development; methods of coordination of curricula in order to ensure continuity and unity of requirements for the content of educational programmes at different levels; comprehensive assessment of the quality of education, which ensures the continuity of requirements for the quality of professional pedagogical education at different stages; educational technologies that provide guaranteed quality of training in various areas at all stages; unified system of humanitarian training at different levels, etc. Thus, the system of professional development of teachers of agricultural disciplines in higher education institutions in the Netherlands can be characterized as two-component: professional-pedagogical and scientific-subject (research). Recent research has shown that coordinated systematic researches and activities in the field of teacher training and professional development are of paramount importance, in particular, cooperation between researchers at the international level and the exchange of research results. The author considers that professional development of teachers in agricultural institutions of higher education is the socio-cultural phenomenon, which is an autonomous whole, and an open pedagogical system.