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In fact, each subject, each educational activity contributes to the formation of learners' general qualities, abilities and specific competencies. This situation also sets requirements for ensuring the quality of teaching and educational activities at schools generally, and for the implementation of experiential and careeroriented activities under the general education program 2018 particularly. 3. Conclusion Experiential and career-oriented activities are compulsory educational activities under the general education program 2018 in Vietnam. The survey results showed that the majority of secondary school students in Quang Ninh province were still quite confused about experiential and career-oriented activities, and have identified those activities with extracurricular activities according to the old curriculum and the form of experiential teaching of the subjects. In addition, the students underestimated the roles of experiential and career-oriented activities in the formation and development of students' qualities and competancies. The limitations in students' actual awareness of experiential and career-oriented activities will negatively affect their attitudes, positivity and initiative
when participating in the activities. Therefore, along with careful preparation in all aspects such as training on how to design and organize experiential and careeroriented activities and seminars for teachers, to mobilize resources to organize activities, etc., raising awareness of experiential and career-oriented for secondary school students in Quang Ninh province is a prerequisite measure to ensure the effective implementation of the activities at secondary schools from academic year 2021-2022. References 1. Bộ Giáo dục và Đào tạo, Hoạt động trải nghiệm và Hoạt động trải nghiệm, hướng nghiệp, Ban hành kèm theo Thông tư 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018. 2. Phí Thị Hiếu, Nguyễn Đỗ Hương Giang, Lê Văn Khuyến, Build qualities and competencies for students through activities experience, Proceedings of the International Scientific and Practical Conference on Digital Economy (ISCDE 2019), Atlantis Press, ISBN 978-94-6252-848-2, pp.732-736.
НАУЧНЫЕ EVENT-МЕРОПРИЯТИЯ В КОНТЕКСТЕ ФОРМИРУЮЩИХ ФАКТОРОВ ИНТЕЛЛЕКТУАЛЬНОГО ПОТЕНЦИАЛА ВУЗА: РЕЗУЛЬТАТИВНОСТЬ ИЛИ ЭФФЕКТИВНОСТЬ Елагина Е.Р. доктор педагогических наук, профессор, проректор по науке Института специальной педагогики и психологии Россия, Санкт-Петербург SCIENTIFIC EVENTS IN THE CONTEXT OF THE FORMING FACTORS OF THE UNIVERSITY’S INTELLECTUAL POTENTIAL: EFFECTIVENESS OR EFFICIENCY Yelagina E. Doctor of Pedagogical Sciences, Professor, Vice-rector for Science of the Institute of Special Pedagogy and Psychology Russia, St. Petersburg DOI: 10.24412/3162-2364-2021-75-2-25-31 АННОТАЦИЯ В статье актуализированы организационно-педагогические условия развития интеллектуального потенциала профессорско-преподавательского состава, в том числе путём усиления мотивации к постоянному совершенствованию своих результатов в практической деятельности; рассмотрены условия формирования профессиональной среды вуза через результаты проведения научных мероприятий, способствующих личностному и профессиональному росту преподавателей, расширению их профессионального кругозора, накоплению новых знаний для совершенствования прогностических компетенций, а также освоению приоритетных практических навыков и умений. В статье проанализированы существующие подходы к определению эффективности проведения научных мероприятий с учётом терминологического анализа особенностей выбора показателей эффективности и результативности проведения научных event-мероприятий с целью активизации научного потенциала, как профессорско-преподавательского состава, так и в целом образовательной организации; формирования профессиональной среды вуза. ABSTRACT The article actualises the organisational - pedagogical conditions for the development of the intellectual potential of the academic personnel, including by strengthening motivation to constantly improve their results in practical activities; discovering conditions of the formation of the professional environment of the university through the results of scientific events conducive to the personal and professional growth of teachers, the expansion of their professional horizons, the accumulation of new knowledge to improve prognostic competencies, and the development of priority practical skills and abilities. The article analyses the existing approaches to determining
