FORMATION OF GENDER CULTURE OF STUDENTS OF INSTITUTIONS OF HIGHER AGRICULTURAL EDUCATION: THE ESSENCE AND ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS

Abstract

The introduction indicates the object and the subject of the study, as well as its purpose - to clarify the essence of forming a gender culture and the concretization of its organizational and pedagogical conditions in the activities of institutions of higher agricultural education. The approaches are examined and the concept of «forming a gender culture» is concretized as a process of development and self-development of the personality characteristics of a student, determining the way they draw up their own life activities in all areas of public relations based on egalitarian values and equality, which take place under the influence of the conditions of training and education in a higher school of a democratic society. The main part states that in pedagogy the conditions are understood as the features of the organization of the pedagogical process, which determine its results and objectively provide the opportunity to improve them by introducing advanced educational methods, modern and innovative technologies, the implementation of a new education paradigm, better pedagogical experience, and so on. Organizational and pedagogical conditions unite a group of purposefully designed opportunities (content, methods and forms) related to the organization of the management of the functioning and development of pedagogical systems and processes. The organizational and pedagogical conditions for the formation of the gender culture of students are highlighted and characterized: 1) increasing the gender competence of teachers and, above all, the curators of academic groups, by organizing methodological work; 2) the formation of a gender-sensitive environment of a higher educational institution based on the principles of gender equality and non-discrimination; 3) the involvement and participation of students in extracurricular activities aimed at forming a gender culture with an emphasis on the assimilation of modern scientific gender knowledge as the basis of a value attitude to egalitarian ideals. The results can be used in the practice of higher education institutions in forming a gender culture of students, the organization of methodological work with teachers and the development of its methodological support.