Annotation: This article presents inclusion paradigm in theory and school practice and attempts to exhibit its importance in education, its value as communication and as dynamic process. Based on the key point of inclusion – diversity – inclusive pedagogy is aimed to serve a diverse group of pupils. Theoretical clarification follows the concept of "egalitarian difference" (Prengel) and ability to accept and to respect difference. Inclusion in education presuppose a change of perspective – especially in the ways of "label thinking" or "deficit thinking", in contribution of both teacher and student to the learning process. One of the main instruments of inclusion is Index for inclusion (Booth/Ainscow) – a practical tool widely used in schools, which contains many questions to each of three dimensions (inclusive cultures/structures/practices) in order to support school development. School development in the horizon of culture of recognition (Jäggle) means to see diversity as a recourse, not as a problem, and school development processes as development of democracy. Learning communities of pupils are also "spiritual communities" (SLC), since learning occurs always "in the presence of the other" (Roebben). As next steps this understanding of inclusion as communication is applied on an example of autism – what does this means for those, who have the biggest problems in communication and social interaction. ; Дана стаття є спробою представити парадигму інклюзії в теорії та в контексті школи. Показати її важливість в освіті, її цінність як комунікації і як динамічного процесу. Виходячи з ключового поняття інклюзії – різноманіття, необхідними передумовами її в освіті є зміна перспективи – припинити мислити дефіцитами або «успішністю». Як школа відповідає на різноманіття в суспільстві, що означають шкільні ритуали, практики та розвиток культури школи на шляху інклюзії? Також представлений один з практичних інструментів інклюзії в школах – Індекс інклюзії. В другій частині таке розуміння інклюзії як комунікації застосоване на прикладі аутизму – що це означає для осіб з аутизмом, для яких комунікація і соціальна взаємодія є найбільшою проблемою. Перспектива інклюзії як комунікації показує наскільки важливо знати, розуміти і комунікувати про наші відмінності, про те, що нас відрізняє.
Annotation: This article presents inclusion paradigm in theory and school practice and attempts to exhibit its importance in education, its value as communication and as dynamic process. Based on the key point of inclusion – diversity – inclusive pedagogy is aimed to serve a diverse group of pupils. Theoretical clarification follows the concept of "egalitarian difference" (Prengel) and ability to accept and to respect difference. Inclusion in education presuppose a change of perspective – especially in the ways of "label thinking" or "deficit thinking", in contribution of both teacher and student to the learning process. One of the main instruments of inclusion is Index for inclusion (Booth/Ainscow) – a practical tool widely used in schools, which contains many questions to each of three dimensions (inclusive cultures/structures/practices) in order to support school development. School development in the horizon of culture of recognition (Jäggle) means to see diversity as a recourse, not as a problem, and school development processes as development of democracy. Learning communities of pupils are also "spiritual communities" (SLC), since learning occurs always "in the presence of the other" (Roebben). As next steps this understanding of inclusion as communication is applied on an example of autism – what does this means for those, who have the biggest problems in communication and social interaction. ; Дана стаття є спробою представити парадигму інклюзії в теорії та в контексті школи. Показати її важливість в освіті, її цінність як комунікації і як динамічного процесу. Виходячи з ключового поняття інклюзії – різноманіття, необхідними передумовами її в освіті є зміна перспективи – припинити мислити дефіцитами або «успішністю». Як школа відповідає на різноманіття в суспільстві, що означають шкільні ритуали, практики та розвиток культури школи на шляху інклюзії? Також представлений один з практичних інструментів інклюзії в школах – Індекс інклюзії. В другій частині таке розуміння інклюзії як комунікації застосоване на прикладі аутизму – що це означає для осіб з аутизмом, для яких комунікація і соціальна взаємодія є найбільшою проблемою. Перспектива інклюзії як комунікації показує наскільки важливо знати, розуміти і комунікувати про наші відмінності, про те, що нас відрізняє.
Устатті представлено аналіз досвіду ЄС, США, Китаю, Сінгапуру, Південної Кореї, Індії, Малайзії усфері забезпечення сталого цифрового розвитку освіти й суспільства. Показано, що восвітній політиці економічно розвинених держав актуалізоване поняття «розумне зростання», ключовим аспектом якого є розвиток ІТ‑освіти, що передбачає: постійне оновлення змісту освітніх програм; функціонування тренінгових ІТ‑центрів; розвиток дистанційної форми навчання; розгортання мережі віртуальних навчальних спільнот; залучення іноземних студентів до навчання на ІТ‑спеціальностях; забезпечення працевлаштування вІТ‑галузі та на цифрових робочих місцях інших ринків праці. Охарактеризовано особливості реалізації державної освітньої політики цих країн, що можуть становити інтерес для розвитку вітчизняної ІТ‑освіти. ; The article presents foreign practices (the EU, the USA, China, Singapore, South Korea, India, Malaysia) in the field of sustainable digital development of education and society. It is shown that the education policy of economically developed countries highlights the concept of "smart growth". The key aspect of this concept lies in the development of IT education. The latter is aimed at the following: the constant updating of degree programmes; the establishment of IT training centres; the promotion of distance learning; the expanding of a network of virtual learning communities; the involvement of foreign students in IT degree programmes; a guarantee of employment in IT industry and digital jobs in other labour markets. Given Ukraine's integration into the EU, it seems crucial to take into account European legislation and European practices in the field of IT education development in key areas (digital education of the population and training of qualified specialists in digital technologies; sustainable development of efficient and secure digital infrastructure; digital development of business and public sector). Also, the article describes how developed countries implement state education policy, which can be of interest to Ukrainian experts in the development of IT education (effective monitoring of the quality of IT education at all levels; state support for developing digital skills in all citizens; development of non-formal and informal IT education; strengthening of public-private partnership to promote information and media literacy among the population; focus on digital well-being of society and cybersecurity of the state; high-quality preparation of IT specialists to create independent, innovative digital content, and protect personal and national intellectual property).
У статті проаналізовано особливості взаємодії університетів та громадських організацій у системі вищої освіти США. Розкрито суть поняття академічно-громадського навчання. Зосереджено увагу на партнерстві вищих навчальних закладів з громадськими організаціями як важливій складовій організації програм академічно-громадського навчання. Подано дефініції понять «неприбуткові організації», «недержавні організації», «громадські організації», діяльність яких сприяє розвитку демократичного суспільства. Наведено приклади конкретних американських організацій, які взаємодіють з університетами та різносторонньо допомагають застосовувати академічно-громадське навчання у системі вищої освіти. Визначено переваги взаємодії університетів з громадськими організаціями у системі вищої освіти США. ; The article is devoted to the peculiarities of cooperation between universities and community organizations in the system of higher education of the USA. The essence of the concept of academic service-learning as an innovative pedagogical strategy which involves students into meaningful social activities during learning process is studied. The emphasis is given to a partnership between universities and community organizations as an integral element of academic service-learning programs. Advantages of such partnership for universities, students, and communities are determined. Students receive an opportunity to improve critical thinking skills, integrate theory and practice, improve communication skills, be involved in the problems of their communities. Community organizations help students in learning and cultivate conscious and responsible young people who contribute to the development of civil society; as well as those who can do various kinds of work on the proper level without a payment. Community organizations are motivated by the desire to provide a valuable learning experience for students and benefit from the students. Accordingly, during creating programs of academic service-learning the needs of both students and community organizations must be taken into account. In the article such notions as nonprofit organization, non-governmental organizations, community organizations, whose work contributes to the development of a democratic society, are examined. In the USA there are a lot of nonprofit and non-governmental organizations which support students' learning in communities, such as Youth Service America, Campus Compact, American Association for Higher Education and Accreditation, The Council of Independent Colleges, National Youth Leadership Council, National Service-Learning Clearinghouse. These organizations support programs of academic service-learning providing necessary technical and electronic learning resources; giving financial grants; participating in national conferences and helping in publishing research articles; conducting conferences, seminars and workshops; assisting in the creating academic service-learning programs.
Визначено стан розроблення проблеми культури американської школи в сучасній вітчизняній порівняльній педагогіці. Схарактеризовано концептуальні підходи до розгляду культури школи в сучасній теорії освіти США. Виокремлено історичні етапи становлення і розвитку культури американської школи. З'ясовано провідні стратегії (розвиток культури високих досягнень, культури співробітництва, культури турботливого та безпечного середовища) та механізмів (програм розвитку культури школи як професійної навчальної громади, чартерних шкіл, автономного шкільного менеджменту, інноваційних шкільних мереж) розвитку культури американської школи в контексті реформи середньої освіти США 80-х років ХХ – початку ХХІ століття. На основі порівняння особливостей розвитку культури американської та української школи окреслено можливості використання інноваційних ідей американського досвіду в Україні. ; The author investigates the theoretical basis, major strategies and mechanisms of the American school culture development in the context of USA secondary education reform during the 80th of XX century – the beginning of the XXI century and outlining opportunities to implementation of innovative American experience in Ukraine. The analysis of development of American school culture problem in modern native comparative pedagogical thought is done. Thus scientists explore the problem of American school culture in the context of such problems: the history of American education, philosophical principles of its functioning, management features, problems of training and education, the characteristics of the professional development of pedagogical staff. The concept «school culture» in the modern theory of education of the USA is characterized. It is determined that there are different approaches to the interpretation of the concept «school culture» in the American theory of education, a compilation of which allowed us to determine it as a complex of professional practice, standards of behavior, the basic values and facilities that are implemented and shared by all members of the school organization.The main approaches to its structure elements and functions are covered. On the basis of analysis of cultural, historical, socio-economic, socio-political and pedagogical factors the stages of development of American school culture are defined: 1) Puritan culture (1607–1776); 2) the civic culture (1776 – the first half of the XIXth century); 3) the pragmatic culture (the second part of the XIXth – first half of the XXth century); 4) protest culture (60-s–70-s of the XXth century); 5) high achievements culture (1983 – the beginning of the XXI century). It is revealed that the major strategies of development of American school culture in the context of the reform of secondary education in the USA 80s of XX – beginning of XXI century period are: the creation of high achievements culture, culture of partnership, culture of safe and caring environment. Mechanisms of such development of school culture were the introduction of the new curriculum, educational and managerial practices, certain tasks of educational reform, first of all programs of development of schools as professional learning communities, charter schools, school based management, innovative school networks, and also programs of the school as a caring community. Comparative characteristic of Ukrainian and American school culture is given; innovation potential of the American experience in the school culture development and opportunities for its use in Ukraine are defined. At the national level the educational legislative base should be upgraded taking into account modern researches in the field of the theory of educational reforms, the results of modern American researches on the school culture as a facilitator of educational change, the possibilities of school organizations to define optimal ways of cooperation with parents and other stakeholders; development state support of schools participation in the programs of school based management and innovative educational networks. At the local level a range of activities aimed the formation of readiness of the participants of the educational process to participate in the educational reforms through their empoverment as well as local education authorities are offered; implementation of programs of school bazed management, strengthening the methodological contacts of the educators within the innovative school networks. At the institutional level the transformation of the educational institutions by improving leadership skills of teachers, their professional and personal development in the framework of the reconstruction of secondary schools into «caring communities» and «professional learning community» should be promoted.
Мета статті є висвітлення практичного досвіду вищої школи США з виховання громадянськості студентів бакалаврату. Методи дослідження: критичний аналіз науково-педагогічної літератури США з проблеми виховання громадянськості американських студентів; елементи індукції та дедукції для характеристики стану розробленості у США досліджуваної проблеми; узагальнення американського педагогічного досвіду у сфері виховання громадянськості студентів бакалаврату. Розглянуто особливості використання проблемного й пошуково-дослідницького навчання під час вивчення курсів гуманітарного спрямування з метою виховання громадянськості студентів американських університетів і коледжів. Окреслено перспективу подальших розвідок у цьому напрямі, що передбачаю вивчення особливостей навчання студентів бакалаврату у вищій школі США суспільно корисного служіння на благо громади. ; The purpose of the article is to highlight the practical experience of the U.S. higher education institutions in fostering the citizenship of undergraduate students. Methods of research: critical analysis of the U.S. scholarly and pedagogical literature on the issue of the study, with elements of induction and deduction to characterize the state of its development in the USA; generalization of American pedagogical experience in the field of civic education at the undergraduate level. It is considered that civic education is a central concept in the U.S. educational philosophy, serving as the basis for the country's democracy as well as intellectual and democratic traditions, linking the modern era with the history of the U.S. state. Citizenship education in U.S. higher education institutions also encompasses the students' perception of the civil and political rights recognized by the national constitution of the country concerned. It is emphasized that education for citizenship promotes formation of students' independent critical thinking and responsibility in all spheres of life. The peculiarities of problem-based and experiential learning during the courses in the liberal arts with the aim of forming the citizenship of undergraduate students are considered. The use of problem-based and experiential learning in the civic education process in the U.S. higher education institutions contributes to fostering students' core values of democracy, embodied in the sense of civic responsibility and active participation in the life of society in general and community in particular. This type of education in a certain way prepares students for the challenges of modern world by enhancing their self-responsibility for the benefit of the community as well as soft skills necessary to succeed in different spheres of their life. The U.S. colleges and universities not only form the citizenship of students, but also act as leaders in democratic transformations at the level of communities and even the world at large. This process encompasses not only knowledge, skills and abilities, but also the acquired practical experience of socially significant activities, methods and techniques of effective interaction with other people. The scope of further research in this direction is outlined, envisaging the study of the peculiarities of the U.S. undergraduate students' community-based learning.
The article deals with the most important factors which shape challenges for educational policy and directions of its reformation in transnational educational space. In context of global society formation educational policies of developed countries demonstrates experiences of development and implementation of transversal (transferable, transcultural) competencies as key competencies of the 21st century in order to generate collective nous, peace, social justice and sustainable economic development. As one of the main goals of key competencies development considered promotion lifelong learning; It emphasizes the need for situational, contextualize, projective teaching and constructivist approaches. Particular attention is paid to analysis of key competencies in the trans-European educational space, of transferable competencies as US educational strategy and transversal competencies as the strategies proposed by UNESCO. ; В статті розглядаються найбільш значимі фактори, що формують виклики для освітньої політики, та напрями її реформування у транснаціональному освітньому просторі. В контексті становлення глобального суспільства з метою генерування колективного розуму, досягнення миру, соціальної справедливості і стійкого економічного розвитку освітня політика розвинених країн демонструє досвід розвитку та імплементації трансверсальних (трансферабельних, транскультурних) компетенцій як ключових для 21 століття. Як одна із цілей розвитку ключових компетенцій розглядається сприяння безперервному навчанню; підкреслюється необхідність ситуативного, контекстуалізованого, проективного навчання та конструктивістських підходів. 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У статті схарактеризовано ключові елементи та суб'єкти використання відкритого методу координації як інноваційного механізму управління євроінтеграційними процесами у сфері вищої освіти. Окреслено спільні цілі європейської освітньої політики, що визначені Лісабонською угодою, та індикатори досягнень у рамках програм «Освіта і професійна підготовка 2010», «Освіта і професійна підготовка 2020». Виявлено інноваційні підходи до організації співпраці та взаємного навчання як елемента відкритого методу координації. З'ясовано особливості впливу доповідей Європейської Комісії та Ради Європи як інформаційно-аналітичного забезпечення відкритого методу координації на формування політичної волі до змін у європейській вищій освіті. ; The article is devoted to the analysis of the key elements and subjects of the Open Method of Coordination (OMC) as an innovative governance mechanism in the process of European higher education integration. The Lisbon Strategy objectives of the European education policy, indicators and benchmarks of the programs "Education & Training 2010", "Education & Training 2020" are characterized. Innovative approaches to pear learning as an element of the OMC are identified. The impact of information and analytical support for the OMC on the formation of the political will for change in European higher education is clarified. It is proved that an important trend in the definition of common objectives of European education policy is the consideration of interests of the region as a whole and each country individually. The use of the OMC enabled oncoming traffic of reform initiatives: a combination of «top-down» (the Council of Europe and European Commission as subjects of initiatives) and «bottom-up» (initiated by individual countries). The indicators and benchmarks of the programme «Education and Training 2020» are proved to be flexible and differentiated according to the characteristics of each EU member state. The peculiarities of the cooperation and pear learning, in particular the use of the cluster approach, which allows to attract to the interaction a wide range of stakeholders, especially representatives of political, educational and scientific communities of the EU Member States, the EC experts and non-governmental organizations are characterized. It is determined that the information and analytical support of European education policy development through the system of CE and EC reports provides considerable incentive for voluntary implementation by the EU member states of education transformations recommended by the Council of Europe and European Commission. The CE and EC reports are international comparative studies that include serious arguments, form the political will of national governments to implement reforms on the basis of agreed solutions.
The modern approaches to the education of junior pupils in the context of educational reform have been revealed in the article. Attention has been focused on the formation of communicative and mathematical competences among junior pupils. The researches of scientists on the given problem, separate legislative acts, the content of the key word «competence» have been analyzed. The key issue in the teaching of junior pupils is the transition from accumulation of knowledge to the ability to apply it in society. The studies of ways, methods, and techniques of this process have been identified as relevant. The methods of scientific research have become: theoretical analysis of methodological literature, pedagogical observation, conversation with primary school teachers.The emphasis has been made on the formation of mathematical competence and communicative that is connected with the ability of the individual to speak the state Ukrainian language (with deep respect for the languages of the national communities) and which can become the basis for an integrated lesson.The authors have formulated a competence approach as the focus of education on the formation of complex key and subject competencies in connection with the acquired values. It has been investigated that the first important steps in the implementation of the Concept of the New Ukrainian School are: to improve the requirements for a modern lesson, its structure, methods of teaching; the definition of subject competencies within each class and subject for the possibility of integrating the topics; the formation of values through the selection of texts of different genres for language analysis (compiling them according to the teacher's assignments), tasks, etc. Separate competency tasks in the Ukrainian language and mathematics for the implementation of the content and objectives of education at primary school have been chosen. Among them: creative tasks in the Ukrainian language, with a communicative orientation in mathematics.The role of interactive learning ...
In this article, the author raises the problem of digital transformation as one of the world trends. The article deals with one of the key competences of a modern citizen - digital competence. The author analyzes the contemporary scientific literature for defining digital competence, as well as the content of digital competence provided by scientists from different countries, in accordance with the recommendations of the European Parliament and the Council of Europe of 18 December 2006, on key competences for lifelong learning. The author focuses on the documents of the European Commission's science and knowledge service on the Digital Competency Framework (DigComp); UNESCO materials that prove the importance of integrating digital literacy with other core competencies in students' professional and private life for the development of 21st century skills; Canada's centre for digital and media literacy, which refers to digital literacy as «The Multi-Literacies of the DigitalAge» and illustrates digital literacy as a wide range of interrelated skills that traditionally fall under media literacy, technology literacy, information literacy, visual literacy, communication literacy and social literacies. The author also raises the problem of the digital gap between pupils and teachers, urban and rural citizens, and the problem of the digital competence of methodological service workers. Great attention has been paid to the analyses of the literature on models of methodological work, professional competence of a methodologist, preparation of pedagogical workers to use information and communication technologies in education. Special attention is paid to the problem of the formation of professional competence of workers of the united territorial communities, which are now actively being created in Ukraine. The author has analysed the world practice aimed at the essence and content of digital competency and the formation of digital competence of teachers (DigCompEdu). The components of the model of digital competence of ...
The article covers the integration of the civic areas of study within the general education curriculum in American higher educational institutions in preparing citizens for participation in both the democratic society and the larger community. Civic education as an integral part of the US general education of undergraduate students is implemented through: courses on civic knowledge, courses on moral and ethical development, diversity courses, and service-learning. The US scholars focus on the fact that now is the time for higher education to be both responsible and responsive to society at large, a voice of what is good and worthy within current economic, political, social, and cultural contexts. Today's higher education is supposed to reinvest in longstanding commitments to collaborate with society in preparing students to become effective citizens. It is emphasized that civic values development promotes and supports the American ideal of civic equality, ensuring every citizen, regardless of their origin, instruments that help them become a full participant and creator of public life. Civic education in the course of general education in the US higher education institutions instills in undergraduate students the essential values of democracy embodied with a high sense of responsibility and active engagement in issues of the society and community as well. Civic education bridging classroom activities with the community prepares students to carry out their roles as citizens. In the curricula of the US higher educational establishments knowledge component is defined through what the learner should comprehend (a set of skills and abilities that give students the opportunity to apply the obtained knowledge in practice, enrich learners' cognitive life, develop logical, communicative, and collaborative skills, and improve their social life). Students acquire knowledge about the principles and values of democracy, knowledge about other governance systems (monarchy, oligarchy), understanding about the concept of constitutionality (rule of majority, protection of minority rights, system of checks and balanced, importance of legitimate authorities). Civic education gets students ready for work in a challenging economic environment with developing the critical skills they will need to build a new and more vibrant democratic society. And the US colleges and universities do not only educate students for responsible citizenship but also act as leaders in their local and global communities ; У статті висвітлено досвід вищої школи США з інтегрування громадянського навчання і виховання у систему загальної підготовки бакалаврів. Окреслено роль громадянської освіти у вихованні сучасної американської молоді. Зазначено, що громадянська освіта є невід'ємним складником загальної підготовки студентів бакалаврату у США й реалізується через навчальні курси із громадянознавства, навчальні курси морально-етичного спрямування, навчальні курси з вивчення культурного різноманіття та через навчання суспільно корисного служіння. Наголошено, що виховання громадянських цінностей в американських студентів відбувається на основі здобуття громадянських знань, удосконалення громадянських умінь і навичок та формування необхідних для життєдіяльності в демократичному суспільстві особистісних якостей студентів як повноправних учасників і творців суспільного життя. Залучення студентів до різних видів громадської діяльності у процесі загальної підготовки на бакалавраті у США передбачає практичний характер освіти, яка спрямована на розширення громадянського світогляду студентської молоді та забезпечує ефективний зв'язок вищої школи з громадою.
Предметом аналізу статті є чинні навчальні програми на 2012/2013–2013/2014 академічні роки на факультетах психології та педагогіки і в педагогічних коледжах, що готують учителів у Бельгії. Проаналізовано головні дисципліни провідних навчальних закладів професійної підготовки вчителів англійської мови у фламандській, французькій та німецькомовній громадах країни. Автор описує підготовку майбутніх педагогів у межах шести блоків предметів: дисципліни психолого-педагогічного спрямування, предмети суспільного блоку, блок методичних та методологічних дисциплін, дисципліни спеціально-предметного циклу, курси на вибір та проходження педагогічної практики в середній школі. ; Nowadays the ways to improve the organization, funding, and the teaching extension of higher education establishments are being searched. Belgium which has already provided significant changes in the field of vocational education can set an example for other countries. The existence of three educational systems in the country draws the attention of modern scientist to it. In the article the author pays attention to acting curricula for 2012/2013–2013/2014 academic years of Psychology and Educational Sciences departments and teacher training higher educational institutions of Belgium. English teacher training consists of learning of one or two main subjects and teacher preparation by itself. To become an English teacher one can enter either University College (Teacher College) or Psychology and Educational Sciences departments at the University. The main subjects of the leading English teacher training educational establishments of the Flemish, French and German-speaking communities have been also analyzed. The author also describes teacher preparation within six units of subjects: subjects of psychological and pedagogical direction, courses of social aspect, the unit of methodological subjects, optional courses and professional training in secondary school. The special feature of the University Colleges of the country is that most of them usually do not perform courses to choose ('Institut Supérieur Pédagogique' and 'Pedagogische Hogeschool') and the unit of methodological subjects ('Pedagogische Hogeschool') while the Universities which prepare English teachers in most cases provide all the above mentioned subjects, except the universities in Leuven and Brussels which do not supply optional courses. English teacher training in educational establishments of Belgium is held according to different curricula. Every higher education institution offers own range of subjects, often different from the others. During the first and second years students usually learn subjects of psychological and pedagogical direction and special education (in this case English) is held in the next years. The existence of such differences is based primarily on the peculiarities of the political system. There are several language communities which autonomously solve problems of cultural and educational spheres as the Ministry of Education in Belgium only controls the obligation of the secondary education and determines the terms of degree and certificate-granting.
Transformative strategies for the development of higher education, pointed out in the list of key educational competencies of the 21st century by international organizations of various levels, are associated with the processes of becoming and transformation of individuals as integral subjects of cognition and action within the framework of communicative strategies for the formation of a global civil society. The implementation of transformative educational strategies in a meaningful aspect requires inter- and transdisciplinary methodologies to research the process of transformative adult learning aimed at developing an "integral person", and not just its rational-cognitive aspects. Within this holistic approach, questions arise about the nature of the transformative changes in the basic ontological and anthropological components of the educational process in the context of the transition epoch, namely, the becoming a global transcultural civil society. In order to clarify the features of such transformations, the dynamics of the phenomena and concepts of identity and self is examined in terms of a change in the conceptual landscape of culture. Various disciplinary and transdisciplinary approaches to their definition are analyzed. The relevance of the concepts of multiple identity (as an open permanent identification process) and the transversal self (as a process-dialogue unity of differences) in the liminal space at the global and individual levels are substantiated. ; Трансформативні стратегії розвитку вищої освіти, артикульовані в переліку ключових освітніх компетентностей ХХІ століття міжнародними організаціями різного рівня, пов'язані з процесами становлення і трансформації індивідів як цілісних суб'єктів пізнання і дії в межах комунікативних стратегій формування глобального громадянського суспільства. Реалізація трансформативних стратегій вищої освіти в змістовному аспекті вимагає інтер- і трансдисциплінарних методологій дослідження процесу трансформативного навчання дорослих, спрямованого на розвиток «цілісної людини», а не тільки його раціонально-когнітивних складових. В рамках такого холістичного підходу постають питання про природу трансформативних змін основних онто-антропологічних складових освітнього процесу в контексті епохи переходу, а саме становлення глобального транскультурного громадянського суспільства. З метою прояснення особливостей таких трансформацій розглядається динаміка феноменів і концептів ідентичності і самості на тлі зміни концептуального ландшафту культури. 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The paper reveals the issues of decentralise management in education through world tendencies and Ukrainian practice.Over the last few decades decentralisation of education management was provided in most education systems around the world. It is acknowledged that decentralisation has the potential to improve education quality and learning outcomes. The process of decentralization is reflected in regional disparities, conflicting policies, and elite preferences.The paper gives the analysis to decentralisation generally which refers to the process of transferring decision making power, responsibility, and tasks from higher to lower organisational levels. The goals of such transfer of authority and management responsibilities to local levels are: to develop democracy in decision making, to promote efficient use of resources in education, to make education more responsive to local needs, to increase local financial responsibility for educational services provision, to exercise greater professional autonomy for schools and teachers.The paper studies different types, problems, aspects and forms of decentralisation (for instance, functional and territorial forms of decentralisation). Functional decentralisation refers to the distribution of powers between various authorities that operate in parallel. Territorial decentralisation refers to the redistribution of authority among the different geographic tiers of government, such as central/federal government, states, regions, provinces, districts, and schools. Three types of territorial decentralisation are analysed: de-concentration, delegation and devolution. The impacts of decentralisation on management (and thus - the modernisation of managerial functions), study process are studied. A separate part of the paper is about the role of the local education authority. It is proved that decentralisation changes the relationships between local authorities, schools/teachers, parents, communities, and governments. The activities of the newly created Ukraine State Service of Quality of Education are studies. the conclusion is made that it should have a number of differences from the bodies of general supervision due to the constitutional changes in 2016 in Ukraine. Thus, the bodies of general supervision monitor the acts of local self-government bodies and examine their compliance with the law. While special control bodies control not only of acts, but also the process of services provision, they assess the quality of services based on the criteria determined by the relevant central executive body. The research gives the opportunity to conclude that the educational sphere is usually the most expensive in the budget of local communities; the system of educational network is ineffective (the low number of students at schools, outdated teaching methods and low energy efficiency of buildings); high budget expenditures per student per year in a rural school (it may be 3 times higher than the same costs in a big city). The problems are connected with the number of students in classes; low indicators of the external independent evaluation (external testing) by students of secondary schools; low material and technical support for schools; bad roads between the settlements; non-extensive consultation with the teaching staff, parents and schoolchildren etc. ; У статті обґрунтовується різниця між централізованим і децентралізованим управлінням. Аналізуються визначення децентралізації загалом та децентралізації освіти зокрема. Надаються аргументи щодо доречності децентралізації освіти з огляду на глобальну тенденцію децентралізації освітніх систем. Розглядаються основні завдання децентралізації, групи проблем, аспекти та форми (функціональна та територіальна) децентралізації управління освітою. Обґрунтовуються впливи децентралізації як позитивного так і негативного характеру.
The paper reveals the issues of decentralise management in education through world tendencies and Ukrainian practice.Over the last few decades decentralisation of education management was provided in most education systems around the world. It is acknowledged that decentralisation has the potential to improve education quality and learning outcomes. The process of decentralization is reflected in regional disparities, conflicting policies, and elite preferences.The paper gives the analysis to decentralisation generally which refers to the process of transferring decision making power, responsibility, and tasks from higher to lower organisational levels. The goals of such transfer of authority and management responsibilities to local levels are: to develop democracy in decision making, to promote efficient use of resources in education, to make education more responsive to local needs, to increase local financial responsibility for educational services provision, to exercise greater professional autonomy for schools and teachers.The paper studies different types, problems, aspects and forms of decentralisation (for instance, functional and territorial forms of decentralisation). Functional decentralisation refers to the distribution of powers between various authorities that operate in parallel. Territorial decentralisation refers to the redistribution of authority among the different geographic tiers of government, such as central/federal government, states, regions, provinces, districts, and schools. Three types of territorial decentralisation are analysed: de-concentration, delegation and devolution. The impacts of decentralisation on management (and thus - the modernisation of managerial functions), study process are studied. A separate part of the paper is about the role of the local education authority. It is proved that decentralisation changes the relationships between local authorities, schools/teachers, parents, communities, and governments. The activities of the newly created Ukraine State Service of Quality of Education are studies. the conclusion is made that it should have a number of differences from the bodies of general supervision due to the constitutional changes in 2016 in Ukraine. Thus, the bodies of general supervision monitor the acts of local self-government bodies and examine their compliance with the law. While special control bodies control not only of acts, but also the process of services provision, they assess the quality of services based on the criteria determined by the relevant central executive body. The research gives the opportunity to conclude that the educational sphere is usually the most expensive in the budget of local communities; the system of educational network is ineffective (the low number of students at schools, outdated teaching methods and low energy efficiency of buildings); high budget expenditures per student per year in a rural school (it may be 3 times higher than the same costs in a big city). The problems are connected with the number of students in classes; low indicators of the external independent evaluation (external testing) by students of secondary schools; low material and technical support for schools; bad roads between the settlements; non-extensive consultation with the teaching staff, parents and schoolchildren etc. ; У статті обґрунтовується різниця між централізованим і децентралізованим управлінням. Аналізуються визначення децентралізації загалом та децентралізації освіти зокрема. Надаються аргументи щодо доречності децентралізації освіти з огляду на глобальну тенденцію децентралізації освітніх систем. Розглядаються основні завдання децентралізації, групи проблем, аспекти та форми (функціональна та територіальна) децентралізації управління освітою. Обґрунтовуються впливи децентралізації як позитивного так і негативного характеру.