The paper considers the basic principles of the European educational space. The article is aimed to determine the main ways of integrating the domestic educational system into the European educational space through the prism of the New Ukrainian School (NUS) reform. It was pointed out the European Community does not require that the specificities of member countries' education systems be levelled. On the contrary, its priorities include effective cooperation, exchange of experience while preserving the national characteristics of each educational space, promotion of continuous training of EU citizens, carrying out measures to increase the mobility of applicants for education, developing joint educational programmes and exchange of information, etc. In the current conditions of crisis and war in Ukraine, the European community is open to Ukrainian schoolchildren, teachers and scientists. Hubs and special programs for supporting the Ukrainian educational and scientific sphere are being created. The NUS reform in Ukraine is a key element for integration into the European educational space because many provisions of this reform have common features with the principles of the European Community educational system. In particular, it is the formation of competencies necessary for successful self-realization in society, pedagogy based on the partnership between student, teacher and parents, trained and motivated teacher, having the freedom of creativity and developing professional, orientation to the student needs in the educational process, child-centeredness, inclusiveness of educational environment, etc. However, for effective European integration, Ukraine’s educational system must take a number of steps that will ensure the transformation of the domestic educational space into European. In particular, to create a road map for the entry of the Ukrainian education system into the European educational space, to expand the autonomy of educational institutions, to ensure appropriate training of scientific and pedagogical personnel, to reform the system of financing education in Ukraine, to introduce modern educational technologies, to improve the quality of teacher training, ensure international cooperation between educational institutions, etc.
ЗАГАЛЬНА СЕРЕДНЯ ОСВІТА ОПОРНІ ШКОЛИ: ОСОБЛИВОСТІ ОРГАНІЗАЦІЇ ТА ФІНАНСУВАННЯ Анотація. У статті окреслені особливості організації і фінансування мережі опорних шкіл, виокремлені в рамках комплексного дослідження «Функціонування опорних шкіл», проведеного Інститутом освітньої аналітики навесні 2017 року. Проаналізовано шляхи формування стратегії розвитку мережі опорних шкіл; розглянуто та визначено джерела та напрями фінансування відповідно до завдань, покладених на опорні навчальні заклади в регіональному розрізі та загалом по країні. Здійснено аналіз використання виділених коштів за регіональною приналежністю на основі статистичних даних щодо витрат навчальних закладів. Розглянуто питання щодо необхідності формування актуальної системи збору статистичних даних по опорних школах.
This article considers innovative approaches to the organization of the educational process in primary school within the implementation of the concept of the New Ukrainian School, their role in the development of the child as a person, the importance of transforming the educational process during the reform. The purpose of this material is to review innovative approaches to the organization of the educational process in primary school during the concept implementation in the «New Ukrainian School» (hereinafter – the NUS) with emphasis on the personality-oriented model of education based on the child-centered principles; formation of universal values; structure of educational process and organization of the educational environment. Methods of scientific analysis and methods of texts research were applied to consider the features of the educational process in the conditions of educational system transformation. Among the key aspects of primary education, the ideology of a child-centered approach is considered as the basis of a personality-oriented model of education, within which the organization of the educational process should take into account the rights of each child, his abilities, needs and interests. The material also analyzed the updated structure of the educational process in primary school, in particular its division into two cycles of learning such as adaptive-game and basic, which is one of the ways to implement a personality-oriented model of learning. This distribution takes into account the age features of psychophysiological, cognitive development and needs of students. In the context of the New Ukrainian School, it is very important to create an educational environment, which should be creative and ensure the use of various forms of work, promote the development of students’ sustainable cognitive interest, its development should be coordinated efforts of all participants in the educational process. The results of research on key aspects of the NUS reform are also presented.
Процес реформування національної освіти передбачає розв'язання низки задавнених проблем, серед яких було і залишається актуальним питання рівного доступу до якісної освіти. Надання якісних освітніх послуг здобувачам освіти незалежно від їх соціального стану, місцевості проживання, фінансової спроможності, інших супутніх чинників є першочерговим соціально-гуманітарним завданням держави. Науковий дискурс з цієї проблематики, зокрема питання організації інклюзивного навчання для учнів з особливими освітніми потребами, знайшов своє віддзеркалення у дослідженнях таких українських учених як: А. Васильченко, Л. Гриневич, Н. Левчук, Т. Лукіна, Е. Лібанова, О. Ляшенко, Н. Сидорчук, Н. Софій. Проте у наукових працях недостатньо широко висвітлювалася проблема організації інклюзивного нав
The article contains the survey results of students’ parents conducted as part of monitoring the state of the New Ukrainian School implementation, as an effective tool for assessing the effectiveness of the NUS implementation in pilot educational institutions. The main purpose of the article is to review the survey results to assess qualitative changes in the children education and development in the context of the new State Standard of Primary Education and the New Ukrainian School, parents’ attitudes to the educational process of their children in the context of new approaches to learning, meaning pilot classes of soft skills in the implementation of new methods and approaches, because it is the parents of students who have the opportunity to monitor changes in the mood and development of their children. Most students` parents noted the positive changes in learning, the formation of skills and abilities of their children in the context of the new State Standard of Primary Education implementation. A significant proportion of parents noted that their children were in a positive, optimistic and uplifting mood. The results of the survey allowed us to assess the impact of the new State Standard of Primary Education implementation and to identify further steps to facilitate the reform of the NUS, to determine the attitude of parents as participants in the educational process to the innovations in Ukrainian education. In general, most parents of the students stated positive changes in the education, formation of skills and abilities of their children after the implementation of the new State Standard of Primary Education. A significant proportion of parents noted that their children were in a positive, optimistic and uplifting mood. In general, the respondents noted positive changes in the development of students, therefore, further implementation of the concept of the NUS is a rational and effective approach to reforming the education sector in Ukraine.
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