Modernization of educational policy in the context of modern civilization processes
The article is devoted to the study of the modernization of educational policy in the context of modern civilization processes. The author considers the main features of the educational policy modernization process in the article. Based on the publications and studies of domestic and foreign scientists, the following features were identified: firstly, there is a high level of knowledge pragmatization. An important criterion for the quality and effectiveness of knowledge acquired in education is the ability to sell this knowledge. Secondly, the growing dependence of education on a wide range of socio-political and economic institutions, recalls the phenomenon of "enslavement" of the university by the market, and, in turn, entails the intervention of politicians and businessmen in science and education. Thirdly, the vast majority of researchers note the civilizational and cultural monopolies of Western countries, primarily the United States.
The article finds that decentralization, deconcentration, democratization and liberalization imply the proliferation of educational policy actors. Education policy should refrain from monosubjectivity and become polysubjective. To do this, it must be based not only on state, but also on public mechanisms for regulating activities, create and maintain a favorable environment for the existence and functioning of alternatives, which is a necessary condition for free educational interaction and understanding of education as a practice of freedom.
This study is the first systematic analysis of the phenomenon of educational policy in the modern civilization process, which is based on the basic principles of decentralization and liberalization of education at all levels, the formation of nonlinear thinking of teachers, improving the efficiency of education, improving education. The use of the obtained results can be further used in the development and formation of state educational policy in Ukraine. Because, the principles of effective Ukrainian educational policy of the future are offered.
Andrushchenko, V. P. (2004). Modernizatsia pedagogichnoii osvity Ukrainy u contexti Bolognskogo processu. Vyshcha osvita Ukrainy: theoret. ta nauk.-method. chasop. Іnstytut vyshoi osvity. Nasts. akad. ped nauk Ukrainy [Modernization of pedagogical education in Ukraine in the context of the Bologna process]. Kyiv: Pedagogichna presa. №1. pp. 17‒23. (In Ukrainian).
Haievsʹka, L. (2008). Derzhavno-hromadsʹke upravlinnia zahalʹnoyi serednʹoyi osvity v Ukrayini (druha polovyna KHIKH - pochatok KHKH st.): monohrafiia [State and public administration of general secondary education in Ukraine (second half of the XIX - beginning of the XX century): monograph]/ Nats. akad. derzh. upr. pry Prezydentovi Ukrayiny. Umanʹ: PP Zhovtyy. 332 s. (In Ukrainian).
Yevtodyuk, A. (2001). Synerhetychni zasady modelyuvannya osvitnih system [Synergetic principles of modeling educational systems]: avtoref. dys. na zdobuttya nauky. stupenya kand. filos. nauk: spets. 09.00.03 «Sotsialʹna filosofiya ta filosofiya istoriyi» K., 16 s. (In Ukrainian).
Klepko, S.F. (2012). Ideal osvidchenosti dlia liudei u XXI stolitti: meta osvity [Ідеал освіченості для людини у XXI столітті: мета освіта]. Visnyk HNU іmeni V.N. Karazіna. Filosofia. Filosofski peripetii: nauk. Visnyk. №992. pp. 94-100. (In Ukrainian).
Kremenʹ, V. H. (2009). Filosofiya lyudynotsentryzmu v stratehiyakh osvitnʹoho prostoru [Philosophy of anthropocentrism in the strategies of educational space]. Kyyiv: Pedahohichna dumka. 520 s. (In Ukrainian).
Nezhyva, O. (2017). Fenomen osvitnoii polityky: natsionalnyi i mizhnarodnyi vymiry [The phenomenon of educational policy: national and international dimensions]: monografiia. Kyiv: Zovnishnia torgivlia. 280 s. (In Ukrainian).
Bazaluk, O. (2016). The Cosmic Pedagogy as an Educational Discipline. In: Spirituality of Personality: Methodology, Theory and Practice. 3(72). pp. 20-28.
Kurbatov, S. (2010). University rankings as a factor in legitimizing the elite status of education in modern conditions. Philosophical Principles of Transformation of Higher Education in Ukraine at the Beginning of the 21st century. Kyiv. pp. 179-210.
Milton, S. and Barakat, S., (2016). Higher education as the catalyst of recovery in conflict-affected societies. Globalisation, Societies and Education. 14(3). pp. 403-421.
Nezhyva, O. (2016). Features of formation of Ukrainian education policy. Future Human Image. 3 (6). pp. 178-189.
Nezhyva, O. (2015). Future Ukrainian’s Image: modern vision. Philosophy & Cosmology, 14, 175-179.
Oleksiyenko, A. (2014.). Socio-economic forces and the rise of the world-class research university in the post-Soviet higher education space: the case of Ukraine. European Journal of Higher Education. № 4, pp. 249–265.
Ozhevan, M. (2003). Communication model of education in the era of nonlinear thinking. Retrieved from https://www.bsmu.edu.ua/en/education/892-modern-education-technologies.
Pashkova, O. (2008). So, do you need a Ukrainian national idea? Retrieved from http://www.viche.info/journal/1064/.
Abstract views: 162 PDF Downloads: 118
This work is licensed under a Creative Commons Attribution 4.0 International License.