Processes of reforming the educational policy of Ukraine and the countries of the European Union: a comparative analysis

Keywords: educational policy reform, pedagogical skills, quality of education, EU educational policy

Abstract

A comparative comprehensive analysis of the socio-pedagogical problem field of modernization of the educational system of Ukraine and the EU in the context of administrative reform and taking into account economic needs and the establishment of universal democratic values has been conducted.

A comparative pedagogical study of the theoretical, organizational, methodological and regulatory principles of reforming the educational system of Ukraine, which is currently acquiring national features and integrated into the world educational space, has been carried out.

 Conceptual principles of reforming the educational system of Ukraine as a basis for improving the quality of life of citizens from the standpoint of an innovative educational project in the context and professional psychological and pedagogical aspects of training in the field of educational policy have been theoretically substantiated. The provision is that education, like other institutions of public life, requires operational and strategic management actions, aimed at its modernization and renewal.

A conceptual integral dynamic model of reforming educational policy in Ukraine with substantiation of methodological approaches and theoretical positions has been developed on the basis of comparative pedagogical research.

A necessity of expansion and qualitative improvement of the network of preschool educational institutions has been proved.

There are trends that Ukrainian secondary education will eventually become on a par with the world standards of secondary school.

A need to create and coordinate a strong system of out-of-school education in Ukraine has been justified, as the mass unemployment of children and youth in out-of-school time entails huge negative consequences.

Peculiarities of reforming the system of training of working professions and vocational education in Ukraine have been specified.

A strategic issue is the state policy on teacher training.

 Ukrainian origins of the phenomenon of pedagogical skill as a fundamental basis of the theory and practice of educational policy to improve the quality of teaching and learning in EU countries have been revealed.

A necessity of development of a target program of professional and pedagogical selection and preparation of experts in the field of educational policy for Ukraine and an algorithm of estimation of its efficiency on the basis of the comparative analysis has been proved.

The content of the concept of "educational policy" has been clarified, knowledge of the regulatory framework for reforming educational policy in the EU has been deepened.

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Author Biographies

Victor Bondarenko, National Pedagogical Dragomanov University

Department Theology and Religious Studies

Alla Semenova, State University of Intelligent Technologies and Communications

Educational and Scientific center "Pedagogical skills of a high school teacher"

Tamara Vysotska, National Pedagogical Dragomanov University

Department Theology and Religious Studies

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Published
2021-11-30
How to Cite
Bondarenko, V., Semenova, A., & Vysotska, T. (2021). Processes of reforming the educational policy of Ukraine and the countries of the European Union: a comparative analysis. EUREKA: Social and Humanities, (6), 52-67. https://doi.org/10.21303/2504-5571.2021.002195
Section
Social Sciences