Організаційно-педагогічні засади інтеграції соціальних та освітніх послуг у розширених школах Великої Британії
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Дата
2015
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Дисертація є комплексним дослідженням у галузі компаративної педагогіки щодо організаційно-педагогічних засад інтеграції соціальних та освітніх послуг у розширених школах Великої Британії.
Схарактеризовано стан розробленості проблеми та понятійно-термінологічний апарат дослідження в сучасній вітчизняній порівняльній педагогіці. Визначено передумови й етапи інтеграції соціальних та освітніх послуг у розширених школах Великої Британії.
Окреслено нормативні (законодавчі акти та урядові програми, у яких визначено провідні аспекти діяльності розширених шкіл) та змістово-процесуальні (напрями діяльності розширених шкіл, форми і зміст надання ними соціальних послуг) засади інтеграції соціальних та освітніх послуг у розширених школах Великої Британії. З’ясовано управлінські (моделі, підходи, принципи та види взаємодії розширених шкіл із постачальниками соціальних послуг) засади надання соціальних послуг розширеними школами Великої Британії. Обґрунтовано можливості використання досвіду Великої Британії в умовах модернізації сучасної шкільної освіти України.
This thesis is devoted to the organizational and pedagogical foundations of the integration of social and educational services in extended schools of Great Britain and outlining opportunities for the implementation of progressive British experience in Ukrainian schools. The state of the research on the problem and conceptual and terminological apparatus of studies in modern Ukrainian comparative pedagogy is described. The use of structural and logical analysis of a wide range of research has allowed identifying the following aspects of the review of extended schools as an educational phenomenon: educational-political, socio-pedagogical, methodological, managerial, educational aspects. Conceptual approaches to the consideration of the extended school in the modern theory of education in English-speaking countries are characterized. It was revealed that the British theory of education under the concept of “extended school” understands a specific type of school, which provides a wide range of services to meet the needs of its pupils, their families and community in general, and American and Australian researchers consider exclusively the services provided by the school in partnership with their providers. On the basis of generalization of conceptual approaches the author has formulated her own definition of the concept “extended school” which means innovative type of a secondary school, which provides broad range of educational and social services to the community members and functions as a community centre. The author reveals normative (legislative acts and governmental programs, which define the leading aspects of extended schools) and content-procedural (directions, forms and methods of provision of social services) foundations of integration of social and educational services in the extended schools of Great Britain. Managerial foundations: models, approaches, principles and types of cooperation between extended schools and social service providers are clarified. The proposals based on the positive conceptual ideas of the integration of social and educational services in the extended schools in Great Britain for the Ukrainian secondary education system in educational-political, legislative, methodological, managerial, social-pedagogical, organizational-pedagogical aspects. The most challenging are as follows: in the educational-political aspect – decentralization of education management; creation on the basis of existing secondary schools British counterparts of extended schools; creation of the state independent Inspection of quality control standards in education; providing greater autonomy to local and school authorities; in the legislative aspect – updating the regulatory framework with new documents regulating the provision of a wide range of social and health services by secondary educational institutions; development of mechanisms of cooperation between schools, out-of-school institutions, medical institutions and the family; in the methodological aspect – conducting workshops for teachers and social workers to ensure their professional development and exchange of experience; in the managerial aspect – establishment of cooperation between Ukrainian schools and social service providers; diversification of the structure of school governance; in the socio-pedagogical aspect – creation on the territory of the educational institutions permanent centres for the provision of additional social services to pupils, their parents and members of the local community, including leisure centres; in the organizational-pedagogical aspect – cooperation of schools with the doctors; healthy nutrition; promotion school services among parents and community members.
This thesis is devoted to the organizational and pedagogical foundations of the integration of social and educational services in extended schools of Great Britain and outlining opportunities for the implementation of progressive British experience in Ukrainian schools. The state of the research on the problem and conceptual and terminological apparatus of studies in modern Ukrainian comparative pedagogy is described. The use of structural and logical analysis of a wide range of research has allowed identifying the following aspects of the review of extended schools as an educational phenomenon: educational-political, socio-pedagogical, methodological, managerial, educational aspects. Conceptual approaches to the consideration of the extended school in the modern theory of education in English-speaking countries are characterized. It was revealed that the British theory of education under the concept of “extended school” understands a specific type of school, which provides a wide range of services to meet the needs of its pupils, their families and community in general, and American and Australian researchers consider exclusively the services provided by the school in partnership with their providers. On the basis of generalization of conceptual approaches the author has formulated her own definition of the concept “extended school” which means innovative type of a secondary school, which provides broad range of educational and social services to the community members and functions as a community centre. The author reveals normative (legislative acts and governmental programs, which define the leading aspects of extended schools) and content-procedural (directions, forms and methods of provision of social services) foundations of integration of social and educational services in the extended schools of Great Britain. Managerial foundations: models, approaches, principles and types of cooperation between extended schools and social service providers are clarified. The proposals based on the positive conceptual ideas of the integration of social and educational services in the extended schools in Great Britain for the Ukrainian secondary education system in educational-political, legislative, methodological, managerial, social-pedagogical, organizational-pedagogical aspects. The most challenging are as follows: in the educational-political aspect – decentralization of education management; creation on the basis of existing secondary schools British counterparts of extended schools; creation of the state independent Inspection of quality control standards in education; providing greater autonomy to local and school authorities; in the legislative aspect – updating the regulatory framework with new documents regulating the provision of a wide range of social and health services by secondary educational institutions; development of mechanisms of cooperation between schools, out-of-school institutions, medical institutions and the family; in the methodological aspect – conducting workshops for teachers and social workers to ensure their professional development and exchange of experience; in the managerial aspect – establishment of cooperation between Ukrainian schools and social service providers; diversification of the structure of school governance; in the socio-pedagogical aspect – creation on the territory of the educational institutions permanent centres for the provision of additional social services to pupils, their parents and members of the local community, including leisure centres; in the organizational-pedagogical aspect – cooperation of schools with the doctors; healthy nutrition; promotion school services among parents and community members.
Опис
Ключові слова
розширена школа, інтеграція, додаткові послуги, соціальні послуги, здоров’язбережувальні послуги, освітні послуги, підтримка батьків, партнерство, взаємодія, організаційно-педагогічні засади, Велика Британія, extended school, integration, additional services, social services, health care services, educational services, parenting support, partnership, interaction, organizational-pedagogical foundations, Great Britain
Бібліографічний опис
Вознюк, В. В. Організаційно-педагогічні засади інтеграції соціальних та освітніх послуг у розширених школах Великої Британії [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.01 – загальна педагогіка та історія педагогіки / В. В. Вознюк ; МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка. – Суми, 2015. – 20 с.