Можливості впровадження американського досвіду розвитку культури школи в умовах реформування вітчизняної освіти
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2013
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У статті визначено інноваційний потенціал американського досвіду розвитку культури школи в контексті реформи середньої освіти США 80-х років ХХ – початку
ХХІ ст. в умовах реформування системи освіти України. Запропоновано низку заходів на місцевому рівні, що спрямовані на формування готовності учасників навчально-виховного процесу до участі в освітніх реформах завдяки наділенню їх, а також місцевих органів управління освітою більш широкими повноваженнями; запровадження програм автономного шкільного менеджменту, активізацію методичних контактів суб’єктів навчального процесу в межах інноваційних шкільних мереж.
The article defined the innovative potential of the American experience in the development of the school culture in the context of the reform of USA secondary education in the 80s of XX – beginning of XXI century. This experience is defined as useful in conditions of reforming of modern Ukraine educational system. Some recommendations are given: for the first – to give some power of Ministry of education and science of Ukraine to local governments. To the author’s opinion this would give each school an opportunity to initiate needed changes according to the state reforming efforts. To do this, the education system should be rather democratic. In this context the American experience of SBM programs is important, which provide extensive powers of educational institutions regarding the distribution of resources (administrative, human, intellectual, informational, technological, time, financial etc) within the established state (the school district) goals, standards etc. The fact that the SBM programs are associated with a new paradigm for the school as organization is valuable, which is based on the understanding of the importance of culture in each educational organization in implementing successful school reforms. Due to introduction of SBM programs, teachers receive features of leadership, such as: to represent a school in the administrative structures school district; the right to protect the professional and social interests of teachers; to initiate professional development of colleagues and to improve the decision-making process in the school. For the second – the practice of spreading knowledge through innovative educational networks in the USA in this context is very important. This involves the creation of certain real mechanisms that provide an opportunity for members of different schools to engage in dialogue, to solve problems and become innovate. The commonality of ideas, intentions, and values becomes the main principle of the organization in networks that makes the schools equal participants in the responsibility of the development. For the third – the extension of powers of local education authorities in finding ways of additional financing of the educational institutions opens new opportunities to improve the teachers’ personnel motivation as a component of school culture by providing material incentives, assigning higher ranks, ensure better work conditions, improvement of material-technical base of educational institutions etc. Such additional encouragement from local educational administrations as the external stimulus for innovative activities will contribute to enhanced self-esteem of the members of the school staff, leadership skills, encourage a search for the most effective ways to work. For the fourth – an important condition for the development of culture of the school is its openness to interaction with native culture, considerable expansion of the cultural horizon of the institution and it’s spreading of new ideas and values. Link school-community in Ukraine is not so powerful as in the USA and school culture of the domestic educational institutions is less open. Therefore American experience is the use of in the application of model of development of the school culture is worth attention, in particular school as caring community, which envisages the active parents’ involvement in school life. To the author’s opinion, this experience is a valuable because parents in Ukraine is usually the least informed and most dissatisfied with the progress in educational reforms category. Thus, through the development of the school culture due to connectedness of school organization and community, common aims, self-management, will make the school response to any changes in the external environment and eventually make possible the sustainable development of an educational institution in the conditions of competition in the modern market of educational services.
The article defined the innovative potential of the American experience in the development of the school culture in the context of the reform of USA secondary education in the 80s of XX – beginning of XXI century. This experience is defined as useful in conditions of reforming of modern Ukraine educational system. Some recommendations are given: for the first – to give some power of Ministry of education and science of Ukraine to local governments. To the author’s opinion this would give each school an opportunity to initiate needed changes according to the state reforming efforts. To do this, the education system should be rather democratic. In this context the American experience of SBM programs is important, which provide extensive powers of educational institutions regarding the distribution of resources (administrative, human, intellectual, informational, technological, time, financial etc) within the established state (the school district) goals, standards etc. The fact that the SBM programs are associated with a new paradigm for the school as organization is valuable, which is based on the understanding of the importance of culture in each educational organization in implementing successful school reforms. Due to introduction of SBM programs, teachers receive features of leadership, such as: to represent a school in the administrative structures school district; the right to protect the professional and social interests of teachers; to initiate professional development of colleagues and to improve the decision-making process in the school. For the second – the practice of spreading knowledge through innovative educational networks in the USA in this context is very important. This involves the creation of certain real mechanisms that provide an opportunity for members of different schools to engage in dialogue, to solve problems and become innovate. The commonality of ideas, intentions, and values becomes the main principle of the organization in networks that makes the schools equal participants in the responsibility of the development. For the third – the extension of powers of local education authorities in finding ways of additional financing of the educational institutions opens new opportunities to improve the teachers’ personnel motivation as a component of school culture by providing material incentives, assigning higher ranks, ensure better work conditions, improvement of material-technical base of educational institutions etc. Such additional encouragement from local educational administrations as the external stimulus for innovative activities will contribute to enhanced self-esteem of the members of the school staff, leadership skills, encourage a search for the most effective ways to work. For the fourth – an important condition for the development of culture of the school is its openness to interaction with native culture, considerable expansion of the cultural horizon of the institution and it’s spreading of new ideas and values. Link school-community in Ukraine is not so powerful as in the USA and school culture of the domestic educational institutions is less open. Therefore American experience is the use of in the application of model of development of the school culture is worth attention, in particular school as caring community, which envisages the active parents’ involvement in school life. To the author’s opinion, this experience is a valuable because parents in Ukraine is usually the least informed and most dissatisfied with the progress in educational reforms category. Thus, through the development of the school culture due to connectedness of school organization and community, common aims, self-management, will make the school response to any changes in the external environment and eventually make possible the sustainable development of an educational institution in the conditions of competition in the modern market of educational services.
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Ключові слова
школа, культура, організація, автономний шкільний менеджмент, управління, реформа, інновація, шкільна мережа, school, culture, organization, school based management, administration, reform, innovation, school network
Бібліографічний опис
Довгополова, Г. Г. Можливості впровадження американського досвіду розвитку культури школи в умовах реформування вітчизняної освіти [Текст] / Г. Г. Довгополова // Педагогічні науки: теорія, історія, інноваційні технології: науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №5 (31). – С. 11–18.