Структурні реформи в системі загальної середньої освіти сучасної Великої Британії
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Дата
2011
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У дисертації з’ясовано теоретичні засади, змістові й процесуальні особливості та результати реалізації структурних реформ у системі загальної середньої освіти сучасної Великої Британії; окреслено можливості творчого використання британського досвіду структурних реформ у системі загальної середньої освіти України.
Виокремлено основні аспекти та етапи вивчення проблеми дослідження в порівняльно-педагогічних студіях радянського та пострадянського часу, схарактеризовано понятійно-термінологічний апарат дослідження.
Визначено етапи та тенденції розвитку структурних реформ британської системи загальної середньої освіти у другій половині ХХ – на початку ХХІ ст.; установлено провідні чинники, що зумовили здійснення структурних реформ у сучасних умовах (кінець ХХ – початок ХХІ ст.); висвітлено теоретичні засади досліджуваних реформ (теорія вибору школи, теорія персоналізації навчання, теорія інноваційних шкільних мереж).
Виявлено змістові та процесуальні особливості діяльності нових типів загальноосвітньої середньої школи сучасної Великої Британії, створених у процесі диверсифікації освітньої системи. Окреслено можливості творчого використання британського досвіду структурних реформ у процесі розвитку системи загальної середньої освіти України.
The main stages and aspects of reform studies of the system of secondary education in Great Britain on Soviet and Post-Soviet comparative and pedagogical grounds are studied in the thesis, the conceptual terminology of investigation is characterized. The stages of structural reforms in British secondary education system of the second half of the ХХ century – beginning of the ХХІ century are characterized: the stage of introduction of mass secondary education and ensuring pluralism of educational proposition (1944 – mid 1960s); the stage of democratization of the secondary education system, diversity of educational proposition (late 1960s – early 1980s); the stage of education marketisation (mid1980s – the last quarter of the1990s); the stage of combination of the market-oriented and socially inclusive education (1997–2010). The tendencies of the development of structural reforms during the period under study were: expansion of the diversification of educational establishment types; centralizing-decentralizing tendencies at all levels of education management: at the institutional level – introduction of the independent school management; at the local level – partial privatization (the subjugation of schools to private administrations) or the change of functions of a Local Education Authority (LEA) (the transition from direct school management to mediation in establishment of partner contacts between schools and between schools and grant-providers); at the central level – integration of power functions in the sphere of social policy. The main factors of structural reforms (globalization of economic and political life, the development of knowledge society and of network society) in modern conditions are analyzed; the theoretical grounds of structural reforms caused by the factors of modification (theory of school choice, theory of innovative school networks, theory of personalized learning) are highlighted. The peculiarities of functioning of new types of schools (specialist schools, academies, beacon schools, Education Action Zones, Education Improvement Partnership and extended schools) in modern British secondary education created in the process of structural reforming were revealed. The possibilities of creative usage of British experience of the system of reforming general secondary education in Ukraine especially the achievement of succession and continuity of the programmes of educational reforms over several political cycles, extending more diversified character of domestic system of secondary education and simultaneously providing equal educational possibilities and social equality in educational sphere. Developing innovative school network as a mechanism of multiplying of intellectual and social capital of the educational system, development and continual support of the positive discrimination programme of educational establishment in socially neglected areas of the countries, expansion of the system of specialist secondary schools, widening the spectrum of educational and social services provided by secondary educational establishments to the community have been traced.
The main stages and aspects of reform studies of the system of secondary education in Great Britain on Soviet and Post-Soviet comparative and pedagogical grounds are studied in the thesis, the conceptual terminology of investigation is characterized. The stages of structural reforms in British secondary education system of the second half of the ХХ century – beginning of the ХХІ century are characterized: the stage of introduction of mass secondary education and ensuring pluralism of educational proposition (1944 – mid 1960s); the stage of democratization of the secondary education system, diversity of educational proposition (late 1960s – early 1980s); the stage of education marketisation (mid1980s – the last quarter of the1990s); the stage of combination of the market-oriented and socially inclusive education (1997–2010). The tendencies of the development of structural reforms during the period under study were: expansion of the diversification of educational establishment types; centralizing-decentralizing tendencies at all levels of education management: at the institutional level – introduction of the independent school management; at the local level – partial privatization (the subjugation of schools to private administrations) or the change of functions of a Local Education Authority (LEA) (the transition from direct school management to mediation in establishment of partner contacts between schools and between schools and grant-providers); at the central level – integration of power functions in the sphere of social policy. The main factors of structural reforms (globalization of economic and political life, the development of knowledge society and of network society) in modern conditions are analyzed; the theoretical grounds of structural reforms caused by the factors of modification (theory of school choice, theory of innovative school networks, theory of personalized learning) are highlighted. The peculiarities of functioning of new types of schools (specialist schools, academies, beacon schools, Education Action Zones, Education Improvement Partnership and extended schools) in modern British secondary education created in the process of structural reforming were revealed. The possibilities of creative usage of British experience of the system of reforming general secondary education in Ukraine especially the achievement of succession and continuity of the programmes of educational reforms over several political cycles, extending more diversified character of domestic system of secondary education and simultaneously providing equal educational possibilities and social equality in educational sphere. Developing innovative school network as a mechanism of multiplying of intellectual and social capital of the educational system, development and continual support of the positive discrimination programme of educational establishment in socially neglected areas of the countries, expansion of the system of specialist secondary schools, widening the spectrum of educational and social services provided by secondary educational establishments to the community have been traced.
Опис
Ключові слова
Велика Британія, система загальної середньої освіти, структурна реформа, вибір школи, персоналізація навчання, диверсифікація, інноваційна шкільна мережа, Great Britain, Secondary education system, structural reform, school choice, personalization of learning, diversification, innovative school network
Бібліографічний опис
Гаращук, К. В. Структурні реформи в системі загальної середньої освіти сучасної Великої Британії [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.01 – загальна педагогіка та історія педагогіки / К. В. Гаращук ; М-во освіти і науки, молоді та спорту України, Сумський держ. пед. ун-т ім. А. С. Макаренка. – Суми : СумДПУ ім. А. С. Макаренка, 2011. – 20 с.