将外国经验应用于本土社区的教育管理

Yevheniia Shypitsyna
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摘要

文章探讨了芬兰、加拿大和新加坡地方一级普通中等教育的管理模式。文章强调了在社会生活各领域管理权力下放的趋势下分析地方社区教育体系的重要性。由于教育和培训是国家社会经济进步的关键,乌克兰研究和利用外国的教育管理经验是有益的,这些经验包括各种方式、战略和方法,有助于改善本国的教育管理制度。芬兰的教育政策以权力下放和民主原则为基础,给予地方政府和学校董事会相当大的自主权。在加拿大,教育管理是混合性质的,既有中央集权,也有地方分权,各省负责教育,但从联邦预算中获得资金。在新加坡,教育管理体制是中央集权的,非常重视教师的持续专业发展和使用创新的学习和教学方法。结论是,对世界各国地方社区一级教育管理经验的分析表明,乌克兰必须在国际社会最佳做法的基础上寻求自己的独特方法。然而,在借鉴这些经验之前,有必要考虑到我国心态、历史和文化态度的特殊性。可以通过地区社区、教育机构、国际组织和政府机构之间的伙伴关系,与芬兰、新加坡和加拿大等国积极交流经验。使这些国家的经验适应乌克兰的现实和具体社区的需求极为重要。在借鉴外国经验时,有必要考虑教师、家长、学生、管理人员和社区组织等各利益攸关方的意见。这不仅有助于提高单个地区社区的教育质量,也有助于在整个国家的教育领域取得成功。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
APPLICATION OF FOREIGN EXPERIENCE IN EDUCATION MANAGEMENT IN TERRITORIAL COMMUNITIES
The article examines the management models of general secondary education at the local level in Finland, Canada and Singapore. The importance of analyzing the educational systems of local communities in the context of tendencies towards decentralization of management in various spheres of social life is emphasized. Since education and training are key to the socio-economic progress of the country, it is useful for Ukraine to study and use foreign experience in education management, which covers a variety of approaches, strategies and methods that can contribute to the improvement of its own education management systems. Finnish education policy was found to be based on the principles of decentralization and democracy, giving local governments and school boards considerable autonomy. In Canada, education management is mixed in nature, with centralized and decentralized elements, the provinces are responsible for education, but receive funding from the federal budget. In Singapore, the education management system is centralized, significant attention is paid to the continuous professional development of teachers and the use of innovative approaches to learning and teaching. It was concluded that the analysis of the experience of education management at the level of local communities in different countries of the world indicates the importance of Ukraine's search for its own, unique approach based on the best practices of the global community. However, before adapting this experience, it is necessary to take into account the peculiarities of our mentality, history and cultural attitudes. Active exchange of experience with countries such as Finland, Singapore and Canada can be carried out through partnerships between territorial communities, educational institutions, international organizations and government agencies. Adapting the experience of these countries to Ukrainian realities and the needs of specific communities is extremely important. When implementing foreign experiences, it is necessary to take into account the opinions of various stakeholders, including teachers, parents, students, administrators and community organizations. This will contribute not only to the improvement of the quality of education at the level of a separate territorial community, but also to the achievement of success in the field of education at the level of the entire state.
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