ЄВРОПЕЇЗАЦІЯ ОСВІТИ УКРАЇНИ: СУТНІСТЬ ТА НАСЛІДКИ ВПЛИВУ

Abstract

The article reveals the essence of the process of Europeanization of education in Ukraine. It examines the concept of «Europeanization», analyzes the mechanisms of Europeanization («vertical» and «horizontal» Europeanization), the main political actors of Europeanization (the Council of Europe and the EU). The typology of ‘Europeanization’ is applied within four broad categories: as an historical process; as a matter of cultural diffusion, as a process of institutional adaptation; and as the adaptation of policy and policy processes. The article studies the mechanisms of Europeanization which are basically differentiated between ‘vertical’ and ‘horizontal’ Europeanization. Vertical mechanisms demarcate the European level where policy is defined (mainly European Union and the Council of Europe) and the domestic level, where policy is implemented. Horizontal mechanisms involve a different form of adjustment to Europe based on the market or on patterns of socialization.Europeanization is connected with the European dimension in national arenas of politics and policies: common policies (tariff union, competition regulations of the common market, monetary policy, trade) and of shared competence (social policy, agriculture etc.).In the article the main political actors in education policy - Council of Europe and EU - are analysed. The Council is determined by three fundamental democratic values: human rights, pluralist democracy and the rule of law. Themes of the Council’s activities in education have focused on five areas: education policies and reforms, education for democratic citizenship, modern languages, history teaching. The European dimension includes the following issues: European identity and European citizenship; student mobility, school links and exchanges; non-formal education; intercultural education; interfaith dialogue, in-service teacher training.An overview about four broad phases in an economic and social context is presented: 1957–1971 – ‘Pre-History’ of Education and Training; 1971–1992 – the Foundation Years for Cooperation in Education; 1992-2000 - the Emergence of the Concepts of Lifelong Learning and KnowledgeBased Society; 2000-2006 - the Lisbon Strategy for 2010 and Lifelong Learning.The eight competences are identified which include: communication in the mother tongue; communication in foreign languages; basic competences in maths, science and technology; digital competence; learning to learn; interpersonal, intercultural and social competences, and civic competence; entrepreneurship; and cultural expression. The last part of the article is about education for sustainable development. It looks at the perspective of the EU through meeting the needs of the present generation without compromising the ability of future generations to meet their needs.