ІМПЛЕМЕНТАЦІЯ ГЕНДЕРНОГО ПІДХОДУ В УПРАВЛІННЯ ОСВІТНІМ ПРОЦЕСОМ

Abstract

The paper theoretically substantiates and outlines the key areas of implementation of the gender approach in the public management of the educational process. In connection with the democratization of Ukrainian society and integration into the European educational space, the need to implement a number of international and domestic normative acts on gender equality issues, the role of the gender approach in education is growing as an effective means of implementing the principles of gender equality, which will contribute to the realization of the rights of each individual, activation its participation in economic, political, social and cultural development. The gender approach in education involves liberating the professional vision of the manager, teacher from gender-role stereotypes as specific and serious barriers to the perception of the individual, helps to focus attention on the real gifts and abilities of students regardless of gender. The main directions of the implementation of the gender approach in the management of the educational process are defined as the management of educational activities, during which students acquire the necessary knowledge, skills, and abilities, on the basis of which they form their own values and attitudes; application by scientific and pedagogical workers in their professional activities of forms, methods and technologies of organizing the educational process, which would stimulate the development of creative, strategic thinking, leadership, and a sense of responsibility; taking into account the gender component in the management of educational institutions, which implies the observance of gender balance in the personnel policy of the institution and the system in general, the neutralization of gender stereotypes and prejudices. The need to conduct a gender audit of educational institutions in order to assess the state of ensuring equal rights and opportunities for women and men in educational institutions, identifying existing problems, as well as implementing gender competence to the standards of higher education has been proven.