Реформовчий потенціал шкільної освітньої політики Міністерства освіти і науки України (2000 – поч. 2005)

Abstract

Grounded on the historiographic analysis of legislative, documentary, scientific, sociological sources, carried out on the basis of systemic and interdisciplinary approaches, the deployment of state policy in the field of secondary general education in Ukraine is presented in chronotopic integrity. The subject of the research is the activities of the Ministry of Education and Science of Ukraine (within the chronological boundaries of 2000 – early 2005) as a representative and generator of the state policy in the field of school education development. The issue of analysis were the concepts of «reforming of education» as the development of a strategy for changes in the school policy of the state and the concept of «modernization of education» as the production and implementation of conceptually new tactical tasks aimed at the implementation of strategic plans. It is substantiated that the activities of the Ministry of Education and Science of Ukraine in the period under study had an active reformatory character and became the second period of reforming the school educating sphere in the history of independent Ukraine. In our opinion, the first is the period of 1991-1993. The work of the Ministry of Education and Science of Ukraine in 2000 – early 2005 years was aimed at implementing a new European integration strategy by means of radically modernized tactical steps (introducing and developing state standards of education, an individualized 12-point scale for assessing students' educational achievements, updating the content of the secondary education and ensuring its variability, the transition to a 12-year period of school education and gradual profile of the senior school, the producing of general educational concepts for the modernization of a secondary school, primarily in the aspect of its informatization and computerization, the purposeful formation of the civic qualities, an ecological worldview in children and youth), which corresponded to the realities of globalization processes. The European integration path of development of both the state itself and the education system was combined with the establishing the pedocentric paradigm in school education. At the same time, the reform activities of the Ministry of Education and Science of Ukraine retained elements of rational continuity in developing of the previous modernization changes in the field of school education (increasing the number of schools with the Ukrainian language of learning, deepening the processes of individualization of education). The projects of the Ministry of Education and Science of Ukraine during the period under the study also concerned the urgent educational and social aspects of school modernization – the beginning of the implementation of the «School Bus» program, the state «Teacher» program aimed at improving the social status of the teacher.