ОСВІТНЯ ПОЛІТИКА В УМОВАХ ПАНДЕМІЇ COVID-19

Abstract

Problem setting. The COVID-19 pandemic has caused major changes in the education systems of all countries. This has hampered the achievement of internationally defined goals in the field of education and has disproportionately affected the poorest and most vulnerable. As governments and the international community have a responsibility to adhere to declared principles and carry out reforms, education policy in the context of the COVID-19 pandemic needs to be given increased attention. Recent research and publications analysis. The discussion surrounding online education in the context of the pandemic was based on the need to move from the usual form of learning to distance learning to ensure student safety and health and teachers to slow the spread of the virus. Experts note that the online teaching regime provides a sense of psychological security for the educational community in the context of the spread of COVID-19. Characteristically, the ability of states to respond to school closures changes dramatically depending on the level of development. Scientists argue that third world countries face political paralysis in dealing with sudden changes in the scenario of planning, managing and organizing education during a pandemic with their unsatisfactory technical infrastructure, academic incompetence and lack of resources. This is especially true for low- and middle-income countries. The paper objective is to analyze scientific publications of foreign authors on the organization of education in the context of the COVID-19 pandemic, generalization and classification of problems to be addressed by modern educational policy. The paper main body. Distance work before the introduction of quarantine measures was not common in Ukraine, most university professors preferred traditional lectures, seminars and practical classes, and students often performed their tasks on paper. Therefore, for many teachers and students, distance learning has become a completely new form. In terms of the way the educational process is organized, distance education is becoming an increasingly attractive and realistic model for implementing educational policy in each country. The accelerated pace of development of distance education in the coming years may displace from the education market a significant part of traditional educational institutions in many countries. In the near future, world-renowned universities will be able to teach tens of millions of students from around the world. Online education takes into account the crisis situation, focusing on four important pillars: policy-making, access to resources, learning opportunities, and ongoing evaluation and monitoring. Conclusions of the research. The main directions of research on online education in a pandemic are identified: security in an emergency, financial gaps between rich and poor, psychological problems, lack of infrastructure for information technology, social problems, motivation of students, teachers and parents, digital literacy in education among teachers, students and parents, e-learning platforms, bridging the digital divide, limiting mobility, state participation, innovative approaches, vision of the future. Based on the analysis of scientific publications of foreign authors on the organization of education in the pandemic COVID-19 summarizes and classifies the problems to be addressed by modern educational policy: socio-psychological, economic, technological, communication, organizational and methodological. It is noted that the availability of analytical, operational and political potential is a prerequisite for the formation and implementation of effective educational policy. Keywords: e-learning, distance education, educational policy, governance, inequality, digital competence, social issues.