Abstract
Government management plays an important part in each branch of social activity and influence on its quality as well. It has a very essential importance in the sphere of professional education. The governmental initiations in teachers' professional education have a great influence not only on quality but also on standards and qualification and models of getting the profession as well. The purpose of this article is to show how the governmental management initiations in preschool teaching professional education make the profit for its quality, development, and improvement. The governmental management of preschool teachers' professional training, qualifications requirements to preschool teachers is important for the standardisation of qualification framework of preschool teachers and preschool teachers' professional education system functioning in different European countries are presented as progressive practices for effective preschool teachers' professional training. These practices of government management are analysed from the perceptivity of implementation into Ukrainian system of pedagogical education. The investigation of the progressive practices of preschool teachers' professional training in Western European countries allowed us to distinguish three directions of this experience implementation into Ukrainian higher pedagogical education system. The directions are divided into the levels such as improvement: governmental, institutional and procedural. The studding of progressive European experience also forms the basis for the development of The New Conception of preschool teachers' professional training in Ukraine, thus the authors emphasise the necessity of systemic comparative investigation of different aspects of this experience and point out the organisational and methods aspect require the comparative analysis, which will be the next step of the complex study.
Highlights
The general trend in our times toward increasing intervention by the state in economic affairs has led to a concentration of attention and dispute on the areas where new intervention is proposed and to an acceptance of whatever intervention has so far occurred as natural and unchangeable
In the process of analytically-comparative investigation it’s vital to take into account the methodological approaches of preschool teachers’ professional training in the EU countries, the research referred to a set of interrelated groups of approaches identified by [5], [6]: basic, paradigmatic and instrumental
The investigation of the progressive practices of preschool teachers’ professional training in Western European countries made it possible to distinguish the directions of Western European countries’ experience implementation into the Ukrainian higher pedagogical education system. These directions are divided into three levels of improvement: governmental, institutional and procedural
Summary
The general trend in our times toward increasing intervention by the state in economic affairs has led to a concentration of attention and dispute on the areas where new intervention is proposed and to an acceptance of whatever intervention has so far occurred as natural and unchangeable. The current pause, perhaps reversal, in the trend toward collectivism offers an opportunity to re-examine the existing activities of government and to make a fresh assessment of the activities that are and those that are not justified This paper attempts such a re-examination for education. Education is today largely paid for and almost entirely administered by governmental bodies or non-profit institutions. This situation has developed gradually and is taken so much for granted that little explicit attention is any longer directed to the reasons for the special treatment of education even in countries that are predominantly free enterprise in organization and philosophy. The interest and the subject of our investigation are the progressive practices of government management of preschool teachers’ professional training in Western European countries
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