Abstract
The study investigates the preschool sector of education in Singapore and the system of its management. New socio-economic conditions require a new theoretical and methodological basis of the educational process. Studying the experience of the functioning of other educational systems provides an opportunity to implement effective ways of reforming in the domestic educational system. This fact proves the relevance of the study. The purpose of the study is to investigate the experience of public administration and modernisation of the modern system of preschool education in Singapore. The research was conducted on the basis of systematic, personality-oriented, axiological and synergetic methodological approaches to the study of pedagogical phenomena and with the use of such theoretical research methods as the method of analysis, synthesis, comparison and systematisation. The author identifies areas of public impact on the mostly private preschool sector in Singapore and areas of its reforming. It has been established that the main areas of updating Singapore's preschool education includes the development of a conceptual framework for the preschool education sector, improvement of the quality of staff professional training, reorganisation of the management system of preschool education and implementation of the principle of meritocracy, which provides equal access to quality preschool education for all Singaporeans. The study analyses the main aspects and specific features of introducing the conceptual framework “Nurturing the early learners”. The conceptual framework is a recommendation and guide for developing educational programmes in preschool institutions of the country and gives teachers some freedom to apply an individual and creative approach in the process of developing educational programmes for their preschool institutions. The author also identifies the main measures undertaken to improve the professional level of preschool teachers and the level of preschool education in general. It is concluded that due to the successful cooperation of the government and private preschool education providers and a clear delineation of their responsibilities, the government of Singapore succeeded in implementing an effective system of management of the preschool education sector
Highlights
One of the main prerequisites for the country's competitiveness in the conditions of today's high-tech environment and the dominance of “knowledge economy” is to ensure effective education as a system of training high-quality professionals and effective communicators
It has been established that the main areas of updating Singapore's preschool education includes the development of a conceptual framework for the preschool education sector, improvement of the quality of staff professional training, reorganisation of the management system of preschool education and implementation of the principle of meritocracy, which provides equal access to quality preschool education for all Singaporeans
Compulsory education in Singapore begins in primary school, attending preschool institutions is not compulsory
Summary
One of the main prerequisites for the country's competitiveness in the conditions of today's high-tech environment and the dominance of “knowledge economy” is to ensure effective education as a system of training high-quality professionals and effective communicators. Ukraine has been actively reforming various areas of the education sector, for example, by implementing the New Ukrainian School and 179 standards of vocational education, developed on the basis of a competency approach; developing a system of higher education standards that corresponds to the national qualifications framework; introducing a dual education system, etc. At the end of 2017, there were 14,907 preschool institutions in Ukraine, but this is not enough to ensure places for all Ukrainian children in kindergartens. Despite some measures taken by the government (for example, organisation of inclusive groups, permission to invite legal entities and individuals to provide certain services), the modern system of preschool education in Ukraine still urgently needs modernisation both in the conceptual and methodological aspects and in the issue of effective management of the sector
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