Trends and transformation of secondary education in the USA, Great Britain and Ukraine through reforms, innovations and alternative education

M Tymenko

doi:10.32405/2617-3107-2019-1-7

Abstract

In this article, the author discovers some aspects of the transformational processes of secondary education in the United States and Great Britain through the prism of innovation and alternative education. The paper highlights the link between innovation and alternative education and changes in secondary education in the US and British schools. An analysis of the works of some American and British scholars dealing with the problems of secondary education development and the results of their researches are highlighted. The article reveals and identifies the core competencies in learning essential for the development of the personality of the student recommended by the Council of Europe.The author also highlights the transformational processes that take place in Ukrainian school education, in particular the new school reform called “New Ukrainian School” and the identification of the new core competencies for the development of a successful personality.

Highlights

PROBLEM STATEMENTGlobalisation transforms all spheres of our world, placing new demands on the organization of education
It is aimed at modernizing education, determines educational changes and formulates a strategy for raising its level, implements deep, systematic, stable structural and organizational changes systems of public education. Such reforms specify the future educational perspectives, and help eliminate the problems identified in educational development, through the implementation of educational innovations
Specific features of innovative education are openness to the future, the ability to foresee based on constant revaluation of values, focus on constructive actions in new situations, which is ensured through the development and implementation of educational innovations

Summary

Introduction

PROBLEM STATEMENTGlobalisation transforms all spheres of our world, placing new demands on the organization of education. According to the American scholars Stuart Butler, Judy Peppler, Jennifer Humke, Robert Sherman, Lily Eskelsen, Rendi Weingarten the system can no longer deliver on the purpose to which we are committed, nor can it provide the individual and public benefits that are sought. As Robert Sherman states “it’s an inherited system, which is based on a standardized, “factory” model where teachers are given an age-group cohort of children at the beginning of each school year, a standardized curriculum, and a matching set of assessments. Students are expected to work with their assigned material and move along with their age cohort as the years pass. According to an Organization for Economic Cooperation and Development (OECD) report, “the pressure to increase equity and improve educational outcomes for students is growing around the world” According to an Organization for Economic Cooperation and Development (OECD) report, “the pressure to increase equity and improve educational outcomes for students is growing around the world” (Vieluf, Kaplan, Klieme & Bayer, 2012: p. 3)

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