Wyniki wyszukiwania - Biblioteka Nauki

1

РЕФОРМУВАННЯ УПРАВЛІННЯ ЯКІСТЮ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ ВЕЛИКОБРИТАНІЇ: ІСТОРИЧНИЙ АСПЕКТ

100%

Шаповалова О.

|

nr 7(41)

41-48

EN

The article reflects the historical peculiarities of reforming general secondary education quality management in Great Britain. The characteristic of peculiarities of secondary education quality management in Great Britain is made through the prism of reforming processes in education management in general. The documents of education reforms 1840–1975 years are analyzed. The role and functions of the governing bodies of national, local and school levels in the general secondary education quality management at different stages of historical development are clarified. The transition from selective to comprehensive secondary education system is traced in the article. It is proved that the wave nature of changes taking place in all spheres of social life at the present stage of its development determines the need for reformation of the experience of the past with the aim of finding solutions to urgent problems. The main attention in the article is given to the analysis of Education Act 1944 which was an attempt to implement totally different system of education management. It defined the powers of governing bodies: powers of the central government were related to the formation of the national educational policy and allocation of financial resources; powers of Local Education Authorities concerned the formation of educational policy and resource allocation at the local level; participants in the decision making process of the school level – principals and school boards – were responsible for the school policy and resource allocation at the level of the institution. It is concluded that at different stages of historical development was observed strengthening or weakening of centralization tendencies in the management of secondary education, including quality management, which was caused mainly by the political agenda of the ruling party. The perspective direction for further research the author considers the analysis of the current state and perspective directions of education quality management at the national, local and school levels of secondary education functioning in Great Britain.

2

ТЕНДЕНЦІЇ ОНОВЛЕННЯ ЗМІСТУ Й МЕТОДІВ ПРОФЕСІЙНО-ПЕДАГОГІЧНОЇ ПІДГОТОВКИ ВЧИТЕЛЯ В УМОВАХ УПРАВЛІННЯ ЯКІСТЮ ОСВІТНІХ ПОСЛУГ

100%

Шаповалова О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

nr 10(44)

221-228

EN

The article highlights the tendencies of updating the content and methods of professional-pedagogical training of teachers in terms of educational services quality management. The analysis of the requirements for British teachers, laid in professional standards as a mandatory part of the policy of "new professionalism" is made. It is pointed out that professional standards developed by the Training and Development Agency for Schools cover three areas: professional attributes, professional knowledge and understanding and professional skills, formulated separately for teachers with different professional status, namely: award of Qualiﬁed Teacher Status – QTS (Q – standard); teachers on the main scale – Core (C); teachers on the upper pay scale – Post Threshold Teachers (P); Excellent Teachers (E) and Advanced Skills Teachers – ASTs (A). The standards provide the framework for a teacher’s career and clarify the progression in professional activity. In order to access each career stage a teacher will need to demonstrate that he/she has met the relevant standards. The process for this varies depending on the standards concerned. Teachers seeking status of Excellent Teacher or AST need to apply and be evaluated through an external assessment process. Teachers seeking to cross the threshold are assessed by the head teacher of their school. The standards for Post Threshold Teachers, Excellent Teachers and ASTs are pay standards and teachers who are assessed as meeting them also access the relevant pay scale. It is shown that the standards define the professional characteristics that must have any teacher at a certain stage of professional development. The models of teacher professionalism (effective teacher model, reflective teacher model, enquiring teacher model, transformational teacher model) are characterized which enable better understanding the status and trends of development of modern pedagogical education in the UK universities and the essence of professional development programs for teachers in schools. In the future the author considers important to define the innovative potential of the British experience of continuous professional development of teachers and the possibilities of its use in Ukraine.

3

ЕТАПИ РЕФОРМУВАННЯ СЕРЕДНЬОЇ ОСВІТИ ВЕЛИКОЇ БРИТАНІЇ (серединаХХ ст. – початок ХХІ ст.)

100%

Шаповалова О.

|

nr 10(54)

374-382

EN

The article deals with the reforms of secondary education in Great Britain which are the doctrine of domestic comparativists. Recently, various aspects of the reforms and secondary education have been the subject of many dissertations. The current reform of secondary education experience of Great Britain is primarily due to the fact that there are active and successive changes that led to a significant improvement of the quality of its operations. The stages of reforms are primarily defined to justify government positions in various spheres and areas of social activity. The content and direction of educational reforms in the UK reflects the interests of the political forces that find themselves in power. The structural reforms taking place in the system of secondary education in the UK in the middle of the twentieth century and at the beginning of the XXI-st century had a continuous nature, lasted for several political cycles, thus ensuring their consistency and efficiency. In the middle of the XX-th century dramatic changes happened due to general processes of globalization that have affected the fundamentals of education. The cornerstone of all transformations in education is integration. The national education system steps into the era of continuous reform, whose main objective is to improve the quality of education in the process of convergence of national educational systems. One of the prerequisites for the successful development of any country is to ensure its future, largely depends on the current reform of the education system. The author stresses that neolabourists have chosen such guidelines for the reform of secondary education: 1) the development of education in accordance with the laws of the market economy is seen as the realization of a new national imperative of investing in the future of national economic prosperity; 2) awareness of the impossibility significant increase in government spending on social services and the simultaneous desire to comply with the ideas of social equality led to the implementation of the principle of “selective universalism”; 3) implementation of the principle of competition between schools in the state education sector; implementation of market mechanisms to improve the quality, efficiency and effectiveness of education; 4) competition is a response to the new strength and means to achieve balance. To improve the national system of secondary education in our country it is appropriate and necessary to study positive reforms of secondary education in the UK.