Development strategies of pedagogy of partnership in educational process of small schools in Ukraine and abroad: a comparative aspect

Prokopiv Liubov -- Candidate of Pedagogical Sciences, Associate Professor of the Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine

Stynska Viktoriya -- Candidate of Pedagogical Sciences, Associate Professor of the Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine

The article discusses the strategies of spreading pedagogy of partnership, which provides for cooperation between all participants in the educational process, the presence of a com pact approach, the integration of students ' educational and social work in order to prepare them for the future life, to educate conscious citizens with a system of value orientations, to attract young people to cooperate with society, parents, teachers and the like.

The attention is focused on the fact that the European experience of introducing pedagogy of partnership in small schools includes: introducing new approaches to school management, partnership between teachers and students, solving problems of schools and society, the need to participate in volunteering, searching for grants to attract young teachers who are able to work in remote regions, the possibility of distance education.

It is argued that at the present stage, the understanding of the pedagogy of partnership in European countries is somewhat modified in connection with the challenges of the modern world, in particular, with the growing number of immigrants to the Nordic countries. European countries are developing educational support programs for educational partnerships. These are programs of study and professional teamwork, where specialists in various academic disciplines cooperate to achieve a common goal - equal cooperation between family and school.

It is proved that in small schools in Germany, which are fairly autonomous, the experience of partnership pedagogy is unique.

An assessment of the experience of the Israel school is given. There are many public organizations for collaboration between teachers and students (Pop). Here, following the principles of pedagogy of partnerships schools and organizations are provided with: professional development; leadership training; strong professionals; valuable resources; culture heals; changing approaches to teaching practice.

The authors, on the basis of the studied experience, conducted a study that included the introduction of the basic principles of partnership pedagogy into the practice of small schools. The analysis showed the need for cooperation pedagogy.

It is argued that the pedagogy of partnership in the educational environment of small schools of Ukraine has a chance to exist in terms of cooperation between authorities, the public, scientists, philanthropists, school leaders, the teaching community, parents, who through mediation and fundraising will be able to open grant programs, which will help to preserve the small school and village.

Attention is drawn to the fact that a small school in the conditions ofpartnership pedagogy has the right to development subject to the initiation of partnerships. This study underlines the fact that small schools should carry out the educational process in social cooperation by involving local authorities. Of course, in urban schools such cooperation priorities are significant.

Key words: pedagogy of partnership; community influence; new Ukrainian School; small school; school for minorities; family; community.

СТРАТЕГІЇ РОЗВИТКУ ПЕДАГОГІКИ ПАРТНЕРСТВА В ОСВІТНЬОМУ ПРОЦЕСІ МАЛОКОМПЛЕКТНИХ ШКІЛ УКРАЇНИ І ЗАРУБІЖЖЯ: ПОРІВНЯЛЬНИЙ АСПЕКТ

ПРОКОПІВ Любов -- кандидат педагогічних наук, доцент кафедри педагогіки імені Богдана Ступарика, ДВНЗ «Прикарпатський національний університет імені Василя Стефаника», Івано-Франківськ, Україна

ЄТИНСЬКА Вікторія -- кандидат педагогічних наук, доцент кафедри педагогіки імені Богдана Ступарика, ДВНЗ «Прикарпатський національний університет імені Василя Стефаника», Івано-Франківськ, Україна

У статті розглядаються стратегії поширення педагогіка партнерства, яка передбачає співпрацю між усіма учасниками освітнього процесу, наявність компетентнішого підходу, інтеграцію освітньої та громадської роботи учнів з метою їх підготовки до майбутнього життя, виховання свідомих громадян, що володіють системою ціннісних орієнтацій, залучення учнівської молоді до співпраці з громадою, батьками, учителями тощо.

Акцентується увага на тому, що європейський досвід запровадження педагогіки партнерства у малих школах передбачає: запровадження нових підходів в управлінні школою, партнерство між учителями та учнями, вирішення проблем школи й громади, необхідність участі у волонтерстві, пошук грантів для залучення молодих учителів, які здатні працювати у віддалених регіонах, можливість дистанційної освіти.

Аргументовано, що на сучасному етапі розуміння педагогіки партнерства у європейських країнах дещо видозмінюється у зв 'язку з викликами сучасного світу, зокрема із зростаючою кількістю іммігрантів до країн Північної Європи. У європейських країнах розробляють програми підтримки педагогіки партнерства у сфері освіти. Це програми навчання та професійної командної роботи, де фахівці з різних навчальних дисциплін співпрацюють для досягнення спільної мети - рівноправної співпраці між сім'єю та школою.

Досліджено, що у малих школах Німеччини, які є достатньо автономними, досвід педагогіки партнерства є унікальним.

Надано оцінку досвіду Ізраїльської школи. Тут чимало громадських організацій для спільної роботи з учителями та учнями (Pop). Тут, дотримуючись принципів педагогіки партнерства пропонують школам та організаціям: професійний розвиток; лідерську підготовку; сильніші професіонали; цінні ресурси; культура лікує; зміна підходів до педагогічної практики.

Авторами на основі вивченого досвіду, було проведене дослідження передбачало впровадження в практику роботи малих шкіл основних принципів педагогіки партнерства. Результати аналізу показали необхідність у педагогіці співпраці.

Аргументовано, що, педагогіка партнерства в освітньому середовищі малих шкіл України має шанс на існування за умов співпраці органів влади, громадськості, науковців, меценатів, керівників навчальних закладів, педагогічної громадськості, батьків, які через посередництво та залучення фінансів зможуть відкрити грантові програми, допомогти зберегти малу школу і село. Акцентується увага, що мала школа в умовах педагогіки партнерства має право на розвиток за умови ініціювання партнерських стосунків. Це дослідження підкреслює той факт, що малі школи мають здійснювати освітній процес у соціальній співпраці через залучення місцевих органів влади. Безумовно, у міських школах такі пріоритети співпраці є значнішими.

Ключові слова: педагогіка партнерства; вплив громад; нова українська школа; мала школа; малочисельна школа; сім'я; громада; зарубіжний досвід.

strategies pedagogy partnership educational

Introduction

The pedagogy of partnership has become widespread in the modern Ukrainian educational system. It provides for cooperation between all the participants of the educational process, the presence of a competent approach, the integration of educational and social work for students in order to prepare them for the future life, educate conscious citizens with a system of value orientations, attract young people to cooperate with society, parents, teachers and the like. This is stated in the Law of Ukraine «On Education»; the philosophy of education is changing. Partner collaboration comes first, not the content aspect of learning.

The pedagogy of partnership, as indicated in the Concept of the New Ukrainian School, changes its attitude to the object-object education, places the individual on the first place in society. In particular, the Concept states that the basic principles of the pedagogy of partnership are: respect for the individual; goodwill and positive attitude; trust in relationships; dialogue - interaction - mutual respect; distributed leadership; principles of social partnership (equality of the parties, voluntary acceptance of obligations, compulsory implementation of agreements) («Nova ukrainska shkola», 2018).

In connection with the European integration of Ukraine, there is an urgent need to introduce the pedagogy of partnership in the educational system of Ukraine, in which a small school has a special place. The issues of cooperation with communities, parents, the question of strategies of cooperation between students and parents etc. are not sufficiently untied here.

In regard to this the experience of countries of near and far abroad is necessary. In the European educational system we find evidence of significant achievements in the partnership pedagogy. That is why there is a need to study the existing experience.

Analysis of recent research and publications

The integration of the educational space in the context of partnership pedagogy has been widely studied in modern education. In particular, the important aspects of the pedagogy of partnership are explored by S. Amonashvili. The scientist focuses on the main idea of partnership pedagogy - the rejection of authoritarianism in education and training (Amonashvili, 1996). Psychological readiness for partnership as a precondition for the formation of partnerships in resolving conflicts is analyzed by N. Poviakel (1998). He analyzes the peculiarities of pedagogical interaction, in particular in pedagogy, studies the positions and ways of cooperation between partners, control issues in partnerships; considers the factors that help in the development of partnership.

The author studies in detail the capacity for partnership interaction of future teachers, which is understood as the ability of an individual to interrelate on the principles of partnership, coherence, and overall success (Kokhanova, 2011). The main ideas of partnership pedagogy are analyzed by T. Kravchynska. The scientist identifies the main ideas and principles of partnership pedagogy at the present stage of development of the Ukrainian school (Kravchynska, 2017).

L. Prokopiv analyzes some peculiarities of work of Polish small schools in the context of partnership pedagogy. The author disclosed in detail the cooperation of pupils and teachers with public organizations and parental committees of Poland (Prokopiv, 2017). Relevant issues of partnership pedagogy in the Carpathian educational space are studied by S. Dovbenko, Yu. Moskalenko. In particular, the authors point to the lack of focus of the partnership pedagogy on the formation of the ability to use gained knowledge in life and practical activities (Dovbenko & Moskalenko, 2017).

Among foreign scholars, E. de Brune, T. Willemsea and others deal with the problems of partnership pedagogy. Scientists argue that not always future teachers are able to establish partnership relations between family and school. Scientists emphasize the benefits of partnership pedagogy for primary school teachers (de Brune, Willemsea, Haem, Griswold, Vloeberghs, & van Eynde, 2014).

In their works, T. Willemsea and others explore the peculiarities of cooperation between educational institutions, teachers, and families that can influence pupils, in particular their social development and sense of well-being at all levels of education. Scientists argue that, despite evidence of positive results from family participation in education, its potential in schools is still ignored (Willemse, Thompson, Vanderlinde, & Mutton, 2018).

The pedagogy of partnership in small schools was not the subject of a separate study in pedagogical science, which led to the choice of the topic of publication. Note that this research is the authors' continuation of a series of articles on this issue (Prokopiv, 2017; Stynska, 2017).

Main purpose of the article - finding out the features and testing the theoretical and practical approaches to the implementation of the pedagogy of partnership in the conditions of the modern educational space of small schools.

Task: 1) to characterize peculiarities of the pedagogy of partnership in Ukraine and abroad; 2) clarify the main provisions of partnership activities as an effective tool for maintaining and improving the activities of small schools; 3) to identify the productive aspects of the implementation of partnership pedagogy in the education- nal space of small schools in Ukraine.

Methods of the research

Analyzing the scientific base of the research we used the following methods: analysis of scientific and educational-methodical literature with the purpose of theoretical justification of the issues of partnership pedagogy in the modern educational space; method of pedagogical reconstruction; focused interviews, sociological studies with the participation of sociologists, teachers, parents, the public; representative survey; presentation of the results of the research, analysis of the assessment of done. Statistical data analysis was performed using descriptive statistics methods. In the publication, we will use the term «small school» (in Ukraine, «school of minorities»), which is more common in foreign countries.

The experiment was attended by workers of 5 small schools in Ivano-Frankivsk region, representatives of student and parental school assets (Verkhovyna district, Velykyi Khodak village, Dolyna district, Myslivka village, Kosiv district, Richka village, Rohatyn district, Nyzhnia Lypytsia village, city of Yaremche, Voronenko village). The survey sample - 200 respondents in proportion to the quotas: the statistical volume of the settlement, the percentage of school employees, the percentage of parents, the percentage of students. Statistical data analysis was performed using descriptive statistics methods.

Results of theoretical analysis

The concept of a new Ukrainian school provides for basic approaches to understanding partnership pedagogy as «communication, interaction, and cooperation between teacher, student, and parents» («Nova ukrainska shkola», 2018). In this context, the issue of development of partnership pedagogy is especially relevant in small schools that do not survive at the expense of the state, and only communities and parents are able to keep them (Prokopiv, 2017). These problems concern not only Ukraine, but also Poland, Germany (Karpenko, 2016), Sweden, Finland, the USA, etc. We should study this experience in detail (Jimerson, 2006), but its rapid implementation depends on the material status of our state, community's awareness of the role of the small school.

In the modern educational situation of different countries there are different approaches to the strategy of development of partnership pedagogy, but its understanding and various educational practices are different. The European experience in introducing partnership pedagogy in small schools includes: introducing new approaches to school management, partnership between teachers and students, solving school and society problems, the need to participate in volunteering, searching for grants to attract young teachers who are able to work in remote regions, the possibility of remote education (Samel, 2018).

In the context of reforming modern school education in Ukraine in small schools, the pedagogy of partnership is the rational source of its survival. In Ukrainian science, partnership pedagogy is interpreted as a partnership in education (Kokha- nova, 2011); pedagogy of tolerance (Dovbenko, 2017); professional interaction. We should analyze its understanding by foreign scientists. In the USA, Belgium, scientists emphasize on the interpretation of «partnership pedagogy» as the professional development of teachers for cooperation with families (Willemse et al., 2018), as the ability to be competent to cooperate, gain experience in the field, the opportunity to cooperate in short-term and long-term projects. At the same time, teachers of schools in these countries, according to scientists, feel unprepared for the pedagogy of partnership (de Bruine et al., 2014).

An important aspect of partnership pedagogy is reactions «to global and social events, such as the growth of technology and social media, globalization and growing diversity, growth of global citizenship, migration or changing issues related to equality, also education» (Hansen, 2011). There are interesting questions of partnership pedagogy in Switzerland, the Netherlands, Spain and Finland. There are special training programs for teachers on pedagogy of partnership, which is understood as establishing dialogue and cooperation with teachers-educators, and schools and teachers, on the other hand, the education administration develops and supports a common vision of education problems for parents, teachers, and the public (European Commision, 2013).

At the present stage, the understanding of the pedagogy of partnership in these countries is somewhat modified in connection with the challenges of the modern world, in particular with the growing number of immigrants in the Nordic countries, «which are a challenge to the traditional views of teachers on family life, cultural sensitivity, which is necessary when interacting with students from different families» (Evans, 2013). Compare: in Ukraine, on the contrary, there is a situation when parents, migrating abroad, leave children to relatives. The pedagogy of partnership in its classical understanding is totally absent here. As in Europe, the United States, and in Ukraine there is a problem of cultural sensitivity, interaction and understanding of students and their relatives.

That is why it is so important to develop a scientific base for this problem. European countries are developing educational support programs for educational partnerships. These are programs of study and professional teamwork, where specialists in various academic disciplines cooperate to achieve a common goal - equal cooperation between family and school (Willemse et al., 2018). In particular, such programs concern: the training of professional teachers competent to work with parents; introduction of a partnership education training program as an important component of the school educational organization; cooperation of future teachers with parents outside of normal communications; parent and teacher continuing education programs (Willemse et al., 2018).

For a more detailed understanding, let us analyze the strategies of partnership pedagogy in the countries of Europe and the USA. Polish experience deserves special attention. As the inspector of the Poznan Education Council P. Vantukh notes, the pedagogy of partnership is when «students, parents and teachers are united by a common goal and aspirations. Such cooperation is voluntary between all interested like-minded people who are equally responsible for the result». Among the basic rights and duties of parents in a partnership in Poland, he defines:

* the right of parents to give their opinions and advice to the authorities;

• an adoption by the parental council of preventive programs for the school. Among the measures that should be taken are preventing alcohol, smoking, drugs, various threats from social networks;

• the acceptance by parents of the principles of psychological assistance to students and the conditions for cooperation with various institutions.

However, as P. Vantukh notes it works differently in practice. In small schools where parents are not active enough, there is a practice when, firstly, teachers themselves compile this program without the participation of parents; secondly, there are still not enough schools where parents understand what kind of cooperation program with students they want. But there is progress, because there are already discussions on this topic (Topol, 2018). This situation is typical for the majority of small schools in Ukraine.

Table 1. Strategies of pedagogy of partnership in small schools abroad