Futurological explanations of the new ukrainian educational policy

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Futurological explanations of the new ukrainian educational policy

O.M. Nezhyva* Doctor of Sciences (Philosophy), Docent (National University of Food Technologies, Kyiv)

The article considers the peculiarities of futurological explications of the new educational policy in Ukraine. It also shows the existing contradictions in the development of the state education policy of Ukraine and the importance for transitive societies of its formation on a democratic basis, actualizing the development and implementation of the policy of reforming the national education system. At the same time, the peculiarities of the formation and development of the Soviet and European education system are analyzed. Each of them has certain advantages and disadvantages. The article notes that educational policy should move away from monosubjectivity and become polysubjective. To do this, it should be based on state, as well as on public, social mechanisms of activity regulation, make and keep a favorable environment for the existence and functioning of other opportunities, which is a necessary condition for the establishment of free educational interaction and the understanding of education as a practice of freedom. The article illustrates the main provisions of the Ukrainian educational policy based on the Ukrainian national idea. These provisions provide for the following: education policy of Ukraine should be based on the recognition of the fact of the birth of individuality, as well as be based on the principle of ”do no harm”; an individual approach to pupils and students requires certain changes in the organization of the system; relevance of the language issue in education; it is necessary to establish independent public control over the quality of educational services provided and their compliance with modern world standards; it is necessary to go away from the trendy of the received diploma, and it is also necessary to strive for constant professional growth of all categories of the population: from teachers to motorists. The article illustrates the main provisions of the Ukrainian educational policy based on the Ukrainian national idea. These provisions provide for the following: Ukrainian educational policy should be based on the recognition of the fact of the birth of individuality, as well as be based on the principle of ”do no harm”; an individual approach to pupils and students requires certain changes in the organization of the system; relevance of the language issue in education; it is necessary to establish free public control over the quality of educational services provided and their compliance with modern world standards; it is necessary to go away from the cult of the received diploma, and it is also necessary to strive for constant professional growth of all categories of the population: from teachers to motorists. And this growth should be accompanied by diplomas obtained, and from educational institutions of authority not only in Ukraine, but also abroad. Besides, this growth should be accompanied by diplomas obtained, and from educational institutions of authority not only in Ukraine, but also abroad. futurological explication educational policy

Key words: education, education system, reform, university, policy, futurological explanation, Ukraine.

Introduction of the issue. Modern humanity is experiencing an education crisis, which is global in nature and deepens in the conditions of transitory post-Soviet societies, such as the Ukrainian one. In this context, the study of educational policy and the development of projects of possible future ways of its reformation and development as a tool for building civil society becomes extremely relevant in a scientific and praxeological sense. After all, high-quality and effective education is a necessary condition for the consolidation of all social institutions, the formation of new outlook and value orientations of the individual.

Research methods. The methodological foundations of educational policy research are based on modern ideas about education. The principles of systematicity, integrity, objectivity and development were applied among the classical approaches of scientific knowledge. General scientific methods, such as analysis, synthesis, comparison, systematization, are also used in this paper.

Aim of research is to carry out a comprehensive analysis and consideration of the features of the futurological explanation of the new Ukrainian educational policy.

Current state of the issue.

Considering all the above-mentioned circumstances, the attention of scientists, philosophers, educators - theoreticians and practitioners to the problem of forming a futuristic educational policy project in Ukraine is not accidental. Among Ukrainian researchers such as V. Andrushchenko, O. Bazaluk, T. Brus, V. Darmanskyi, D. Dzvinchuk,V. Zhuravskyi, L. Huberskyi, V. Kremen, V. Lugovoi, V. Ognivyuk, L. Prokopenko,N. Protasov, V. Romanov, O. Rudik, etc. pay attention to the philosophical and educational principles of personality development, problems of the educational system and its development.

As V. Andrushchenko and V. Saveliev point out in the work Educational policy (review of the agenda) that having considered only the main trends of the world research space of educational policy, we still have some grounds for determining its scientific status among the social sciences.

Moreover, Ukrainian researcher O. Nezhyva in her article Modernization of educational policy in the context of modern civilization processes notes a systematic analysis of the phenomenon of educational policy in the context of the deployment of a modern civilizational process. Furthermore, she emphasizes that the use of the obtained results in the future can be applied in the development and formation of the state educational policy in Ukraine.

Besides, K. Korsak in his work Education, society, man in the 21st century: integral philosophical analysis explains that national educational policy in the broadest sense as a set of priorities and goals have been formulated by the government to improve and develop the system education.

Results and discussion. What are the main contradictions of educational policy which inhibit the further development of both the educational system and society in general identified by modern Ukrainian and foreign researchers?

Firstly, "the modern education policy of Ukraine is in many respects an example of a suboptimal combination of elements of conflicting models. On the one hand, it uncritically borrows the values, goals and priorities of the liberal model (with its individualism, pluralism, econocentrism) and thereby somewhat contradicts the worldview core of Ukrainian culture (which also includes the values opposite to liberalism of preserving the high significance of the state, nation, people). On the other hand, the educational policy of Ukraine, as we have already noted, is largely inherited from the Soviet education management system, which according to organizational and management criteria can be classified as an administrative, even totalitarian model" [1: 56].

Secondly, there is currently a conflict between the traditional and postmodern vision of the development of state education policy, as well as between its social and economic priorities. These contradictions are related to the formation of hybrid communist neoliberal rationality, with authoritarian

management methods, but which, at the level of discourse, seeks to develop its autonomy and self-government [2: 487508]. These inconsistencies are exacerbated by attempts by politicians to "reflect Ukraine's past", build a "spiritually and culturally rich" nation, and at the same time "catch up with developed Europe" and build a "modern and technologically advanced" market economy. Undoubtedly, these rather different political projects lead to conflict at the highest level of political discourse, as well as in the process of praxeological implementation of politics.

Therefore, the existing contradictions in the development of the state educational policy of Ukraine and the importance for transitive societies of its formation on a democratic basis actualize the development and implementation of the policy of reforming the national education system.

Note that if the Soviet model of education represented a single, integrated process that exerted its influence on the entire territory of the former USSR, then when considering the European education system and European educational policy, we must remember that it represents a sufficient number of independent and self-sufficient educational systems of the states which signed the Bologna Declaration. European education systems, many of which have culturally rich histories, are united around formal provisions.

Harmonizing between the two cultures, educational policy of Ukraine should consider the following:

The education system that prevailed in the Soviet Union had its advantages (pros) and disadvantages (cons). The advantages include:

high social status of academic staff; decent working conditions for educators and high salaries;

pre-school facilities and current material and technical support of schools;

suitable level of teaching and vocational education at the secondary school; professional training programs for accomplished employees; practice- oriented training;

free education at the HEIs;

the priority of knowledge (i.e. students have to study and don't pay for good grades); lack of corruption;

versatility and encyclopedic knowledge;

identical opportunities;

HEIs did not only give education but also upbringing;

topics of the lessons were literally "spoon-fed" by educators, some hours were given to repeat and consolidate materials.

The disadvantages include:

the ideologization of knowledge was conducted that is only the knowledge, which was written into the format of communist ideology, was accessible. Furthermore, other information was simply ignored;

the system is not oriented to search

for knowledge. That is more knowledge was handed "on a silver platter”. Predominance of cramming was above the understanding of materials;

standardization of the curriculum and syllabus, which do not imply the choice for the stronger or weaker students;

lack of understanding about relation between the acquired knowledge and everyday life;

authoritarian atmosphere;

very weak training in foreign languages.

The list of advantages and disadvantages, which is analyzed, can be continued, and some positions can even be denied. The main thing is that in the Soviet education system with the breakdowns and complexities in the organization of the teaching process had enough achievements and advantages, which allow this system to be one of the leading education systems all over the world.

The education system that is predominated in European countries and jointed by the Bologna Declaration has its disadvantages (cons) and advantages (pros) as the Soviet education system. The advantages (pros) include:

from a worldwide point of view of the principles of implementing elements of the Bologna system, it corresponds to Ukrainian interests for further internationalization and strengthening of European economic, political and cultural relations;

a two-level system of higher education in the EU, on the one hand, provides an opportunity to improve the level of professional training. After receiving a Bachelor's degree, everyone can develop his/her professional skills in the master course. On the other hand, this system allows the flexibility to change the profile of training, which is very important on condition of growing demand for specialty. Having a certain numbers of ECTS credits (system ECTS - European Community Course Credit Transfer System), everyone can get extra credits for another profile training. In addition, it is allowed to complete a Bachelor's degree in one specialty, and obtain a Master's degree in another.

the Bologna process is proposed for increasing the mobility of educators and students (i.e. academic mobility). This mobility gives teachers and students a chance to move to inside or outside their own country to study or educate in another high educational institution for a limited time. The mobile students can enter a university in one country and finish it in another country by getting an academic degree. Moreover, in the future, it is planned to recognize to legally equivalence of the academic degree or diploma in all countries participating in the Bologna process. This will enable professionals to move into the different counties in the job search;

the quality of education is a fundamental stone formation as a basic condition for relevance, trust, compatibility, mobility, and attractiveness in the European Higher Education Area. Continuous improvement of the quality of education and control over the quality of education at the expense of: self assessment; external international quality audit; accreditation by independent organizations; publicity of quality assessment procedures and results; ensuring transparency of administrative and financial activities of universities;

strengthening of autonomy and academic freedoms with simultaneous responsibility and accountability of higher education institutions. Universities are given the right to create their own strategy, choose their own priorities in education and conducting scientific research, spend their resources, profile their programs and set their own criteria for admitting professors and students;

availability of high-quality,

individualized and flexible curriculums;

30% of courses at universities are offered as a mandatory course, and 70% of them are as independent. Education of HEIs is fixed as an appropriate model which allows the students to choose subjects which they like. As a result, it is possible to correct choice (in case of error) taking for the next year as an additional course, which the student considers necessary again;

lifelong learning.

The disadvantages of the Bologna system include the following:

the impossibility of implementing the principle of mobility in the conditions of modern Ukraine;

the possibility of free choice of subjects by the students;

it is often difficult for students to check the number of points received during the semester;

a sharp deterioration in the quality of education;

big teaching load. Instead of research activities and improve professional skills, educators are forced to perform a load of 860 to 1100 hours per academic year. According to the EU requirements, the teaching load is less than twice, at least.

It should be noted that large-scale educational reforms, which Ukraine is just approaching, began in Central and Eastern Europe countries at the end of the 20th century. This process was caused by the collapse of the bipolar world and the formation of several dozen states in Europe, which aspired to European values and democratic transformations. The Czech Republic, Hungary, Romania, Poland, Slovenia and many other countries, completely rid of socialist regimes, began reforms in education, politics, economy and other spheres of life.

Consequently, the education systems in the newly formed European states not only reoriented from one model (Soviet model) to another (European model), but also achieved quite high indicators in their development. A large number of Ukrainians refuse to get an education in Ukraine in favor of studying in states which are mentally close to Ukraine: the Czech Republic, Poland, and Slovenia.

Furthermore, many Ukrainian universities, as in the old Soviet times, continue to believe that the choice of students in their favor is the final decision, and that the student is tied to the university for all years of study. That is, in Ukraine, a student pays almost the same price for education as in Europe, but unlike his European colleagues, he is completely deprived of the right to choose higher quality services and a guarantee that the educational services provided to

him meet European standards.

So, we examined the features of the formation and development of the Soviet and European education systems. Each of them has certain disadvantages and advantages, most of which we have discussed above. Let's try to formulate the main provisions of the Ukrainian educational policy based on the Ukrainian national idea:

The analysis of modern literature on neurobiology, psychology and philosophy of education forces us to recognize the correctness of the research school of J. Piaget. The genetics of parents is manifested in the peculiarities of the formation of the child's psyche. This fact is indicated by the following study by the director of the Institute of Neuropsychology and Cognitive Processes (USA) E. Goldberg [5]. For this reason, the educational policy of Ukraine should be based on the recognition of the fact of the birth of individuality e.g. a baby with a nervous system in which a special individual development strategy is embedded.

Recognition by the Ukrainian model of education of the fact that children are born with an already established individual strategy for the development of internal creative potential transforms the tasks facing the educational process. Instead of the authoritarian imposition of the dominant in Ukrainian society by an ideologue (attempts to form "something" from a clean sheet), the educational policy of Ukraine should be based on the principle of "do no harm". Furthermore, it performs at least three main functions:

to create favorable conditions to the disclosure of individual strategies for the development of the inner creative potential of the psyche;

to accompany and encourage the disclosure of the inner creative potentials of the psyche of younger generations;

to consolidate individual

manifestations of the psyche by the most available means, involving them in the social and cultural activities of the developing Ukrainian society.

The priority of the development of an

education seeker's individual

manifestations, which are embedded in

him / her at birth, basically changes the view of the education system as a tool by which the developing Ukrainian society interacts with new generations. At the same time, it is important to take into account at least the following aspects:

the society does not form and impose certain ideologies on the new generation, but involves new individual strategies for the development of internal creative potentials in solving the actual tasks facing its adult members. That is, partnership relations are established with the younger generation as early as possible, which help to more fully and effectively integrate the consciousness that is just being formed into civil society and the national-cultural environment.

the system of education from an authoritarian environment that forces and instructs should acquire the features of a second "parental house”, to which children should gladly go for new impressions, discoveries and knowledge. The environment of educational institutions for any young person should turn into an exciting game which is tailored to him/her and in which he/she is the main player.

An individual approach to pupils and students requires certain changes in the organization of the education system:

The most current material and technical support of HEIs (the level of material and technical support of HEIs in Ukraine is known to everyone).

Putting high criteria of responsibility on teachers, at the same time it is necessary to raise the social status of the teaching staff. A beggar teacher, who is constantly concerned about the financial situation of his/her family, cannot engage in delicate and responsible research work with children of different ages. The teaching staff should at least belong to the middle class and have appropriate financial support. In the environment of teachers, it is necessary to maintain constant competition, which, on the one hand, would remove from the educational environment "accidental" people or people who are not ready (from the point of view of education seekers) to work with younger generations, and on the other

hand, encourage and provide an opportunity growth (professional, social and material) of talented and capable representatives of the teaching staff.

The relevance of the language issue. To remove the artificial pressure on the language, improve the study of the English language. It is mandatory to teach a fourth language in institutions of higher education. Students must get the opportunity to choose a language, but at the same time to actualize attention to the multilingualism of Ukrainians. In our opinion, in the study of languages, it is necessary to reach the level of highly developed countries of the world, when at the bachelor's level they know three languages, at the master's level - four, at the postgraduate level - more than four languages. This approach, in our opinion, will ensure the multilingualism of the cultural and national leaders of Ukrainian society.

It is necessary to create independent public control over the quality of educational services provided and their compliance with modern world standards.

It is necessary to move away from the trend of the received diploma. The diploma in other leading educational system does not play such an important role as in Ukraine. Moreover, on the one hand, if, for example, a diploma from Harvard (or another world-class university) and a diploma from a provincial university indicate a real difference in the training of a graduate, which is recognized by employers, then in Ukraine a diploma from, for example, the most prestigious university or a diploma from any another higher education institution will not guarantee the employer the level of training of the employee. Quite often, a graduate with a diploma from a provincial higher education institution is more useful for an enterprise than a person with a diploma from a prestigious domestic university.

On the other hand, in the mentality of Ukrainians, receiving a diploma is the end of the educational process, which is followed only by work and work. Therefore, a received diploma in youth is mostly the last and only proof of

education of workers in their forties, fifties, and sixties. Lifelong education and andragogy are not sufficiently popularized in the country.

In our opinion, it is necessary to strive for constant professional growth of all categories of the population e.g. from teachers to mechanics. Moreover, this growth should be accompanied by the received diplomas from educational institutions of authority not only in Ukraine, but also abroad.

Conclusions and research perspectives

Thus, considering the above-mentioned, it can be concluded that the main provisions of the Ukrainian educational policy should be based on the Ukrainian national idea, namely the recognition of the fact of the birth of individuality, as well as on the principle of "do no harm”. Moreover, an individual approach to pupils and students requires certain changes in the organization of the system. Furthermore, it is necessary to establish independent public control over the quality of educational services provided and their compliance with modern world standards. Another main provision is the actualization of the process of multilingualism of Ukrainians, which, on the one hand, will allow individualization, and on the other hand, will provide an opportunity to freely adopt the successful experience of highly developed countries of the world, as well as to freely move from country to country in search of future work. It should also not be forgotten that increasing the multilingualism of Ukrainians, their individualization, will quantitatively and qualitatively replenish the cultural and national elite of Ukrainian society.

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