Global institutional transformations and modern educational and scientific strategies for the Paradigm of sustainable development of society

3.2) 24.01.2019 Conference on management of sectoral indicators - improving the quality of DEVCO interventions in terms of design, monitoring and reporting “DEVCO B4 - Culture, Education, Health”.

VI. Continental Western European educational and scientific system (on the example of one of the most important “German-centered scientific and educational model” of education management) - SQA (Schulqualitat Allgemeinbildung) and QIBB (QualitatsInitiative Berufsbildung).

Among the most influential and widespread systems of education and scientific training, which in the contemporary period are the main subjects of educational integration and processes of educational and scientific internationalization are: 1) “European continental” system (where the dominant ones are the “Franconian model” and the “German-centered model” [“model of the Humboldt University”]), 2) “Anglo-Saxon” system, on the basis of which the following system was historically formed (at first as its modification, and then as a separate model) 3) - “American” system. In the “European continental” education system, the experience of the development of the internationalization of the system of higher education and science in Germany, Austria, and other countries, the education and science systems of which have borrowed university and educational- organizational experience from the Middle Ages and the New Age, is of particular interest and causes (“German- centered scientific educational model”) (Zinchenko, 2016), as the top leaders of the division of this system, the history of which dates back to the Middle Ages and nowadays plays an important role in the development of the pan-European educational space. As one of the initiators and active participants in the process of internationalization and European integration in the field of education, Germany reforms the system of higher education rather cautiously in the conditions of the Bologna process, striving to preserve its national educational traditions.

In this system, the first step towards the implementation of the 2030 Agenda was taken in 2015: all federal ministries carried out an inventory to get a comprehensive overview of the fact that the 17 global development goals and 169 sub-goals already have strategies, programs and measures.

In 2016, through a decision of the Council of Ministers, governments mandated all ministries to incorporate the principles of the 2030 Agenda and its sustainable development goals into relevant strategies and programs and, where necessary, develop relevant plans and actions. All relevant government agencies and cooperation partners as well as social partners, civil society, industry and science should be involved at the federal, provincial, city and municipal levels.

Implementation of the SDGs until 2030 is carried out by all ministries in their respective areas of responsibility. As a result, the SDGs are integrated into all activities of Austrian politics and administration effectively, purposefully and responsibly.

At the same time, a working group was created by a joint ministerial decision of the Federal Offices and the Federal Ministry for European and International Affairs (BMEIA). The permanent members of the working group are also SDG contact persons appointed by the relevant federal ministries. Its task is to coordinate the preparation of a regular progress report based on internationally agreed specifications, on the basis of agreed performance indicators and priorities for the next reporting period.

The countries of the German-centered education system together with the member countries of the United Nations have undertaken the responsibilities to implement the Agenda for Sustainable Development by 2030 under the name “Transformation of Our World”. The global community has 17 Sustainable Development Goals (SDGs), which are closely related to specific areas of action were designed to implement its ambitious vision of a peaceful, fair, socially inclusive world that uses natural resources at sustainable levels, with major changes in economic, social and ecological levels, general respect for human rights, equality and self-determination of all people, as well as environmental protection and social development.

Cooperation is crucial for sustainable development. Governmental, federal, and civil actors, the private sector, schools, and ultimately all people must work together to make common progress toward renewing the world.

According to the results of 2019, from September 23 to November 20, 2019, an interim summarizing symposium “World's Largest Lesson” 2019 (Sustainable Development Goals / UN Agenda 2030) was held. On its basis, 1) “Global Program 2030: Commitment and Responsibility for the Future of Solidarity” and 2) “Global Training of Federal Expertise - Potentials and Prospects” were formed.

Education as a key area of sustainable development.

Education is one of the key prerequisites for the implementation of the entire “2030 Agenda”. Therefore, education has a key role in the vision of a fair, peaceful and sustainable society. The global community has set its own goal (SDG 4): “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. All education partners around the world must participate to achieve this goal.

Implementation of global goals in Austria and Germany.

The German and Austrian federal governments have chosen a comprehensive approach to the implementation of the 2030 Agenda to integrate the SDGs into all policy and administration activities in an efficient, goal-oriented and accountable manner.

Many of the measures that are established as part of the federal administration's “impact-oriented” approach to achieving action goals (such as improving equity and gender equality in education) contributes to the achievement of the SDGs and their goals.

With the education reform, the quality of education and the fairness of education also should be consistently improved. Pupils and students can be individually supported with their different social backgrounds, their abilities and special needs and be better supported in the process of transition between school levels.

Expanding the autonomy of educational institutions can, for example, be used to prioritize sustainability understanding, as well as relevant educational activities.

“Agenda 2030” is not only governmental. All people are called to participate in an ambitious program of transformation that can ultimately succeed only in cooperation at all levels - in society as a whole. Educational institutions educate society on a small scale. By learning to work in partnership, developing sustainable development skills, developing critical thinking, sharing responsibility between students and the whole school team, schools can be models of sustainable lifestyles.

Educational networks. There are numerous examples of how educational institutions (of different levels) in the German-centric system form their profile in the interests of sustainable development. Many institutions are organized in a network, such as:

- UNESCO schools

- Ecological schools

- “Climate schools” project

- Climate Alliance Schools

- Schools of fair trade

- Way Schools

- Schools of entrepreneurship education

Educational concepts of transformation of our world.

The so-called “UNESCO Schools” became part of the international UNESCO educational project in the Germancentric system. UNESCO Schools have a model nature, which is expressed in a special pedagogical attitude. Training is understood as an action-oriented process, focused on interdisciplinary intercultural cooperation and on a high degree of teamwork. The main topics are “World Heritage”, “Sustainable Development”, “Education for Peace”, “Human Rights” and “Gender Equality”, “Biodiversity” and “Climate Change”, “Tolerance” and “Interculturality”, they are considered in educational institutions, training and project work.

An integrative learning style, which understands difference assessment as an important component of educational work, is studied and used. The practice of democracy is the main educational goal. UNESCO Schools emphasize modern technologies as auxiliary tools in the classroom. At the same time, schools critically examine the consequences of rapid technological advancement, as information literacy is increasingly being addressed.

Their slogan is “Learn to know; Learn to do; Learn to be; Learn to live together”.

“Learn to read the world”. Learning and teaching from a worldview today makes an irreplaceable contribution to modern education for sustainable development. It is proposed to use sustainable development plans for the development of educational institutions and lessons, classes that contribute to the orientation of pupils/students to “world society” and enable them to understand and evaluate global development processes and recognize their own responsibility in the formation of society.

The global concept of education aims to enable young people to live in a highly complex globally networked and culturally heterogeneous world, leading them to personal judgment and fostering the development and reflection of values.

SQA (Schulqualitat Allgemeinbildung) and QIBB (QualitatsInitiative Berufsbildung) provide tools for the systematic development of quality in educational institutions. This offers educational institutions an opportunity to focus on sustainable development. Educational concepts that provide competencies for the formation of sustainable development can also become the focus of the school. A network of partner organizations is available to assist educational institutions in such quality development processes. These are some examples:

- Education for sustainable development: Programmes OKOLOG and SQA / QIBB

- Global learning

- Political education / Democratic school

- GenderKompetenzZentrum.

SQA - general educational quality of education/SQA - Schulqualitat Allgemeinbildung.

SQA - This education quality project aims to promote the best learning conditions in secondary and higher education through the development of pedagogical quality and quality assurance. The main attention is paid to independent learning, as well as objectively justified teachers' support of this process.

SQA is not only an essential requirement of the authorities, but a method and tool that offers an opportunity to concretely work on the further development of learning and teaching in a locality/region/country. So, SQA should help take further steps about what you already have to do in the most systematic, cost-effective and success- oriented way possible. Development plans with two subject areas are used as a planning and control tool (subject area 1 is presented), while institutions choose subject area 2 according to their own needs and interests.

QIBB - QualitatsInitiative BerufsBildung (Education and Research Development).

QIBB - Quality Initiative Vocational Training.

Since 2004, QIBB, which is the professional training of the quality initiative, is a strategy for the implementation of systematic quality management in the education system.

QIBB's goal is to continuously support quality development as an actively designed continuous process. The implementation of quality management (QM) is carried out at the educational, state and federal levels of management in order to ensure and further develop the quality of school and teaching and the quality of administrative services. QIBB is supported internally at all levels of the system. QIBB offers tools that help control the quality of the process and the results are systematically evaluated and displayed so that reasonable and effective measures can be taken.

QIBB includes all professional types of educational institutions and systems of the following types of schools:

- vocational and technical schools (OBS) and “Q- OBS”,

- technical, commercial and craft schools (HTL) and “HTL Q-SYS”,

- commercial schools (HAK і HAS) and “HAK Q-SYS”,

- human vocational schools (HUM) and “Q-HUM”,

- higher schools of agriculture and forestry (HLFS) and “Q-HLFS”,

- educational institutions of primary education and social education (BA) and “QBA”.

Development and quality assurance in QIBB are performed as a purposeful process of continuous improvement based on the four-phase quality control cycle model according to Deming (Plan-Do-Check-Act). Through the use of quality management tools and the alignment of the quality focus (for example, transparent performance evaluation, individualization of training) the process is monitored, supported and structured).

QIBB works with the following educational tools: modeling; goals in the field of the quality matrix; definition of key processes; work / education program, including development and implementation plan; balance sheet and target agreement (BZG) discussion; evaluation: Individual feedback, system feedback, review in QIBB; quality report; self-development: teaching and training of managers, teachers/within the staff and internally (/ for example, Quality QIBB); information about the quality management system of the general education system is regularly posted on the SQA website - Schulqualitat Allgemeinbildung.

1) SQA and QIBB :

- Provide tools for systematic development of quality in educational institutions. This gives educational institutions an opportunity to focus on sustainable developmen.

- Educational concepts that transfer competences for individual formation of sustainable development can also become the center of the school.

2) A network of partner organizations accessible to all is formed to provide assistance to educational institutions in such quality development processes as, for example:

- Education for sustainable development: OKOLOG program and SQA / QIBB

- Global learning/Global education

- Political education / Democratic school

- GenderKompetenzZentrum

- International organizations

3) Governments chose the so-called integration approach to implement the 2030 Agenda in this model:

- Existing measures and strategies that already make a potential contribution to achieving the SDGs were previously identified. Among them are many measures that have been taken in the context of government impact- oriented management to achieve performance goals (for example, improving opportunities and gender equality in education).

- Education reform should also consistently increase the quality of education and justice

- In the field of education, those who teach us can be individually supported by different social knowledge, their abilities and special needs and be better supported in the transition between school levels

- Expanding the autonomy of educational institutions can, for example, be used to develop priorities in the sense of stability, as well as relevant educational measures.

Global learning and global citizenship education

World society is facing increasingly complex tasks that affect all spheres of life. Poverty and inequality, environmental problems, humanitarian crises, war, terrorism, xenophobia and social injustice have consequences that ultimately affect every person.

An important task of education today is to enable young people to understand and critically consider global problems in their complexity. At the same time, it is important to perceive economic, social, political, environmental and cultural events as processes that offer opportunities for personal participation and participation in the world society.

Global learning strategy in the German-centric system

It is carried out by the inter-institutional strategic group “Global Learning” with stakeholders from the fields of public administration, science, teacher training, higher and secondary education, schools, youth representation, adult education and public organizations, working on the strategic development and wider consolidation of global learning and global citizenship education in the German- centered education system.

The strategic group organizes an annual symposium “Global Learning: Potentials and Perspectives” for teachers, educators and the interested public.

Conclusions. Based on the fact that the phenomena of integration and internationalization are growing rapidly in the context of globalization, and their properties are determined by the laws dictated by the prevailing trend of global development, these phenomena acquire special importance primarily for small countries and countries that have embarked on the path of intensive development or search for models of economic and social intensification and institutional transformations for sustainable development of society in the context of internationalization of higher education and science, including for Ukraine. Under these conditions, people need new knowledge and skills to ably use new ideas and new technologies and work effectively with them.

A global-stage understanding of social development appears as a scientific model. This is an approach that considers the scheme of development and change of socio-economic formations and educational and scientific institutions as a reproduction of the internal need for the development of not each institutional system taken separately, but being a collection of all those that existed in the past and that exist now socio-historical systems taken together, that is, global society as a whole. In this case, humanity appears as a single whole, and socio-economic systems are seen, first of all, as stages of development of this single whole, and not as socio-historical systems taken separately.

These features of social development cause rapid changes in various spheres of human activity.

The existing education system still “teaches” society about the tasks and goals of sustainable development on a small and insufficient scale.

“2030 Agenda” forms a practical task for the government, so that it provides the maximum conditions through the transformation of the education system (“Education for Sustainable Development”) so that all people can participate (through the acquisition of quality knowledge and skills through education) in the social and state and economic and political development. This, in the end, will help to achieve success precisely in cooperation at all levels: both in education and science, and in society in general.

Educational institutions and organizations should teach to cooperate in solidarity in partnership, develop sustainable development skills and critical thinking, share responsibility between students and the entire educational team, educational institutions can be examples of a sustainable lifestyle.

The process of democratization of institutions of society, education and science can effectively change decision-making in the field of socio-economic activity, education and science, which consists of two relatively independent factors: on the one hand, of the community of citizens, educators, scientists as a community which has the capacity for self-organization and self-management, and, on the other hand, of the structures and bodies of social-administrative management, which fulfill the will of the state and society, but are capable of transferring part of the authority in self-government relations.

Education for Sustainable Development, Global Citizenship Education and related concepts should teach competence to help all in the transformation of the global world to work together.

Complex competencies of this type can be developed with the help of educational models, educational principles and educational problems embedded in existing education systems.

Particular directions for the key areas of the educational goal of global sustainable development (for all levels of education), which should be included in the education and training system, are:

- Education for sustainable development.

- Global citizenship education and global learning.

- Political education.

- Ethical and moral education.

- Environmental education.

- Gender education issues/Equality in all educational aspects.

- Intercultural education.

- Education in the field of human rights.

Educational institutions should be transformed and improved as institutions that:

- are oriented to all types of youth, people with disabilities;

- should be “gender-sensitive”;

- create and strengthen a safe, non-violent, inclusive and effective learning environment for all;

- expand opportunities for receiving scholarships for students from developing countries - for higher education, including vocational training and information and communication technologies, technical and scientific programs (both through their involvement in educational countries and, first of all, at the level of their states);

- ensure the training of qualified educational personnel, including through international cooperation between developed countries and developing countries.

Continuity of education in the processes of internationalization, its intensity can be ensured only under two conditions of a fundamental nature.

The first: the use of the latest, available and technically equipped high-tech learning, knowledge acquisition.

The second: a person's perfect mastery of the methodology of independent scientific and research activity. The created structure should provide the same conditions for an equal choice of scientific and educational actions, excluding coercion and domination.

Rapid globalization of education and science (through the processes of their internationalization) is facilitated by the rapid development of information and communication technologies and the world's development of the idea of a network way of organizing social activities. This method has become uncontested for the information environment, financial, trade, telecommunications, transport and other systems of interaction between people. It is the main engine of future economic, scientific, cultural and social development.

The theoretical and applied research tools of institutional transformations for the sustainable development of society in the context of the internationalization of higher education and science, global development and transformations of the process of institutionalization of the world global system as a whole and multi-level sphere of interaction of economies, societies, states, social institutions, cultures, peoples, nations, worldviews and persons, are being developed and used.

That is, the sustainable development of society in the context of the internationalization of higher education and science, global development and transformations of the process of institutionalization of the global world system is a holistic and multi-level sphere of interaction of economies, societies, states, social institutions, cultures, peoples, nations, worldviews, which necessarily influences national models of education and science and changing the global educational and scientific paradigm.

A global-stage understanding of social development and institutional transformations for the sustainable development of society in the context of the internationalization of higher education and science necessarily presupposes the study of interaction between individual specific societies, states, their educational and scientific models, systems, as 1) a global system, 2) a component of the international integration, 3) processes of internationalization.

“Agenda 2030” also defines pedagogical concepts for the development of competence in understanding sustainability within the educational objective.

Interdisciplinary links are of great importance for joint thinking of ecological, economic and social dimensions. In addition, education for sustainability, global citizenship education, and other educational principles and approaches provide educational foundations for sustainability in all its dimensions. Education should develop knowledge, competences and abilities, values and attitudes so that young people can play an active role in solving local and global social, economic and environmental problems.

In this sense, education raises awareness of the complexity of global challenges and promotes the development of critical reflection and systemic and future-oriented thinking and, ultimately, action.

The principles of education, training, educational issues and interdisciplinary topics are developed in consortia of educational, scientific, governmental, social and public institutions and associations, and are the following:

- Education for sustainable development

- Global citizenship education and global learning

- Political education

- Environmental education

- Issues of gender education

- Intercultural education

- Education in the field of human rights

Thus, we can come to the conclusion that the strategy of internationalization of the development of higher education and the training of scientific and research personnel is one of the key strategies in the field of social management and the philosophy of social development, since the way of organization and functioning of the community in the present and the future largely depends on what exactly we understand by science or which of the paradigms of education is dominant at a certain historical stage.



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Глобальні інституційні трансформації та сучасні освітньонаукові стратегії для парадигми стійкого розвитку суспільства

Віктор Зінченко

Інститут вищої освіти Національної академії педагогічних наук України

У статті на основі розробленої автором та представленої в його більш ранніх роботах світ-системної глобально-стадіальної концепції як інституалізованого процесу функціонування деліберативного суспільно-економічного розвитку в інституційній моделі глобалізації розглянуто процеси демократизації соціальних інститутів освіти та науки. Як ключові документи, що формують задачі подальшого розвитку цих соціальних інститутів, автор роглядає «The 2030 Agenda for Sustainable Development» (ООН) та Всесвітню програму дій «Освіта для стійкого розвитку» (ЮНЕСКО). Він виділяє ключові освітні концепції для трансформації глобального світу та показує, наскільки вони відповідають цілям та задачам цих ключових міжнародних документів; обгрунтовує конкретні напрями для ключових сфер освітньої мети глобального стійкого розвитку (для усіх рівнів освіти), які мають бути включені у систему освіти і навчання, формулює задачі подальшої трансформації освітніх закладів та установ; артикулює, що принципи освіти, визначені в цих глобальних програмах, найбільш вдало на сьогодні реалізуються в рамках моделі «освіти для стійкого розвитку», яка дозволяє сформувати такі ключові компетентності як стійкий спосіб життя, знання про права людини і механізми їх дотримання, гендерна рівність, сприяння культурі миру та ненасильства та визнання культурного різноманіття

Ключові слова: стійкий розвиток суспільства, інституційні трансформації, філософія освіти, міжнародна стратегія, вища освіта, глобальна система

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