CONCEPTUAL BACKGROUND FOR THE DESIGN OF GENERAL AND HIGHER EDUCATION IN UKRAINE: HISTORICAL CONTEXT AND PARADIGM CHANGE
DOI:
https://doi.org/10.36690/2733-2039-2023-2-4-13Keywords:
educational reform, educational ownership, distributed leadership, dignified professionAbstract
This article presents a discussion of historical context and paradigm change in Ukraine’s educational systems design and functioning. The purpose of this article is simply to alert the reader to foundational issues in education that tend to be under-examined in the post-Soviet space. The hope is that the article will stimulate further discussion by the Ukrainian audience, as this audience may consider relevant to specific conditions in Ukraine. These themes follow from Ukraine’s transformation away from colonial status to national independence and to general processes of social modernization. The intention is to stimulate thought about themes that may have been under-examined concerning secondary and tertiary education in independent Ukraine. The article highlights the cultural, sociological, and organizational complexity of educational reform. The paper emphasizes that educational institutions need to be recognized as quintessentially human organizations, that are not easily amenable to elitist or market management methods. A prominent, though not exclusive, role should be accorded to teachers and faculty, as the main “custodians” of education. Ultimately, educational reform requires corresponding changes to the basic culture and values of any given country.
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