EUROPEAN EXPERIENCE OF THE STATE REGULATION PECULIARITIES IN EDUCATION: CASE-STUDY OF POLAND, SLOVENIA, CZECH REPUBLIC
Abstract
The current vector of Ukraine's development is the Eurointegration course, which requires the transformation of domestic systems of national economy management, including such a key part of the system as education. The European educational space is characterized by common features that, in general, are unified in most of the bloc countries. Despite this, national education systems have retained their peculiarities in the course of the formation and transition to European values. In particular, the experience of individual countries such as Poland, Slovenia and the Czech Republic, which have common features with Ukraine in geographical, historical, cultural and other dimensions, is important enough to determine the general vectors to develop the national system of state regulation of education, which is in the active phase of reformation. In the article, the author considers the peculiarities of educational systems and their state regulation in the following countries of Central and Eastern Europe: Poland, Slovenia and the Czech Republic, which have common features with Ukraine and can serve as guidelines for its transformation. The study revealed the following common features that are inherent in the state regulation of education: decentralization in the management and regulation of education, the provision of significant autonomy to educational institutions, the development of lifelong learning and its support at the state level, and the establishment of a wide network of public-private partnerships. In this regard, the main models of decentralization of education management, which are widespread in the world, were investigated, including decentralization with a dominant position of the bodies of local self- government and with strong autonomy of schools. Ukraine belongs to the first model, which has a number of features that were studied by the author. As a result, the need for further reform of the educational sector, which can be based on the experience of Central and Eastern Europe analyzed in the article, is indicated.
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