Secondary education reform priorities under globalisation: the case of Ukraine in comparison with China, Germany and Poland

The paper presents the analysis of the secondary education reform priorities in Ukraine in comparison with China, Germany and Poland under globalization. The following research questions were asked: (1) What are the education development benchmarks at the global and European levels? (2) What are the common characteristics of the reforms that countries are implementing guided by global and European benchmarks? (3) Is secondary education reform in Ukraine harmonized with the reforms implementing worldwide? The desk research was used. This manuscript targets the international (UN, EU) and national institutional plans/strategies/movements that have attempted to bring or are bringing systemic change into educational practices (curriculum reforms and operational structures). The study confirms the methodological proposition that globalization changes the very format of educational policy development – the national level is complemented by the supranational level in the face of international organizations. A comparative analysis of the education reforms directions in the analysed countries showed that the countries takes into account the key benchmarks of the international organizations, i.e. ensuring equal access to education and improving its quality. In Ukraine, the new legislation guarantees the enrolment in primary school without a competition; territorial accessibility of general secondary education; financing of educational institutions at the expense of state and local budgets in the amount sufficient to meet state standards; compliance with the requirements of the legislation on the accessibility of educational institutions for persons with special educational needs. The transformation of the content of education into competence bases is another important component of the current Ukrainian secondary education reform. It involves the change of the traditional philosophy – from the transfer of knowledge to the formation of students’ vital/key skills/competences (interdisciplinary, transversal competences, ICT skills, learning to learn, working with information, teamwork skills, participation in society, moral values, etc.). It is stated that Ukraine is to continue the reforms in order to further harmonise its education with the European and world education developments.

The secondary education reform in Ukraine: Moving to the EU standards

<p>Celem artykułu jest porównanie charakteru reform strukturalnych na Ukrainie na poziomie średnim z reformami w Unii Europejskiej. W XXI w. edukacja w Unii Europejskiej jest postrzegana z punktu widzenia budowania społeczeństwa opartego na wiedzy, które aktualizuje czas trwania szkolnej edukacji oraz kompetencje obywateli. Reformy rozszerzenia edukacji szkolnej i jej przekształcenie w „kompetencję” obejmują wszystkie państwa członkowskie Unii Europejskiej. Na Ukrainie w ramach integracji europejskiej reformy szkolnego sektora edukacji (struktury i treści) mają na celu synchronizację ukraińskiej edukacji szkolnej ze standardami europejskimi. W związku z tym w opracowaniu określono wyzwania związane z tym procesem i przedstawiono zalecenia.</p>

Resultado do Saeb 97/Química e a reforma do ensino médio: um exercício de aproximação para a política educacional, o planejamento de ensino e a gestão da prática docente voltados para a Ciência, Tecnologia e Sociedade (CTS)

Busca uma conexão entre os resultados do Saeb 97, na disciplina de Química, e os cenários futuros desejados pela Reforma do Ensino Médio na visão de Ciência, Tecnologia e Sociedade (CTS). Esse caminho, entre a realidade do ensino de Química e o que se deseja para o futuro, solicita um conjunto de propostas de políticas públicas para os diversos atores educacionais envolvidos no processo, que devem estar coerentemente ligados ao presente e ao cenário normativo desenhado pela reforma do ensino médio, sob o risco de transformar-se em mais uma reforma de ensino, inócua para a sociedade e sem resultados positivos para a qualidade do ensino. Ao final, espera-se propor uma seqüência de decisões capazes de permitir a efetividade da reforma do ensino médio, tendo como exemplo a disciplina de Química. Palavras-chave: Sistema Nacional de Avaliação da Educação Básica (Saeb); políticas públicas; ensino de Química; ensino médio; cenário futuro. Abstract The paper seeks a connection within Saeb's results of 1997 in the Chemistry Department. It also seeks the future scenarios expected by Secondary education Reform in the light of Science, Education and Society (CTS). This Path, between the reality of the Chemistry teaching and what is expected for the future, requires a set of public political proposals for the various educational figures involved in the process that should be coherent connected to the present and to the normative scenario design by the Secondary Education Reform, and risking to become one more ineffective education reform to society and without positive results to the quality in education. At the end, the expectation is to the propose a sequence of decisions capable to allow the effectiveness of the Secondary Education Reform, taking as na example the Chemistry discipline. Key-words: National System for Evaluation of Basic Education(Saeb); public politics; Chemistry teaching; secondary education; future scenary.