Genesis and problems of development of state-public management of education in Ukraine - Статья

Institute of Pedagogy of the NAES of Ukraine Genesis and problems of development of state-public management of education in Ukraine Kalinina Lyudmila, Doctor of Pedagogical Sciences, Professor Kalinina Ganna, a postgraduate student Annotation In the article Genesis and problems of development of state-public management of education in Ukraine, the problem of the retrospective view of state-public management in the sphere of education is considered under the modern conditions of democracy development of in the country. Essence of the phenomenon of the state-public management is exposed, aim and specificity, the found problems of its realization in administrative practice are structured, normatively-legal documents are provided; they determine the legal possibility of the implementation of the state-public model of management. It was accentuated that the development of democratic society in Ukraine at the beginning of 90th of ХХ century determined the input of state-public management in the sphere of education. To highlight the essence of the phenomenon of state, problems and public administration in education, to clear up government and public administration component in the formation of a democratic and open informational society in Ukraine. The historical background of modern approaches to the formation of state and public administration in Ukraine is the common law of Kiev Rus, Magdeburg law, military and administrative authorities since Ukrainian Cossack state, II Universal of Central Council and the UPR Constitution of April 29, 1918. In the 20-s of XX century, state-public administration was widely represented by the activities of a school and regents boards that were impressive references and well- deserved reputation. The fact was that the honorary school and regents boards of educational institutions have the status of social services [5]. In Ukraine, as a part of the former Soviet Union in the XX century soviet school was designed to prepare a person for life under strict state subordination. Administrative command, planning and centralized management model of education was characterized by hierarchical subordination of the educational sector to governmental bodies and was built on the same principles as the state. In the Soviet Union period, management process was carried out mainly by the administrative-command methods, had a purely state-centralized, and its basic principle was unquestioning obedience to the lower levels of management overhead. Though the focus on public participation in educational management was proclaimed, students, teachers and parents could not significantly affect school system and functioning of the Soviet school. Students gained experience in discipline, obedience and skills “to be integrated” in the reality of the Soviet state. Thus, in practice, these ideas had not gained the proper implementation because schools, like state and local authorities were under strict Party control and had to act on the Party proclaimed guidelines. In the early 90-ies of the twentieth century, the situation changed after the full recognition of human rights and Ukraine declaration as a democratic state. People were able to defend, fight for their freedom and independence and to defend their rights. The state has ceased to be a comprehensive structure that controls and regulates everything. It is clear that the successful solution of these problems is possible only if the free democratic system is based on the principle of “free person - developed civil society - a strong state” structure in which people perceive democracy as their power, not the proclamation of ideas and making crucial decisions on behalf of the people. The introduction of democracy requires hard work, effort and patience on the part of people who should not only be united by the ideas of democracy, peace, social equality, faith in the success of democracy as a qualitatively different form of government under the conditions prevailing in the society, but also familiar with the techniques of social democratization processes. Where and how is a free person, for whom democracy and civil society is a natural common ground, is formed? First of all, “ it is the school as a leading educational institution, family, social institutions ”, educational and informational environment [10, p. 22]. Any school is an open socio-educational or socio-economic system, mini-society with its population and territory, economy and goals, spiritual and material values and finance, communication and hierarchy. It has its own history, traditions, culture, technology and staff, like society it is a historical phenomenon. Its content, form, functions and technologies are interrelated with cultural and historical periods of social development. A key element of schools and society is a human being. For a human being, if you make a retrospective overview, in the days of Socrates there were first established Athenian democratic society and the so-called p