APPLICATION OF FOREIGN EXPERIENCE IN EDUCATION MANAGEMENT IN TERRITORIAL COMMUNITIES

Abstract

The article examines the management models of general secondary education at the local level in Finland, Canada and Singapore. The importance of analyzing the educational systems of local communities in the context of tendencies towards decentralization of management in various spheres of social life is emphasized. Since education and training are key to the socio-economic progress of the country, it is useful for Ukraine to study and use foreign experience in education management, which covers a variety of approaches, strategies and methods that can contribute to the improvement of its own education management systems. Finnish education policy was found to be based on the principles of decentralization and democracy, giving local governments and school boards considerable autonomy. In Canada, education management is mixed in nature, with centralized and decentralized elements, the provinces are responsible for education, but receive funding from the federal budget. In Singapore, the education management system is centralized, significant attention is paid to the continuous professional development of teachers and the use of innovative approaches to learning and teaching. It was concluded that the analysis of the experience of education management at the level of local communities in different countries of the world indicates the importance of Ukraine's search for its own, unique approach based on the best practices of the global community. However, before adapting this experience, it is necessary to take into account the peculiarities of our mentality, history and cultural attitudes. Active exchange of experience with countries such as Finland, Singapore and Canada can be carried out through partnerships between territorial communities, educational institutions, international organizations and government agencies. Adapting the experience of these countries to Ukrainian realities and the needs of specific communities is extremely important. When implementing foreign experiences, it is necessary to take into account the opinions of various stakeholders, including teachers, parents, students, administrators and community organizations. This will contribute not only to the improvement of the quality of education at the level of a separate territorial community, but also to the achievement of success in the field of education at the level of the entire state.