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Structural-functional models of integration and reintegration of ukrainian educational landscape

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Category: Economy and management

Last Updated on 17 November 2017

Published on 17 November 2017

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Authors:

O.Bazaluk, Dr. Sc. (Ph.), Prof., Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University, Professor of the Department of Philosophy, Kyiv, Ukraine.

D.Svyrydenko, Dr. Sc. (Ph.), Assoc. Prof., National Pedagogical Dragomanov University, Professor of the Department of Methodology of Aciences and International Education, Kyiv, Ukraine, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.">This email address is being protected from spambots. You need JavaScript enabled to view it.

S.Terepyshchyi, Dr. Sc. (Ph.), Assoc. Prof., National Pedagogical Dragomanov University, Professor of the Department of Social Philosophy, Philosophy of Education and Education Policy, Kyiv, Ukraine, e-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.">This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract:

Purpose. To focus efforts on the analysis of two structural-functional models (integration and reintegration ones) of educational landscape disjointed by conflict. The aim looks relevant taking into account the practical need of conceptualization of model for post-conflict reinstatement of education system in Donetsk, Luhansk regions and the Autonomous Republic of Crimea.

Methodology. The theoretical-methodological frame of research involves postcolonial theory (postcolonial studies) as well as hybridity theory. The postcolonial studies at higher education sphere are still not widespread as distinct from the world discourse. The following methods were used: theoretical-methodological analysis, conceptualization, systematization, modeling, expert assessment.

Findings. Two structural-functional models are suggested: 1) model of integration; 2) model of reintegration of Ukrainian educational landscape. The structural-functional model of reintegration consists of five elements: factors of security, economical, psychological and cultural ones, future human image. Suggested structural-functional model of reintegration of Ukrainian educational landscape includes four driving forces (education policy, economics of education, cultural identity, human capital development) which are developed at two levels (internal and external environment). The main theories of decision making in the educational management sphere were analyzed. At a result, the possibility of their usage for management of reintegration process is substantiated.

Originality. Two structural-functional models of integration and reintegration of Ukrainian educational landscape are substantiated. The model of integration of Ukrainian educational landscape is represented by a four-component cyclic matrix (new education policy, knowledge economy, human capital management, cultural identity formation).

Practical value. Usage of formulated findings at educational practice can initiate the processes of reintegration as well as revival of education system at conflict (post-conflict) situation in Donetsk, Luhansk regions and the Autonomous Republic of Crimea.

References:

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