Alfred Nobel University Journal of Pedagogy and Psychology (Dec 2024)
PARTNERSHIP PEDAGOGY IN GENERAL SECONDARY EDUCATION INSTITUTIONS, ANALYSIS OF THE EXPERIENCE OF FOREIGN COUNTRIES, INTEGRATION INTO THE NUS
Abstract
After the start of the educational reform in Ukraine, general secondary education institutions under- went transformations, and a final transition to a three-level system took place: primary school, gymnasi- um, and lyceum. At each level, the principles of the New Ukrainian School are gradually being implement- ed. They are aimed at preparing an individual for life in society, forming basic knowledge and skills that will allow them to realize themselves in the future. To form basic competencies in the conditions of a Ukrainian school, it is advisable to study the best practices of other countries, in particular in the formation of partnership skills, which are defined as basic in interaction with others. The purpose of the study is to identify innovations that have been implemented in the NUS by analyz- ing the best practices of partnerships in other countries. The task of the study is to investigate the best practices of partnership pedagogy in countries such as Poland, Germany, Finland, Sweden, identifying the elements that were implemented in the NUS. Research methods are as follows: comparison of the results obtained with the NUS concept, general- ization in the form of conclusions. Partnership pedagogy, as an educational technology, is aimed at involving all participants in the educational process in partnership. Being in close constant cooperation, teachers, parents and children will be able to build an individual educational trajectory for each student, moving along which the child will achieve success. The NUS concept defines 6 basic principles of partnership that must be implemented, which is why there was a need to analyse the best practices of other countries, experience that can be bor- rowed, modified and implemented in the NUS. In the course of educational activities, students not only ac- quire knowledge, but also learn that teachers are partners and mentors, classmates are partners and col- leagues, while parents being partners are mentors, family, and guardians at the same time. The experience of the USA directs the NUS to active interaction with parents. Parents create parent councils, solve a number of issues in the organization of educational activities, but, at the same time, are re- sponsible for the decisions made. The partnership of an educational institution, parents and students in Fin- land shows an example of high mutual trust. Parents completely trust teachers, they do not control the organ- ization of the educational process, do not attend lessons, but are happy to join general extracurricular activi- ties, in which they show partner support for teachers. The experience of Sweden suggests how to educate the future generation to be independent. In this direction, both parents and teachers are more observers, and chil- dren strive for knowledge independently, making efforts to achieve high goals in their own future. The Cana- dian partnership, which is built on constant contact between parents and teachers, suggests how appropri- ate, without imposition and excess, to organize partnership interaction with parents using modern and tra- ditional approaches to transferring information from teachers to parents and from parents to children. But it is interesting that even with constant contact, students are taught independence, responsibility and honesty. Conclusions. Analysing the experience of such countries as Canada, Sweden, Finland, Germany, Nor- way, Poland, etc., we determine the key elements of partnership, the implementation of which in the NUS will allow teachers, students and parents to form partnership skills in compliance with its key principles. These principles include respect for the individual, positive and friendly attitudes, trust in relationships, di- alogue – interaction – mutual respect, distributed leadership, and principles of social partnership. Their im- plementation in the practice of the New Ukrainian School (NUS) offers significant advantages and opens new prospects for reforming Ukraine’s education system.
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