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The system of teacher education management, namely, forms and principles of teacher education management according to the normative base (Education Reform Act (1988); Education Act (1992; 1993; 1996; 1997; 2002); School Standards and Framework Act (1998); Higher Education Act (2004), etc.), monitoring and participation of the public in its management have been analyzed. It has been proved that lately the democratization process in British education management has been combined with the increased attention of the state to monitoring, requirements to appropriate activity of educational establishments and trends seem to be forward education quality enhancing, democratization of evaluation, monitoring and information providing processes. Changes in education management in the historical context have been considered. The organizations participating in education management in Great Britain have been outlined. The data has been presented that enabled to distinguish similarities and differences in the functioning of the organizations participating in education management in Great Britain and ensure the existing of independent management authorities within them.
The article highlights the peculiarities of models of education systems management in the EU and Ukraine. It has been proved that effectiveness of the education process is determined by managerial culture, which characterizes a manager’s professional image. Special attention has been paid to finding the right balance between centralization and decentralization, national goals and regional or local interests. It has been emphasized that this balance should take into account the features of each country, region. It has been found out that centralized education management systems in some countries and decentralized ones in others are preserved due to specifics of the national traditions. It has been revealed that these two models of management have tendencies for convergence. The relationship between the model of education management and a teacher’s pedagogical style has been investigated. It has been emphasized that a managerial component should be transformed into professional and personal qualities. It has been stated that education managers’ quality is considered to be a priority for the countries-participants of the Bologna process, including Ukraine, as it is taken into account as a leading condition for establishing trust, correlation, mobility, comparability and attractiveness. It has been noted that education managers’ training is associated with a complex of direct and remote psychological and pedagogical problems arising under the influence of scientific and technological transformations: a person’s employment, their intellectual development, biophysical state. It has been revealed that the management model development does not correspond to the level of the management object development in all EU countries. In this context, the fact should be taken into account that in the EU countries there are processes of transformation of national thinking in continental one, which somehow diminishes the traditional cult of the nation.
The comparative analysis of modern foreign concepts and systems of professional training of specialists in Western European countries has been carried out. Leading ideas, principles and regularities of the development of continuous professional education have been revealed. It has been stated that most developed European countries gradually reduce vocational education. At the same time, vocational and technical profiles of upper secondary education, which exist almost everywhere, with the exception of Great Britain, are actively developing. The consequence of these changes is the disappearance of many training profiles. Everywhere there is a tendency to prepare workers of advanced specialties. Today, European countries are working to solve the problem of “reducing training profiles to the minimum number”. At the same time profiling of high school is carried out. Different approaches to reforming the system of vocational education management in the countries of the world have been highlighted. Particular attention has been paid to the main areas of modernization of vocational education as a component of continuing education, the management of this process at the state, regional and local levels. Comparative analysis of materials in these areas has been carried out, the results of which suggest that the modernization of vocational education management in foreign countries is carried out using the principle of decentralization on the basis of the developed and adopted at the state level regulatory and legal basis. All countries have a clear division of powers at all levels of government (state, regional, local).
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