CONCEPT OF “EDUCATIONAL DEVELOPMENT” AND “EDUCATION REFORM” IN THE MODERN SCIENTIFIC DISCUSSION OF UKRAINE AND CHINA

Abstract

The article is devoted to analysis of “educational development” and “education reform” in the formulation of Ukrainian and Chinese scientists; in particular, the content of these definitions is analyzed. Ukrainian scientists under the development of education understand the process of determining and implementing educational policy goals in accordance with the needs and ideals of society, which is characterized by a qualitative change in the components of the education system, the emergence of new organizational forms, innovations and transformations of their internal and external relations, ensures the ability of the education system to successfully ensuring the potential of human development, the accumulation and deployment of new opportunities for society. According to Chinese scholars, the concept of “educational development” is rather complicated. The Chinese distinguish two directions of development – extensive (or large-scale) and connotative (or intensive). It was found out how the development of education differs from its reforming and how these concepts are interconnected. The criteria, external signs and indicators of the development of education are also defined. Extensive development indicators are: scale of education (branching of the structure of education, expansion of the components of the education system, increase in the number of pupils / students; proportion of young people attending an educational institution, etc.), quantitative (material) increase in the material and technical base (educational institutions, territory, premises, equipment, etc.) and personnel potential (number of employees, vocational qualification structure of personnel; sex composition, average age of employees; experience work; staffing, etc.). Indicators of conservative development: development and introduction of innovations and technologies (updating of education concepts, educational content, new education management mechanisms, innovative educational technologies, improvement of the learning process, the emergence of new organizational forms, etc.); improving the quality of education, its effectiveness (the level of pupils’ learning; their readiness to continue education, the level of upbringing of students, the state of children’s health, the level of social adaptation of graduates to life in society, the level of implementation of education standards, etc.), equal access to education ( ensuring the minimum level of education established by educational standards for each member of society, ensuring equality in admission to educational institutions for all social groups of the population and from the financial position, nationality, place of living, etc.). Based on the analysis, the author’s formulation of the definition “development of education” is given. It is concluded that the concept of “development of education” is a complex, multicomponent and multifunctional phenomenon. As an educational phenomenon, it is still little-studied and is analyzed in the context of studying other educational phenomena (reformation, changes, modernization, transformation, etc.). In scientific research, the concept of “development of education” is often replaced by others, without taking into account their inherent features.