STRATEGIC BENCHMARKS OF INTERNATIONAL ORGANISATIONS IN THE AREA OF EDUCATION

Abstract

The author underlined that the global nature of the challenges of the 21-st century actualises the role of international organizations that seek answers in a supranational dimension in all spheres of human life, including education. These are international organisations of an intergovernmental nature. It is emphasised on the relevance for Ukraine of research of educational strategies of key international organisations under the European and world integration. The strategic benchmarks of the international organisations are studied, i.e. of UNESCO, an intergovernmental organization of a global type, the EU as a regional integration group and of the World Bank, an economic organization affecting international economic relations. It made possible to provide a comprehensive overview of the strategic landmarks for the development of education. The author characterised such functions of international organizations as the development of educational strategies of the world and continental scales, coordination of the community for the further development of education under the challenges of modern times, formation of a common educational space, and impact on the formulation of education policy by states. The role of international organizations as a catalyst for international dialogue on education development is emphasised. The openness of organisations to transformations, their rapid response to new challenges and needs by modernising the proclaimed strategies call important. Based on the analysis of the educational strategies of the mentioned organizations, the key coordinates are named including ensuring equal access to education and improving its quality. Within the framework of these coordinates, the global tasks are outlined, i.e.: providing the acquisition of basic skills by young people and adults, mastering key competences for personal, professional development and community life; ensuring appropriate level of education financing and accountability for the effective use of the resources, infrastructure, teaching and methodological support, and highly skilled teachers. It is concluded that such a two-component approach makes it possible to capture both the interests of each individual and influence the states in their movement on the modernisation of education. The following areas are also relevant: pre-school, inclusive, open education and life-long education.