ERG SES H 10, Transition and Education
The purpose of this paper is to present and discuss the methodological approaches and preliminary findings of a research project aiming to conceptualize and systematize the results of a comparative analysis of the current state of education in Great Britain, France, Germany, transformation of their education models in the context of innovative development of modern society. The task is to reveal the essence of the innovative education modeland outline ways of its implementation in Europe and Ukraine. The main questions raised in the research are why the transition to innovations in educationcan be an adequate response to civilizational challenges and whether the international experience of transition to the innovative education model is particularly useful in reforming the Ukrainian educational system.
The theoretical structure of the study comprises positions of philosophy of education (M. Apple, N. Burbules, A. Torres), education policies (J. Delors, D. Hill, A. Green, B. Levin), theory of education (Y. Cheng, J. Bruner, M. Fullan, J. Knight), as also documents of UNESCO, European Counsel, CEDEFOP, OECD.
Through the analysis of the theory and practice of education in theUK,France,GermanyandUkraine, the study focused on the following aspects:
- What are the factors of transition to innovative education?
- Do the state education policies ofGermany,France,Great BritainandUkrainecontain educational and political innovations?
- What are the differences between the traditional and innovative education models?
- What forms of innovative education are the most promising?
- Transition to innovative education model in Ukraine: implementation of European experience.
It has been found that significant changes take place at all levels of the educational systems ofGermany,Franceand theUK, including the education policy making level which defines the strategic priorities for further development of education. The methodology of vertical functional review allowed determining the differences and common features of education policies of these countries.Ukraine’s awareness of the need of transition to innovative education is expressed in Laws ofUkraine“On Innovative Activities”, the project “Education Innovation for Wellbeing Improvement and Poverty Reduction” which became catalysts of innovative changes in education.
The study of education paradigms and education models allowed us to determine the origins of innovations in education, find out the advantages and disadvantages of traditional and innovative education models. Comprehension of the nature of innovative education and expert survey results show that innovative education is focused on dynamic changes in the surroundings and encourages innovative changes in cultural and social environment, creates the conditions for the formation of an innovative person. According to experts, the transformation of the learning process should be aimed at transition from reproductive to creative learning, development of innovative curricula and learning technologies.
A promising way of attracting investments to the field of education is to create research universities and technology parks that strengthen the relationship between science and education. It has been found that three major strategies of creating research universities are used: breadth-strategy, depth-strategy, breadth-depth-strategy. European research universities prefer breadth-strategy. The number of universities has significantly grown since independence inUkraine.Ukraineis represented in the “QS World University Rankings 2013/14” by only four universities.
Technology parks are often based on universities and research centers. The distinctive feature of their functioning is social partnership between government, local authorities, private companies and universities. One of the reasons for decline of technology parks inUkraineis absence of government financial support.
The importance of the European experience of transition to the innovative education model as also possibilities and ways of its implementation in Ukraine in the process of joining the European educational space were defined.
Altbach, P. G. (2004). Globalization and the University: Myths and Realities in an Unequal World. Boston: Boston College. Bonaccorsi, A. & Dario, C. (2007). Universities and Strategic Knowledge Creation. Specialisation and Performance in Europe. Cheltenham: Edward Elgar. Bryan, C., Clegg, K. (2006). Innovative Assessment in Higher Education. London: Routledge. Earnest, J., Treagust, D. (2006). Education Reform in Societies in Transition: International Perspectives. Rotterdam: Sense Publishers. Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. Levittown: The Farmer Press. Gerasimov, E. & Gerasimova, E. (2012). Formation and Development of Innovative Learning Model in Terms of Sustainable Development of Economy. Journal of East European University of Economics and Management, 1(11), 11-21. (In Ukrainian) Green, A., Little, A., Kamat, S., Oketch, M. & Vickers, E. (2007). Education and Development in a Global Era: Strategies for Successful Globalisation. London: DfID. Honnef, B. (2008). Innovation in Education – Country Strategies. OECD/Germany Workshop on “Advancing Innovation: Human Resources, Education and Training”. Germany: OECD. Jain, L. (2000). Innovative Teaching and Learning: Knowledge-based Paradigms. Heidelberg; New York: Physica-Verlag. Kenway, J., Bigum, C., Fitzclarence, L., Collier, J. & Tregenza, K. (1994). New Education in New Times. Journal of Education Policy, 9(4), 317–333. Larkley, J. & Maynhard, V. (2008). Innovation in Education. New York: Nova Science Publishers. Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. London: Routledge. Martinez, M. & Wolverton, M. (2009). Innovative Strategy Making in Higher Education. Charlotte: Information Age Publishing. Moyle, K. (2010). Building Innovation: Learning with Technologies. Camberwell, Victoria: ACER. Mundy, K. (2005). Globalization and Educational Change: New Policy Worlds. In N. Bascia, A. Cumming, A. Datnow, K. Eithwood & D. Ivingstone (Eds.), International Handbook of Educational Policy (PP. 3-17). Ogienko, О. (2014). Theoretical Basis of Innovative Teacher Education. Journal of Modern Information Technologies and Innovative Teaching Methods in Professional Training: Methodology, Theory, Practice, Problems, 37, 147-151. (In Ukrainian) Sahlberg, P. (2009). Creativity and Innovation through Lifelong Learning. Journal of Lifelong Learning in Europe, 14(1), 53-60. Taylor, S., Rizvi, F., Lingard, B., & Henry, M. (1997). Educational Policy and the Politics of Change. London & New York: Routledge.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.