СУСПІЛЬНО-ДЕРЖАВНЕ УПРАВЛІННЯ В СИСТЕМІ ОСВІТИ ДОРОСЛИХ: ДОСВІД ШВЕЦІЇ, ДАНІЇ, НОРВЕГІЇ ТА ФІНЛЯНДІЇ

Olena Ogienko

doi:10.35387/od.2(16).2019.155-166

Olena Ogienko A.S. Makarenko Sumy State Pedagogical University

DOI: https://doi.org/10.35387/od.2(16).2019.155-166

Abstract

In the article the approaches to management of the adult education systems in Sweden, Denmark, Norway and Finland are analyzes; the essence of social and state management of the adult education system are substantiate; structure and main principles are defined. Social-state nature of the management of the adult education system in Sweden, Denmark, Norway and Finland provides more complete satisfaction of the educational needs of the individual, society and the state, the harmonious combination of decentralization and centralization, the application of the decentralized centralism model in the management of adult education. The structure of adult education management consists of supranational, national (state), regional, municipal and educational levels, which provides for the redistribution of functions between the various levels of government and the active participation of citizens in management, close communication of adult education with the structures of civil society. It has been established that the basic principles for managing the adult education system in Sweden, Denmark, Norway and Finland are the following: self-government, which gives broad autonomy to schools; commitment, which guides the process of managing the adult education system to the interests of the individual, society and the state; harmonization of state, regional, municipal interests, without which it is impossible to carry out a single educational policy and ensure effective management of adult education; democratization, which creates the conditions for involving citizens in the process of managing the adult education system; partnerships of management entities, which are bodies of central, regional and municipal authorities, public associations, adult education organizations, social partners. It is shown that the experience of Sweden, Denmark, Norway and Finland in the management of the adult education system can be used in the development of the Ukrainian adult education system, and the first step should be the development of a legislative framework that regulates the goals, objectives and functions of the various levels of government, provides an adequate response for the educational needs of adults.

Key words: adult education, management of adult education, public-state management, Scandinavian countries (Sweden, Denmark, Norway), Finland.

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