It is from her needs that all steps on the path to reform must begin.

Then, it turns out, the desire to get rid of the absolutization of the chronological principle forced the authors of the project to introduce the study of modernism, poetry of the "silver age", postmodernism in 9th grade? In fact, these shortcomings of the first project of the author’s team outraged teachers. and forced to speak critically and continue to act in the only possible formats, rather than detachment from the usual program. It is thanks to their efforts that the author’s team rewrote and finalized the draft curriculum. Both Saint-Exupery remained, and Faust, and modernism with postmodernism in high school. So, the criticism was not so incompetent and incompetent. After all, it is impossible to imagine that the authors create programs to "order radio listeners": turn on and off everything you want, just do not shout. They are professionals who are guided by methodology, methodology and pedagogical expediency, work for the idea in accordance with the Concept of Education, "focus not on their own tastes and preferences, but professionally research issues." Although, by and large, there are too many experiments with the program in 15 years, I would like to see the end result of at least one. Because, as the author rightly quoted O. Pushkin, “The service of muses does not tolerate fuss.” "We are not allowed to predict how our word will respond." By the way, about abbreviations. At the request of the author of the article can also be reduced? Assessing the general style of the article, you can see the well-deserved symbolism and validity of such a reduction. If you shorten the name Taranik-Tkachuk – to TT, for example, it will also cause certain associations. "On the disease of left in our ranks" Describing the course of battles around the program, the author notes, "there was sharp criticism, especially from the authors of previous programs old positions, old textbooks, old approaches. The authors of previous programs with the help of teachers who do not want to rework the old methodological developments and who were deceived by telling them that world literature will not be in grades 10-11 (and what about the State Standard, where senior school specifically registered?), launched an offensive on a new program of world literature.And here involved and politicians, and Internet resources (and they say that the new texts will not be available!), and various NGOs, and the media they didn’t really understand what and why : the main thing is that "Harry Potter is coming to Ukraine"!) ". If everyone "didn’t understand much" then why were they invited to cooperate and, most illogically, did they take into account their suggestions. Kateryna Taranik-Tkachuk even personally invited journalists of Ukrainian TV channels to work on the project during her April interview. "Based on the proposals received during the public discussion, which was transparent and open, the working group shortened and improved the project and presented it again on April 23, 2012 on the website of the Ministry of Education and Science, Youth and Sports of Ukraine for further discussion and examination. We emphasize that the working group constantly entered into a professional dialogue with the authors of conclusions, reviews, responses, heard all the thoughts (even unfriendly) from the west and east of Ukraine. We did not stop work. How many telephone conversations, meetings, disputes during this time, sleepless nights (and all for an idea, not for money!) ". So, it turns out, such a resonance was in favor of the idea. She’s worth it, isn’t she? Separately, I would like to say about "those who organized and wrote all this on the Internet fences." The first such "Internet fence" was provided by the Ministry of Education and Science itself to discuss the project. Surprisingly, right? Instead of post-surprising that the authors of the project did not understand the reasons for public outrage, that teachers mostly did not defend the old programs, but against the shortcomings of the new project. SCARY when constructive criticism and coverage of the problem in the media, communication teachers with scientists are called "war". And their desire to be heard is called a cry. It is unfortunate when they insult good teachers, calling them "demagogues from pedagogy" "retrogrades" with "painful attention to" and "inadequate reaction". It is UNDERSTANDABLE how it is possible not to realize that only a qualitative product does not cause It hurts when forums, blogs, websites, interviews of teachers and scientists are disparagingly called "fences", reducing their reasoning to the level of obscenity. It is sad that some of those who create programs for children have so much in their hearts. It is alarming how the fate of those who are now being persecuted by the Ministry of Education and Science, B. Zhebrovsky and K. Taranik-Tkachuk for independent examinations will turn out. Indeed, following the author of the article, it remains to believe that: Iryna Zhemionis, teacher of world literature, teacher-methodologist. From the author, May 17, 2012: A strange metamorphosis occurred with this article on the website of the Ministry of Education: it was originally signed by a specific name of the journalist "Education of Ukraine", then, for some reason, after the publication of this article, this name was "erased". The question of whether the persons responsible for the correctness of the information submitted to the site apologized to the journalist for "using" his name remains open. Commentary Osvita.ua: The article was changed at the request of the author on May 17, 2012.

May 16, 2012

What kind of education reform does the ordinary director of an ordinary Ukrainian school strive for? (Ukr.)

Education reform begins with governance

Office and savings upstairs, administration – in the middle, training – underfoot, education at the door of the school. Until we turn this pile upside down, nothing good will come of it. K. Ushinsky

Reforming Ukrainian education. Do you need it today? "Definitely, yes," some say confidently. But, unfortunately, the majority sees in permanent reform only the next unnecessary and not landing to i need an lab report written for me the needs of the ordinary school actions of the authorities, which can lead to irreparable mistakes not only in the future but tomorrow, because they are related to the child’s fate and becoming a citizen. and personality.

I believe that even such a pessimistic opinion has a right to exist, especially since there are many isolated examples when something is introduced carelessly, then canceled, and then everything returns in an even more distorted form.

So what do we need to do in the first place, in my opinion, to make the reform effective and really needed by teachers, schools and society in general? The most important thing in education is undoubtedly the child. It is from her needs that all steps on the path to reform must begin. Unfortunately, the child in today’s school is not in the first place. When you talk openly with teachers, you increasingly hear only one thing: let us go to the child, take away from us unnecessary paperwork, in which we are real "aces" today. Apart from endless plans, activities and detailed reports on their implementation, we do not have time to do almost anything with the child, for which the school should exist.

So where do we start when we aim to reform education in this way? Let’s seek advice from leading teachers. Almost all prominent figures in pedagogy who can be considered a model of a real teacher – Ushinsky, Skovoroda, Sukhomlinsky, Makarenko, Amonashvili, Guzyk, and to name a few, see the organization of education with a pronounced component based on universal values, Christian morals. It is not clear why our higher educational institutions, which prepare teachers for work at school, are silent about it.

Education, upbringing and once again the upbringing of the child, taking into account its individuality, identity and uniqueness – in the most important city, and only then, in second place – the educational process. A teacher who respects the child as a person on the same level will teach him much better than a teacher who still treats the child as the object of his pedagogical influence.

And only then – "management and clerical activities". Management is a very difficult and ambiguous thing. On the one hand, it should not dominate the school, but on the other – it is she who decides the fate of any initiative in the field of education reform.

Frankly, I have a lot of opinions (both revolutionary and not so much) about reforming all aspects of school, but without reforming management, we are sure we will not move this huge machine called secondary education. Unfortunately, today the school does not decide what to do and how to do it for the greater benefit, because the main thing today is not the case itself, but beautiful reporting on it. According to plans and reports, sometimes there is no time for painstaking and thoughtful daily work.

And let’s remember at least the same Sukhomlinsky, who took the children by the hand and went with them to nature, where he conducted his original and unique lessons. Yes, at first glance, such an organization of lessons is methodically incorrect, because it does not fit into the recognized scheme, but they have a huge impact on the child in the future.

Does our society aspire to such school principals? In words, it is declared that yes, but in fact everything is completely different, because the most ordinary manager as an obedient performer without a creative idea, who can report beautifully, in great respect and esteem of the local authorities. They rely on schools with many students. Why so? And this allows you to organize a meeting of parents of students with huge funds, to put it mildly, not for the intended purpose. For this purpose the cover which is clear to ordinary citizens is worked out: today schools need parental means for its development that is quite logical, but … Well not in gold there are these schools though I am sure that the collected means, probably , would suffice and for many more than gilding the roof.

Well, I just don’t understand the need to raise parental funds when there is a state with the responsibility to fund education. No or no funds? Sorry, that’s a lie. Let’s compare how much it costs the state to build one kilometer of our Ukrainian roads and the budget of a rural area with 50 kindergartens, schools, cultural and medical institutions.