Суспільна участь у формуванні державної політики в освіті: роль громадських організацій та освітніх ініціатив
Bibliographic record
Abstract
The scientific article analyzes the role of the public in shaping state education policy in Ukraine and foreign countries, as well as the mechanisms of its participation in the management of educational processes. Special attention is paid to the regulatory and legal foundations of citizen participation in this sphere, particularly following the adoption of the Resolution of the Cabinet of Ministers No. 996 «On Ensuring Public Participation in the Formation and Implementation of State Policy» and the Law «On Education» No. 2145-VIII, which enshrines the principles of transparency and accountability of education governance bodies. Various forms of public participation are described, including through consultative and advisory bodies, public discussions, hearings, as well as through the participation of civil society organizations, professional associations, parental movements, and student unions in shaping education policy. It is noted that public councils at the Ministry of Education and Science of Ukraine and at the local level ensure the representation of public interests, exercise oversight over the activities of authorities, and provide recommendations on draft regulations. Specific examples of effective dialogue between the state and civil society are considered, such as during the development of the «New Ukrainian School» Concept, where numerous practitioners’ proposals were considered. The article also emphasizes the importance of involving the public in management processes at the local level through self-governance bodies in educational institutions, which enables decision-making regarding curricula, internal regulations, and the development of educational institutions. The foreign experience of organizing and implementing public participation in educational policy is examined through the examples of Finland, Singapore, Sweden, Canada, and Germany. The article highlights the role of non-profit organizations and educational initiatives in ensuring the strategic development of education in Ukraine, their influence on policy through lobbying for changes, exerting public pressure, and exercising civic oversight. The study offers recommendations regarding forms of public participation in educational policy, such as regulatory and legal participation, discursive-analytical participation, and integrative participation, all of which contribute to democratic, transparent, and effective management of the education system. The research underlines that with active public engagement, education policy becomes more reasoned and legitimate, as it considers the needs of citizens. European standards of good governance reinforce the significance of stakeholder participation in the process of education reform.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.002 | 0.004 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.019 | 0.007 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".