ISSUES OF EDUCATIONAL INSTITUTION MANAGEMENT: EU EXPERIENCE FOR UKRAINE
DOI:
https://doi.org/10.31470/2786-6246-2026-15-14-27Keywords:
management of educational institutions, decentralization, public administration, educational policy, community, educational stakeholders, public-private partnership, personnel training, regulatory and legal support, information, education in wartime, national and global experience, EUAbstract
The article examines the peculiarities of managing educational institutions in European countries. It explores the EU education system and the issues surrounding its functioning. Particular attention is paid to the formation of a Single Education Area in Europe. In addition, it analyzes models of education system management. It concludes that there is no single effective model for managing educational institutions, since both centralization and decentralization depend on the national characteristics of each country. It discusses the use of boards of trustees in the autonomy of educational institutions. It points to the reform of educational content in EU countries. It is noted that the management experience of educational institutions in Europe must be adapted to Ukrainian realities. Particular attention is paid to the formation of an educational culture that will shape national identity and is aimed at building Ukrainian civil society through education.
The modern education system is characterized by a diverse administrative landscape, with educational organizations of various formats and ownership types, grounded in a wide range of methodological principles. It has been noted that since the early 1980s, the EU has decentralized administrative procedures and increased the autonomy of primary, secondary, and higher education organizations.
In most EU countries, educational institutions are given a great deal of autonomy in the use of funds for the needs of the institution and the teaching staff. In most countries, there is a Board of Trustees, which has different functions and forms in different EU countries.
Education is an area of life in the European Union that is not subject to complete unification. In the current educational space in Europe, no country is obliged to adhere to a single model of education, and each EU member state has the right to independently develop its own educational system.
The EU's priorities in implementing a common educational space are the compatibility and recognition of qualifications; the creation of all conditions for vocational education and training (the so-called Copenhagen process); and the creation of a European higher education area with uniform quality standards (the so-called Bologna process).
The author concluded that, based on the skills and knowledge acquired, Estonia has the highest efficiency of public management of educational institutions in the EU. Although the education management system is highly centralized, a distinctive feature is the original and effective models of public involvement in the management of institutions: consultative.
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