Foundations, Crisis, and Perspectives of the Neoliberal Model of the Education System

DOI:10.21742/AJEMR.2022.7.1.06

AUTHORS

Viktor Zinchenko,Doctor of Philosophical Sciences, Professor, Senior Researcher, Principal Researcher in Department of University Research Activities, Institute of Higher Education of the National Academy of Educational Sciences of Ukraine

Lesya Chervona,Ph.D. in Philosophical Sciences, Senior Research Fellow, Head of the Department for the Integration of Higher Education and Science of the Institute of Higher Education the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine

Nataliia Krokhmal,PhD in Philosophy, Associate Professor, Professor, Department of Management, Information and Analytical Activity and European Integration of the National Pedagogical Dragomanov University, Kyiv, Ukraine

Оksana Bulvinska,Ph.D. in Pedagogy, Senior Researcher, Senior Researcher of Scientific-Research Laboratory of Educology, Borys Grinchenko Kyiv University, Kyiv, Ukraine

Kateryna Tryma,PhD in Political Sciences, Leading Researcher, of Department of University-Society Interaction Institute of Higher Education of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine

ABSTRACT

In modern conditions of global cooperation and the development of sustainable growth effective models, the influence of tertiary education and science systems on the social and economic spheres is increasing. In complex interaction and mutual integration, this ensures high efficiency of progress both in individual countries and in a global dimension. For example, the American model of tertiary education and science reflects the specifics of worldviews, social orientations, and social demands - Americans regard education with their inherent pragmatism. From the American point of view, training programs and courses are products that differ in quality and price. The US principle of educational specialization, but not universalization is a conscious desire to achieve economic goals. This approach is also based on the Protestant idea of corporate social responsibility; and the education system, as one of the forms of this responsibility manifestation, was formed based on these values (neobehavioral philosophy of education and Protestant socio-entrepreneurial ethics). Supporters of this trend reject self-expression as the main goal of education. They favor the principle that a man is a learning being, and in the process of learning all the behavioral norms are developed. Learning effectiveness is achieved by introducing the achievements of science, technology, and experiment into the system of education. According to these prevailing principles of management, pedagogy, and philosophy of education, all life, educational aspirations, and requests, both personal and professional, must be algorithmically and purposefully modified in conjunction with the goals, values, and direction of the state and society.