EDUCATIONAL DOMAIN OF THE EUROPEAN CONTINENT IN TERMS OF SOCIAL DIMENSION

Abstract

Under the conditions of social and economic transformations from the mid-20th century to the early 21st century European countries have undergone fundamental changes in education. Effective innovations on the European continent are of primary importance, given the European integration processes in Ukraine. Therefore, it is deemed appropriate to analyze and rationally utilize its positive experience. The specified period is primarily characterized by expanding access to education for young people from various social groups. Investment in this domain increases significantly contributing to its development. The duration of compulsory education continues to extend. It is organized in three basic models: Scandinavian, traditional, and mixed. The low employment rate has become the dilemma for most European countries having led to the adjustment of educational strategies, in particular the concept of lifelong learning encompassing individual’s full life cycle. The emphasis in education development is placed on improving its efficiency. Measures are being taken to optimize educational management. Education is being decentralized to make better use of the resources that regional educational institutions have. Accessible and high quality education has become a basic right for every European citizen. At the very beginning of the 21st century, during the process of post-industrial society transformations, a new social model of education development has been worked out. It is based on the “personality is our first priority” motto and is defined by efficiency and justice. Efficacy and equity of education is ensured by intensifying decentralization, introducing an accountability system, modernizing teaching, reinforcing faculty involvement.