1. Education Policy for ECA: Dimensions for Development ROMAN SHYYAN, Ukraine, Kyiv, 24, March 2008

2. “Schools are like politics: only some very special persons do and manage it, and all people feel their work themselves, paying money or even blood. Those politicians would also say: let nobody have right to discuss politics but only we can do it because only we deal with it, we understand it, we know what, where and why; all the rest people do not know and let be silent. But now the time differs: Constitution not only gives us the right to do politics and have the own point of view, but also obliges us to do it. With schools it is the same”... Ivan FRANKO (1856-1916), the outstanding Ukrainian thinker, writer and public figure..

3. “When it goes about changes in schools, we have to stop treating our political leaders like those who cannot be criticized because they have more important things to think about. There isn’t “nothing more important…” S. Sarason

4. Top-Down or Bottom –Up? Communities Policymakers Schools “Neither centralization nor decentralization works” Michael Fullan Three complementary approaches: an engineering approach; an industrial organization approach; and a political accountability approach Galal, 2004.

5. Input Structure Process OutputOutcomes The Production Function Model of the Education Process Students Teachers Instructional materials Facilities Administration governance budget Effectiveness Instructional organization Educational technology Efficiency

6. An industrial organization approach: How do you change the behavior of individuals and organizations to implement changes? …by designing a contract that aligns the incentives of the agent with desired outcomes, increasing accountability while reducing cost of information and monitoring..

7. A political accountability approach concerned with the relationship between clients, providers and policymakers/politicians either at the national and/or local levels involves taking measures to make public institutions/politicians and providers more accountable to citizens, eg. through community participation, or carefully designed decentralization schemes.

8. Clients Providers Policymakers PoliticsAndVoice Incentives Client Power Accountability framework

9. values dimensions of education policy: by Sergiovanni excellence effectiveness choice equity Before indepen dence 90 th Future Since 2000

10. knowledge vs. judgment/prescription matrix (Barber, 2002): knowledge poor national professional prescription judgment knowledge rich 1980s uninformed prescription 1970s uninformed professional judgment 1990s informed prescription 2000s informed professional judgment

11. Education Reform Cycle: Problem definition Diagnosis Policy Development Political Decision Implementation Evaluation

12. Model of Policy Analysis Based on Social Dialogue (F.Reimers, N.McGuinn) Definition: 1.process of changes 2. stakeholders 3. direction of the movement 4. dialogue of the stakeholders 5. power of stakeholders 6. rules of dialogue procedure 7. model of knowledge generation process 8. knowledge integrity of technology, concept and process 9. account plan and information spreading

13. …from European Commission Working Paper «Schools for 21 st Century» (Brussel, 11.07.07) The curriculum: How can schools be organised in such a way as to provide all pupils with the full range of key competences? Lifelong Learning: How can schools equip young people with the competences and motivation to make learning a lifelong activity? The economy: How can school systems contribute to supporting long-term sustainable economic growth in Europe? Equity: How can school systems best respond to the need to promote equity, to respond to cultural diversity and to reduce early school leaving? Inclusion: If schools are to respond to each pupil's individual learning needs, what can be done as regards curricula, school organisation and the roles of teachers? Citizenship and democracy: How can school communities help to prepare young people to be responsible citizens, in line with fundamental values such as peace and tolerance of diversity? Teachers: How can school staff be trained and supported to meet the challenges they face? Leadership: How can school communities best receive the leadership and motivation they need to succeed? How can they be empowered to develop in response to changing needs and demands?

14. Public consultation "Schools for the 21st century" Attention: deadline for sending contributions extended until 15 December! This public consultation addresses all those interested in the development of school education in Europe. The Commission's consultation document raises a series of issues that are deemed to be crucial for schools in Europe (such as schools and key competences, schools and social inclusion and the role of teachers, among others) on which contributions are sought. Member States are responsible for the organisation and content of education and training systems, and the role of the European Union is to support them, for example through the new Lifelong Learning Programme or the 'Education and Training 2010 Work Programme', which facilitates the exchange of information, data and best practice through mutual learning. Education lies at the centre of efforts to improve the Union's competitiveness and social cohesion. Some of the most important questions and challenges which have the greatest significance for the well-being of individuals and the good of society relate to the quality of initial education and training. It is against this background that the European Commission has decided to launch this public consultation to identify those aspects of school education on which joint action at European Union level could be effective in supporting Member States in the modernisation of their systems. If you wish to make a contribution to this consultation please: read our Consultation Document; create a MS Word (or compatible) document; write in any official language; state clearly at the start of your contribution your name, the name of the organisation you represent (if any), and the reason for your interest in the school (e.g. parent, pupil, teacher …) decide which of the questions in the document you wish to respond to; set out your opinions in no more than 4 pages of A4 (12 pt); send your completed text by e-mail only to the following address: eac- schools-consult@ec.europa.eu, no later than 15 October 2007.eac- schools-consult@ec.europa.eu We will acknowledge receipt of your contribution.

15. Einstein-Fullan’s Education Policy Effectiveness Formula E = mca² E – effectiveness / эффективность m – motivation / мотивация c – capacity / способность a² – assistance × accountability / поддержка × подотчетность

16. Our Course Formula: 3 = 1 × 2 × 4 [E = m × c × a²] Day 1: Political Economy of Education: Context Day 2: Capacity for Reforms: Constrains/ Information/ Development + Public/Non-public partnership Day 3: Effectiveness Resource Management & decentralization issues Day 4: Quality: Comparative and external evaluation// Competency approach, Teachers Day 5: Education Systems Review E = mca²