Educational policy regarding the development of youth's civic competence: achievements and problems

Abstract

Urgency. The need to adjust the educational policy regarding the development of the GC becomes especially relevant in the conditions of the Russian-Ukrainian war, especially in its second phase, when against the background of emotional and physical exhaustion and aggravation at the front, Ukrainians demonstrate a lack of reflective competences.

Aim. The foundations of state education policy on the development of civic competencies in youth.

Results. Based on the correlation of components of civic competencies’ social-psychological model and results of training, declared in basic learning plans of social studies disciplines, the following criteria are being evaluated: 1) relevance of expected accomplishments of 9th-11th grade students to the indicators of civic competencies; 2) respect for the principles of consistency, continuity, and succession of educational impacts; 3) compliance of the competencies, acquired according to the plans, with the principle of sufficiency; 4) possible reasons for inhibition of development of certain competencies. It was determined that the task of development of two-thirds of the competencies is articulated in basic learning plans sporadically, hence the requirements regarding succession and continuity of education impacts are practically not satisfied. Certain civic competencies (namely, the ability to critical reflection, decision-making in a state of uncertainty, ability to self-identify as a subject of activism, and others) are not included in the list of expected results of educational activities, that is, the task of development of these competences is not articulated. Expectations regarding the acquiring of cognitive competencies by students are declared but are not secured with relevant education impacts. It is suggested to evaluate the level of development of competencies by one or two indicators, which reflect certain components of competencies, often not the main ones. Thus the conclusion is made about the need for correction of education impacts on the development of civic competency.

Prospects for the practical application of research results  Action directions for subjects of education policy (Ministry of Education of Ukraine, Higher Education Law, Institutes of Postgraduate Pedagogical Education, public associations, media) regarding its implementation.