Innovations and Education Development Strategies Department

The history of the modern Laboratory of Pedagogical Innovations of the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine started in 2001 after the unification of the Laboratory of Pedagogical Innovations with the Laboratory of Pedagogical Forecast (the former Laboratory of Pedagogical Experience).

The scientific researches of the problems of the innovative education culture, the project-technological activity of the comprehensive educational institutions of different types are based on the traditions and innovations which were created by the staff of the Laboratory of Pedagogical Experience (in 2000, it was it was renamed as the Laboratory of Pedagogical forecast, and, in 2001, it was transformed into the Laboratory of Pedagogical Innovations).

The Laboratory of Pedagogical Experience started its work long ago, in 1981. It was chaired by L. L. Momot (1981-1987), a Candidate of Pedagogical Sciences, V. F. Malamarchuk (1987-1999), a Doctor of Pedagogical Sciences, a Professor, V. M. Zots (1998-2001), a Candidate of Pedagogical Sciences. The Doctors of Sciences O. H. Yaroshenko, V. M. Orzhekhivs’ka, L. I. Danylenko, Candidates of Sciences Ye. S. Bereznyak, L. O. Varzatska, I. H. Yermakov, A. V. Lopukhivska, D. I. Rumyansteva, researchers H. M. Isaeva, V. H. Shevchenko worked hard and successfully in the Laboratory.

In the research of the education innovative processes, an important event was the publication of The Theory and the Practice of the Activity of the New Type Comprehensive Educational Institutions in Ukraine educational and methodological handbook (under the editorship of V. F. Palamarchuk, a Doctor of Pedagogical Sciences).

From 2001 till nowadays, the academic staff of the Laboratory of Pedagogical Innovations conducted such important studies as “The Organisational and the Pedagogical Fundamentals of the Functioning of the School with 12 Years of Studying (2000-2003), The Designing of the Educational Systems of a School with 12 Years of Studying” (2004-2006), The Models of the Innovative Development of a Comprehensive Educational Institution (2007-2009), The Organizational-Pedagogical Fundamentals of the Innovative Development of a Comprehensive Educational Institution (2010-2012).

The results of the researches were demonstrated, particularly, in the handbooks The Problems and the Perspectives of the Development of a School with 12 Years of Studying (under the editorship of V. F. Palamarchuk, a Candidate of Pedagogical Sciences, 2003); The Method Projects: Traditions, Perspectives, Experience (under the editorship of I. H. Yermakov, 2006).

In 2010-12, the efforts of the academic staff of the Laboratory of Pedagogical Innovations were directed at the fulfilment of the pre-arranged tasks of the fundamental research topic The Organizational and the Pedagogical Fundamentals of the Innovative development of the Comprehensive Educational Institutions.

The main purpose of this investigation was the development of the conceptual basis, the definitions, the explanation, and the experimental implementation of the organizational and the pedagogical basis of the innovative development of the comprehensive educational institutions.

An important result of the Laboratory work was a Concept of the innovative development of the Independent External Test which is divided into the analytical and the strategic parts.

In the first part of it, the situation with the work performed by the Independent External Test is presented; the major educational, social and pedagogical problems which concise with the institution competence, the aim, the tasks, the principles, the subjects, the objects as well as the technologies, the forms, the methods, the conditions, the resources of the innovative school development are determined. In accordance with the Concept, the purpose of the innovative development of the comprehensive educational institution is a guarantee of the quality changes in the educational process which will support the formation of the individuality that will be able to self-realize in his/her life in future. According to the goal, in the Concept, the main branches (statutory and regulatory, scientific and theoretical, methodological, professional, financial, material and technical provision etc.) of the transition of the institution from functioning into system experiment, approbation, implementation, and studying the educational innovations (didactic, educative, and governmental). The realization of the abovementioned branches of the innovative development provides a new level of quality of the school educational services (foreseen by the State standards and the variable-based component of the educational plan of the comprehensive educational institution, the specialised and the optional courses, the cooperation with the higher educational establishment as well as the programs and the plans of the international cooperation and the social school partnership and others).

In the second part of the Concept, the criteria and the mechanism of the evaluation of the effectiveness of the innovative development of the comprehensive educational institution, its risks and results are determined. The system of the evaluation of the effectiveness of the innovative school development is based on the qualitative criteria (governmental, organizational, educational, resource, social partnership ones) and the criteria which are oriented at the effects which will be visible in a long period of time whereas their evaluation is time-prolonged. As the main mechanisms of the innovative development of a comprehensive educational institution, the following issues were observed in the Concept: the expertise of the drafts of the innovative development of a comprehensive educational institution, the project implementation monitoring; the analysis of the results of the innovative educational activity. The main risks of the innovative development of a comprehensive educational institution can be considered those ones which are predetermined by: the unwillingness of the pedagogical staff for the innovative development; the pedagogic staff inadequate interpretation of the selected objects and the mechanisms of the innovative development; the underestimation of the significance of such results for the management of the school innovative development; the support of the financial and economical independence of a school.

The level model of the innovative development of a comprehensive educational institution which is based on the determined organisational and pedagogical fundamentals of the innovative development of a comprehensive educational institution (a system, an activity, and a synergetic approach) was worked out. The model the following conditions of the innovative development of a comprehensive educational institution were defined and explained: organizational ones (the development of the concept and the models of the innovative school development, its education program, the transition of a comprehensive educational institution into the innovative functioning regime and others) and pedagogical ones (the individual and the creative approach to the development of the innovative process in a comprehensive educational institution, a transformation of the teachers methodological work into a scientific and methodological as well as an experimental one). The model includes four levels of the innovative development of a comprehensive educational institution and the types of schools which are corresponding to them: an adaptive level (a traditional school which implements the innovations massively), a search level (an experimental school which is goal-oriented to make its innovative development in accordance with the program based on a scientific experiment), a scientific-research level (a laboratory-school which is able to produce and to distribute the organisational and the methodological achievements of their innovative development, provide them for the comprehensive educational institutions of the corresponding type), a self-development level (a school of self-development , level of the scientific-methodological and the experimental work, the staff and the resource provision which gives an opportunity to guarantee a goal-oriented independent innovative search, to react at the educational needs of a personality, a community, and a region in a mobile and a willow way. The content and the results of the innovative development for each type of a comprehensive educational institution are observed in accordance with the data about the following invariant-based components: a conceptual component (a backbone component which includes a concept and a program of the innovative development of a school, the goals and the tasks of its development demonstrated in these documents), a governing component (a system of the management of the innovative development of a comprehensive educational institution), an educational component (a development of a school educational program, a modernization of the education content, the reformation of the class-lessons systems< methodological, staff, material and technical, financial resources), a component of a social partnership (a goal-oriented effective cooperation of the comprehensive educational institutions with the institutions of different levels inter alios international organisations).

In accordance with the Concept and the level model of the innovative development of a comprehensive educational institution, a model of the informational resource provision of the innovative development of a comprehensive educational institution which is divided into four interdependent structural components was worked out. The components are the following: a conceptual one (it determines the goal, the tasks, and the principles of the model functioning, the content of the information which covers the educational innovations, the branches and the types of the teachers informational activity as well as the strategies of the further implementation of the educational innovation), a content one (it is characterized by the presence of the selected and the systemized data which touches upon the educational innovations, the informational resources, different kinds of informational sources), an organizational one (it provides the organisation of the system informing of the pedagogues, includes a comprehensive educational institution personnel which is responsible for the informational and the resource provision of its innovative development), and a technological one (it guarantees an effective usage of the modern informational, computer, and communicational technologies in the implementation of the educational innovation in the process of the innovative development of a comprehensive educational institution).

In order to provide the scientific and methodological accompanying of the implementation of a Concept, a level model, and the models of the informational resource provision of the innovative development of a comprehensive educational institution, the Laboratory staff has worked out:

1. A system of a scientific and methodological provision of the realization of a Concept of the innovative development of a comprehensive educational institution which provides an opportunity to find and to solve the contradictory issues of the innovative school development; to create a model of the innovative development and to work out a program of the innovative school development; to determine and to develop the scientific methodological theme of a comprehensive educational institution in accordance to the program of the school innovative development; to generalise the methods of the certain activities of the school pedagogical staff in accordance with the purpose of its development, the content of the work during the transition period, the content and the analysis of the experimental work. The developed system includes the procedures of the forecasting, creating drafts, and the evaluation of the innovative school transformations.

2. The methodological recommendations and the suggestions about the practical usage of the model of the informational resource provision of the innovative development of a comprehensive educational institution where the stages and the content of the procedure of the creation and the functioning of the system of the information provision of the innovative development of a comprehensive educational institution at school were demonstrated, and the methods and the technologies used during the informational processes which are the elements of the technological component of the abovementioned model were described.

The experimental work of the Laboratory, the implementation of the research results were performed in 9 comprehensive secondary schools in 7 Ukrainian regions as well as in Kyiv.
In the research process of the abovementioned educational institutions, the Concept of the innovative development of the comprehensive educational institutions, the level model and the model of the informational and resource provision of the innovative development of the comprehensive educatinal institutions, the system of the scientific and methodologicalguarantee of the implementation of the Concept of the innovative development of the comprehensive educational institution, the methodological recommendations and the suggestions on the practical implementation of themodel of the informative and resource provision of the innovative development of the comprehensive educational institutions were experimentally adopted.
In accordance with the results of the research, the draft of the Concept of the innovative development of the comprehensive educational institution, 19 academic articles, 23 thesis of the reports and the materials of the coference were published.
Nowadays in the Laboratory of Pedagogic Innovations, the staff is the following:
Puzikov Dmytro Olehovych, Candidate of Pedagogical Sciences, chief of the laboratory;
Zots Vira Mykolaivna, Candidate of Pedagogical Sciences, a leading researcher of the laboratory;
Horash Kateryna Viktorivna, Candidate of Pedagogical Sciences, a senior researcher;
Shchekatunova Hanna Dmytrivna, Candidate of Pedagogical Sciences, a senior researcher;
Varava Valentyna Yuriivna, a researcher;
Volchenkova Halyna Mykolaivna, a researcher.