КООПЕРАТИВИ У СФЕРІ ШКІЛЬНОЇ ОСВІТИ ЯК СКЛАДНИК СОЦІАЛЬНОЇ ЕКОНОМІКИ COOPERATIVES IN THE SCHOOL EDUCATION AS A COMPONENT OF SOCIAL ECONOMY

The content of the social economy as a sector in the structure of the country’s economy is revealed. It is emphasized that despite the active efforts of the Ukrainian state to achieve qualitative changes in the sphere of education through reforms, there is a need to apply innovative approaches to improve the situation. Service cooperatives can also become an important tool for effective reform. It is pointed out that cooperatives in the school education are an important component of the social economy. An overview of published works on the named cooperatives and theoretical foundations of the social economy is included. It is substantiated that cooperative schools at the «moderate» cost of parents can most fully realize the potential of students. Parents, through such or other service cooperatives in the school education, have a unique opportunity to participate in the organization of educational and educational processes. They themselves can manage and properly control the activities of the cooperative, in particular the organization of the school life of their children. A brief retrospective review of the activities of the first school cooperatives was conducted. It is mentioned that the first cooperative school was organized in the 1980s. at the Vooruit Consumer Society («Forward») in Ghent (Belgium). And the educational services provided by consumer cooperatives in the early twentieth century. gave impetus to the emergence of independent educational cooperatives (cooperative-type schools). Such cooperatives also operated in the Ukrainian provinces of the Russian Empire, in particular in Podil and Kyiv. It is concluded that cooperatives in the school education are focused on providing certain economic and, at the same time, social functions. The combination of these functions confirms the affiliation of school cooperatives in the social economy sector. A factor additive model is proposed to find out the social and economic effects of cooperatives in school education. In doing so, a separate description is provided for each of the existing cooperative types in this category. The general conclusion is made about the expediency of using such a model and for establishing the socio-economic effect of other types of cooperatives. The advantages and prospects of starting cooperatives of school education in Ukrainian practice are emphasized. Keywords: social economy, general education institutions, cooperatives in the education, school cooperatives, factor additive model.

Охарактеризуйте діяльність закладів кооперативної освіти у споживчій кооперації України

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