Education Clusters: The Ukrainian Context

The study aims at theoretical and methodological grounding of the role of education clusters in economic development and analysis of their impact on competitiveness enhancement of national education systems, with emphasis on Ukraine. A review of theoretical approaches to interpretati on and definiti...

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Datum:	2015
1. Verfasser:	Khmara, M.
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Sprache:	English
Veröffentlicht:	Центр досліджень науково-технічного потенціалу та історії науки ім. Г.М. Доброва НАН України 2015
Schriftenreihe:	Наука та наукознавство
Schlagworte:	Наука та освіта
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Zitieren:	Education Clusters: The Ukrainian Context / M. Khmara // Наука та наукознавство. — 2015. — № 4. — С. 73-79. — Бібліогр.: 14 назв. — англ.

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spelling	irk-123456789-1625842020-01-12T01:26:10Z Education Clusters: The Ukrainian Context Khmara, M. Наука та освіта The study aims at theoretical and methodological grounding of the role of education clusters in economic development and analysis of their impact on competitiveness enhancement of national education systems, with emphasis on Ukraine. A review of theoretical approaches to interpretati on and definition of the notion “education cluster” is made. Information about entities that may be incorporated in education cluster, objectives and expected results of education clusters is given; their advantages compared with traditional education system and their significance in the regional context are shown. Examples of education clusters and research and education clusters currently operating in Ukraine are given. Метою дослідження є теоретико-методологічне обґрунтування ролі освітніх кластерів у розвитку економіки інноваційного типу, а також їх впливу на підвищення конкурентоспроможності національних систем освіти, зокрема в Україні. Виконано огляд теоретичних підходів до тлумачення та визначення поняття «освітній кластер», наведено інформацію про суб’єкти, які можуть бути учасниками освітнього кластеру, про цілі та очікувані результати діяльності освітніх кластерів, показано їх переваги порівняно з традиційною системою освіти, а також їх значення для розвитку регіонів. Наведено приклади освітніх та науково-освітніх кластерів, що нині діють в Україні. Целью исследования является теоретико-методологическое обоснование роли образовательных кластеров в развитии экономики инновационного типа, а также их влияния на повышение конкурентоспособности национальных систем образования, в частности в Украине. Выполнен обзор теоретических подходов к трактовке и определению понятия «образовательный кластер». Приведена информация о субъектах, которые могут быть участниками образовательного кластера, о целях и ожидаемых результатах деятельности образовательных кластеров, показаны их преимущества в сравнении с традиционной системой образования, а также их значение для развития регионов. Даны примеры образовательных и научно-образовательных кластеров, ныне действующих в Украине. 2015 Article Education Clusters: The Ukrainian Context / M. Khmara // Наука та наукознавство. — 2015. — № 4. — С. 73-79. — Бібліогр.: 14 назв. — англ. 0374-3896 http://dspace.nbuv.gov.ua/handle/123456789/162584 339.923.061.1 ЄC: 330.341.1 en Наука та наукознавство Центр досліджень науково-технічного потенціалу та історії науки ім. Г.М. Доброва НАН України
institution	Digital Library of Periodicals of National Academy of Sciences of Ukraine
collection	DSpace DC
language	English
topic	Наука та освіта Наука та освіта
spellingShingle	Наука та освіта Наука та освіта Khmara, M. Education Clusters: The Ukrainian Context Наука та наукознавство
description	The study aims at theoretical and methodological grounding of the role of education clusters in economic development and analysis of their impact on competitiveness enhancement of national education systems, with emphasis on Ukraine. A review of theoretical approaches to interpretati on and definition of the notion “education cluster” is made. Information about entities that may be incorporated in education cluster, objectives and expected results of education clusters is given; their advantages compared with traditional education system and their significance in the regional context are shown. Examples of education clusters and research and education clusters currently operating in Ukraine are given.
format	Article
author	Khmara, M.
author_facet	Khmara, M.
author_sort	Khmara, M.
title	Education Clusters: The Ukrainian Context
title_short	Education Clusters: The Ukrainian Context
title_full	Education Clusters: The Ukrainian Context
title_fullStr	Education Clusters: The Ukrainian Context
title_full_unstemmed	Education Clusters: The Ukrainian Context
title_sort	education clusters: the ukrainian context
publisher	Центр досліджень науково-технічного потенціалу та історії науки ім. Г.М. Доброва НАН України
publishDate	2015
topic_facet	Наука та освіта
url	http://dspace.nbuv.gov.ua/handle/123456789/162584
citation_txt	Education Clusters: The Ukrainian Context / M. Khmara // Наука та наукознавство. — 2015. — № 4. — С. 73-79. — Бібліогр.: 14 назв. — англ.
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first_indexed	2025-07-14T15:05:27Z
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fulltext	73ISSN 0374-3896 Наука та наукознавство, 2015, № 4 Introduction. Deeply controversial processes of economic internationalization, unprecedented in scale, shock waves of glo- balization and regional integration require new national and regional strategies and mod- els of future development. Many countries have used the cluster approach to building and implementing national innovation programs. Clusters have proved to be solid background for building national competitive advantages by optimizing the use of economic capacities. The clustered businesses can benefit from col- laborative activities aimed at increasing the output of existing products and developing new ones that are in demand. Modern education requires searching for and implementing innovative approaches to building a new regional policy on educa- tion and modernization of its management system. A principal difference between the modern education system and the previous ones is in special conditions created for com- bining public and private forms for manage- ment of education system. The cluster sys- tem of education is a significant part of the innovations designed to intensify regional development. After all, education must be regarded as part of the regional socio-eco- nomic entity, which covers various functional © M. Khmara, 2015 elements where services of many entities of the regional infrastructure are involved: edu- cation, culture, health care, sports, environ- ment, technology etc. The article aims at theoretical and metho- dological grounding of the role of educa- tion clusters in economic development and analysis of their impact on competitiveness enhancement of national economies, with emphasis on Ukraine. Discussion. Foreign and domestic scho- lars E. Bergman, E. Fezer have developed the theoretical assumptions concerning the formation and development of clusters, their studies are devoted to the identification and evaluation of clusters; M. Enright, S. Rosen- feld has developed the theory of industrial organization and integration of productive forces; B. Milner, A. Toffler worked on the theory of regional science and technology policy. Bresson, L. Kemeni, J.-L. Pozhe, G. Postlt, W. Price, L. Pullol, T. Roelant, M. Steiner, M. Todaro, J. Tolenado, P. Fischer, M. Feldman, John Hertoh, P. den Hertah, J. Horvath, H. Shrepler, V. Shroy- der, Schumpeter and others justified the for- mation of clusters by practical experiences. S. Rosenfeld studied the role of size and em- ployment in clusters, the differences between clusters and networks. УДК 339.923.061.1 ЄC: 330.341.1 М. Khmara Education Clusters: The Ukrainian Context The study aims at theoretical and methodological grounding of the role of education clusters in economic development and analysis of their impact on competitiveness enhancement of national education systems, with emphasis on Ukraine. A review of theoretical approaches to interpretation and definition of the notion “education cluster” is made. Information about entities that may be incorporated in education cluster, objectives and expected results of education clusters is given; their advantages compared with traditional education system and their significance in the regional context are shown. Examples of education clusters and research and education clusters currently operating in Ukraine are given. Keywords: education cluster, professional education, education system, education institution, research and education cluster, research and development. НАУКА ТА ОСВІТА М. Khmara 74 ISSN 0374-3896 Science and Science of Science, 2015, № 4 Cluster building processes were also studied by Ukrainian theorists and practices such as Y. Bazhal, E. Bezvushko, I. Brizhan, S. Bushuev, V. Verhun, M. Voynarovsky, V. Nikolaev, V. Vorotin, S. Doroguntsov, M. Dudchenko, R. Zablotska, N. Ka- nischenko, A. Kanischenko, L. Kisterskyy, A. Kredisov, S. Kunitsyn, S. Lutsyshyn, S. Mosk- vin, S. Mocherny, M. Petrushenko, V. Saw, K. Poychenko, A. Rogach, A. Rumyant- sev, C. Sokolenko, D. Stechenko, S. Sutyrin, A. Filippenko, V. Chevhanov, V. Chuzhykov, A. Chmyr, S. Tsyganov, A. Shnyrkov, A. Yu- danov and others. The attention of those stud- ies was focused on the specifics of industrial clusters and creating their efficiency in services. Education cluster is a set of professional education institutions connected with each other on industry basis and partnerships with industry. Education cluster is a system of train- ing, mutual training and learning tools in the innovation chain “technology – science – business”, based mainly on horizontal rela- tions within the chain. Research and education cluster (SEC) means the "cluster" of collabo- rative projects, R&D and publications. This is “connection of employers and education institutions through a set of programs". The cluster system can incorporate institutions of pre-school, school and professional training, including university and post-university train- ing. In addition to development of education system, there are other tasks facing the cluster such as the need to strengthen the links of pro- fessional training to labor market. Examples of successful operation abroad are buffet educa- tion cluster in Sweden, based at the University of Uppsala, and the cluster "Research Triangle" in North Carolina (USA). When an enlarged education-innovation cluster is being built, it should interact with large corporations – innovations customers, government agencies, financial and public organizations. Venture financing has par- ticular importance in building up education cluster. Education clusters also use the so- called "vowel" resource – specifics of local history, culture, traditions and values that form the so-called "implicit knowledge", while the symbiosis of seemingly “incompat- ible” concepts – competition and coopera- tion – is born in clusters. Education cluster allows for using comprehensive approach to the problem of motivation, and helps at- tract young people to R&D, education and innovative entrepreneurship. An important advantage of the cluster is that everyone has the opportunity to fully realize their abilities and skills. A specialist can simultaneously work in research laboratories, teach, work in a corporation or create his own innovative small company, meaning that he has com- plete freedom of choice. The current com- prehensive reform of education in Ukraine involves transition to the European educa- tion system, with replacing unitary educa- tion by education based on student's choice, changing the structure of school and pre- school education institutions, extending the network of colleges, high schools, universi- ties, postgraduate courses, corporate and vo- cational education, education organizations with the level and profile differentiation of training, private education institutions with novel training models and technologies, im- proving education programs and facilities. Integration of education institutions in education cluster will provide a new level of training for R&D and lecturing staff, en- hance the performance of R&D and innova- tion to meet the needs of a particular region; it will allow for training of students with high culture of thinking and broad-mindedness, for turning education institutions into cent- ers of progress and stability, moral and cul- tural elevation of the regions. Education cluster is bound to change the entire character of academic environ- ment. Education clusters are required by the Ukrainian education system for very prag- matic reasons. Lively and fruitful academic environment requires close communication. The fundamental mission of every university is to break all the barriers. Every university exists in communication format. Fragmen- tation of disciplines, differentiation and pro- found specialization of disciplinary fields has caused the communication barriers and for scientists and misunderstandings within uni- versities. Moreover, misunderstandings be- tween universities also exist. The worse thing is the absence of the academic environment in Ukraine, which shares common values and principles. 75ISSN 0374-3896 Наука та наукознавство, 2015, № 4 EDUCATION CLUSTERS: THE UKRAINIAN CONTEXT Creation of education clusters in Ukraine will help improve the education quality and make education institutions more competi- tive. With the appropriate amendments in the mechanisms of public funding for high- er education, made in the new legislation, Ukrainian universities will have to compete for excellent students. T. U. Krasikova believes that education clusters should be considered as the system of institutions of professional education, linked by industry and partnership relations with businesses operating in the industry [1]. According to N. V. Vasylyeva, regional educational cluster should be defined as a system of education institutions of different levels, R&D organizations, private compa- nies, organizations of regional innovative in- frastructure and business support infrastruc- ture that are associated with government agencies and regional components of eco- nomic system. She also argues that a higher education institution can be center of a clus- ter (core cluster), take responsibility for edu- cation and R&D support of this cluster, and also act as the information and methodo- logical center, the communication plat- form [2, p. 8–10]. According to N. A. Korchagina, educa- tion cluster is a group of education institu- tions, which have partnership relations with business enterprises operating in industries located on the same area, which end product is education service [3, p. 81]. The core clus- ter in this case is higher education institution or other educational institution. O. V. Smirnov interprets education clus- ter as a system of education, mutual training and tools for self-education in the innova- tion chain "science – technology – business", which is based primarily on horizontal re- lations inside the chain [4, p. 75]. The basis of an education cluster is education process. Thus, education cluster can be viewed from two perspectives: as a system and as a process. V. I. Kutsenko defines education cluster as a system of connected education insti- tutions, educational organizations, which, ta-ken as a whole, have higher importance than when taken separately. Education clus- ter is, therefore, more capacious in the edu- cation market context, than various forms of cross-sectoral integration like vertically integrated holdings, associations, strategic alliances, network association, joint ven- tures, technology parks, industrial parks, special economic zones etc. [5]. A cluster is a more complex phenomenon than an as- sociation of institutions, organizations and enterprises, as education institutions are in- volved in the process of cooperation more and more intensively and continue to com- pete with each other. A. P. Zhuk and L. O. Drozdovskii believe that education cluster is an integrated system of continuous education from school (pre- school) to job in the industry [6, p. 152]. A. M. Staryeva defines socio-cultural ed- ucation innovation cluster as a voluntary as- sociation of geographically close interacting entities: education institutions, government agencies, banks, private industrial compa- nies, innovative enterprises (organizations), infrastructures; this association is character- ized by the produced competitive education, cultural and social services, by the existence of an agreed development strategy, which aim is to benefit each cluster participant and each territory of cluster localization, and by considerable socio-economic significance for the region. The purpose of cluster buil- ding is in attaining the combined and inten- sified effort and capacities of entities forming the innovation structure, in order to ensure coordinated action aimed at improving do- mestic and global quality and competitive- ness of regional education system [7]. E. R. Chernyshova justifies the neces- sity of forming clusters as innovative way of developing postgraduate education, by con- sidering education cluster as a set of social entities whose activity is based on principles of synergy and transparency [8]. M. S. Chvanova [9], V. M. Yuriyev [10] define education cluster as an association of education institutions and enterprises on in- dustry basis, for professional training in con- ducting applied research. A. E. Gavrilova, F. T. Shaheyeva, L. L. Nikitin define educa- tion cluster as a system of professional edu- cation institutions that are connected with each other on industry basis and have part- nership relations with businesses operating in relevant industries [11]. М. Khmara 76 ISSN 0374-3896 Science and Science of Science, 2015, № 4 According to the European Cluster Ob- servatory, there are about 69 educational clus- ters (Oxford, Amsterdam, London, Warsaw, Paris, etc.) on the EU territory, with different levels of innovation performance, salaries, ex- ports of educational services, etc. [12]. Formation of education clusters as an organizational form for linking intellectual, financial and material resources to ensure competitive advantages is an important part of official policy in many countries. Because education cluster leads to diffusion of inno- vation activity from one cluster entity to an- other one, clusters may become the basis for building up national education system. Innovation socio-cultural education clus- ter is a voluntary association to integrate geo- graphically close interacting entities (educa- tional, social, cultural institutions, government agencies, banking, private sector, innovative enterprises / organizations, infrastructure), which is characterized by the producing of competitive education, cultural, social serv- ices, the availability of the agreed development strategy, which aim is to benefit each cluster participant and each territory of localization of the cluster, and has considerable socio-eco- nomic significance for the region. Clustered entities may be enterprises, institutions, organizations, regardless of ownership category and subordination, and individuals: pre-school education institu- tions; general education institutions; out- of-school education institutions; technical and vocational education institutions; higher education institutions; cultural institutions (libraries, museums, cultural centers, etc.); enterprises; institutions of physical culture and sports; investors; grantors; philanthropic organizations (including religious); local au- thorities; banking organizations; media. Cluster is created with the aim of: • equating the proportions of separate subjects’ efforts to address the problem of qualitative equal education; • optimizing the network of education institutions in view of demographic and eco- nomic situation; • intensifying cooperative links between the various education, cultural, economic administrative entities in the region, to im- prove the quality of education. Operation of education cluster in Ukraine is subject to the Constitution of Ukraine, Laws of Ukraine "On Education", "On Pre-School Education," "On General Secondary Education", "On Higher Educa- tion", "On Professional Education". Decision on creating the cluster requires a series of the following steps to be taken: analyze the network of education, culture and healthcare institutions, private compa- nies, philanthropic organizations; study eco- nomic, social, scientific, technical, cultural relations between the actors; questioning and testing of participants of education process, interviews with the heads of agencies, organi- zations and investors; estimating the costs for strengthening the facilities of education institutions, rational use of funds allocated for maintenance of education, cultural and healthcare institutions; conducting public awareness campaign with education process participants. A good example of creating education clusters in Ukraine is numerous education and research centers. The Research and Training Center of Cardiovascular Engi- neering at the Ukrainian National Techni- cal University of Ukraine "Kyiv Polytechnic Institute" (NTU "KPI") have been created following joint decision of the National Academy of Sciences (NAS) of Ukraine and the National Academy of Medical Sciences (NAMS) of Ukraine. The main objectives of the new institute, which consolidated the efforts of NTU "KPI", Amosov Institute of Cardiovascular Surgery of the NAMS of Ukraine and Paton Institute for Electric Welding of the NAS of Ukraine, are im- provement of existing and creation of new biomaterials and biotechnology, creation of materials and products with brand new ca- pacities, development of modified biological objects and technical means for their preser- vation, development of artificial organs and their components. To ensure two-way communication process between practical healthcare and scientific developments, five regional re- search centers were created: East Center (the city of Donetsk), created on the basis of the Gusak Institute of Emergency and Re- constructive Surgery of NAMS of Ukraine 77ISSN 0374-3896 Наука та наукознавство, 2015, № 4 EDUCATION CLUSTERS: THE UKRAINIAN CONTEXT (director Dr. Grin, the academician of NAMS of Ukraine); Northeast Center (the city of Kharkiv), created on the basis of the L. T. Mala Therapy Institute of NAMS of Ukraine (director Bilovol O. M., the acade- mician of NAMS of Ukraine); South Cent- er (the city of Odessa), created on the basis of the Odessa National Medical University (director V. Kresyun, the Corresponding Member of NAMS of Ukraine); West Center (the city of Lviv), created on the basis of the Daniel Galician Lviv National Medical Uni- versity (director Zimenkovsky B. S., the Cor- responding Member of NAMS of Ukraine); Pridneprovsky Center (the city of Dnepro- petrovsk), created on the basis of the Institute of Gastroenterology of NAMS of Ukraine (director G. V. Dzyak, the academician of NAMS of Ukraine). These research centers can become the basis for research and educa- tion clusters of medical science in Ukraine. Research and education cluster on the basis of "University for Education Manage- ment" of the National Academy of Pedago- gical Sciences (NAPS) of Ukraine has been built by way of involving management teams, research and teaching staff from various edu- cation, research and methodic institutions in research projects in form of virtual laborato- ry, developing and implementing a guideline model for interactions between institutions of postgraduate pedagogical education and other entities from education, R&D and in- dustry within research and education cluster. This will facilitate creating the background for preparing legal framework for cluster mechanisms of interactions between entities from education, R&D and industry in ren- dering and consumption of educational serv- ices in the competitive environment. Secondary education institutions are in- volved in education clusters with universities and employers creating the chain of continu- ous education, which is a correct way. More- over, this measure will be implemented gra- dually and take effect no earlier than 2016. Peculiarities of education cluster cause a set of projects of different kind that are implemented [13]. In addition to that, the distinctive feature of education cluster is its innovation focus. Competitive education clusters in Ukraine have well-developed links with similar clusters in Ukraine beyond. Stimulation of such links is an essential ele- ment of cluster policy, consisting of creation and implementation of development pro- grams and programs of cooperation [14]. Creation of education clusters should have positive impact on the technological level of the economy, and hence the growth of real incomes. Education cluster includes not only education but also research institutions, venture capital firms, which coordinated work allows for rational use of resources that they concentrate. The system of professional edu- cation is posed at the education markets with strong support of employers and sectoral min- istries. Enterprises communicate data on the required staff to sectoral ministries, and ap- plications are made up and sent to appropri- ate clusters through the public procurement system. In some regions industrial enterprises take on the responsibility to provide oppor- tunity for professional probation for students from technical colleges and higher education institutions, and sometimes they can even provide paid probations on advanced equip- ment with the guaranteed job placement. Education clusters, if created by the model of developed countries, should in- clude all education and research institutions; it will help improve funding for all cluster components. In this cluster, students are en- gaged in practical work, including develop- ment of joint projects. It creates a new model of interaction between various education institutions to organize practically oriented training of young people. This, along with the economic tasks, helps increase socializa- tion and professional orientation of students, while active and motivated students will pre- pare in this way to enter higher education institutions. However, this requires moderni- zation of education, bringing it into compli- ance with new demands of society and taking into account its financial capacity. Clustering opens up larger opportunities for education to be funded through the mul- ti-channel system, i. e. from public budget (mainly) and off-budgetary funds (without lowering standards and absolute size of budg- et allocations). Concluding remarks. The high com- petitiveness of education and R&D can be М. Khmara 78 ISSN 0374-3896 Science and Science of Science, 2015, № 4 provided by a set of cluster actors involved in education and linked to each other in ad- dressing specific aspects of national educa- tion problems rather than by individual edu- cation institutions. Education is considered today as not only an important factor for fostering high- quality living environment, but also as an effective tool for combating social inequa- lity. Education cluster in Ukraine needs to develop by raising more funds from private sector, which will allow for enhancing edu- cation quality, innovation activity and dis- semination of new technologies. Transition from sector-based to cluster-based organi- zation of production of educational services requires taking political decisions on educa- tion market and labor market, with cluster building being a problem requiring urgent solution. Because clustering supposes the symbiosis of education, R&D and industry, it is an important background for economic growth and welfare of the nation and brid- ging the technical and technological gap. 1. Кrasikova, Т. Yu. (2011). Obrazovatelny klaster kak factor vzaimodeystviya rynka truda i sistemy vysshego professionalnogo obrazovaniya [Education cluster as factor behind interactions between labor market and higher professional education]. Аktualnyye voprosy ekonomiki i obrazovaniya – Important issues of economics and education (Vol. II) (pp. 54–59). Moscow: RIOR [in Russian]. 2. Vasilyeva, N.V. (2013). Formirovaniye i razvitiye obrazovatelnykh klasterov v regionalnoy sotsialno-ekonomicheskoy sisteme. Thesis abstract [Building and development of education clusters in the socio-economic system of a region. Thesis abstract]. Gatchina, 26 p. [in Russian]. 3. Коrchagina, N. А. (2009). Obrazovatelnyye klastery kak osnova povysheniya konkurento- sposobnosti uchebnykh zavedeniy [Education clusters as the background for competitiveness enhancement in education institutions]. Prikaspiyski zhurnal: upravleniye i vysokiye tekhnologii – Kaspian journal: management and high technologies, 3(7), 78–84 [in Russian]. 4. Smirnov, А. V. (2010). Obrazovatelnyye klastery i innovatsyonnoye obucheniye v VUZe [Education clusters and innovative training in HEE]. Kazan: Republican Information Center “Shkola” [in Russian]. 5. Kutsenko, V. І. (2009). Klasteryzatsiya v kontexti formuvannya lyudynooriyentovanoyi paradyhmy rozvytku osvity [Clustering in the context of forming the human-focused paradigm of education development]. Teoriya ta metodyka upravlinnya osvitoyu – Theory and methods of education management, 2. Retrieved from http://tme.umo.edu.ua/ docs/2/09kutope.pdf. [in Ukrainian] 6. Zhuk, О. P. & Drozdovskaya, L. O. (2013). Klasterny pidkhid u protsesi optymizatsii systemy osvity Ukrayiny [Cluster approach in the process of optimization of the Ukrainian education system]. Visnyk ONU imeni I. I. Mechnikova – Bulletin of Odesa Mechnikov National University, Vol. 18 (3/1), 151–154 [in Ukrainian]. 7. Staryeva, А. М. Rehionalny sotsiokulturny osvitniy klaster yak orhanizatsiyna umova vyrishennya problem optymizatsii navchalnykh zakladiv [Regional socio- cultural education cluster as an organizational background for solving the problem of optimization of education institutions]. Retrieved from http://narodnaosvita.kiev. ua/Narodna_osvita/vupysku/17/statti/ stareva.htm. [in Ukrainian] 8. Chernyshova, Ye. R. (2012). Osvitni klastery yak shlyakh pidvyschennya konkurentozdatnosti navchalnykh zakladiv systemy pislyadyplomnoyi pedahohichnoyi osvity [Education clusters: a way to enhance competitiveness of education institutions in the system of postgraduate pedagogical education]. Kyiv: Pedahohichna dumka [in Ukrainian]. 9. Chvanova, М. S. & Yuriyev, V. М. (2007). Universitet kak tsentr innovatsionno- obrazovatelnogo klastera [University as the center of innovation and education cluster]. Vestnik ТGU – Bulletin of TGU], 5(49), 7–10 [in Russian]. 10. Yuriyev, V. М. (2007). Teoreticheskiye osnovy podgotovki spetsialistov naukoyomkikh spetsialnostey: stanovleniye universiteta kak tsentra innovatsionno-obrazovatelnogo klastera [Theoretical grounds for training of specialists in high-tech professions: establishment of university as the center of innovation and education cluster]. Vestnik ТGU – Bulletin of TGU,10(54), 7–13 [in Russian]. 79ISSN 0374-3896 Наука та наукознавство, 2015, № 4 EDUCATION CLUSTERS: THE UKRAINIAN CONTEXT 11. Gavrilova, О. Ye. & Shageyeva, F. T. & Nikitina, L. L. К voprosu o podgotovke spetsialistov-konstruktorov shveynogo proizvodstva v usloviyakh obrazovatelnogo klastera [Training of professional designers for clothing industry in the conditions of education cluster]. Retrieved from http://conference.kemsu.ru. [in Russian] 12. Sokolova, К. S. (2010). Ispolzovaniye klasternogo podkhoda v tselyakh povysheniya konkurentosposobnosti sistemy obrazovaniya: sravnitelny analiz mezhdunarodnogo opyta [Use of cluster approach for enhancing competitiveness of education system]. Sovremennyye issledovaniya sotsialnykh problem – Modern studies of social problems, 4.1(04), 531– 541 [in Russian]. 13. Borzenko-Miroshnichenko, А. Yu. & Osik, O. O. (2008). Osoblyvosti realizatsii proektiv litsenzuvannya yak okremoho vydu osvitnikh protsesiv [Specifics of implementation of licensing projects as a separate type of education projects]. Proceedings of V International Conference “Project Management in Community Development”. Kyiv: КNUBA, 34–36 [in Ukrainian]. 14. Goryunova, L. (2011). Primeneniye klaster- nogo podkhoda v sfere obrazovaniya kak zakonomerny etap yego razvitiya [Use of cluster approach in education sphere as a natural phase in its development]. Kyiv: Vyscha shkola, 92–100. Retrieved from http://www.nbuv.gov.ua/portal/Soc_Gum/ Gnvp/2011_7_SV1/12.pdf. [in Russian] Одержано 29.09.2015 М. П. Хмара Освітні кластери: український контекст Метою дослідження є теоретико-методологічне обґрунтування ролі освітніх кластерів у розвитку економіки інноваційного типу, а також їх впливу на підвищення конкурентоспромож- ності національних систем освіти, зокрема в Україні. Виконано огляд теоретичних підходів до тлумачення та визначення поняття «освітній кластер», наведено інформацію про суб’єкти, які можуть бути учасниками освітнього кластеру, про цілі та очікувані результати діяльності ос- вітніх кластерів, показано їх переваги порівняно з традиційною системою освіти, а також їх значення для розвитку регіонів. Наведено приклади освітніх та науково-освітніх кластерів, що нині діють в Україні. Ключові слова: освітній кластер, професійна освіта, система освіти, заклад освіти, науково- освітній кластер, дослідження та розробки. М. П. Хмара Образовательные кластеры: украинский контекст Целью исследования является теоретико-методологическое обоснование роли образователь- ных кластеров в развитии экономики инновационного типа, а также их влияния на повышение конкурентоспособности национальных систем образования, в частности в Украине. Выполнен обзор теоретических подходов к трактовке и определению понятия «образовательный кластер». Приведена информация о субъектах, которые могут быть участниками образовательного клас- тера, о целях и ожидаемых результатах деятельности образовательных кластеров, показаны их преимущества в сравнении с традиционной системой образования, а также их значение для развития регионов. Даны примеры образовательных и научно-образовательных кластеров, ныне действующих в Украине. Ключевые слова: образовательный кластер, профессиональное образование, система образова- ния, образовательное учреждение, научно-образовательный кластер, исследования и разработки.

Education Clusters: The Ukrainian Context

Institution

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