Demography and social economy, 2020, 3(41):114-131
doi: https://doi.org/10.15407/dse2020.03.114
UDC [303.425/.8/.732]:37
JEL СLASSIFICATION: Z00, I29


О.M. Khmelevska,
PhD (Economics), Leading Researcher
Ptoukha Institute for Demography and Social
Studies of the NAS of Ukraine
01032, Ukraine, Kyiv, Blvd Taras Shevchenkо, 60
E-mail: kh_o@ukr.net
ORCID 0000-0002-6982-1312

EDUCATIONAL NOVATIONS: SCALING UP AND INSTITUTIONAL PRACTICES
Section: SOCIAL INNOVATION
Language: Ukrainian
Abstract: Th e educational novations that have already proven their eff ectiveness and relevance at the level of pilot projects, programs, practices, including in other countries, are considered as one of the ways to improve the quality of education in Ukraine. It demands using the applied potential of the concept of scaling up, which allows to justify the structure and algorithm of interrelated actions at diff erent institutional and managerial levels. Th e relevance of the article is determined by the fact that a scaling up in the fi eld of edu cation at international level is currently infl uenced by interdisciplinary intelligence and the rapid accumulation of empirical data in new areas of educational activities, including sus tainable development. However, among domestic scientists and experts, the topic of scal ing up still remains undervalued. Th is presupposes the expediency of generalizing the con ceptual framework and institutional scaling up practices for further conceptualization of the scaling up process. Th e purpose of this article is to formulate a multidimensional conceptualization of scal ing up of educational novations, which takes into account modern theoretical and empirical studies of scaling up in socially signifi cant areas, as well as the logic of consistency of key components, processes and results of scaling up. Th e novelty of this study is characterized by the following provisions. Th e multidimen sional conceptualization of scaling up of educational novations was further developed. It is suggested to consider novation as a scaling object, because this notion is broader than innova tion and covers a wider range of educational activities, including the implementation of sus tainable development principles. Th e necessity to introduce the English term “scaling site” into the domestic scientifi c circulation is grounded, which is important for understanding and interpretation of the scaling up conception. Among the results of the study it is worth noting the author’s proposed visualization of the scaling up model, which generates various interdisciplinary ideas and structures of the scaling up process from a systemic point of view and covers the key stages and cycles of scal ing up. Th e focus is also on elements and strategies of scaling up (subjects, contexts, dimen sions, resources and fi nancial models, approaches and drivers of scaling up), adaptation sce narios (sites, levels, sectors, cycles and duration of scaling up) and object transformation sce narios (including the monitoring and evaluation). Th e study allows concluding that it is appropriate to use the scaling up conception in areas of educational activities, for which the eff ectiveness and rates of implementation of relevant novations are critical.
Key words: educational novation, scaling up conception, scaling object, scaling subject, scaling site, scaling strategy, scaling scenario.
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