TRANSFORMATION OF AGRICULTURAL EDUCATION IN UKRAINE IN THE FIRST HALF OF THE 90-S TWENTIETH CENTURY

Abstract

The purpose of the article is to study the peculiarities and mechanisms of reorganisation and transformation of agricultural educational institutions in the context of transition to a market economy, to identify the main reasons that led to fundamental changes in the system of agricultural educational institutions. Scientific novelty: it has been studied that it was in the branches of the agro-industrial complex that there was a lack of personnel to work in a market economy. The agro-industrial complex is connected with the interests of every citizen. A high level of its development is not only the main condition for food supply of the population, but also an important factor of political stability, successful solution of problems of state building, establishment of new forms of ownership and management on the principles of market economy, revival and social development of rural areas, formation of a real owner of the land, an active participant in public life, and management of public affairs. The solution of these tasks largely depends on the level, ways and forms of scientific and human resources support for agricultural production. Conclusions. On the basis of the study, it is concluded that in the context of the establishment of a multi-structured economy, the issues of personnel, scientific and information support for the development of agricultural production are being addressed in a new way. Human resources are provided in three directions. The first direction involves a significant increase in the level of training of specialists who have mastered a range of knowledge to work in a market economy. The second is related to improving the system of retraining and advanced training of specialists with higher and secondary specialised education who graduated before the start of socio-economic reforms in Ukraine. The third area is measures to train and upgrade the skills of workers in mass professions for all types of farms in the agricultural sector. Scientific support involves the creation of favourable conditions: a) for the development and implementation of effective scientific and technical developments and technologies in agricultural production; b) for the implementation of regulatory and methodological recommendations for reforming the forms of management in the agricultural sector; c) for the provision of consulting services, dissemination and use of research results. Only the historical changes that took place in the early 1990s paved the way for the implementation of modern approaches to the development of the national higher education system. Higher education institutions gained real independence in solving truly creative problems of education, upbringing and training. The non-governmental sector of education was legalised and began to develop dynamically, and political supervision of the activities of educational institutions became a thing of the past. There is no doubt that culture, the state and society are undergoing radical changes within the framework of higher education institutions. First and foremost, these are globalisation, democratisation, massification, technologisation, and humanisation. These fundamental changes obviously affect the field of higher education.