Keyword: «education strategies»

At present, there is a rather large number of strategic directions of the education system development offered by scientific pedagogy or emanating from the practice of education. All of them, striving for the fundamental, global goal - to preserve and improve the level of society development through the reproduction and accumulation of human capital, go to its achievement following their own trajectories, solving certain particular tasks. This leads sometimes to intermediate results lacking coordination, slowing down the process of achieving the main goal of education. In this regard, it becomes urgent to find an answer to the question of perspective educational strategies coordination from both theoretical and practical points of view. A strategy is needed that would be able to either absorb all existing ones or be present in each of them, introducing a balance with other educational strategies in a certain way. The aim of the article is to describe possible types of pedagogical models and conceptual approaches to their construction for such a strategy – the promotion of self-expression culture development for subjects of education. To achieve this goal, we relied on a theoretical analysis of information on the promising educational strategies, which appeared in Russia and all over the world, about self-expression, the culture of self-expression and its development. As a result, it was concluded that promising education strategies can be divided into particular and general ones. The first group of strategies is focused on specific action plans leading to education goal achievement. The second group determines the long-term directions of education development. We have identified four main subgroups within this group: educational management strategies, human capital formation, lifelong education, and professional training. Analysis of each of these subgroups strategies made it possible to note the opportunities for the promotion of self-expression culture development among subjects of education. This resulted in the idea of constructing a model for self-expression culture development. For this purpose, the possibilities of dynamic, factor, typological, content, structural, functional pedagogical models were considered and a conclusion was made about the importance of their construction, taking into account the provisions of one or more of the following conceptual approaches: humanistic, anthropological, personality-oriented, creative, axiological, culturological, technological, task, synergetic. Theoretical generalization and systematization of their essence showed the advisability of constructing a factor-dynamic model of self-expression culture development on the basis of axiological, culturological and system-activity conceptual approaches. The theoretical significance of our research is in identifying the types of personal self-expression culture development models most suitable for working out and their presentation, and in identifying conceptual approaches for their development. The introduction of a strategy for promotion of self-expression culture development into educational practice can lead to the harmonization of currently existing but still fragmented strategies.