PRIORITY AREAS FOR IMPROVING PUBLIC ADMINISTRATION OF POSTGRADUATE TEACHER TRAINING

Abstract

The article highlights current issues and priority areas for improving public and community management of postgraduate teacher education in the context of social transformations and the digitalization of the educational space. It shows that effective management of this sphere is a necessary prerequisite for the continuous professional development of teachers, their readiness to implement innovations, and increasing the competitiveness of Ukraine's educational system. It is argued that the combination of state and public mechanisms ensures transparency, accountability, and democracy in decision-making processes and expands the opportunities for involving the pedagogical community, professional associations, and civil society institutions in the formation of educational policy. Key problems in the practical implementation of public-private governance have been identified: formalization of participation, limited resources in the public sector, insufficient transparency, and low effectiveness of feedback mechanisms. Promising areas of development have been analyzed: institutionalization of consultative and advisory bodies, digitization of management processes, introduction of innovative communication and e-democracy tools, expansion of public-private partnerships, and support for public initiatives through grants and social procurement. Particular attention is paid to micro-qualifications as an innovative tool for developing the digital competencies of educators. International experience in digital governance has been summarized and its adaptability to Ukrainian realities has been confirmed. It has been concluded that the modernization of public administration requires a comprehensive approach that includes updating the regulatory framework, strengthening financial and economic mechanisms, developing partnership networks, and activating public participation. The implementation of these areas will contribute to the formation of a flexible, open, and innovative system of postgraduate teacher education capable of effectively responding to contemporary challenges and ensuring high-quality training.