THE DENMARK EDUCATION SYSTEM: HISTORY, PRINCIPLES AND SPECIFICITY OF DEVELOPMENT

The socio-economic leadership of the Kingdom of Denmark necessitates the study, understanding, and use of modern experience of democratic changes in the educational sector. Since the country’s well-being depends, among other things, on the social capital of the nation, a high level of educational development is considered in Denmark as a tool for the formation of human capital, value-based orientations and social progress. The purpose of the article is to determine the historical stages, fundamental principles and specifics of the development of the modern educational system of Denmark. The research methodology is based on an interdisciplinary approach, the principles of historicity, determinism, objectivity, humanism, the development, use of methods of analysis, systematization, generalization, historical-genetic and systems-analytical methods and systematic approach. The scientific novelty of the study lies in highlighting the main historical stages of the formation of the Danish educational system, related to the logic of socio-political processes and social challenges and needs. The focus lies on the organization, principles and trends in the development of modern education in the country; the processes of democratization, decentralization and managerial transformations in the educational sector are highlighted. The main principles of the Danish education system are outlined: equal and free access to education for all, free and compulsory education, high educational standards, relevance and practical orientation of the educational sector, lifelong learning, active interaction, project (research) work, academic freedom and autonomy. Among the specific features of the development of the Danish education system at the current stage, the author highlights: equal opportunities for participants in the educational process; collaboration of teachers, parents, students and local communities in the development of educational policy; state support for the digitalization of education and civic education. The effectiveness of balanced and well-founded civic education as a factor in the formation of national identity and patriotism is emphasized. It is noted that the basic principles of democracy are encouraged through the Danish education system in general and the civic education of the younger generation in particular. Conclusions. The author summarizes that the personality-oriented principles of learning in the modern Danish education system, the digitalization of the educational process, the widespread use of information and communication technologies, and practice-oriented learning, which are practiced by Danish educators in all educational institutions, are expected to gain new dimensions in the future at the level of vocational training and university education.