INSTITUTIONAL TRANSFORMATIONS OF PUBLIC ADMINISTRATION OF THE EDUCATION SYSTEM UNDER DECENTRALIZATION: HUMAN RESOURCE POLICY AND DEVELOPMENT OF PROFESSIONAL COMPETENCIES

Abstract

The article examines the human resource dimension of institutional
transformations in the public administration of the education system in Ukraine under
the conditions of decentralization. The author formulates the purpose of the article, which
is to substantiate human resource policy as a key factor in the institutional
transformations of public administration of the education system under decentralization,
to identify the main staffing challenges, professional competencies of education
managers, and directions for strengthening the human resource capacity of territorial
communities.
It is determined that the redistribution of powers among central executive
authorities, local state administrations, local self-government bodies, and educational
institutions has changed not only the organizational architecture of education
governance, but also the requirements for human resource policy, professional
competencies of managers, and the human resource capacity of territorial communities.
It is proven that the effectiveness of decentralization in education depends on the ability
of the local level to form professional teams, carry out strategic planning, manage the
network of educational institutions, ensure transparent budgeting, communicate with the
public, use digital tools, and maintain the resilience of the education system under martial
law.
The key staffing challenges are outlined, including the shortage of specialists in
small communities, uneven managerial capacity, excessive reporting burden, insufficient
development of analytical and project-management competencies, and weak
institutionalization of mentoring and professional development. The author proposes a
vision of a human resource policy model in the public administration of education, which
includes a competency profile of an education manager, staff reserve planning,
continuous professional development, inter-municipal cooperation, digital support for
management processes, and a combination of the autonomy of educational institutions
with public accountability.
It is concluded that the further institutional development of the education
governance system should be based on the professionalization of personnel,
strengthening the human resource capacity of communities, and forming a sustainable
culture of responsible public administration. 

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