Global Journal of Management and Business Research, G: Interdisciplinary, Volume 23 Issue 1

The State of Education in Ukraine and The Role of Education Managers in Problem-Solving Zamanov Taleh Arzu Abstract- For an educational system, or any system for that matter, the terms which lift the weight are management and leadership. By the dawn of the past century, much attention has been given to these two terms for their magnitude of importance and implication. When it comes to the educational facility and the question of allocating the available resources to achieve the maximum goals, it becomes crystal clear that a figure with influence is needed in the educational playground, so to speak. This review shed some light on these points and illustrates their use. At the beginning of the 21st century, there is great interest in educational leadership in war-torn countries because of the widespread belief that the quality of leadership has a significant impact on school and student outcomes. It is also increasingly recognized that effective leaders and managers are required to provide the best possible education for schools or their pupils. Schools in conflict countries need trained and committed teachers, but they, in turn, need the guidance of highly effective principals and the support of other senior and managers. Although the need for effective leaders is now widely accepted, there is less certainty about it which leadership behaviors are most likely to produce favorable results. I explore the theoretical foundations for the field of educational leadership in conflict countries, evaluate management, different leadership styles, and discuss evidence of their relative effectiveness in developing successful schools. ukraine, strategy, leader, school management, places of conflict. I. I ntroduction Author: School-Lyceum № 6 ESL (English as a second Language) Instructor. e-mail: tzamanov21@gwmail.gwu.edu displaced families; puts teachers and students at risk of being killed, injured or kidnapped; and causes psychological trauma [Sapre 2002: 101-8]. Indirect consequences of the conflict include displacement, deterioration of health services, increased demand for domestic workers, and lack of social opportunities to provide educational services [Bush, 2003; Kimani, 2011; O’Malley, 2010]. Government budgets under pressure are also directed towards eliminating the consequences of the conflict [Ali, 2021: 51]. While conflict can destroy the foundations of education systems, it can also overlap with other problems that differ from one society to another, such as exacerbating conflict and hindering the progress of any development efforts. "Why is it so important to focus on education at the very beginning of a crisis?" "There are several reasons for that. First, it is because we are talking about youth and children's futures. We also know that the longer a child is kept out of school, the less chance he or she has of returning. For this reason, limiting time away from school is incredibly important. War creates chaos. From a child psychology perspective, it is important that all children have some routine to their lives. If children living in a warzone cannot go to school, the routine disappears, and they will have trouble recovering from the crisis," says Ollie. "Life as a refugee is also demanding for parents. They often have to spend much time figuring out where to live. They may have to build their own shelter, or they may have to stand in line for food. If they have several children, it can be difficult to make ends meet in terms of the purely practical as well. It is therefore a help to them to be able to drop their kids off to school, knowing that they are there with responsible adults. That makes life easier." The conflict in Ukraine has a strong impact on education. For example, UNICEF [UNICEF: 2015] reported on the impact of the war on education in Ukraine, stating that the number of school-aged Ukraine refugees will increase to 1.3 million in 2022, with an additional 1.4 million children at risk. In addition, the report notes that access to education is a major concern for displaced children, who make up at least 20% of those enrolled in schools in government-controlled areas. The war in the neighboring country of Russia caused feelings of fear resulting in social isolation, psychological disorders, reduced academic achieve- ment and lack of progress due to conditions that 39 Global Journal of Management and Business Research Volume XXIII Issue I Version I Year 2023 ( )G © 2023 Global Journals uring times of conflict, the civilians affected often have to make several life-or-death decisions: where to go to find food to eat, whether to flee their homes, and where they should go if they flee. During these turbulent periods, there is often the danger that other less immediate areas of concern are neglected, one of which is education. Given the surge of refugees and internally displaced persons leaving their homes for safer locations, this issue has come into particularly sharp focus. In many parts of the world, there are conflicts that have a negative impact on education. Although education may continue during conflict, this conflict has a negative, direct impact on education and its quality due to the prevalence and risk of violence, fear and security problems. It destroys schools; causes schools to be used for military purposes or as shelters for D Keywords: