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

within the school, where each sector can share their doubts, anxieties and difficulties and each server can self-evaluate and evaluate the other, with the sole purpose of confirming the successes and reviewing the failures. For this, it is necessary to develop the “culture of listening”. It is worth remembering that institutional evaluation is an indispensable tool for planning, management and other activities that constitute the nursery curriculum, having a critical but comprehensive view, with objectives and methodologies defined democratically, with rigorous and consistent processes and instruments from the theoretical, technical and political points of view, covering more than the production and quality of people’s work and also the institution itself. In a way, it is a procedure for detecting positive and negative points, allowing to outline actions, individual and collective, of institutional improvement. The teacher’s education and their level of participation in the political decisions of education play an important role in the pedagogical project process, both in its specific pedagogical dimensions and in its political dimension, as critical citizens and aware of its social role. Consequently, poor professional com- petence at any stage will affect the other. On the other hand, any reflection on teacher education will point to the political-pedagogical discussions about the society that is intended for what is meant by citizenship, the social role in this context, and the types of linkage existing between other public policies. Only by maintaining the organization and participation of all those involved in the educational process, we will be able to impose the group’s will and ensure the principles by articulating pedagogical management, obtaining positive points in internal and external school performance. The implementation of democratic and participatory management is closely linked to the attitude and conceptions of the school manager, which can contribute or hinder the implementation of participatory processes. The school community has not yet appropriated the public school that is still seen as the property of the government or school staff, favoring the teaching and administrative segments. All segments of the community can and should participate in management if well-defined criteria are established to guide and define this participation. Law 9394/96 articulates that despite the difficulties arising from the implementation and functioning of school collegiate, these are a mechanism capable of promoting the stripping of the domination of one person, overcoming monocracy as a logic of the functioning of school management. For democratic management to take place in day care centers as well as in other public schools, it is necessary to include the subjects in the teaching unit in the elaboration of their actions and to raise awareness of the entire school community, about what is and how democratic management is done. III. C onclusion Studies of the impact of wars on education in Ukraine and Azerbaijan have shown that conflicts affect children in several ways: from direct deaths and injuries to more subtle but lasting and irreversible effects on school, health, nutrition, future opportunities and well- being. Exposure to violence worsens, above all, the educational level of children. In the countries studied, conflict zones are inhabited by more than 20% of all primary school students, but they make up about half of the children attending extracurricular primary (UNESCO, 2011, 2013). In countries affected by the conflict (especially in Ukraine), young children are more likely to drop out of school than elsewhere in the world, while in these countries only 65% of children go to the final grade of Primary School, in the conflict zone this figure is 86%. Another issue is the negative impact of conflict in terms of reducing the number of years children spend at school or transferring to another school. These effects, in turn, have a significant negative impact on the future life prospects of children, including access to the labor market, earnings and the state of Health in adulthood. These results emphasize the importance of reforming education systems in war-torn countries. This sometimes poses a serious problem for countries that have experienced decades of wars or conflicts. On the one hand, the destruction of infrastructure, social institutions and markets can create serious obstacles to ensuring school education and creating favorable conditions for the reconstruction of educational systems. The aim of this article was to identify the basic requirements that may impede the expansion of education in conflict-affected countries and to analyze the role of educational menencers to reduce the negative impact of conflict on children's learning outcomes. In our opinion, it would be more correct to introduce educational systems that support positive social change in conflict situations, as well as to train educational managers who can remove obstacles on the way to improving education. R eferences R éférences R eferencias 1. Sapre P. Realizing the Potential of Education Management in India. Educational Management & Administration. 2002 Jan; 30 (1): 101-8. 2. Bush T. Theories of educational leadership and management. Sage; 2003 Oct 8. 3. Kimani GN. Educational Management. Nairobi: African Virtual University. 2011. 4. O’Malley, B. Education under Attack, 2010: A Global Study on Targeted Political and Military Violence against Education Staff, Students, 43 Global Journal of Management and Business Research Volume XXIII Issue I Version I Year 2023 ( )G © 2023 Global Journals The State of Education in Ukraine and The Role of Education Managers in Problem-Solving