ENVIRONMENTAL EFFICIENCY AS A COMPONENT OF THE QUALITY MANAGEMENT MECHANISM OF GENERAL SECONDARY EDUCATION IN UKRAINE
Abstract
The article substantiates the essence of environmental efficiency as a component of the quality management mechanism of general secondary education in Ukraine. The study differentiates between the categories of effectiveness and efficiency within educational management and argues that environmental efficiency should be interpreted as a resource-oriented dimension of school performance. Based on ISO standards, OECD evaluation criteria, and the concept of eco-efficiency developed by the World Business Council for Sustainable Development, environmental efficiency is defined as the ability of an educational institution to ensure high-quality educational outcomes while systematically reducing resource intensity and environmental impact. The paper analyzes international methodological approaches to assessing eco-efficiency, including ISO 14045 guidelines and OECD interpretations linking value creation with minimized ecological pressure. Particular attention is paid to the Eco-Schools program as a practical framework for integrating environmental indicators into school management. The system of key performance indicators used in Eco-Schools is systematized, covering energy and water consumption, waste management, sustainable mobility, biodiversity, integration of environmental topics into curricula, and monitoring procedures. These indicators combine quantitative resource metrics with institutional and educational dimensions, enabling the formation of an integrated environmental efficiency index. International best practices, including cases from Green School Bali, Sing Yin Secondary School in Hong Kong, and schools in the United Kingdom, demonstrate that environmental monitoring, digital tracking of resource consumption, and environmental auditing can be embedded into strategic planning and internal quality assurance systems. The Ukrainian context is characterized by isolated initiatives and participation of some schools in international environmental programs; however, a systematic nationwide model for monitoring environmental efficiency as part of quality management has not yet been established. The article concludes that integrating environmental key performance indicators into the strategic management of general secondary education institutions enhances transparency, rational resource use, and long-term sustainability. The development of a comprehensive methodology for assessing environmental efficiency is proposed as a perspective direction for strengthening evidence-based decision-making and supporting the sustainable transformation of Ukrainian schools.
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