Abstract
The article updates the problem of the development of civil society and civic education of youth as an important pedagogical direction in modern conditions. An overview of regulatory and legal support reflecting state policy in the field of civil society development is provided. The results of the analysis of the latest studies are highlighted, which show that the main attention in recent years is devoted to the study of the problems of the formation of civic competence of schoolchildren. The issue of systematic implementation of civic education in after-school education institutions has not been covered in scientific studies. The purpose of the research is to substantiate the current state of civic education of schoolchildren, as well as to highlight the model of its implementation in the conditions of humanitarian group work of after- school education. The essence and significance of civic education in the context of general personality development is revealed. The study of the current state of development of civic competence among young people showed its dissatisfaction. The set of problems that cause the low effectiveness of civic education of children and youth in Ukraine is analyzed. The article substantiates the potential of humanitarian group work of after-school education in the direction of civic education of children and youth. The structure of a complex model of civic education in humanitarian group work is presented. Its purpose is to define a methodological approach to solving the problem of the development of civic competence of schoolchildren from the standpoint of person-oriented, value-based and activity-based approaches. The proposed model reveals the essence of organizational and pedagogical activity in the direction of civic education according to the system of components: target, content, operational, criterion and result. The justification of the system of goals of the educational process in humanitarian group work in the field of civic education (strategic, tactical and operational) is provided. Pedagogical principles and values, content orientations, organizational forms, as well as criteria and indicators for evaluating the achievement of set goals are defined.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
