КРИТИЧНА ПЕДАГОГІКА \ НАРОДНА (ПОПУЛЯРНА) ОСВІТА: ВІД ДЕМАРКАЦІЇ ДО КОАЛІЦІЇ

Problem setting. Nowadays the content of secondary education in Ukraine does not take into account individual characteristics of the students and it is not focused on the formation of creative potential and system of knowledge by interests, the educational process is overburdened with secondary factual material and is overly regulated. It necessitates the search and implementation of new approaches to organization of educational process in high school. One of such approaches is career counselling for secondary school students that provides thourough and specialized general education, access to quality education in accordance with the individual skills and needs of the student youth.Recent research and publications analysis. The problem of career counselling for secondary school students in Ukraine has become the subject of research by Ukrainian scholars. In particular, theoretical and conceptual foundations of career counselling training were investigated by N. Bibik, M. Burda, S. Volyanskaya, O. Adamenko, V. Kizenko, A. Samodrin, B. Fedorishin, G. Vashchenko, M. Goncharov, N. Dmitrenko.Highlighting previously unsettled parts of the general problem. The introduction of specialized secondary education is one of the priorities of public education policy. Therefore, it is advisable to investigate the legal bases for introducing career counselling for secondary education system in Ukraine within the science of public administration.The aim of the article is to analyze the legal support for the introduction of career counselling for secondary education system in Ukraine.Paper main body. According to Article 53 of the Constitution of Ukraine everyone has the right to education. However, the deterioration of indicators of competitiveness and the innovative attractiveness of secondary education system in Ukraine need a thorough reform within the framework of the Concept of Implementation of the State Policy for the Reform of General Secondary Education “New Ukrainian School” for the period up to 2029. The aim of the reform of the education system in Ukraine is to create the conditions for personal development and creative self-realization of every citizen of Ukraine, to create generations capable of learning throughout life, to create and develop the values of civil society.In accordance with the objectives of the first phase of implementation of the Concept (2017 – 2018), a new Law of Ukraine “On Education” was adopted, Article 10 of which defines three levels of secondary education: primary education lasting four years; basic secondary education lasting five years; specialized secondary education lasting three years. At the third stage of the Concept implementation (2023 – 2029), it is planned to introduce a specialized level of secondary education – a process of individual and differentiated learning, the basic ideas of which are the education of students in grades 10 – 12 by: interests; competencies; plans for self-realization.According to the Law of Ukraine “On Education”, obtaining a specialized secondary education involves two directions:– academic – specialized education based on the combination of the content of education which is defined by the standard s of secondary specialized education, and in-depth study of individual subjects taking into account the abilities and educational needs of education recipients focusing on continuing education at higher levels of education;– professional – labor market oriented specialized education based on a combination of educational content defined by the standard of secondary specialized education and a professionally oriented approach to learning taking into account the abilities and needs of students.Conclusions of the research and prospects for further studies.1. The crisis and the challenges of the problem have led to the reform of the content of secondary education in Ukraine on the basis of competent and personally oriented approaches to learning; orientation to the acquisition of skills necessary for successfu students self-realization in their professional activity.2. One of the directions of modernization and improvement of the secondary education system in Ukraine is to ensure the acquisition of appropriate qualitative skills and competences at school needed for work, innovation and active citizenship through the introduction of a specialized link education. The content of career counselling for secondary education involves the introduction of the process of individual and differentiated learning of students in grades 10 – 12 by interests, competencies and plans for self-realization.3. The legal basis for career counselling for secondary education system in Ukraine is the Constitution of Ukraine, the Laws of Ukraine “On Education”, “On Complete General Secondary Education”, the Concept of the implementation of state policy in the field of reforming general secondary education “New Ukrainian School” for the period up to 2029. For the effective reform of the general secondary education with the introduction of the career counselling component it is necessary to implement the provisions of the Law of Ukraine “On comprehensive general secondary education”, to develop and adopt the new Law of Ukraine “On Vocational Education”.The subject of further scientific research in this area will be the content and forms of organization of specialized education in secondary school.

The article substantiates the process of implementation and recognition of the education, which provides educational process outside the formal education system in Ukraine. It is shown that, along with formal education, knowledge and relevant qualifications can be acquired through non-formal and informal education. These types of education become significant nowadays due to the dynamics of market needs, which often require promptly changing of professional qualification. The authors of the article present the measures taken by the Government of Ukraine, which are aimed at the development of the new educational paradigm in the country, including: the development of relevant normative documents, the formation of the register of qualifications, and the establishment of the network of qualification centers, which will assign professional qualifications outside formal educational institutions. They present the definitions of the concepts of formal education, non-formal education, informal education, educational qualification, professional qualification, and competence in accordance with their interpretation specified in the regulations of the Government of Ukraine. Special attention is paid to the analysis of the current state and the perspectives in the development of dual form of education in Ukraine. Based on the experience of Germany and other European countries, the authors substantiate the relevancy and feasibility of dual education in Ukraine. They demonstrate as the examples of successful implementation of dual education the cases of the National Technical University of Ukraine “Kyiv Polytechnic Institute named after Igor Sikorskyˮ and the University of State Fiscal Service of Ukraine. The advantages and disadvantages of the dual form of education are described. The main reasons for the low rate of implementation of these types of education in Ukraine are indicated. Keywords: education, non-formal education, dual education, qualification, competency.

The article focuses on the fact that in modern conditions, the importance of environmental education is beyond doubt. In particular, the problems of developing modern environmental education in Ukraine were also discussed at the meeting of Minister of Environmental Protection and Natural Resources of Ukraine and Minister of Education and Science of Ukraine, where it was agreed that without significant progress in this direction, it is impossible to further develop a modern European country with the same values and principles of sustainable development. The Joint Order of the Ministry of Environmental Protection and Natural Resources of Ukraine and the Ministry of Education and Science of Ukraine ‘On the Establishment of the Interagency Working Group on Improving the Environmental Education System in Ukraine’ of 20 June 2023 No. 424/765 established the relevant Interagency Working Group and measures to improve and raise the level of the environmental education system in Ukraine. Thus, the importance of environmental knowledge and environmental education should be reflected at all levels of education, in particular in higher education, including in the higher education students certification process. In addition, the Concept of Environmental Education in Ukraine, approved by the decision of the Board of the Ministry of Education and Science of Ukraine No. 13/6-19 of 20 December 2001, states that the development of higher environmental education should be based on a comprehensive balanced combination of natural, technological, economic, legal and socio-cultural approaches.

The article substantiates the need to develop strategic approaches to the modernization of the higher education system in Ukraine in accordance with the current needs of social development and European integration processes. The analysis of the formation of educational policy in Ukraine and its strategic priorities throughout the entire period of independence is carried out. Revealed the strengthening of the orientation of the higher education system (HES) in Ukraine in the European educational space, noted certain changes in the modernization of higher education. However, they do not provide sustainable progressive changes in the higher education system, solving existing problems and overcoming the lag of the domestic system of higher education from developed countries. An examination of the draft Strategy for the Development of Higher Education for 2021-2031 was carried out, an assessment of its positive parameters was made, and a number of omissions and shortcomings were identified that would limit its role in the significant modernization of Ukrainian higher education in accordance with the needs of human capital development and in modern processes of transformation of society, can hinder modernization of the highest school and its European integration vector of development. They are associated with a weak conceptual substantiation of the leading role of higher education in modern social progress; lack of adequate attention of the Strategy to the main stakeholders of the HES, primarily to employers who form the labor market for graduates of higher educational institutions, as well as to consumers of educational services – students and the population in general. The prepared draft Strategy does not sufficiently take into account the wide possibilities of digitalization for the development of universities, the priority need to develop students’ skills of innovation and entrepreneurship, the need for a greater orientation of the activities of higher education institutions to the needs of regional development.

The purpose of this article is to analysis the factors affecting the effectiveness of the education system in Ukraine. The article substantiates the need to determine the main criteria and tools for assessing quality for subsequent decision-making at the level of educational institutions, educational management, and added value. Results from DEAP Version 2.1 of technical efficiency contain information on CRS, VRS, and SEa models grouped by 24 regions of Ukraine. A set of control variables determined their impact on the effectiveness of the higher education system in Ukraine. Practical application of Data envelopment analysis (DEA) methods and regression analysis, graphical analysis, made it possible to form an idea of qualitative and quantitative indicators that affect the efficiency of the education system in Ukraine.

Introduction. Modern conditions of low efficiency of the vocational education system in Ukraine highlight the need to justify and implement new more modern and effective forms of cooperation between government, business, and vocational education to meet common interests and needs along with the development of educational services and the national economy in general. The article is devoted to the problems of development of vocational education in Ukraine, in the part of regional policy with the use of tools and measures of collective bargaining approach to management. The necessity of improving the institutional support of the management of the development of vocational education institutions in Ukraine is substantiated. Purpose. The purpose of the research is to substantiate the measures to managing the development of vocational education by collective bargaining approach in the region. Results. An analysis of the draft Regulation on Supervisory Boards at Vocational Education Institutions of the Ministry of Education and Science of Ukraine has been carried out. The shortcomings and directions of improving the regulatory and legal support for the functioning of supervisory boards are identified. The results of the analysis of foreign experience on the collective-agreement approach to the management of the development of vocational education are highlighted. The strategic stages of development of the vocational education system in Ukraine are determined. Conclusions. Further development of the vocational education system in Ukraine and its institutions is closely correlated with the introduction of various forms of collective bargaining of all individuals interested in increasing the quality of the system and training highly qualified professionals, including maintaining them in Ukraine (substituting external migration), which will contribute to the formation and development of the human resources. One of the most promising forms of collective bargaining is the creation of supervisory boards at vocational education institutions as collegial consultative and advisory management bodies to participate in solving strategic tasks of educational institutions. Keywords: vocational education, institutional support of management, supervisory boards, tools of collective regulation, regional development.

The issue of developing and optimising critical thinking among students is on the agenda when developing programmes for the improvement of higher education systems. This aspect has become particularly relevant in the European space, in particular in Germany, which is explained by the priority of educating students and the development of such important skills as rapid response to a problem, its effective solution, as well as cognitive flexibility of the individual in critical situations. The purpose of this paper is to analyse the experience of Germany in the context of using tools to optimise the development of students’ critical thinking, as well as to create recommendations for the development of the higher education system in Ukraine based on the results obtained. To achieve this purpose, the following scientific methods and tools were used in the course of the research: functional and dialectical approaches, method of logical analysis, synthesis, comparative analysis, analysis of scientific literature. The paper provides an overview of the general principles and scientific positions regarding the interpretation of the concept of “critical thinking”, its nature and features. A comprehensive analysis of the tools and mechanisms that are actively used at this stage in German universities for the development of critical thinking among students is provided. Positive aspects from the experience of this country are identified and a strategy for their implementation in the activities of Ukrainian universities is formed. The prospects for further research are the implementation of a comparative analysis of modern mechanisms for optimising the process of students’ critical thinking development used in universities of the United States of America and France. The practical significance of the study is conditioned upon the priority of its use in higher education reform in Ukraine and is also an important element in the development of methodological materials for teachers

Formation of the information society as a new form of social reality functioning by means of multi-indicators - symbols - signals - stimulus – codes stimulates the ever-increasing intellectualization of all types of social practices, including education. It undergoes the process of transformation into a theory and practice of continuous professional development of cognitive workers capable of self-processing information and acquiring new knowledge based on using IT. The main areas of reforming education in Ukraine is to bring its essence and content into line with the contemporary development world trends, caused by civilizational changes and challenges, as well as its ability to provide adequate responses to them. Based on a synthesis of scientific literature on the educational development in the information society and analysis of the current trends in the development of the postgraduate education system in Ukraine, the article provides SWOT analysis of the development of this educational branch in the conditions of its informatization, individualization and integration into the European information educational space. The purpose of the article is to identify the problems, advantages, threats and prospects of informatization of the national postgraduate education and transforming it into an open system. The study concluded that the effective functioning of postgraduate education in the open information educational space is ensured by its variability, flexibility, and the ability to create optimal conditions for the individualization of the educational process based on a combination of formal, informal and informal education. An open university of postgraduate education is proved to provide such conditions most optimally. The perspective directions and development goals of the national system of open postgraduate pedagogical education in Ukraine are determined. The following model of this process is introduced: "civilization change - educational problem - search for ways and development of a program for its solution - displaying them in the content and forms PPE - accreditation and implementation of the corresponding educational programs varied in diversity of their content and profiles - monitoring the quality of their implementation."

The Bloomsbury Handbook of Popular Music Education draws together current thinking and practice on popular music education from empirical, ethnographic, sociological, and philosophical perspectives. Through a series of unique chapters from authors working at the forefront of music education, this book explores the ways in which an international group of music educators each approach popular music education. Chapters discuss pedagogies from across the spectrum of formal to informal learning, including “outside” and “other” perspectives that provide insight into the myriad ways in which popular music education is developed and implemented. The book is organized into the following sections:- Conceptualizing Popular Music Education- Musical, Creative, and Professional Development- Originating Popular Music- Popular Music Education in Schools- Identity, Meaning, and Value in Popular Music Education- Formal Education, Creativities, and Assessment Contributions from academics, teachers, and practitioners make this an innovative and exciting volume for students, teachers, researchers, and professors in popular music studies and music education.

The article examines modern in the formation of national-patriotic education among younger schoolchildren in the context of the implementation of the "New Ukrainian School" concept. In the conditions of globalization and changes in society, it is important to pay attention to the formation of national identity and patriotic values in the younger generation. The reform of the educational system in Ukraine, provided for by the "New Ukrainian School" concept, emphasizes the need to introduce innovative approaches to the education of younger schoolchildren. The main trends in national-patriotic education are the integration of patriotic elements into educational programs, the involvement of students in cultural and historical events, the development of critical thinking and understanding of national heritage. Attention is drawn to the importance of partnership between school, family and the public in the process of patriotism education. The article also analyses effective methods and means that contribute to the formation of patriotic feelings in children, such as project activities, excursions, interactive lessons, participation in volunteer projects. The importance of creating a favorable educational environment that stimulates children to active citizenship and love for the Motherland is emphasized. The study shows that national-patriotic education is an important component of modern education, which requires a comprehensive approach and constant attention from teachers and parents. In other words, national-patriotic education is aimed at fostering in students such qualities as national self-identification and awareness of belonging to the "Nation of Heroes" - modern Ukrainians. The objective is to educate not declarative, but deep patriotism, true love for Ukraine, a readiness for heroic deeds and self-sacrifice for the sake of the Motherland. The development of a sense of patriotic duty, courage, resilience and courage are also important aspects.

In the current conditions of globalization, rapid development of scientific and technological progress, and information technologies, the role of education as a primary factor of socio-economic development is becoming increasingly significant. Education contributes to the formation of a qualified labor potential, which is a critical element of the national economic system. It serves as a basis for preparing professionals who are not only able to adapt to rapidly changing work conditions but also actively influence the innovative development of economic sectors, scientific research, and the introduction of cutting-edge technologies. This article aims to justify the significance of education in the processes of social and economic dynamics, as well as to identify and substantiate the key trends and opportunities for increasing its impact as an essential element of the innovative capacity of Ukrainian society. The article investigates the education system in Ukraine as a critical factor in the development of the economy and society, focusing on its comprehensive impact on the cultural and spiritual development of the nation. It has been established that the quality of the educational process directly affects the well-being of people and contributes to rapid socio-economic development. The importance of human capital in the conditions of forming a new economy and the necessity of adapting education to the current needs of the labor market and society have been substantiated. The role of education in ensuring national competitiveness and integration into global development processes has been characterized. Ways to optimize the educational system to bridge the existing gaps between the production potential and the demands of the modern economy have been proposed. It has been proven that investments in education are crucial for stimulating innovative development, enhancing the qualifications of the workforce, and strengthening social harmony. The necessity of updating educational programs and teaching methods to prepare professionals capable of critical thinking, creativity, and innovative activity has also been highlighted. The research results emphasize the relevance of further development of education in Ukraine as a foundation for forming the intellectual potential of the country and its successful socio-economic progress. Considering the challenges of modernity, the educational system must be able to adapt to changes quickly, ensuring high-quality education and the development of critical thinking and creativity among students. Keywords: education, education system, management of the educational process, state regulation, competitiveness, socio-economic development.

In critical and feminist educational circles there has been a lively debate between those who call for more emphasis on contextualisation and concrete practices and those who defend a more generalised view of critical pedagogy. The unceasing march of corporate globalisation and neoliberalism make it absolutely urgent that educators and organisers dedicated to social justice find ways to work together to increase our effectiveness and extend our fields of action. Popular education, which shares historical roots with critical pedagogy, can help to resolve some of the enduring dilemmas of critical pedagogy and increase its ability to achieve its goals. In this paper, the author locates herself within the field of popular education and provides an introduction to its philosophy/methodology. Next, she reviews what popular education has to offer in terms of relevant language, concrete practices, and opportunities to experience changed social relations, providing examples from her own practice. Finally, she proposes a synthesis of the two philosophies/practices, which can be brought about through increased dialogue and joint action between critical and popular educators.

Reforming the education system in Ukraine provides for greater freedom for teachers. The new Ukrainian school needs a teacher of creative, initiative, democratic, capable of organizing an educational process based on partnership pedagogy, mastering new pedagogical and information technologies. In addition, the teacher of the New Ukrainian school has to implement a personally oriented model of education, based on the ideology of child-centeredness, that is, the maximum approximation of education and education of a particular child to its essence, abilities and life plans. The formation of these qualities to a large extent depends on the readiness of the teacher to self-improvement and self-education. The present era is characterized by processes of formation of a new paradigm in the philosophy and theory of education. New world perceptions and attitudes create a change in the educational view of the development and formation of the child's personality, determine the opportunities, tasks, goals and means of education. The construction of a new educational model involves theoretical rethinking and practical orientation towards a new ideal. It is possible to produce highly qualified specialists only subject to strict adherence to and compliance with the state standards of education and normative documents of the Ministry of Education and Science of Ukraine, as well as the technological regime for constructing the educational process at all stages of the life cycle – from admission of students to an educational institution and before their release. Today's requirements dictate the need for constant updating of the content of education, the development of new educational and methodological complexes, the search for new innovative technologies as learning, and the control of the success of the educational process for the qualitative training of future teachers for the moral education of elementary school students. Teacher training for a modern elementary school is one of the topical issues of higher education in Ukraine. The formation of an updated educational system in Ukraine takes place in conditions of accelerating global integration into the world community under the influence of an ethnic factor to preserve the integrity of national statehood and restore the spiritual priorities of society. Key words: upbringing, moral upbringing, New Ukrainian school, moral qualities, moral upbringing, teacher training.

The interplay between informal and formal education in our society cannot be undermined as both play prominent roles in producing a complete person that is generally accepted in the society that can adequately contribute meaningful to the society and nations economic development. At the early life stage of a child, he starts to learn the ideals, customs, norms and values of his community and society through the support of his parents and other elders around him, that is why some academic scholars have agreed that education is the of transmission of values, cultures, norms and associated societal knowledge of certain group of people from generation to generation. Naturally, societies present to its people some inherent cultures, norms, values that need to be sustained through individual involvement in adherence and obedience to these societal demands, by doing so they internalize it and become well accepted as loyal citizens of the society. This process continues from childhood till adulthood when the child begins to take charge of certain aspects of his life. All these knowledge transmission, acquisition and transfer processes are done anywhere within the child’s environment and also not planned or structured, rather through daily life activities and involvement. This approach to education was applied when the communities and its societies where yet not developed but primitive. However, as society became sophisticated and complex, the need to institutionalize knowledge transmission process was eminent as to meet with the contemporary societal demands and life generally. To this extent, schools began to be built, knowledge transmission became planned and curriculums development became obvious, learning became structured, teachers are trained in different field of endeavors to prepare the individuals in their various localities to meet with challenges of both developing and developed world and also contribute meaningfully to the society and nation at large. Hence the managers of this knowledge process are required to be conscious of the needs of the society and nation as to foster effective and efficient teaching and learning processes that take cognizance of all these societal needs, putting them in perspectives for effective knowledge transmission and delivery in schools. Hence this paper was necessitated to focus on the synergy between informal and formal education in education management. In pursuance of this, the importance of formal, informal education and educational management will be considered, ways of improving the synergy between formal and informal education will also be discussed herein.

Today, it is known that formal education models alone are not sufficient for the complexity of design education. Thus, these models should be supported by informal methods. In contemporary architectural education, the formal structure is supported by various informal education tools such as competitions, workshops, and panels. However, although it is seen as two different education models, it is not possible to draw a clear boundary between formal and informal education. Because it can be said that today's formal education contains informality and informal education has various formal aspects. In this context firstly, formal, informal, and non-formal education models are examined. Furthermore, extracurricular, and co-curricular activities, which are a part of formal, informal, and non-formal education models, are explained. Secondly, the workshops, which are seen as an informal tool in architectural education, are examined according to their characteristics such as method, subject, actors, organizer, duration, and venue. Subsequently, this article discusses the formal and informal status of workshops according to these characteristics. The discussion is carried out over four workshops with different characteristics, organized by the Department of Interior Architecture and Environmental Design at Istanbul Kültür University under the name of “Bahar Atölyeleri” (Spring Workshops). Semi-structured interviews were conducted with four participants who participated in four different workshops. Thus, it was aimed to discover the formal and informal aspects of the workshops by conducting interviews with the participants.