ЖАЛПЫ ОРТА БІЛІМ МЕКЕМЕЛЕРІНДЕ ШЕШЕНДІК ӨНЕР ПӘНІНІҢ ОҚЫТЫЛУ ЖАЙЫ

The Development of Distributed Leadership in Lithuanian Pre-school Education Institutions

The paper analyzes the problems of support for inclusive education on modern stage: rules and regulations, material and methodological support; special attention is drawn to the lack of people skilled in the techniques of training, education and psycho-pedagogical correction of the variants of deviant development and behavior problems of disabled children and adolescents. Another important problem is the low level of tolerance of all participants of the educational process towards disabled children. Despite the obvious importance and study of this problem, there are a few issues that require further elaboration. Expansion of the process of inclusion of disabled children into educational institutions in the regions is not only a reflection of the real current situation but also represents a real opportunity of gaining a complete education. The authors have shown theoretical aspect of this problem and evidence from practical experience. The results of the study exploring students’ attitude to teaching children with disabilities in secondary schools are presented in this paper. The authors offer a structural-functional model to support inclusive education which can be provided by the Centre of psycho-pedagogical and medical-social assistance at the municipal level; the peculiarities of organization and principles of work in order to support the inclusive education in educational institutions are revealed. The model includes the following components: psycho-pedagogical, medical-social support of children with disabilities enrolled in the educational institution; areas of activity of preschool educational institutions, general education institutions and secondary professional educational institutions implementing the inclusive practice. This model will allow coordinating activities of teachers, educational institutions and specialists of the center through organization of the educational process of children with special needs; to provide psychological and pedagogical support to all participants of inclusive education (children with disabilities and their peers, parents and teachers); to create an optimum level of psychological comfort in the educational institution that can implement the principles of inclusion, through the development of tolerance among children, teachers and parents.

The main goal of the article is to identify prospects for the development of inclusive education using mentoring methods in Post-Pandemic society. Inclusive education involves finding a child with special needs in a mass general educational preschool or school institution, mastering knowledge, skills and abilities in the same time frame as a healthy child. The idea of inclusion is based on the fact that the life of children with disabilities should be closest to the conditions and lifestyle of the society in which they are. The study of the inclusion development in Lviv region was conducted in general educational institutions (GEIs), participants of which were respondents with experience in providing educational and rehabilitation services to people with disabilities. The research is based on the principles of an expert reach and his competence in a particular problem. It is shown, that in each educational institution there are people with different nosologies, 11% among them are without a status of a disabled person and 89% of children have the status of a disabled person. That is why, in order to ensure the rights of people with disabilities, it is necessary to create a universal design in educational institutions, to increase the qualification of the educational institutions personnel for provision of high-quality services for people with disabilities, as well as provision of psychological and physiological rehabilitation for this category of people in Post-Pandemic society.

Введение. Статья посвящена обзору и анализу фольклорной деятельности в учреждениях основного общего образования г. Челябинск. Последовательно раскрыты предпосылки возникновения интереса к народным традициям и внедрение их в сферу культуры и образования. Дана оценка потенциальных возможностей народной культуры и творчества вделе воспитания и обучения современных детей. Рассмотрены формы, содержание, методы приобщения школьников к фольклорной культуре с точки зрения их оригинальности и степени адаптации к настоящим условиям выявлены достоинства и недостатки данной деятельности. Материалы и методы. Основными методами исследования являются хронологический историкокультурный анализ фольклорного движения в стране и г. Челябинск и внедрения фольклорных традиций в образовательный процесс, определение используемых понятий изучение научной литературы и интернет источников, методических разработок и проектных программ по приобщению школьников к народной традиционной культуре наблюдение и оценка текущих процессов в области фольклорной деятельности образовательных учреждений интервьюирование педагогического состава школ, изучение фольклорноэкспедиционных материалов по Челябинской области. Результаты. Прослежен путь актуализации и внедрения народного творчества и традиций в структуру дополнительного образования на экспериментальных площадках челябинских школ в форме уроков фольклора и народоведения, музея народного быта, научноучебных и творческие центров. Проведен анализ и оценка качества, определены достоинства и недостатки фольклорной деятельности МОУ. Обсуждение. Фольклорная культура, этнопедагогика являются источником идей, методов и инновационных образовательных программ и технологий. Заключение. Делается вывод о состоянии и перспективах фольклорной деятельности вучреждениях общего образования Челябинска, выявляются проблемы в сфере внедрения и оценки педагогической значимости народной традиционной культуры, народоведческих знаний и реформирования в образовании, подготовки педагогических кадров, недооценка руководства школ педагогической значимости, и как следствие проявление пассивности к народному наследию и сворачивание фольклорной деятельности в учреждениях. Выявлены недостатки и отмечены достижения в содержательнооформительской части музейной и творческой работы, продуктивности некоторых инновационных проектов. Основные положения: проведен хронологический историкокультурный анализ современной ситуации вобласти внедрения фольклорных традиций в образовательный процесс отмечены меры по реформированию образовательной системы в годы распада СССР и перестройки, способствующие отходу от унифицированной модели школьного образования, переходу на вариативное обучение, что создало благоприятные условия дляпоявления экспериментальных площадок и проектов даны характеристики форм, содержания, теоретикометодического основания фольклорной деятельности в образовательных учреждениях г. Челябинск выявлены достижения и недостатки по внедрению народных традиций и творчества как средства обучения и воспитания молодого поколения в современных образовательных учреждениях. Introduction. The article is devoted to the review and analysis of folklore activity in the institutions of basic General education (schools) of Chelyabinsk. The prerequisites of interest to the national traditions and their introduction into the sphere of culture and education are consistently revealed. The evaluation of the potential of folk culture and creativity in the education and training of modern children is done. Consider the form, content, and methods of introducing students to folk culture in the MOU the city of Chelyabinsk, in terms of their originality and the degree of adaptation to these conditions the advantages and disadvantages of this activity are revealed. Materials and methods. The main methods of research are the chronological historical and cultural analysis of the folklore movement in the country and Chelyabinsk and the introduction of folklore traditions in the educational process, the definition of the concepts used the study of scientific literature and Internet sources, methodological developments and project programs on the problem of familiarizing students with traditional folk culture direct acquaintance, participation and monitoring of current processes in the field of folklore activities of educational institutions interviewing the teaching staff of the structural units of additional education, reference to the materials of folklore expeditions in the Chelyabinsk region, as well as an evaluation description of the units. Results. Traced the path of the actualization of folk art and traditions and their introduction into the structure of additional education using innovative forms at the experimental sites of the Chelyabinsk schools: lessons from the folklore and Ethnology, museums of folk life, scientific, educational and creative centers. The analysis and assessment of quality in the institutions of General education, leading folklore activities for the purpose of constructive changes of shortcomings, or its continuation in the selected form, content, methods, technologies. Discussion. With a serious approach to the problems of education and training of new generations through the introduction to the best examples of folk art, folk culture, ethnopedagogics will serve as an accumulator of ideas, a source of methods and innovative educational programs and technologies. Conclusion. The conclusion is made about the state and prospects of folklore activity in the institutions of basic General education of Chelyabinsk, the problems of reforming society in the sociocultural and educational fields, training of teaching staff in the field of folk traditional culture, as well as the underestimation of the school leadership of the importance of ethnopedagogics and folk art, and as a consequence, the manifestation of passivity to the national heritage and the curtailment of folklore activities in institutions. Shortcomings are revealed and achievements in the contentdesign part of the Museum and creative work, productivity of some innovative projects are noted. Highlights: a chronological historical and cultural analysis of the current situation in the implementation of folklore traditions in the educational process Measures to reform the educational system in the years of the collapse of the USSR and perestroika, contributing to the departure from the unified model of school education, strengthening the humanitarian component, the transition to variable education, which created favorable conditions for the emergence of the first high schools and lyceums, experimental sites and projects Characteristics of forms, content, theoretical and methodological basis of folklore activity ineducational institutions of Chelyabinsk are given The achievements and shortcomings in the implementation of folk traditions and creativity as ameans of training and education of the younger generation in modern educational institutions.

The cartographic method is the main method of teaching geography in the institutions of general education in the New Ukrainian School, the basis for the formation of skills of each citizen. Aim of the research: to reveal the theoretical aspects of the methodology for determining the nomenclature of topographic maps for teachers and methodologists of geography of general secondary education institutions, students of higher education institutions and to provide appropriate methodological recommendations for their practical implementation. Main material. To achieve this goal, the following research methods were used: the method of comparative-historical analysis, which allowed to establish the causal and historical conditionality of the formation the methodology for determining the nomenclature of topographic maps; empirical (observation of the pedagogical process, conversations with students and teachers of geography, generalization of personal pedagogical experience, questioning of teachers and methodologists), which contributed to the substantiation of the need to develop and implement in the geography of the New Ukrainian School (NUS) effective methodology for determining the nomenclature of geographers nomenclature The pedagogical experiment made it possible to identify not only the links between the studied components of the nomenclature of topographic maps, but also to carry out qualitative analysis and accurate quantitative measurement of both changes made in the educational process and the results of the whole process. The analysis of curricula in geography involves mastering the concepts and terms «topographic map», «map layout», «map nomenclature», evaluation of certain types of nomenclature definition of topographic maps; encourages the theoretical substantiation of such a methodology based on the pedagogical experience of the teacher of geography in modern school. The main focus of the article is on the practical aspect of the methodology for determining the nomenclature of a topographic map; methodological recommendations are given regarding approaches to the evaluation of particular types of their definition. For the first time, methodological recommendations on the educational practice of determining the nomenclature of topographic maps for institutions of general secondary education, in particular the concept of «map layout» and «map nomenclature» and the like, are introduced into scientific use. They significantly influence the achievement of new socio-economic results of geographical education. Conclusions. The results of the experimental study confirm the importance of theoretical and practical aspects of the methods development for determining the nomenclature of topographic maps in educational practice, its content and methodological basis. The developed guidelines for practical implementation of the methodology for determining the nomenclature of topographic maps in institutions of General secondary education of the New Ukrainian school will contribute to improving the quality of knowledge on geography and the Ukrainian educational system as a whole.

The purpose of the presented work is to determine the main components of the process of regulating the activities of general secondary education institutions, as well as the main characteristics of the financing process. The main role of the components of the management process in institutions of general secondary education and the components of financial support are determined. The main research methods are: analysis and synthesis - to determine the main components of the process of regulating the activities of general secondary education institutions, methods of deduction and induction - to determine the main aspects of financial support for the activities of general secondary education institutions, graphic method - to visually present the results of the study. Regulation of the activities of general secondary education institutions is an important element of ensuring quality education and sustainable development of the educational system. The state, as the main regulator, establishes the regulatory framework and standards for the functioning of educational institutions, as well as provides funding to ensure the availability and quality of education. The main areas of regulation of general secondary education institutions include: regulatory and legal regulation, financing, quality standards, monitoring and evaluation, personnel development, infrastructure and material and technical support. All these aspects of regulation contribute to the creation of a favorable environment for the development of general secondary education institutions, increasing their efficiency and ensuring the quality of education and upbringing of students. Regulatory policy should be aimed at ensuring the sustainable development of education, taking into account the modern challenges of society and the needs of the labor market. It is important that regulation is flexible and adaptable to changing conditions, providing general secondary education institutions with the opportunity to respond effectively to new challenges and to innovate. Regulation of the activities of institutions of general secondary education includes a number of financial aspects that affect their functioning, development and the quality of the education provided. Financial support is one of the key factors that determines the effectiveness of the educational process and the development of general secondary education institutions. The main aspects of the financial regulation of the activities of general secondary education institutions are defined: state funding. The government allocates budget funds to ensure the functioning and development of general secondary education institutions. State funding ensures the basic level of provision of educational services and infrastructure needs of institutions; regulation of tariffs and prices. The state can regulate the level of tuition fees in institutions of general secondary education to ensure the availability of education for different sections of the population; financial control. Institutions of general secondary education are subject to financial control by state inspection bodies, which allows for effective and economical use of budget funds; investment attraction. General secondary education institutions can attract additional funds from external sources, such as grants, sponsorships, donations, etc. This allows to increase financial resources and implement new projects and programs; financial support of educational programs. The state can provide financial support to individual educational programs and initiatives aimed at improving the quality of education and development of institutions; formation of budgets: General secondary education institutions form their budgets, taking into account needs and profitability, as well as the goals and objectives facing them. The financial aspect of regulating the activities of institutions of general secondary education is important for ensuring the stability of their work, improving the quality of education and ensuring accessibility for all segments of the population.

A mathematical model for determining the knowledge level of graduates of general secondary education institutions is proposed based on statistics that reflect the results of external independent testing. On the basis of this model, the knowledge level of graduates in each subject was determined separately and summarized in the whole by regions of Ukraine, as well as by profile of education in general educational institutions and types of settlements in which the educational institution was located. Territorial differences in the knowledge level of graduates in the regions of Ukraine have been traced. In 2018, 185349 graduates of general secondary education institutions participated in the EIT. The highest number of graduates who participated in the EIT was observed in Kyiv, Dnipropetrovsk, Lviv, Kharkiv and Odessa regions, and the smallest in Chernivtsi, Sumy, Kirovograd, Ternopil and Luhansk regions. The average level of knowledge in Ukraine is 47.3 points, which is extremely low, since on aver­age graduates receive less than half of the points. Students demonstrate the highest level of knowledge of foreign languages and Ukrainian language and literature, and the lowest level of knowledge of physics and mathematics. Based on EITs, graduates of the Physics and Mathematics profile and Foreign Philology profile demonstrate the best knowledge level, while students of Biology and sports training profiles demonstrate the lowest level of knowledge. Graduates who have studied in urban settlements are better at EIT than graduates from rural settlements. Based on the calculated knowledge level of graduates, we have identified 4 types of regions: above the aver­age level of knowledge – city Kyiv, Lviv, Kharkiv, Sumy, Ternopil regions; average level of knowledge – Volyn, Cherkasy, Kyiv, Poltava, Khmelnytsky, Chernihiv, Vinnytsia, Dnipropetrovsk, Ivano-Frankivsk, Donetsk, Zaporizhia regions; below the average level of knowledge – Zhytomyr, Kirovograd, Lugansk, Odessa, Rivne. Mykolaiv, Kherson regions; low level of knowledge – Chernivtsi and Transcarpathian regions.

The article presents the research findings received throughout the study in the general secondary educational institutions in Ukraine. The processes of creation, receipt, processing and submission of information to the end consumer are substantiated and practically verified, namely, the system of information quality assurance of education quality management in the general educational institution is methodologically substantiated. Questionnaires were developed and conducted for GEI executives and administrative and management staff who are the part of the methodology for studying the state of the informational support for the quality management of education at GEI. It is established that not only the knowledge of the external information content, which is necessary for the implementation of the cycle of the educational quality management in the educational institution, but also the sources of its receipt and creation is of great importance for the heads of the general educational institutions.

The article notes that in recent years Ukraine has identified new priorities for the development of its education system. Since 2018, the concept of the New Ukrainian School has been introduced in general secondary education institutions. There has been created an appropriate legal framework, and practical reforms in the field of education have begun, i.e. the Ukrainian school must change radically. One of the priorities of the state's development is inclusive education, which is one of the main factors in reforming the system of institutional care and upbringing of children in Ukraine. This means that in general educational institutions in classrooms different children will learn and interact together, including children with special educational needs. The goal of educational institutions is the all-round development of any child, creating conditions for the assimilation of effective models of behavior with peers, taking into account all the features of the development of each individual child. However, frequent occurrences of violence, bullying and a high level of conflict among peers do not allow schoolchildren to fully achieve their goals. The article considers the problems that students may face during the educational process in inclusive learing institutions; one of the issues is bullying in the children's community. The authors analyzed the legislation of Ukraine on combating bullying. They outlined the measures of preventive work of teachers to prevent bullying. As a result, the prevention of bullying in educational institutions contributes to the improvement of the microclimate in communities and the creation of a safe educational environment in educational institutions. The establishment of school services of mutual understanding and implementation of a restorative approach can improve the socio-psychological microclimate in school (or higher educational institution) communities, creating a safe environment for all participants of the educational process, because it is a well-established process of interaction between mediators, an efficient way of peacebuilding and nonviolent communication.

The purpose of this work is the study of international experience and the substantiation of compliance with basic hygienic indicators when implementing atypical planning and construction solutions in new and existing institutions of general secondary education for the physical protection of participants in the educational process during the war in Ukraine. Materials and methods. Sanitary and hygienic, bibliometric and analytical methods were used in the work. Review. In Ukraine, in connection with the ongoing full-scale war and in order to protect students, there was an urgent need to solve the issue of protecting students, teachers and employees of the general institution of secondary education during the educational process, especially in those located in territories close to territories with active hostilities. The first special underground institution of general secondary education was opened in the city of Kharkiv – a bunker-type school, which corresponds to the current comprehensive policy of the Ministry of Education and Culture "School Offline". This institution of general secondary education is located in an underground space at a depth of 6 m. It is designed for a simultaneous capacity of 600 students of grades 1-11 (or 900 students in two shifts). The high cost of designing and building an underground institution of general secondary education limited its capacity, provision of a full set of functional groups of premises, including recreational, physical culture and sports, educational and production zones, provision of premises with natural lighting and insolation. For the implementation of this project, the architectural and planning and sanitary and hygienic standards have not been partially met, which may negatively affect the health of children and affect their quality of life in the future. In conditionally safe territories, it was proposed to arrange protected spaces in institutions of general secondary education, which also has a number of disadvantages and requires in-depth study. Conclusions. According to the results of the study of the international experience of extensive construction of underground institutions of general secondary education, none were found. However, the experience of building underground institutions of general secondary education with students staying during the school day is isolated, was carried out as an experiment and did not spread. The introduction of the latest constructive solutions (protected spaces) and the possibility of further expansion of the design and construction of underground institutions of general secondary education in Ukraine require careful study. Keywords. State regulation, world experience, institutions of general secondary education, bunker school, construction in underground space, educational protected spaces, children's safety.

GIS technologies allow an analyzis of large data sets at the lowest cost. To date, when forming a network of secondary schools, almost no geographic information systems have been used. GIS plays a special role in the study of transport and walking accessibility to GSEI. The article analyzes the theoretical, methodological and practical problems of using geographic information systems in studies of walking accessibility to general secondary schools of Chernivtsi city territorial community and describes the general secondary education institutions of the studied community. Based on geoinformation systems developed in Open Route Service and QGIS, the areas of the community with the best and worst walking accessibility to secondary schools were identified, which is certainly of great practical importance in creating pivotal institutions, their service zone and overcoming the problem of overcrowding in some schools. The most convenient location of the general secondary education institutions of Chernivtsi city territorial community was observed in the central part of the city, as well as in microdistricts Prospect and Boulevard, where there is a fairly dense arrangement of general secondary education institutions. There are also areas in the community that are outside the 2-kilometer walking accessibility zone and require transportation for students. Such areas are the Shantsi, Tsetsyno and Slobidka and Rohizna microdistricts, which have a cottage type accommodations. In general, most of the community is within walking accessibility. An important aspect of the location of GSEI is the availability indicator, which ranges 0.2 to 0.81. The average rate of accessibility to GSEI in the Chernivtsi city territorial community is 0.65. It should be noted that in the community there is a relevant problem of providing students with places in GSEI in those areas, where today the construction of new residential areas is actively carried out, while educational institutions are not expanding and not being built.

The article is theoretically grounded on the technology of organizing the interaction of the pedagogical staff of a comprehensive educational institution with parents. The author emphasizes the fact that the result of the organization of interaction of the teaching staff of a comprehensive educational institution with parents is formed preparedness for this type of activity. When substantiating pedagogical technology, the following stages of its implementation are identified in the article: motivational, substantive and constructive. All three stages are aimed at the efficient organization of the interaction of the educational staff of the general educational institution with parents, the formation of all structural components of readiness (motivational, cognitive-operational, creative, evaluative-reflexive). The motivation stage of the pedagogical technology of organizing the interaction of the pedagogical staff of the general educational institution with parents was determined through a set of needs, interests, desires, plans, programs, motivations. The semantic stage of the pedagogical technology of the organization of interaction of the pedagogical staff of the general educational institution with parents was to provide parents with reliable and conscious knowledge of the psychological and pedagogical minimum of knowledge regarding the upbringing of children. The constructive stage of the pedagogical technology of organizing the interaction of the pedagogical staff of a comprehensive educational institution with parents is a collection of all types, forms, abilities, personality traits, techniques, methods used in the parent's educational activities. In the process of organizing the interaction of the teaching staff of the general educational institution with the parents the criteria are specified (motivational, cognitive-information, operational-activity, reflexive-productive), indicators are determined for the selected criteria and the level of formation of readiness to interact with the pedagogical staff of the general educational institution with parents (high, medium, low). Key words: technology, organization, interaction, pedagogical staff, general educational institution, parents, efficiency, readiness, components, criteria.

The article highlights the issue of the development of communicative competence of participants in the educational process in a multi-ethnic region. It was established that it significantly depends on the network of educational institutions. In the context of daily communication, a person identifies himself through language, asserts his national identity, his linguistic consciousness in front of everyone. Communication is the process of exchanging information between people, communicating using verbal and non-verbal means in order to transmit and receive the necessary data. Over the past 40-50 years, there have been significant changes in the awareness of identity through communication, an integrative approach is increasingly being used to develop communicative competences. The article analyzes the issue of the development of communicative competence of participants in the educational process in a multi-ethnic region on the basis of a network of institutions in the Chernivtsi region. The network of educational institutions of the Chernivtsi region takes into account the ethno-national composition of the region's population, its linguistic and cultural needs and traditions. In accordance with the needs of the population, a network of educational institutions has been formed and operates, and an extensive network of educational institutions operates, where education is provided in the languages of national minorities. Preschool education services are provided by 385 institutions, in which 32,972 children (88%) are educated, of which 62 are Romanian-speaking (16%), where 3,308 children (10.1%) are educated, and 2 are bilingual (0.4%). General secondary education services are provided by 401 institutions (including institutions of regional subordination). In the network of institutions of general secondary education, there are: 1-4 classes - 399 classes, 12,042 students; 5-9 grades – 477 classes, 13,495 students; 10-11 grades – 110 classes, 2963 students. Of them: 326 schools (81%) with Ukrainian language of instruction; 57 schools (14%) – with Romanian; 1 school (0.2%) – with Russian; 17 bilingual schools (tuition in Romanian and Ukrainian (4.5%). In general, 91,774 students (87%) study in the Ukrainian language in the region; in Romanian – 13,158 (12.5%); in Russian - 191 students (0.2%). Two more languages of national minorities – Polish and Hebrew are studied as a subject in 3 schools (Starokrasnoshor Secondary School I-II degrees, Storozhynetsk Gymnasium and Chernivtsi Secondary School No. 22, total 366 students), and optionally in 2 (Gymnasium No. 3 in Chernivtsi, Pankivskyi NEC of the Storozhinetsk City Council, only 114 students). Hebrew is studied as a subject in one school (ZOSH No. 41 in Chernivtsi - 347 students) [2]. In the system of vocational pre-university and higher education, 2 institutions provide training in the Romanian language: the Pedagogical College of the Yuriy Fedkovych Chernivtsi National University, where the department of primary classes for Romanian-speaking students (73 students) operates, and the Department of Romanian and Classical Philology of the Faculty of Philology of the Yuriy Fedkovych National University of Chernivtsi, where 49 students. In 2019-2022, agreements were signed between educational institutions in Romania and institutions of general secondary education with the Romanian language of instruction in the region. Higher education institutions of the region have concluded 28 agreements with educational institutions of Romania. Such an educational structure makes it possible to effectively and qualitatively organize the correct learning process so that as a result of educational activities stable communicative competences are formed and is an effective tool for preparing the young generation for life in the new realities of international coexistence. Today, it is critically important to be able to communicate in several languages: state, native and foreign. The network meets the real needs of the population. Recently, there has not been a single appeal from citizens regarding the restriction of language rights. Recommendations were given to methodical services and educational institutions on how to properly organize the learning process, so that as a result of educational activities, students have stable communicative competence.

The introduction of profile education (specialized training) in secondary schools ensures differentiated preparation of students at this level of education in accordance with their educational needs, inclinations and abilities, which are determined by orientation to future professional choices. The article is aimed at analyzing trends in the implementation of students' profile education and determining its impact on the results of obtaining high-quality comprehensive general secondary education in Ukraine. Statistical information of reporting forms № 76-RVК "Summary report of general secondary education institutions", № 83-RVК "Report on the number and structure of teaching staff in the general secondary education institutions", summary table № D-5 "Data on educational profiles in general secondary education institutions (without special general secondary education institutions)" and the open database of the Ukrainian Center for the Evaluation of Education Quality were used as the initial data for the study. The article analyzes the pre-war state (2014/2015–2021/2022) of the network of general secondary education institutions (GSEIs), the contingent of students, including those with profile training, and the number of teachers and pensioners teaching subjects. Dynamics and tendencies of development of profile education in Ukraine have been studied and analyzed, and the importance of the influence of a number of factors on the results of the external independent assessment in 2021 has been substantiated (in particular, completion of general secondary education in specialized educational institutions). The best scores in all subjects were obtained by graduates of physical-mathematical, mathematical, chemical-technological, agrochemical, economic and foreign philology. Students who received education in institutions of environmental, technological, sports, military-sports, universal profiles and Ukrainian philology received lower scores in each of the subjects compared to average scores in Ukraine. The main challenges for further reform of the secondary schools in the post-war period include the possibility of reorienting individual schools to provide teaching staff; upgrading teachers' qualifications, taking into account the needs and aspirations of students in the field of education, the suitability of material and technical base of GSEIs for the organization of profile education, etc. And the first steps in the field of educational statistics should be the collection and thorough analysis of data on the existing surviving educational network of each region, and the costs of its restoration and maintenance.

Introduction. Monitoring of students' health and physical fitness in general educational institutions is an integral part of the educational process, however, it takes much time on the part of teachers and school authorities responsible for collecting and storing information about health. The research relevance is substantiated by the need to preserve and strengthen students' health due to the dependence of the quality of education on the level of students' health and their performance. The research purpose was to test an electronic health passport in educational institutions for a comprehensive assessment of students' health and physical fitness indicators. Materials and methods. More than 600 schoolchildren of three age groups took part in the study: students aged 8-9 (298 students), 12-13 (244 schoolchildren), 15-16 (119 boys and girls) from general educational institutions in Lipetsk. Methods of assessing the morphofunctional state (measurement of body weight and length, blood pressure, heart rate monitoring, health coefficient calculation), the questionnaire method (assessment of school motivation, the study of self-esteem, diagnostics of learning motivation and emotional attitude to learning, the Ladder test) and methods of assessing physical fitness included in the All-Russian Physical Education and Sports Complex "Ready for Labor and Defense" were used. Research results. Significant differences (p<0.05) were determined in indicators of the health coefficient among schoolchildren from three general educational institutions in Lipetsk, and a tendency towards a decrease in the level of students' health from the lower grades to the higher ones was revealed. A decrease in indicators of school motivation and interest in the learning process was found in half of the students of primary school age (13-14 points out of 30 possible ones) and the majority of secondary school students (8-13 points out of 60 possible ones) and senior school students (7-12 points out of 60 possible ones). An insignificant difference (p>0.05) was found in the indicators of physical fitness of schoolchildren with different training profiles. The practice of introducing an automated electronic health passport system made it possible to systematize large amounts of information on various parameters characterizing the students' health and physical fitness in the shortest possible time and to optimize the teachers' work. Conclusion. The authors presented an experience of approbation of an electronic health passport, which made it possible to determine the level of physical, mental health and physical fitness of each student or group of students, formulate recommendations for students, parents and heads of educational institutions, as well as conduct a comparative characteristic of the studied indicators of schoolchildren from various educational institutions.