Abstract
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.
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