Abstract
With the regard to reform undergoing in Ukraine ("Nova Ukrainska shkola" (New Ukrainian school), the author highlights urgency of value education contents review. Due to, to its clear understanding and effective implementation in real school settings. The issue is relevant for many reasons, among which are: teachers' blurred understanding of the whole value education mechanism and its integral parts; learning outcomes at Ukraine comprehensive schools remain as priority; minor attention is paid to well-round education; extra curriculum activities in comparison to other democratic societies are artificial, as well as insufficient. Many of the debates also set around particular value education framework for all comprehensive schools to follow, due to "National value education curriculum for children and young adolescents" as statutory guidance is not used widely. As far as recent Ukrainian education system is on its molding stage and value education contents is its focal point, national schooling, based on holistic, effective basis as well as elapsed experience of schooling in developed countries, where educational ‘know-hows' occurred progressively, make a particular interest. The case of Japan, for instance, worldwide known for meritocratic nature of its society, could provide an opportunity to look at effective schooling, as well as at successful collaboration of "parents – school – caring community" triad.
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