NATIONAL EXPERIENCE OF OUT-OF-SCHOOL EDUCATIONAL INSTITUTIONS IN TERMS OF PUPILS’ SCIENTIFIC AND TECHNICAL CREATIVITY

Abstract

The article analyzes the peculiarities of the formation and development of the system of out-of-school institutions of scientific and technical direction in Ukraine as the institutions of pupils’ leisure organization; in retrospect, the network of regional stations for young technicians describes the forms of group work on children’s and students’ technical creativity, focused on solving the challenges of time and the demands of the younger generation. On the basis of generalization of sources of historical experience, the ideological, functional, educational, and production value of additional educational services in out-of-school institutions is revealed. These kinds of services are essential for modern society and are directed on comprehensive harmonious development, preparation for life, and pupils’ professional realization by means of scientific and technical creativity 
 It is established that the current state of extracurricular education development is based on the spiritual experience of generations and the idea of ‘child-centeredness,’ aimed at the development of scientific and technical creativity in the global context. The significance and semantic peculiarity of the group work on technical modeling as the link that is decisive for the pupils’ further choice of the profile of education and primary pre-professional orientation is substantiated. The best experience of out-of-school education institutions, the uniqueness of their structure, and the importance of highly qualified staff are considered; some regional features and specifics of the organization of scientific and technical creativity in the activity of out-of-school educational institutions are found out. The principles of coordination of activity of institutions of a scientific and technical direction, bases of realization of educational partnership at the level of the country in the form of carrying out of organizational and mass actions on various profiles of activity are outlined; the new course of reforming out-of-school educational institutions is focused on building internal quality assurance of educational services through structure, indicators, and criteria.