Abstract
A comparative comprehensive analysis of the socio-pedagogical problem field of modernization of the educational system of Ukraine and the EU in the context of administrative reform and taking into account economic needs and the establishment of universal democratic values has been conducted.
 A comparative pedagogical study of the theoretical, organizational, methodological and regulatory principles of reforming the educational system of Ukraine, which is currently acquiring national features and integrated into the world educational space, has been carried out.
 Conceptual principles of reforming the educational system of Ukraine as a basis for improving the quality of life of citizens from the standpoint of an innovative educational project in the context and professional psychological and pedagogical aspects of training in the field of educational policy have been theoretically substantiated. The provision is that education, like other institutions of public life, requires operational and strategic management actions, aimed at its modernization and renewal.
 A conceptual integral dynamic model of reforming educational policy in Ukraine with substantiation of methodological approaches and theoretical positions has been developed on the basis of comparative pedagogical research.
 A necessity of expansion and qualitative improvement of the network of preschool educational institutions has been proved.
 There are trends that Ukrainian secondary education will eventually become on a par with the world standards of secondary school.
 A need to create and coordinate a strong system of out-of-school education in Ukraine has been justified, as the mass unemployment of children and youth in out-of-school time entails huge negative consequences.
 Peculiarities of reforming the system of training of working professions and vocational education in Ukraine have been specified.
 A strategic issue is the state policy on teacher training.
 Ukrainian origins of the phenomenon of pedagogical skill as a fundamental basis of the theory and practice of educational policy to improve the quality of teaching and learning in EU countries have been revealed.
 A necessity of development of a target program of professional and pedagogical selection and preparation of experts in the field of educational policy for Ukraine and an algorithm of estimation of its efficiency on the basis of the comparative analysis has been proved.
 The content of the concept of "educational policy" has been clarified, knowledge of the regulatory framework for reforming educational policy in the EU has been deepened.
Highlights
The practical experience and theoretical generalizations, accumulated in Ukraine and in the European Union countries on the nature, algorithm and impact of globalization transformations (2021), «EUREKA: Social and Humanities» Number 6 become especially relevant in the context of Ukraine’s educational policy before its synchronization with the standards of leading foreign countries
– synergetic approach provides a basis for considering a holistic dynamic model of educational policy reform as a complex system that is out of balance and has great potential for improvement through open interaction with the environment and for which there are several alternative ways of development; study of personality as an open, purposeful system; provides consideration of professional training of educators-managers, experts in the field of education as a holistic socio-pedagogical dynamic system;
Summarizing the above, we note that the main aspects of ensuring the effectiveness of the implementation of a holistic dynamic model of reforming the educational policy of Ukraine in the context of European integration are the provisions that:
Summary
The practical experience and theoretical generalizations, accumulated in Ukraine and in the European Union countries on the nature, algorithm and impact of globalization transformations (2021), «EUREKA: Social and Humanities» Number 6 become especially relevant in the context of Ukraine’s educational policy before its synchronization with the standards of leading foreign countries. Make new demands on the system of school, vocational and higher education, the organization of continuous adult education All this necessitates the definition of new relevant content, main directions, mechanisms for forecasting, development and implementation of state educational policy in Ukraine, which would meet both the needs of present and future sustainable development of the state. November 19, 2020 Ministers responsible for higher education in Europe, meeting online in Rome, noting that 21 years have passed since the signing of the Bologna Declaration, reaffirming the commitment to develop a more inclusive, innovative, interconnected and sustainable European Higher Education Area (EHEA), specified “Recommendations to national authorities to improve teaching and learning in higher education in the EHEA” in the text of the “Rome Ministerial Communiqué” [6]
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