Development Of Education In Ukraine Research Articles

Problems of legal education development in Ukraine

ABSTRACT The issue of training qualified and respectable experts is especially relevant when Ukrainian lawyers are faced with unprecedented tasks, including the need to ensure the development of the rule of law or the protection and restoration of citizens’ violated rights caused by the military aggression of a neighboring state. This article aims to identify the primary problematic issues in law expert training and their causes and suggest the approaches and means necessary to form a reasonable and realistic model for legal education development. In order to fulfill the set aim, the authors used the method of philosophical dialectics, a system of general and special scientific methods of cognition, which are based on the principles of objectivity, comprehensiveness, and complexity. The authors suggest a comprehensive vision of directions for lawyer training reformation based on the analysis of the state of legal education and scientific sources covering the problems of student education. The article substantiates that it is necessary to consider this issue through the prism of legal practice needs and address the problems in accessing jobs in the degree field. This study outlines specific areas of reforming legal education and defines steps to take to improve the training of lawyers.

ADAPTATION COMPONENT AS A CONSTITUENT OF FOREIGN STUDENTS SUCCESSFUL TRAINING IN MEDICAL UNIVERSITIES OF UKRAINE

Abstract. The article highlights the main tasks of higher medical education in Ukraine. It is noted that one of the global tasks of higher medical education development in Ukraine is the qualitative training of foreign students. The successful process of their education is a kind of indicator of high level of education in Ukraine, a confirmation of its international scientific, educational and cultural authority. It is indicated that attraction of foreign students to Ukrainian medical institutions of higher education performs not only economic functions, replenishing the country's budget at the expense of students studying on a contract form of education, but also stimulates cultural exchange between countries, affects the formation of future medical elite. Foreign students who remain in our country after graduating from Ukrainian higher education institutions have particular interest for the research. During their studies, they not only receive education, but also master the Ukrainian language, adapt to economic, cultural and other living conditions. Such graduates are very valuable for the future of our country. In connection with this, the question of adaptation of foreign students to living and studying in Ukraine is being brought up to date as the quality of education and professional socialization of foreigners depends on its success.
 The adaptation component plays an important role in studying process of foreign students. Students encounter adaptation difficulties from the first days of their studies. Foreigners find themselves in an unfamiliar cultural, linguistic, household and social environment, which they need to master, so the educational process is accompanied by adaptation to new living conditions. An important role in the process of foreign students’ adaptation in the universities of Ukraine has the organization of the educational process itself and the direct participation of the teacher in it. However, the successful implementation of the adaptation component is facilitated not only by classroom work, but also by extracurricular work, as it is an integral part of educational and educational processes.
 An important role in the process of adaptation of foreign students in universities of Ukraine is played by the organization of the educational process itself and the direct participation of the teacher in it. However, the successful implementation of the adaptation component is facilitated not only by classroom work, but also by extracurricular work as it is an integral part of the educational and pedagogical processes.

USE OF THE ORIGINAL OLEKSA VOROPAI HERITAGE IN THE CONTEXT OF MODERN UKRAINIAN STUDIES PEDAGOGICAL RESEARCH

The Ukrainian studies training of the future philology teacher provides one of the integral places, after which it is the basis of national education, the first step in acquiring the profession of a teacher. Throughout its existence, the Ukrainian people created outstanding examples of spiritual and material art, which entered the treasury of world culture. They reflected the worldview of the nation, its artistic thinking, philosophy, and pedagogy. Therefore, it is essential to involve philology students in Ukrainian folk culture, educate them in the best traditions, and train the new national school teachers. The purpose of this article is to reveal the essence of the Ukrainian studies training of the future philology teacher for Ukrainian folk culture and traditions. To ensure the objectivity and comprehensiveness of the research, a complex of general scientific and pedagogical methods was used, including: analysis of the literature on the researched problem to determine the state of its development and research prospects; comparison to study the points of view of different scientists; systematization and generalization for conclusions; observation of the educational process. In the conditions of the reform and development of education in Ukraine, the problem of schooling, and the formation of higher education in Ukraine at the beginning of the 21st century requires a theoretical and practical solution. In this regard, the conceptual views of prominent figures of Ukraine regarding the development of education in the period under study, as well as a certain experience in the development of schooling and higher education, are of great importance.

Нові стандарти підготовки фахівців сфери охорони психічного здоров’я на етапі післядипломної освіти.

Abstract. The article deals with the issues of quality training of professionals in the field of mental healthcare, which is an urgent problem in the context of the war in Ukraine. Postgraduate medical education is an important stage of their training and is included in the ongoing professional development of psychiatrists as a process of continuous enhancement of professional knowledge and skills. Specialization is one of the types of training for mental health professionals. Taking into consideration the complex challenges of the current stage of postgraduate education development in Ukraine and the new standards of higher education introduced in our country, the academic staff of the Department of Psychiatry, Psychotherapy and Medical Psychology of Shupyk National Healthcare University of Ukraine has developed an educational programme of specialization in Psychiatry. The aim of this programme is to train professionals capable of solving complex tasks and innovative problems in the field of mental healthcare, as well as preventive mental health, psychodiagnostics, psychocorrection and treatment of mental health-related diseases which are characterized by uncertainty of conditions and requirements and may require research and/or innovation. Its main task is to develop key competencies in the field of mental healthcare. The programme consists of educational and practical components and is designed for 900 hours, which is 30 ECTS credits. There are 202 hours of independent work, which is 22% of the total. This should facilitate more active involvement of participants of the educational process in learning, as well as delegate the responsibility for acquiring knowledge and skills to them. An important component of the programme is the list of mandatory competences (integral, general and professional) that doctors must acquire during the learning cycle and that will determine their ability to successfully carry out professional activities. Programme learning outcomes, as well as matrices of compliance with the defined results, competences and components of the educational programme have been introduced to determine the effectiveness of the educational process. Thus, this educational programme of specialization in Psychiatry reflects modern changes in the training of professionals at the postgraduate level of medical education.

TRENDS IN PREPARING YOUTH FOR ENTREPRENEURIAL ACTIVITY IN THE HISTORICAL RETROSPECTIVE OF THE DEVELOPMENT OF PROFESSIONAL EDUCATION IN UKRAINE

The relevance of the research is determined by: the importance of developing entrepreneurial traits and qualities in students of domestic professional education, the effectiveness of which is proven by the dynamic development of the economies of leading European countries; the necessity to overcome post-Soviet approaches in shaping the content of professional education, seeking new methods to develop market thinking, preparing future specialists for entrepreneurial activity and fostering individual initiative; the need for modernizing contemporary Ukrainian professional (vocational-technical) education, creating conditions in professional education institutions for shaping a self-reliant, skilled worker capable of self-employment in a wartime labor market and ready for post-war reconstruction tasks in Ukraine. Purpose: to identify trends in preparing youth for entrepreneurial activity at different stages of the development of professional education in Ukraine. Methods: theoretical analysis of official, scientific, archival sources, and internet resources - to determine the state of research on the problem and identify trends in preparing youth for entrepreneurship at different stages of the development of professional education in Ukraine; the comparison method - to contrast historical models of professional education and identify their characteristics in preparing youth for entrepreneurial activity; analysis and synthesis methods - to study the evolution of forms and methods of developing entrepreneurial qualities in youth; generalization and forecasting - to implement the identified positive experience in preparing current professional education students for entrepreneurial activity in wartime and post-war reconstruction in Ukraine. Results: based on the theoretical analysis of the source base, the state of research on the problem in historical perspective was studied; based on comparing historical models of professional education development in Ukraine, trends in preparing youth for entrepreneurial activity at different stages were identified; based on studying the evolution of preparing youth for entrepreneurship, the transformation of forms and methods of developing entrepreneurial qualities in future specialists at different stages of professional education development in Ukraine was shown; based on the analysis of positive and negative past experiences, the main directions for improving professional training of youth for entrepreneurship in wartime and post-war reconstruction in Ukraine were outlined. Conclusions: the domestic source base contains numerous materials on preparing youth for entrepreneurship (archival materials from Ukrainian educational institutions operating at different historical times; laws of Ukraine and other official documents; scientific publications on the history and methodology of professional education, documents of contemporary internet resources on promoting entrepreneurial initiative, etc.), but requires more thorough historiographical research; main trends in preparing youth for entrepreneurial activity in educational institutions of Tsarist Russia (certain elements of developing business and entrepreneurial skills were traced in the system of professional education), the Ukrainian SSR (complete denial of the development of individual initiative and formation of entrepreneurial activity skills, absence of elements of developing entrepreneurial competence in the educational process and educational work of vocational-technical education institutions), and Independent Ukraine (deliberate formation of entrepreneurial competence gains strategic importance for the country's development) were identified; forms and methods of developing entrepreneurial qualities in future specialists in the Tsarist Russian model of professional education (educational programs focused on mastering economic concepts that formed the basis of future entrepreneurial activity; individual subjects aimed at developing entrepreneurial skills in graduates for future entrepreneurial activity), Soviet (issues of market economy, entrepreneurship, management were not reflected in the content of professional education; primary focus was on vocational training of workers for state enterprises) and Independent Ukraine (introduction of courses and programs on the basics of market economy and entrepreneurship; conducting practice-oriented events; maximizing approximation to the conditions of a real enterprise) were characterized; recommendations for improving the professional training of youth for entrepreneurship in wartime and post-war reconstruction in Ukraine (introduction of relevant courses; implementation of practical business projects; organization of business incubators in professional education institutions) were formulated.

Analysis of the Content of Bachelors’ Training in Communications at the Universities of the USA

The relevance of the article. Today is characterized by great attention to the communicative component in all areas of society, because it is communication that plays an important role in the establishment of a new socio-cultural order and in the reproduction of its structures. Such challenges place rather high demands on both personal and professional qualities of future communication specialists. Therefore, the training of mobile, creative, competent, successful, competitive communication specialists in the conditions of socio-economic changes in Ukraine is the main task facing higher education. It is possible to ensure the proper quality of training of domestic communication specialists based on the creative use of pedagogical experience accumulated throughout the history of the development of education in Ukraine and foreign countries. Despite the large number of studies devoted to the actual issues of training specialists, the experience of innovative approaches to the provision of educational services in the USA has not yet been sufficiently studied. Meanwhile, the rapid application of innovation in the organization of the educational process, in particular in the field of training mobile, creative, competent, successful, competitive communication specialists, is a necessary condition for the development of Ukrainian society.
 The purpose of the article — study of the experience of the USA regarding the organization of professional training of bachelors in communications, research of the content and features of the curricula of leading American educational institutions that offer education at the educational level “Bachelor of Communications” with the aim of using such approaches in the practice of Ukrainian universities.
 The methodology. Analytical method, methods of description, comparison and generalization were applied for the research.
 The results. The issue of training communication specialists in the leading universities of the United States of America in the bachelor’s program was considered. Data on the popularity and demand of specialists who have completed a bachelor’s degree in communications in the USA are presented. A review of the content of bachelor’s training programs in communications at more than 20 US universities was carried out. The peculiarities of bachelor’s training in communications at the University of Miami (The University of Miami) and Florida International University (Florida International University, FIU) are analyzed. Emphasis is placed on the need to study, adapt and implement the positive experience of US universities regarding the training of communication specialists in Ukrainian universities.
 The scientific novelty. This study offers an analysis of the content of bachelor’s programs of leading American educational institutions that offer studies at the educational level “Bachelor of Communications” in 2023.
 The practical significance. Research materials and conclusions can be used to adapt and implement the experience of US universities in training communication specialists in Ukrainian universities, in particular, to improve the content of educational programs.
 Conclusions. Effective development of modern communications is impossible without improving the quality of training bachelors in communications in higher educational institutions of various types and forms of ownership in Ukraine. To solve this problem, it is necessary to take into account the experience accumulated throughout the history of the development of education in Ukraine and foreign countries. Currently, the USA is one of the most popular places to get a bachelor’s degree in communications. The US universities offer a wide selection of bachelor’s programs in communications, among which the most popular are: Bachelor of Arts in Communications; Bachelor of Arts in Organizational and Strategic Communication; Bachelor of Business and Communications; Bachelor of Digital Media and Communications; Bachelor of Science in Interpersonal Communication; Bachelor of Science in Corporate Communications. The curriculum emphasizes students’ understanding of communication in a variety of contexts (interpersonal, intercultural, organizational, political, and mass communications) and prepares future professionals to be effective and well-rounded communicators. Such specialized skills will allow students to choose from a wide range of career opportunities after completing the program in a variety of industries.

Implementation of Ukraine's State Policy in Innovative Practices of Educational Institutions in the Context of Digital Transformation

In the article, the directions and strategic tasks of the state policy in the implementation of innovative practices of educational institutions, the direction of the ways of modernization of modern education in view of the integration of Ukraine into the European educational space are important; the views of scientists regarding the reform of the educational sphere were analyzed, especially the issues of digital transformation in education; new directions of program actions of the state, an effective management system for the innovative development of education in Ukraine in modern conditions, taking into account the European experience.
 The requirements for scientific and theoretical substantiation and the development of a practical model for the modernization of comprehensive general secondary education and the improvement of the mechanism of regulation of modern innovative state practices, digitalization of new, new processes in educational institutions, and the regulatory tools of the state influence on this process have been determined.
 Outlined specific tasks for the development of the educational process in educational institutions in the context of education reform in Ukraine, ensuring the functioning of the education system in the face of societal changes to implement state educational policies, innovative practices, scientific research, and methodological work.
 Digitization based on the progressive development of network access technologies; semiconductor technologies; software and its cross-use, becomes an important condition in the field of education, and service models of interaction with users become the leading methods of communication.
 Innovative educational projects are described, which highlight the general characteristics of innovations in education, the problems of their accounting and support; based on the analysis of the current state of implementation and dissemination of innovations in educational institutions within the limits of new means and directions of work, which cover all educational and methodological, educational activities of the school and lead to positive changes; modern approaches to the introduction of innovations into the system of general secondary education in Ukraine are formulated.

Civil society organisations transforming teacher professional development: Social, Emotional, and Ethical Learning in wartime Ukraine

AbstractA unique model of government and civil society cooperation has emerged in Ukraine since the Revolution of Dignity in 2014 and grew even more important amid the full‐scale invasion of Russia. Recent reforms and teacher professional development in Ukraine build on this model that promotes addressing national‐level challenges in equitable partnerships between government and civil society organisations (CSOs). This paper considers examples and results of their cooperation and draws on: (1) experiences in teacher education—specifically, from the EdWay national platform and the SEE Learning programme, both implemented by EdCamp Ukraine NGO (EdCamp); (2) national sociological studies—specifically, the 2018 study Teach and Learn, and the 2021 Feasibility Study on Opportunities for Social and Emotional Learning in Ukraine; (3) and data from the 2022 case study SEE Learning in Ukraine Through Teachers' Eyes: Before, During, and After the War. Experiences and study data demonstrate the need to support Ukrainian teachers in developing social and emotional skills both for self‐help and for students. These findings align with the requirements of the current New Ukrainian School reform. The authors discuss the potential education CSOs possess in addressing teacher needs for developing emotional and ethical competence and corresponding soft skills. It may be predicted that government and civil sector collaboration will continue to play an important role in the development of education in Ukraine. These expectations are supported by Ukraine's involvement in the 2023 OECD Survey on Social and Emotional Skills where EdCamp is the designated national research centre in Ukraine.

Cultural and educational activities of the “Prosvita” society in the conditions of the border region of Galicia

The multifaceted nature of the boundary phenomenon causes difficulties in its application. Therefore, in order to study the phenomenon of the borderland, in the context of the ethno- geographical space, it is necessary to imagine the studied area as a borderland of cultures, ethnic groups, states, communities, traditions, norms and values or as a terrain in which social structures (spaces, dimensions) are superimposed on the geographical space of society, what is a goal of the article. The phenomenon of the border is that in its space of interaction new forms of solidarity of social communities arise, cross-border social networks are formed. The novelty of the study is formed in the processes of mutual attraction and mutual repulsion of cultural traditions and symbolic systems in the border zones became the arguments in favor of the study of borders as special socio-cultural phenomena with their own regional identity. As it turned out, these zones are characterized by a special system of interaction between “own” and “other”. Conclusions. The matrix of this interaction does not always coincide with territorial borders or demarcation lines. In the most general way the interpretation of the borderland as a category implies a constant stay on the border - between states, eras, cultures. One of its options is the territory of Halychyna, Bukovyna, Transcarpathia. When Ukrainians in difficult, dramatic conditions had to fight for their national self-identification through the development of Ukrainian education and culture in confrontation with foreign ruling state systems.

PHILOSOPHY OF EDUCATION IN EU STATES: EXPERIENCE FOR UKRAINE

The work examines the issue of the philosophy of education, in particular, in the system of continuous formation of plastic structures in the mode of uncertainty. The essence of the concept of “philosophy of education”, its interpretation, variants of explanation are determined. The signs and features of the philosophy of education are characterized. Also considered is the historical process of the development of the philosophy of education, the orientation of the philosophy of education towards a certain goal in a certain historical period, the state of the philosophy of education at the current stage, the main goals and tasks of the philosophy of education.During the study, attention is also paid to the concepts of education that exist today. The features of each theory, its manifestations, significance for education in general are determined. At the same time, various approaches to the construction of education and the possibility of their application are considered.In the work, attention is paid to the state of the education philosophy of the EU states at the current stage. Features of the educational process of the European Union, principles, principles are defined. Such categories of EU education philosophy as the freedom of choice of the pupil and student, the right of educational institutions to independently determine the structure and content of educational programs, the validity of knowledge, democracy in the relationship between the teacher and students, education throughout life are studied.At the same time, the educational process of Ukraine is analyzed. The features of the philosophy of the Ukrainian educational system, the practical implementation of certain principles, principles and ideas are highlighted. At the same time, the shortcomings of the educational philosophy of Ukraine are identified, which negatively affect the formation of a coherent and harmonious educational system of our country.The article focuses on the prospects for the development of the philosophy of education in Ukraine. The question of heterarchy, flexible education, own education is considered. Each identified path is characterized and its strengths and weaknesses are identified. At the same time, forecasts are made regarding the further development of education in Ukraine.

Organization and methods of conduct of physical education lessons in the complete classroom of the experimental school with an individual and differentiated approach to learning

An important task of the development of education in Ukraine in the 21st century. is the creation of an effective system of education and upbringing of young people. Today, education in Ukraine faces many problems, one of which is the preservation and reorganization of understaffed schools. Today, the concept of "small school" is an integrative one, which covers a variety of general educational institutions that differ in the types of activities, operating conditions, number of students studying in them, national and social composition, and territorial location. According to the definition of encyclopedic sources, a small school is a school without parallel classes, with a small contingent of students, where, as a rule, students of two, three or four classes are united in one class-set. One teacher works with a complete class.
 Small-staffed schools significantly complicate the acquisition of a full-fledged education for children from the village, but the state cannot refuse their services in the coming years. Meanwhile, due to the objective processes characteristic of the village, the school in its activity goes far beyond the educational functions, playing the role of the center of the spiritual and cultural life of the village. Very often, the school in the village is the only center of communication and interaction of students, a center of qualified information support. In addition, the modern rural school with a small number of students has unique opportunities for the revival of national educational traditions, the organization of the educational process on the basis of folk pedagogy, which corresponds to one of the main conditions for the development of a national school. An important prerequisite for quality education in the countryside is the improvement of the educational process.

The Ukrainian language in HALYCHYNA school system in the interwar period

The history of the Ukrainian literary language intertwines with the development of Ukrainian education. The establishment of Ukrainian schooling in Halychyna commenced in the late 19th century and persisted until the early 20th century. Throughout this period and until 1939, the Ukrainian population of Halychyna engaged in a relentless struggle for the right to receive education in their mother tongue across various types of schools, including public and private, primary, secondary, and vocational institutions. This struggle unfolded within the intricate framework of socio-political and socio-cultural conditions prevalent in Eastern Halychyna during the interwar period. During the First World War, the educational landscape underwent a period of total Russification. The occupying authorities imposed mandatory Russian language instruction in primary and secondary schools throughout Halychyna. This Russification agenda within the realm of education was reinforced by official documents explicitly proclaiming that “within the confines of Carpathian Rus, all higher, secondary, and elementary schools must promptly and exclusively adopt the Russian language”. During the years 1918-1919, the authorities of the Western Ukrainian People’s Republic dedicated significant efforts to ensure the effective organization of the educational system. They emphasized the compulsory inclusion of the Ukrainian language in all educational institutions and made substantial investments in training an adequate number of educators. By early 1919, there were 20 Ukrainian gymnasiums, three real schools, and seven teachers’ seminary schools. The period from 1919 to 1939 witnessed a heightened struggle by the Ukrainians of Halychyna to preserve their right to education in their native language, despite the oppressive Polish occupation of the western Ukrainian lands. Unfortunately, during this time, the number of primary and secondary schools offering instruction in the Ukrainian language experienced a steady decline. By the end of the interwar period, approximately 420 Ukrainian primary schools, 2,500 Utraquist schools, and 1,229 Polish schools with compulsory Ukrainian language studies remained operational in Eastern Halychyna. Additionally, there were 20 Ukrainian private gymnasiums and lyceums, along with 7 vocational schools. The concept of schooling in the native language brought together a community of dedicated and influential individuals, including scholars, educators, politicians, and cultural figures. United by a common goal, they worked tirelessly to develop textbooks and dictionaries suitable for schools at various levels. Despite the challenging conditions of the 1920s and 1930s, pedagogical and scientific societies, as well as educational journals, actively opposed the policy of Polonization in the realm of education. They championed the advancement of Ukrainian school terminology and advocated for the incorporation of essential spelling rules into the Ukrainian language curriculum. Key words: the Ukrainian language, schooling system of Halychyna, an interwar period, Russification, Polonization.

NATIONAL SAFETY AND THE STRATEGY OF THE PROFESSIONAL MILITARY EDUCATION DEVELOPMENT IN UKRAINE: ANALYTICAL POINT OF VIEW TO INNOVATIVE TENDENCIES

This article considers the strategy of the professional military education development in Ukraine in context of the threats for national safety. The analytical point of view to innovative tendencies in this sphere is presented. Making accent to institutional leaders who encourage innovation through protecting academic freedom and who are open to learning through experimentation and reflection, becoming most important in contemporary conditions warfighting, such new forms of war, as “hybrid” war like main threat for national and military safety. Keywords: development, national safety, professional military education, military education military-safety, strategy, threat.

СПЕЦИФІКА РОЗВИТКУ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ

One of the most important and priority tasks defined by the National Doctrine of Education Development in Ukraine is the study of languages at all levels, using the direction to intercultural and international communication, which is based on the training future specialists for the practical use of a foreign language in professional activities. The article deals with the generalization of building foreign language communicative competence of intending primary school teachers through analyzing the current state of the scientific problem on the Primary education faculty. The main English courses for students of the Primary education specialty are described. They are methodical support of intending primary school teachers’ foreign language communicative competence building process. The purpose of the paper is to reveal the peculiarities of the formation and development of intending primary school teachers’ foreign language communicative competence in wartime conditions. By generalizing the results of analysis we substantiated the students of higher education studying in the specialty 013 Primary education during the four years of studying for a bachelor's degree has foreign language courses in each semester. They are: Foreign language (1-st year of study), Practice of speaking and writing (foreign language) (2-nd year of study), Methods of teaching a foreign language (2-nd year of study), Foreign language (practice) (3-rd year of study), Foreign language for professional purposes (4-th year of study). Accordingly, after graduating from the university, graduates of Primary Education Faculty have the right to teach primary school pupils English, which significantly expands their employment opportunities. By analysing the current state of developing foreign language communicative competence of intending primary school teachers in the process of professional training in pedagogical higher education establishments, we determined that there is a tendency to the growth of the number of students who are eager to study foreign language. Key words: foreign language communicative competence, intending primary school teachers, English-language courses, professionally oriented foreign language communication.

ОСВІТНЯ РЕФОРМА НУШ ЯК СКЛАДОВА ІНТЕГРАЦІЇ УКРАЇНИ В ЄВРОПЕЙСЬКИЙ ОСВІТНІЙ ПРОСТІР

The article analyzes the "New Ukrainian School" (NUS), a significant educational reform, in the context of Ukraine's integration into the European Union. It provides a retrospective analysis of the transformational changes in the general secondary education system from Ukraine's declaration of independence to the present. The main directions of the reform are outlined, particularly at the institutional and legal framework levels. The authors have noted the success of the NUS reform, as demonstrated by a number of monitoring studies conducted by the SSI "Institute of Educational Analytics". However, the authors also identify challenges in implementing the NUS reform during the pre-war and war periods of education development in Ukraine. During the pre-war period, the main issues were inadequate teacher training, resistance to NUS conceptual innovations, insufficient logistical and financial support, lack of support at the local government level, and problems with standardizing student assessment. The full-scale invasion significantly complicated the implementation of the reform in terms of its financial support. Furthermore, the implementation of the NUS reform during the wartime period faced several challenges, including ensuring the safety of participants in the educational process, providing access to education, and a decrease in the quality of education. A study compared Ukraine's secondary education system reform with that of the European Union and found that Ukraine's transformational processes in general secondary education align with the European educational reform direction. The article discusses the key tasks for developing Ukrainian education in the post-war period, with a particular emphasis on implementing the NUS reform.

СТАН, ПРОБЛЕМИ ТА ПЕРСПЕКТИВИ РОЗВИТКУ ЦИФРОВОЇ ОСВІТИ УКРАЇНИ У ВОЄННИЙ І ПІСЛЯВОЄННИЙ ПЕРІОДИ

The relevance of the study lies in the need to resolve the contradiction between the rapid pace of development of digital technologies in the world and the low level of digital skills of the Ukrainian population, which should be eliminated through education. The purpose of the study is to examine the state, problems and prospects for the development of digital education in Ukraine, as well as to develop recommendations for intensifying this process during the wartime and post-war period. The methods of analysis and synthesis, generalization, and visualization were used. The scientific novelty of the obtained results is the development of theoretical foundations and practical recommendations for solving the problem of digital education development in Ukraine. The authors consider the concept of "digital education" as providing citizens with knowledge and skills for the easy and safe use of digital technologies. The results of the analysis of the development of digital education of the population in all regions of Ukraine during 2019–2021 showed that it is at the stage of formation, as evidenced by the trends of the gradual growth of citizens' digital skills. It was emphasized that the level of digital skills is determined by age group, Internet access and digital security. A comprehensive approach to the creation of a digital education system for youth, adults and the elderly is proposed, based on the formation of skills in the use of digital technologies and services, which will contribute to the satisfaction of the vital interests of a person, society and the state. For the first time, the article highlights the expediency of forming students' digital skills while studying in higher education institutions within the framework of general and special competencies of educational and professional programs, which will increase the level of specialists’ competitiveness in the labor market.

Artistry as a Factor of the Professionalism of the Future Teacher

The article addresses to the modern ideas about pedagogical artistry, briefly discusses the methods of its implementation, lists the main components and highlights its functions and the role in the process of the professionalism formation of the future teacher. The role of the teacher has changed: the modern teacher is a leader not only of information but also of culture, a spiritual mentor. To cope with this task, he needs a developed mindset, the ability to empathize, to imitate, co-create and empathize. He must be able to maintain his creative form. In other words, a creative educator must master artistry. The purpose of the article is to consider the role of artistry in the professional qualities formation of a future teacher at the present stage of education development in Ukraine, as well as to consider and analyze the elements of “theater” pedagogy in the future teachers’ training. In the article the authors make conclusion that pedagogical artistry can be defined as the ability to organic existence and effective action in the pedagogical process. This ability is associated with the knowledge of the teacher and the development of his pedagogical thinking also with mastering the art of self-expression (ability to embody thought and experience in image, behavior, word), improvisation, ability to regulate mental state, constructing “scores of pedagogical communication”.

INNOVATION MODEL OF ADULT EDUCATION DEVELOPMENT IN UKRAINE

The article is devoted to the problem of formation the innovation model of adult education development in Ukraine. The author determines that in order to form an integral, open and effective national system of adult education, which would fully cover the formal, informal and information components and would be aimed at satisfying the educational needs and potential needs of adults, there should be proposed to develop the innovation model of adult education development. The proposed the innovation model of adult education development should be consolidated on objective changes in the educational sphere, on achievements of science in the context of personal awareness of own life activity, and on fundamental differences between adult and underage person. The innovation model of adult education development should be aimed at overcoming the contradictions in general education system of Ukraine. The innovation model of adult education development is based on the combination and formation of the integral system of development, namely: regional development of adult education system, high-quality and modern educational services, transformation and expansion of adult education content, as well as development of international cooperation in adult education. Implementation of such organizational and innovative model allows to define qualitative ways of effective use of regional and national potential of educational space according to the needs of the market.

IMPLEMENTATION OF AN EXPERIMENTAL PROGRAM FOR TRAINING PRINCIPALS AND TEACHERS IN THE INNOVATIVE ORGANIZATION OF METHODOLOGICAL WORK IN NUS

The article analyzes the readiness of teachers for innovative methodical work. It is noted that the traditional system of organizing methodical work in secondary schools does not fully satisfy the requirements of modern new education, the focus of which is determined by teacher preparation for pedagogical activities in the context of the New Ukrainian School. The context of the state policy and strategy for the development of education in Ukraine focuses on a new understanding of methodical work as an important factor in the implementation of the "New Ukrainian School" concept. The tendency of demand by society for innovations in education is increasing, which necessitates the development of fundamentally new approaches to the interaction of pedagogical science and practice, the introduction of modern technologies of methodical management. The content of the experimental program for the training of managers and teachers for the innovative organization of methodical work at NUS was revealed. It is noted that the theoretical and methodological basis in the development of the experimental program was a system-structural approach to determining its content. The program reflects all the main ideas and features of methodical work at the National University of Higher Education, takes into account pedagogical culture in the management of the teaching staff, reveals the essence of management, organization, control and correction of methodical work; principles of innovative pedagogy; specifics of the educational institution; the content of the training course on mastering a sufficient level of computer use. The data collected during the experiment show that the technology of innovative organization of methodical work has its own logic, orients to a certain goal, tasks and stages of learning. Moreover, two lines interact in the organization of methodical work: one – in the logic of ensuring professional training of managers for the innovative organization ьof methodical work, which includes the ethics of service relations, the identification of "real" management problems in resolving conflicts that accompany any labor team; the other is traced within the framework of specific educational activities of teachers regarding the assimilation of the content of innovative learning technology.

Development of Ukrainian education and science in the context of global challenges and military aggression: results, problems, prospects

The purpose of the article is to analyze the state of Ukrainian education and science in the conditions of global challenges and military aggression. General scientific and special scientific research methods were used. In the results, the current state of education and science in Ukraine was investigated, the main post-truth challenges in the conditions of globalization and Russian military aggression were described, the problems and mechanisms for overcoming were determined in the analyzed fields. The conclusions note that the main way to overcome the crisis is the integration of the Ukrainian model of education and science into the European space.