Development Of Education In Ukraine Research Articles

Formation of Specialist’s Competency Model Is an Important Condition for Quality in Family Doctors Undergraduate Education

Competency-oriented training is becoming the main direction of higher education development in Ukraine, which requires implementation of new teaching methods. The main value of project based learning technology lies in directing students to the creation of an intellectual or material product as a result of learning, and not to the simple study of a certain topic. This is a form of organizing classes aimed at developing of communication skills and the ability to work in diverse groups. The objective: to reveal the essence and methodology of the implementation into the educational process of the project method in teaching the discipline “General practice-family medicine” at undergraduate level at the department of therapy and family medicine of the medical faculty. Materials and methods. The method of project activity of students was tested as a part of students practice in the “Youth Friendly Clinic”. The basis for the project technology implementation was the presence of the complex medical and social factors that influence teenagers health, which requires integrated knowledge and a research for its solution. Students created and implemented medical and social prevention projects among teenagers. Results. As a result of working on the project, the students found a specific problem solution and specific result suitable for implementation. This approach creates conditions for creative development and self-realization of students, formation of all necessary professional and general life competencies. Conclusions. Project technology is the main technology for the formation of key professional and general cultural competences of students, helps students master basic knowledge, acquire communicative and social skills, develops analytical thinking, research skills, and creative abilities.

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF INFORMATIONAL-COMMUNICATIVE COMPETENCE OF PRIMARY GRADE PUPILS

The article considers important aspects of the problem of formation of informational-communicative competence of junior students in the context of the requirements of the State Standard of Primary Education (2018) and the Concept "New Ukrainian School" (2016). The concepts of "competence", "information and communication competence", "formation of information and communication competence", "pedagogical conditions for the formation of informational-communicative competence" are analyzed. Based on the analysis of scientific and educational literature on the study of advanced pedagogical experience and the use of positive results of their own pedagogical activities in higher education and in primary schools, the authors determine the pedagogical conditions for informational-communicative competence of primary school students. Particular attention is paid to such conditions as: positive motivation of teachers and cognitive interest of students in information and communication activities; creating an educational and developmental environment in the classroom, at school; teacher's possession of modern technologies and techniques, in particular, games, information and communication and their use in practice; taking into account in the process of studying computer science age and individual characteristics of students; availability of material and technical and information support for students and schools. The National Doctrine of Education Development in Ukraine in the 21st Century defines that the priority of education development is the introduction of modern ICT, which ensure further improvement of the educational process, accessibility and effectiveness of education, preparation of the young generation for life in the information society.

GENERAL CHARACTERISTICS OF UNIVERSITY RATINGS AND THEIR POTENTIAL FOR ASSESSING THE HIGHER EDUCATION QUALITY

The research of rating issues in the higher education system is conditioned, on the one hand, by the need to findan objective source of information on the level of positioning of domestic higher education institutions in theinternational market of educational services, on the other hand, the request of entities of public administration overdevelopment of the higher education system on formation of indicators of achievement of the priority goals set in theStrategy of higher Education Development in Ukraine for 2022–2032 years. Besides, within the framework of modernuniversity management and system of public administration over the higher education development, internationalacademic ratings are increasingly considered at the level of the source of impartial information about the quality ofeducational activities of the Higher Education Institution and higher education quality .This context of perception ofthe relevant problematics requires scientific evidence of international ratings’ potential for informational support ofmonitoring of higher education quality. The complexity of such justification arises from the diversity of methods forevaluation of university indicators, as well as inaccuracy of focus of expert attention within the framework of the basicranking procedures. The authors of the article, intending to join the justification of the relevant problematics, analyzedthe content of international university ratings, as well as determined their potential to assess the quality of educationalactivity and quality of higher education. Fourteen international ratings were selected as the focus of direct attention(international catalogue «UniRank: World University Rankings & Reviews»; ranting of national higher educationsystems «U21 Ranking of National Higher Education Systems»; rating«U-Multirank»; Shanghai rating «AcademicRanking of World Universities»; rating «QS World University Rankings»; rating «Times Higher Education» andothers). Criteria for evaluating the results of universities’ performance were determined for each of the ratings weconsidered. The following conclusions were made based on the results of the analysis: the possibility of usinginternational university ratings to characterize the levels of quality of educational activity of higher educationinstitutions and the quality of higher education; dynamics of improving the methodology of creating some of theratings; level of objectivity and subjectivity of assessments; criteria for the evaluation of the results of scientific andresearch work in the final result of the rating, etc.

Функціонал директора закладу загальної середньої освіти в умовах війни

Based on the online survey conducted among school principals, the paper demonstrates the main problems when making management decisions in an extreme situation caused by the war in Ukraine. The author identified social risks and unforeseen challenges faced by principals of the Ukrainian general secondary education institutions (GSEI) when performing their functional duties during the war. It was revealed that in the current situation, the school principals fulfil not only traditional functions oforganizing the educational process but also new ones, determined by the current situation, i.e., guaranteeing the safety of all process participants; ensuring their all-round support, legally accurate registration of educational activities in wartime conditions, etc. It is shown that the change in the functionality of the general secondary education institutions principal under the influence of certain events and public requests is not an accidental phenomenon caused by the current war situation but is more a historical regularity inherent in the development of Ukrainian education from the very origins of its creation. The paper demonstrates that the list of functions and competencies defined by the professional standard “Principal of a general secondary education institution” did not cover the entire scope of processes provided by the head of the general secondary education institutions, their managerial actions in extreme situations, that is, the implementation of the crisis-resolving function, which requires appropriate training. In this regard, the results of the conducted research allow us to see that in the current situation of a full-scale invasion of the Russian Federation on the territory of sovereign Ukraine, school leaders need enhanced legal training, deepening of financial literacy, psychological and other types of support. Recommendations have been developed for bringing the training in the system of advanced training of the heads of the general secondary education institutions to new demands, caused by the need to deepen knowledge for making effective management decisions in war conditions, in particular, regarding the strengthening of the legal component of training plans; introduction of training courses with working out cases of sharing one’s own experience in solving non-intersecting issues in particular situations; preparation for work in extreme situations as a core component of the block of psychological disciplines; deepening of financial awareness in conditions of funding uncertainty; familiarization with fundraising, the need for which became acute during the war and will remain relevant in the post-war conditions of recovery of the country’s economy; the expediency of developing an innovative course to strengthen the formation of national identity, national stability, loyalty and the value field of the Ukrainian people not through the traditional transfer of knowledge about historical facts and the literary works, but through awareness of the historical mission of Ukrainians in the struggle for their right to life in an independent state.

ЗМІСТ І СТРУКТУРА ПРЕДМЕТНО-МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ХІМІЇ У ПРОЦЕСІ ФАХОВОЇ ПІДГОТОВКИ

The tendencies in the development of Ukrainian education in the interrelationship, interdependence and complementarity of the industry’s intra-systemic orientation to European standards, the state policy of Europeanisation and European integration, the fulfillment of the conditions of the European Union about membership, taking into account European traditions, legislation, modern experience of public relations by authorities and society are examined in the article. The purpose of the article is to study the trends in the development of Ukrainian education during the period of the European integration processes activation and to determine promising directions for improving the state policy regarding the accession of Ukraine as a candidate to the European Union and scientific and practical approaches to the ways of educational services providing, bringing the educational potential closer to European standards. Methodology of the article. To disclose the role of education in the process of Ukrainian citizens’ democratic consciousness formation, respect for laws, an active life position, and interested participation in state-building processes. It has been found out that the Europeanisation of education in Ukraine is influenced by both national policy and compliance with defined rules and requirements, equal cooperation with the countries of the European Union, self-organization and self-governance of teaching and student community, focus on education quality, competitiveness of graduates and their employment, implementation of the “academic integrity” principle, promotion of academic mobility, formation of an individual educational trajectory, formation of innovative structures of various types on the basis of a higher education institution, expansion of opportunities for obtaining higher education and lifelong education, support of persons with special educational needs, development of interstate and interuniversity cooperation, expansion of practice public control in the field of education, economization of education, etc. The theoretical and methodological basis of the research consists of such general scientific principles as: historical, terminological, functional, systemic, cognitive ones. The results. The analysis of scholars’ papers is carried out. It helped to outline the results of the implementation of the provisions of the Bologna Declaration in Ukraine by introducing the pan-European system of academic degrees, the implementation of fundamental and applied scientific researches on a market basis, the introduction of innovations according to programmatic and target approaches, the formation of a bilateral and multilateral contractual and legal framework with foreign educational institutions, etc. It is revealed that European integration takes place at the expense of interstate cooperation, the introduction of approaches that allow for self-financing of higher education institutions, optimization of budget support, attraction of extra-budgetary funds, bringing education expenses to the average indicators of European countries. The main trends affecting the development of Ukrainian education in terms of Europeanisation and European integration are analyzed. It is proven that European integration processes in Ukraine are irreversible, and therefore higher educational institutions should take these trends into account and develop autonomy, inter-university ties, involve stakeholders in the development of educational programs, etc. The practical significance of the obtained results is in the fact that they can be used in order to elaborate a concept for a higher education institution development by orienting to modern trends introduction, which are based on the Europeanisation and European integration of Ukraine. Key words: inter-state and inter-university relationships, quality of higher education, state policy in the field of higher education, autonomy of higher educational institutions, budget support, state and regional support.

PREPARATION OF FUTURE EDUCATORS OF PRESCHOOL EDUCATION INSTITUTIONS FOR THE USE OF MEDIA TECHNOLOGIES IN PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH

The article, based on the analysis of scientific sources and own research, considers the problem of professional training of future educators of preschool education institutions for the use of media technologies in psychological and pedagogical research. The views of scientists, the legal framework and official regulations, in particular, the Law of Ukraine "On Higher Education", "On additional measures to ensure the development of education in Ukraine", "Joint Declaration of the Ministers of Education of Europe" on the above-mentioned issue are analyzed. The problems of insufficient level of readiness of educators for systematic and effective use of media technologies in professional activity are actualized. It is determined that in the context of presentation of theoretical and practical principles of preparation of future educators for the use of media technologies in PEI (preschool education institutions) is expedient to appeal to the study and analysis of key concepts that outline the vector of scientific research. It was found that the professional development of future educators encourages the acquisition of a system of knowledge and practical skills for orientation in the excessive information flows of today (search, assimilation, use of necessary media information; adequate perception, critical thinking, creative interpretation of various media products). The article identifies the main functions of the use of media technologies in the educational process of higher education. It is stated that the result of training future educators of preschool education is their readiness to use media technology in professional activities. It is concluded that the effectiveness of training future educators of PEI to use media technologies in professional activities can be achieved through the introduction of a number of pedagogical means and measures: the formation of motivation for professional activity; systematic and consistent study of professional disciplines on the basis of integration; introduction of media technologies in the educational process.

EUROPEAN CONTEXT OF IMPLEMENTING MEDIA EDUCATION

The article considers the problem of implementing media education, the urgency of which is due to the intensive pace of digitalization of society and the education system in particular, the active influence of media and the Internet, widespread disinformation and propaganda. These changes determine the need for new approaches and forms in education, actualize the development of media education of citizens in Europe and Ukraine. Research and policy initiatives to promote media education and develop media literacy are growing in Europe and Ukraine. Problems of formation and development of media education in the domestic in European contexts are presented in the research of a number of scholars. The aim of the article is to analyse the normative documents of European countries in the field of media education, where it has been implemented for a long time and some theoretical and practical cases have already been developed. The research methods used (document analysis, systematization, generalization, comparison with Ukrainian regulations) allow us to conclude that the European trend is to recognize the importance of media education, focusing not only on the ability to work with media, but also on training active citizens capable of critical thinking and work with information. Media education is currently in the spotlight of the world community, as its active implementation allows to develop media literacy, which is defined among the competencies of the XXI century and includes the ability to think critically, interact and express themselves through information, work with media and create media, disinformation and propaganda. participant in civil society. Analysis of normative documents of European countries in the field of media education proves that the development of media education in Ukraine is in line with European trends, noting the priority of its implementation in the current situation.

ON THE WAY TO NURSING IMPROVEMENT IN UKRAINE

Social, cultural, commercial and technological fluctuations are occurring all over the world and necessitate to alterations in people’s behavior and the necessity to adapt to these changes even in the teaching process due to Covid-19 pandemic. The educational process is performed according to innovations and information technologies, mechanisms and procedures approved by the Ministry of Education and Science and the Ministry of Health of Ukraine. The Project “Strategy for the Development of Higher Education in Ukraine for 2021-2031” was compiled and submitted for public discussion as a result of the completion of the National Strategy for the Development of Education in Ukraine in 2021 (Decree of the President of Ukraine dated June 25, 2013 No 344/2013) [4] and an increased global cooperation and mobility, market integration and advances in information technologies.

TENDENCIES OF HIGHER PEDAGOGICAL DEVELOPMENT SCHOOLS OF UKRAINE IN THE LIGHT OF REQUIREMENTS THE BOLOGNA PROCESS

The article contains the analysis of works of scientists dedicated to the development of higher pedagogical education in Ukraine from 1985-to 2003. The main tendencies, directions, achievements, and problems of this development are characterized.

Monitoring in the system of strategic management of the education industry

The article considered monitoring in the system of strategic management in the educational sector. The main vectors of education development in the country were analyzed according to the National Strategy for the Development of Education in Ukraine for 2012–2021. The concept of "monitoring" was defined. The importance of monitoring in the educational sector was determined, as a purposeful permanent collection and recording of intra-industry data according to a certain set of indicators. The importance of monitoring in the system of strategic management of the educational sector was also considered. Intra-industry monitoring was analyzed. It has been determined under what conditions effective implementation of intra-industry monitoring is possible. Tasks of the operational, tactical and strategic level were listed, on the solutions of which the application of monitoring in the management system of the educational sector should be focused. The most important feature of the organizational structure of monitoring in the educational field was singled out. The aspects on which the general patterns of monitoring in the educational field are focused have been listed. It was determined that the formation of the organizational structure of the monitoring function in the educational sector is a complex and time-consuming intra-industry process. The main points to which attention is paid during monitoring were highlighted. The classification focus on types of monitoring in the system of strategic management of the educational sector was illustrated. The main orientations of monitoring in the educational sector were singled out. The main characteristics of monitoring in the system of strategic management in the educational sector were listed, such as the initial and current identification of intra-industry processes, diagnosis and assessment of the interrelationships of intra-industry processes and the identification of a range of managed indicators and operational forecasting in the intra-industry processes that are monitored. The general model of monitoring in the system of strategic management in the educational sector was visualized. Conclusions were made regarding monitoring in the system of strategic management in the educational sector and its importance of monitoring in the management system of the educational sector. Keywords: strategic management, monitoring, educational sector, system, functions.

FORMATION OF TECHNICAL COMPETENCE OF THE FUTURE TEACHER OF LABOR TRAINING AND TECHNOLOGY AS A COMPONENT OF PROFESSIONAL COMPETENCE

The article presents the results of a theoretical study of the formation of technical competence in future teachers of labor education and technology as a part of professional competence. The formation of technical competence in the future teacher of labor training and technology will be an ideal result of professional training, which has the form of educational and qualification characteristics of the specialist and provides the ideal result of education. After all, training a future teacher who will master the necessary knowledge of construction materials, the ability to design products taking into account the properties of materials, to make economic calculations when selecting materials for the project and will be able to successfully develop their own technical skills.Modern higher education works towards finding a solution to the problem of effective formation of competencies in the applicant. This is due to a new stage in the development of education, to review and change the content of education in secondary education to create a favorable educational environment for the development of secondary education, expanding the range of interests and positive interest in learning new things that will form certain life competencies. The national development of education in Ukraine is aimed at implementing the project “New Ukrainian School”, which will fully create conditions for the educational process in which the children can express themselves creatively as individuals and form key competencies for dynamic integration of knowledge, skills, acquired skills to be able to evaluate other views, values and personal qualities, which will be the basis for successful further educational activities. The future teacher must be a professional in his field, have developed competencies, experience and pedagogical skills, i.e., be ready to form key competencies in the applicant for secondary education.
 Keywords: educational process; applicant; teacher of labor education; teacher of technology; professional competence; technical competence; professional competence; institution of higher education; New Ukrainian school; interdisciplinary connection.

FEATURES OF THE ESTABLISHMENT AND DEVELOPMENT OF PRIMARY EDUCATION IN UKRAINE (BY THE CASE OF TRANSCARPATHIAN REGION (ZAKARPATTIA))

The article examines the features that characterize the primary education development in Ukraine with a special focus on the Transcarpathian region (Zakarpattia). The purpose of the article is to clarify and expand the periodization table that reflects the formation and development of primary education in Ukraine. It also highlights the features within each stage, focusing on primary education in Transcarpathia. A set of interrelated research methods was used: general scientific methods including but not limited to analysis, synthesis, generalization, systematization were applied to compare and contrast the research findings; special historical and pedagogical methods, for instance, historical-retrospective and historical-structural methods were used to systematize the historiography of the research issue; a chronological method was applied to develop a periodization that illustrates how primary education in Ukraine was formed and developed. The authors argued that the periodization developed by Z. Onyshkiv illustrates the flow with which primary education developed and evolved into the present position, however, there is a need to update the information, taking into account current trends in primary education. Consequently, the 6th stage called the stage of the New Ukrainian School, which reveals the essence of the modernization of primary education has been added. Thus, six stages describe the main landmarks in primary education development: Stage 1 marks the beginning of education when primary schools were opened (from the 10th century to the end of the 18th century). Stage 2 is identified as the acceptance of primary education when there were attempts to establish programs to train teachers for primary school (early 19th century and 20s of the 20th century). Stage 3 is characterized by the extensive reforming targeted at primary education and in-service primary school teachers’ training programs (between the 20s and 50s of the 20th century). Stage 4 emphasizes the intensive development of primary education and teacher training programs (between the late 1950s and 1990). Stage 6 highlights the measures taken by independent Ukraine to improve primary education (1991–2015). Stage 6 accentuates the stage that has started the new school reform marked as the New Ukrainian School reform (between 2016 and the present) (2022). This stage has been added to illustrate how entirely different the modern reform is. The New Ukrainian school reform stage is aimed at harmonizing the educational goals in Ukraine with the goals set for European education.
 Keywords: education; primary education; professional training of primary school teachers; primary schools; formation; development; primary school students; competence approach.

Inclusive Education Implementation: the Experience of the Faculty of Primary Education

Considering the current reality, there are new requirements for the organization of the educational process in higher education institutions of Ukraine. Thus, the problems and ways of the implementation of inclusive education for students with special educational needs are becoming increasingly important.
 The purpose of the study is to substantiate theoretically the problems and ways of implementing inclusive education in Ukraine based on the experience of the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University.
 Methodology. A retrospective analysis of the development of inclusive higher education in Ukraine has been used; it has been found that it is necessary to organize an inclusive environment and implement training for students with special educational needs in higher education institutions. The study was based on the Convention on the Rights of Persons with Disabilities, Resolution of the Cabinet of Ministers of Ukraine of July 10, 2019 № 635 “On approval of the Procedure for the organization of inclusive education in higher education institutions”, educational programs on 013 Primary Education, and scientific and pedagogical works on conceptual approaches to the implementation of inclusive education; organization of training of persons with special educational needs; principles and functions of inclusive education, which indicated the need for inclusive education in higher education institutions.
 Results. The essence of the concept "inclusive education" has been defined. Problems of higher education of people with special needs have been described. The system of education of students with special needs has been determined. It is noted that art HUB for students and university teachers with special educational needs in H. S. Skovoroda Kharkiv National Pedagogical University has been opened. It has been determined that there are elective subjects “Fundamentals of inclusive education” (for the 3rd year students) and “Features of working with an inclusive child” (for the 4th year students) in the educational program “Primary Education” at the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University. The educational program "Primary education with methods of special education" for applicants for the first (bachelor's) level of higher education has been described. The examples of students’ working with an inclusive child are described.
 Conclusions. The process of successful integration of people with special needs in a higher education institution requires a systematic solution of many tasks. Creating an environment accessible to people with special needs is becoming an unconditional requirement for the development of higher education institutions and significantly affects the competitiveness of a modern IHE.

Reality of Primary Education Development in the Conditions of the New School

Under analysis in the following article there is the postmodern conception of primary education development in the New Ukrainian School given the relevant pedagogical principles of child-centrism, given the age and individual mental peculiarities of the pupil's personality, child's creative subjectivity actualization, social partnership in the inclusive environment and competence-oriented education. The postmodern orientation of the primary education rebuilding as a start for the New Ukrainian School innovative development has been enlightened. The competence approach to the vocational pedagogical activity in the conditions of the New Ukrainian School and the perspectives of the primary education development in Ukraine according to the state quality assessment standards have been taken into account. The teaching techniques and priorities in young pupils' education in the New Ukrainian School and elementary school in the European Union states have been studied. There has been observed a significant advantage of the new postmodern reality model, being formed on the ground of childcentrism (interest to the child's unique inner world rather than to the degree of his/her knowledge), techniques of «non-linear», critical, flexible and creative thinking of the partners in the inclusive educational process, vocational thinking, summarizing pedagogical knowledge as subjective fundamental construction – unique response to the postmodern education variability. There has been outlined that the elementary school system rebuilding and modernization in Ukraine is based upon the experience of the primary education in the European Union states.

Training of specialists of Health Technology Assessment: experience of foreign countries

According to the main values of international HTA organizations regarding the development of scientific potential and training of specialists in this field and taking into account the conditions of implementation of medical technology assessment in Ukraine, the scientific interest includes the professional training of HTA users and developers. In this regard, the need of studying the foreign experience and best practices in the use of various curricula, the introduction of forms, methods and technologies is actualized. The author pays special attention to the issue of training these specialists in the system of postgraduate education.
 The aim of the article was to analyze the use of modern forms, methods and technologies in vocational education and training of specialists in the assessment of medical technologies.
 Materials and methods of the research were strategic programs of EU and Ukraine development, normative and legal documents regulating the implementation of HTA, legislative acts on education development in Ukraine, publications in scientometric databases of Scopus, Web of Science and others.
 Research methods used: systematic search of information using search engines, databases and websites by keywords; content analysis of documents; situational and comparative analysis; generalization; prognostication.
 According to the results of the analysis of scientific works, the study of international experience revealed that in foreign countries all types of education are used to train specialists in HTA: formal, non-formal, informal. It was found out that the most common forms of obtaining this specialty in the system of formal education are bachelor’s degree, master’s degree, training of doctors of philosophy. At the same time, for the training of such specialists in the middle-income countries, the programs of various duration in the system of non-formal education are used the most often. Among them: courses, trainings, seminars, internships, apprenticeships, mentoring, etc. Certification upon completion of the training is required.
 Based on the foreign experience and the analysis of scientific literature, the feasibility of creating and implementing various programs (long-term and short-term, in-service and non-in-service, distance, extramural, full-time, etc.) of the HTA specialists’ training in non-formal education completion of training was proved.

Якість вищої освіти в контексті експертних оцінок роботодавців Східної України: аналіз результатів опитування та напрями вдосконалення механізмів державного управління

Обґрунтовано важливість прийняття до уваги суб’єктами забезпечення якості вищої освіти думки роботодавців щодо рівня якості вищої освіти. Подано результати аналізу опитування роботодавців, де з’ясовано їх думку щодо якості вищої освіти в Україні на державному та організаційному рівнях, а також визначено напрями вдосконалення змісту та практики використання механізмів державного управління її забезпеченням. Запропоновано механізм залучення роботодавців до реалізації змісту освітніх програм. Звернено увагу на місце і роль держави у забезпеченні ефективності використання цього механізму.

ANALYSIS OF THE EDUCATIONAL COMPONENT IN UKRAINE'S ECONOMY

The article examines the state of education in Ukraine and its impact on the country's economic development. The structure is analyzed, with a focus on the main areas of education and the population's education level. The influence of education on Ukraine's economic development is discussed. The need to improve the educational system and ensure quality education for the younger generation is emphasized. It is noted that proper attention to education will help increase the number of qualified workers in the labor market, make the economy more competitive, and ensure sustainable economic growth. The issue of state support for education is discussed. It is noted that investing in education is a necessary condition for the country's economic development. The government should ensure adequate funding for education and provide accessibility to the educational process for all segments of the population. Overall, the article makes it clear that education is an important factor for Ukraine's economic development. The need for support, investment, and raising the level of education and qualifications of the population is emphasized. Attention is drawn to the need for improving the educational system and developing new teaching technologies. An analysis of problems hindering the development of education in Ukraine, such as inadequate funding, low quality of education, and insufficient infrastructure, is conducted. Some recommendations for addressing these problems, such as increasing funding for education, ensuring quality education, and developing new teaching technologies, are proposed. The article introduces the state of education in Ukraine, particularly its structure and level. The necessity for developing education to ensure sustainable economic growth of the country is pointed out. Keywords: education, innovation, economic development, science, technological structure.

Educational information technologies in pandemic

The purpose of the article is to analyze information technologies in education in a pandemic, to identify the main advantages and disadvantages of their use in the educational process. The following research methods were used to solve the set tasks: theoretical (study and analysis of scientific and pedagogical, psychological and pedagogical, reference, specialized literature, regulatory documentation on the topic of research, additional professional advanced training programs; analysis, comparison, classification of the information received and generalization); empirical (pedagogical experiment, observation, questionnaire survey, survey, conversation, testing); mathematical (statistical data processing). The article raises a problem that is caused by the need to find the best ways to form the digital literacy of a teacher in the process of professional development in the developing information space. Among the main problems of the information society, important are those that relate to the philosophical and pedagogical foundations of the strategy for the development of education in Ukraine, including problems related to informatization and computerization of the educational process, the emergence of the concept of digitalization of the individual. Telecommunications occupy the main place in the educational process of modern higher education. The main disadvantages and advantages of using multimedia technologies in education are analyzed.

Здоров’язбереження в освітньому середовищі закладів загальної середньої освіти

Priority areas for education reform in Ukraine are defined by the National Strategy for the Development of Education in Ukraine (2013–2021) and the National Strategy for Physical Fitness in Ukraine until 2025. These are: physical education, physical culture, the formation of motor skills and abilities of students. The purpose of the article is to analyze the problem of health care in the educational environment of general secondary education institutions through physical education. The article proves that the health and formation of motor function of students in general secondary education is a complex problem. The problem requires the development of methodological principles, the development of motor function and feedback on the effectiveness of pedagogical influence on the development of motor skills and abilities of students. There is a need to take into account the age, gender and individual characteristics of school students, based on the program which can achieve the most effective results. Object of research: educational process in general secondary education institutions of Ukraine. Subject of research: formation of the process of health care of students of general secondary education institutions of Ukraine. Conclusions. 1. In the conditions of general secondary education institutions there are the following ways to increase the motor activity of students: ensuring the functioning of the motor mode of children; monitoring the state of motor readiness of children; creating conditions for the formation of children's skills of self-organization and self-control, which will promote the activation of motor activity; control of the process of formation of effective motor behavior of students of general secondary education. 2. In order to achieve a high level of physical activity, students need to pay more attention to the process of physical improvement in educational institutions, in the process of upbringing in families and in out-of-school educational institutions. 3. The norm of motor activity in childhood is taken to be the amount of motor activity that fully meets the biological needs of movement, promotes good health. 4. Methods of motor activity of students of general secondary education are as follows: exercises with elements of gymnastics, jumping, games for active recreation, mastering the skills of strength exercises, rhythm in the structure of movement, the ability to control movements.

THEORETICAL AND METHODOLOGICAL FUNDAMENTALIZATION OF SCIENCE EDUCATION IN THE CONDITIONS OF INTEGRATION OF PHYSICS AND PROFESSIONALLY ORIENTED DISCIPLINES ON THE BASIS OF STEM-EDUCATION

The emphasis of science education is to increase students science literacy through investigative measures that include planning, measuring, observing, analyzing data, developing and evaluating procedures, and studying evidence based on the introduction of modern learning technologies (STEM-technologies). The article considers the concept of science as a pioneer of «science education», substantiates the theoretical and methodological fundamentalization of science education on the basis of STEM-education of a technical institution of higher education. It is determined that the main function of the system of science education is to provide society with scienceally literate citizens. The information and resources (usually financial) reinforce this system. In the article we have formed a model of science on the development of STEM-educational trends of innovative development of education in Ukraine. We have formed the features of science education on the basis of STEM-technologies that will contribute to the introduction of modern methods of teaching physics and professionally oriented disciplines. The integration processes in education in recent years have become increasingly important, as they are aimed at implementing new educational ideals – the formation of a holistic system of knowledge and skills of the individual, the development of their creative abilities and potential. The idea of integrated teaching of physics and professionally oriented disciplines is relevant, because its successful methodological implementation involves achieving the goal of quality science education, ie competitive education, able to ensure each person to achieve a life goal, creative self-affirmation in various social spheres. Learning science will allow students to lead a full and responsible life, encouraging them to learn independently, solve new situations, think critically, think creatively, make informed decisions and solve problems. Students should also develop an understanding of the relationship between science, technology, society and the environment (STSE), and strengthen the ability to integrate and apply knowledge and skills in physics and vocational disciplines in technical freelance education. They must be able to address changes and challenges in a constantly evolving society and contribute to the science and technological world.