General Secondary Education Institutions Research Articles

Visualization of distance learning

The article is devoted to highlighting the current problems of creating visual support for distance learning of pedagogical workers in the conditions of postgraduate education. The current experience in training teachers to create a visualization of distance learning of teachers in postgraduate education is considered. Attention is paid to the modern problems of distance learning, the experience of organizing advanced training courses, implementation of thematic, author's courses for teachers of general secondary education institutions and vocational pre-higher education institutions is described. A description of the content of the training of teachers on the author's remote professional development courses is provided. A description of the preparation of a visual series for remote training of teachers in the postgraduate education system is given. Features of the use of modern digital tools and technology for creating electronic materials for the organization of distance learning are considered. A description of the use of video conferencing systems in distance learning is provided, examples of creating video materials for conducting distance classes are described. The experience of organizing distance classes is described and a description of the types of classes in distance learning is provided.
 The list of problems of the pedagogical community in the process of organizing distance learning in crisis conditions is presented. The problems and needs of professional improvement of teachers, which can be solved during the period of professional development in the system of postgraduate education, are singled out.
 The results of research in the post-graduate education system are described, which demonstrate the solution to the problems of distance learning visualization based on the author's professional development courses. The meaningful content of distance, network, electronic training of teachers, the selection of effective technologies for the preparation of visual support for conducting classes in a distance format are recognized

Analysis of the state of health of students of general secondary education institutions

The article analyzes the state of health of student youth. The results of the questionnaire regarding the division of students into basic, preparatory and special medical groups were worked out. The trend of increasing the number of students of the special medical group was revealed. According to the results of the questionnaire, an increase in the number of students with special educational needs was found. It was determined that one of the main reasons is a decrease in motor activity, which negatively affects the health of children, and as a result, contributes to the progression of the disease. It has been proven that systematic exercises, leading a healthy lifestyle, attending various physical and recreational and mass sports events effectively affect the improvement of the morpho-functional, physical condition and well-being of those who practice. The formation of motives for physical exercises, motor activity, active lifestyle is important in improving the health of students and popularizing physical culture, because it is systematic physical culture activities that contribute to the development of basic physical qualities, education of will, courage, perseverance, and have a positive effect to strengthen health, increase mental capacity and social adaptation. In addition, physical education was negatively affected by real-time events, firstly the rapid spread of the coronavirus disease pandemic, then the war with the aggressor country, which forced the education system to be transferred to distance learning, and how, as a result, a sedentary lifestyle is observed among modern youth, because more they spend half of their time studying while sitting.

EXPLICATION OF THE COMPETENCY-BASED APPROACH IN MODEL SYLLABI “THE UKRAINIAN LANGUAGE. GRADES 5–6” FOR SECONDARY EDUCATION INSTITUTIONS

The study deals with the competence approach as the basis for the educational reform of the New Ukrainian School, in part, analyzes regulatory, legal and scientific approaches to comprehension of competency-based learning. The implementation of the competence approach is examined on the example of model curricula “Ukrainian language. Grades 5-6” for general secondary education institutions on the basis of which philology teachers devise their working curricula of the discipline “Ukrainian Language”, bilingual or integrated courses. Comparative analysis of model curricula declares their correspondence to the State Standard of Basic Secondary Education and the implementation of the competence direction of the language and literary scope of education. It is pointed out that the key parts of the curricula contain result, content and activity components. The advantages of each of the analyzed curricula are described. It is proved that the competence direction of programs is realized through the effectiveness and activity components. The expected learning outcomes demonstrate the level of language proficiency and cross-cutting competence skills. More to the point, the types of educational activities proposed in the programs make it possible to utilize theoretical language knowledge to explicate the phenomena of reality and solve life problems. In both programs, the applied nature of language education is strengthened, its reorientation to the activity dimension is expressed. The authors include working in groups, executing projects, processing information from print and digital sources, critically understanding it and using it for communication. Its adaptability to the practical needs of philology teachers has been expressed. It is justified that model curricula are a tool for introducing the fundamental ideas of the competence approach in daily educational practice.

THE PROBLEM OF SUCCESS IN THE FOCUS OF THE PERSONALITY OF A PRIMARY AND SENIOR SCHOOL PUPIL

The article is dedicated to the problem of success in the focus of the personality of a modern pupil of a general secondary education institution. The tasks of the research are the analysis of theoretical data and the highlighting of the results of empirical research concening the content of the phenomena of success and social success, the content characteristics of the socially successful personality of the pupil, as well as the generalization of the results. In the research process, theoretical methods (analysis, reinterpretation and generalization of data, content analysis) and empirical methods (conversation, blitz survey, method of unfinished sentences) were applied. The author justified the difference between the concepts of «success» and «social success», emphasized the qualities and skills of primary and senior school pupils necessary for social success, and emphasized the importance of creating conditions in the educational environment that contribute to the formation of a socially successful personality.

МОНІТОРИНГ МАТЕРІАЛЬНО-ТЕХНІЧНОГО ЗАБЕЗПЕЧЕННЯ ЗАКЛАДІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ В УМОВАХ ВОЄННОГО СТАНУ В УКРАЇНІ

This article presents the results of a comparative analysis of the state of material and technical support of general secondary education institutions (GSEIs) in Ukraine, with a focus on regional differences. The analysis is based on defined indicators for the 2021/2022–2022/2023 academic years. The authors analysed scientific publications by domestic scholars on relevant issues concerning the formation and efficient use of the material and technical infrastructure in the social sphere, including higher education institutions and rural secondary schools. The information database with indicators was created using a combination of general scientific and specialized research methods based on collected and processed statistical reports "Information on the material base of GSEIs and the use of modern information technologies (without special GSEIs) at the beginning of the 2022/2023 academic year" (No. D-4), as well as "Summary report on the material base of GSEIs and the use of modern information technologies (without special GSEIs) at the beginning of the 2022/2023 academic year" (No. 76-RVK) and "Report on the number and composition of pedagogical staff as of September 5, 2022" (No. 83-RVK). The study used structural and dynamic analysis to assess the availability of material and technical resources and the use of modern information and communication technologies in GSEIs across different regions and types of areas. Key indicators of the material and technical base of GSEIs, including the number of institutions with material and technical facilities; the number of classrooms and the calculated average area per student; the availability of a canteen or cafeteria with hot meals; the organisation of transportation of students and teachers from rural areas living beyond walking distance to educational institutions; the average computer load; the availability of high-speed Internet access; provision of pedagogical workers with laptops was analyzed in terms of regions and type of terrain to identify problems of material and technical support of GSEIs and further determination of ways to solve them. The subject of further research should be a comparative analysis of indicators of logistical support for general secondary education in the regions on the contact line and in the de-occupied territories in order to identify the priority needs for their provision.

АНАЛІЗ РОЗПОДІЛУ ДЕРЖАВНИХ ЦІЛЬОВИХ СУБВЕНЦІЙ У СФЕРІ ОСВІТИ НА 2023 РІК

The article examines and determines the significance of mechanisms of distribution and use of funds from state-targeted subventions on the basis of regulatory and legal documents. Special attention is paid to the issue of rational use of subventions allocated for 2023, namely: subventions for providing state support to persons with special educational needs (SEN); subventions for the purchase of school buses; and subventions for the creation of safe conditions in general secondary educational institutions, which are studied for the first time at the State Scientific Institution "Institute of Educational Analytics". The process of allocation and use of these subventions at the state and local levels is shown using information from regional and Kyiv city military administrations, as well as statistical departmental reports. The total amount of distributed state-targeted subventions in the education sector for 2023 is 90,320 billion UAH, including: an educational subvention – 87,515 billion UAH (96,89%); creation of safe conditions in general secondary educational institutions – 1,5 billion UAH (1,66%); purchase of school buses – 1 billion UAH (1,11%); provision of state support to persons with SEN – 304,6 million UAH (0,34%). Additionally, the article presents the results of the analysis of the use of educational subventions for the provision of state support to persons with SEN in the first quarter of 2023. It was found out that as of March 1, 2023, the amounts of unused funds of this subvention increased by 39,4 million UAH, reaching 348,3 million UAH, with a significant share (81,5%) accumulated in regional budgets and in the budget of Kyiv city, as well as in the budgets of urban territorial communities. The analysis of the allocation and use of funds from state-targeted subventions allowed us to outline the main directions for improving the mechanism of monitoring their effectiveness. These include the development of new forms of information collection in accordance with modern regulatory documents, the introduction of unified methodological approaches to processing and analyzing the efficiency of the use of financial resources at the level of educational institutions (territorial communities), and ensuring data visualization for transparency in the use of funds from state-targeted subventions.

Структура готовності до подальшого навчання в учнів 7–9-х класів

The article states that today the role of the institution of general secondary education as an active environment for the personal formation of future specialists capable of conscious choice and development of various professional training programs and activities that meet the requirements of educational and professional standards, the needs of society and the interests of the person himself is being updated. It is noted that now we observe a systematic lag in the social and professional orientation of students from the demands of the labor market. The author provides his own understanding of the structure of readiness as an integral property of the individual, which acts as a set of incentive and executive regulations, the unity of volitional and intellectual qualities, the unity of personal-motivational and professional-performing components. Readiness for further training is considered as the inner conviction of the student and awareness of the importance of the correct choice of profession in life, as an element of a healthy lifestyle in general, sufficiency of knowledge and ideas about the world of professions, professional requirements for psychological characteristics and the state of human health. The following structural components of readiness for further learning of students in Grades 7–9 are identified and characterized: intellectual, motivational, emotionalvolitional and social.

PROFESSIONAL DEVELOPMENT OF SCIENCE AND MATHEMATICS TEACHERS USING ARTIFICIAL INTELLIGENCE

The content of the article emphasizes the importance of training teachers of natural and mathematical fields to use artificial intelligence in their professional activities and developing their competencies to prepare students for modern challenges and opportunities provided by this technology. The analysis of scientific and methodical literature made it possible to determine the advantages and disadvantages of using AI in the educational process of institutions of general secondary education and to propose directions for improving the qualifications of teachers of natural sciences and mathematics. The use of artificial intelligence in science and mathematics education has the potential to improve student achievement outcomes and provide a more personalized learning experience, but with consideration of the potential risks and limitations of artificial intelligence in education, such as the risk of over-reliance on technology, data security. The analysis of the results of the survey of teachers confirms the readiness of science and mathematics teachers for professional development, mastery of advanced training programs for the use of AI. A necessary condition for the introduction of AI is the alignment of the artificial intelligence model with the vision of teachers regarding education, in particular the possibilities of achieving educational goals, alignment with advanced practices in education. The definition of artificial intelligence tools for the science and mathematics field of general secondary education based on the introduction of theoretical research methods made it possible to generalize the directions of professional development of teachers of mathematics and science fields on the implementation of AI and to form the content lines of the educational and professional program of teacher training. The study considers the importance and directions of training teachers for the use of artificial intelligence in postgraduate education and highlights ideas and approaches that will help to effectively introduce these technologies into the educational process, contributing to the improvement of the quality of education and the preparation of the younger generation for the challenges of the future.

THE METHODOLOGY OF USE OF OPEN SCIENCE BY TEACHERS OF NATURAL AND MATHEMATICAL SUBJECTS OF THE UKRAINIAN SCHOOL

The statement of basic materials. Examples of open science environments are considered in the following areas: platforms for placing and searching for data, scientific publications with substantiation of scientific results, platforms that include drawings, data sets, images and videos, platforms with tools for collecting data, search engines and educational platforms on topics that being investigated. The directions of using open science by teachers of institutions of general secondary education are substantiated; forms, methods and approaches to teaching teachers to use open science environments. Examples of the use of open science approaches by teachers in the lessons of physics and mathematics are given.

Blended learning as a strategy for the adaptation of the educational process in the school before the war

The article examines the challenges facing education in Ukraine in connection with the war, in particular the preservation of the educational process in institutions of general secondary education, ensuring that students acquire high-quality learning results. Educational institutions are developing strategies for adaptation to new conditions, the basis of which is the development and implementation of models of blended learning of students. In the theoretical aspect, the essence of the concept of “blended learning”, various approaches to the classification of types of blended learning are considered, and such approaches are briefly characterized. The research data of the State Education Quality Service regarding methods of organizing education in Ukrainian schools in the 2022-2023 academic year are highlighted. To obtain empirical data, interviews were conducted with 20 principals of Ukrainian schools from different regions. Different models of blended learning, ways of their implementation in Ukrainian schools are analyzed. The “Flip Class” technology is characterized as the most optimal for use in blended learning conditions: with the aim of activating and motivating students. Rational distribution of time between asynchronous and synchronous learning modes. Models of lessons in the conditions of blended learning are proposed, as well as recommendations on the organization and conduct of such lessons are provided. Framework models for conducting lessons in a blended format, when synchronous and asynchronous modes alternate, are proposed for teachers.

Важливість географії в сучасній освіті в Україні

Geography is a science that studies the relationships between nature and society. The article examines the issue of the need to study geography in institutions of general secondary education. The importance of geographical knowledge as the basis of patriotism is analyzed in detail and the place of geography in the structure of related sciences is substantiated. A significant place in the work is devoted to consideration of the importance of geographical knowledge after a full-scale invasion, when it became especially necessary. The essence of the terms "external independent assessment" and "national multi-subject test", the importance of these elements in the education system for the selection of entrants to higher educational institutions and the role of geography in them are revealed. The relevance of this science is proven based on the analysis of the total number of registered participants for entrance exams in Ukraine.

РОЛЬ СОЦІАЛЬНОГО ПЕДАГОГА ЯК МЕДІАТОРА В ОРГАНІЗАЦІЇ БЕЗПЕЧНОГО ОСВІТНЬОГО СЕРЕДОВИЩА (НІМЕЦЬКИЙ ДОСВІД)

Background. The article analyzes the role of the social pedagogue as a mediator in the establishment of a safe educational environment. It is noted that war and the general situation of a state of emergency significantly impact the educational environment in general secondary education institutions. Methods. Search of the available methodical and scientific literature with analysis of the found material, classification, systematization, generalization, comparison. Results. An analysis of the implementation of school mediation practices in German education demonstrates that it is based on both psychological and pedagogical achievements (the ideas of P. Natorp and the concept of Haltung) and normative and legal documents (minimum standards in certain federal states and recommendations of the Bundesverband Mediation). It has been established that in practice, various models of school mediation exist in German schools, which are classified according to who conducts the mediation, in what type of school and in which classes it is carried out, as well as in what context. The most popular model in German schools is the "Conflict Leaders" model by Ortrud Hagedorn, the essence of which is the confidential assistance of mediators in preventing and resolving conflict situations. Four advantages of the aforementioned model have been identified: the reduction of emotional tension, the accountability of the parties to the conflict, discussion, and balance. Сonclusions. The implementation of mediation in German education is also accompanied by a number of organizational problems (insufficient support from management, lack of systematic approach, ambiguity of goals) and content-related issues (confusion in defining functions and roles, focus on failures and shortcomings, uncritical belief in results, lack of transparency). Key aspects of the German mediation experience that need to be considered during its implementation in the Ukrainian educational space have been highlighted.

ПАРАДИГМА ІНКЛЮЗИВНОГО ТЕРИТОРІАЛЬНОГО РОЗВИТКУ УКРАЇНИ В КОНТЕКСТІ РЕФОРМИ ДЕЦЕНТРАЛІЗАЦІЇ

The article reveals the prerequisites and essential characteristics of the model of inclusive development of socio-spatial formations. The purpose of the study is to substantiate the conceptual foundations of the formation of a scientific-applied paradigm of inclusive territorial development, the objects of which are UTC and districts that were formed in the process of implementing the decentralization reform. For its implementation, a number of tasks related to the disclosure of the essence and features of the formation of a scientific and practical paradigm of inclusive territorial development were formulated; determination of key demographic characteristics of UTC and districts in the cross-section of oblasts and regions of Ukraine; analysis of available criteria for evaluating the inclusive development of these socio-spatial formations. In particular, it is about the expediency of going beyond such normative criteria for assessing the economic capacity of territorial communities as the area of the territory of the community; population size; the number of students in general secondary education institutions; index of fiscal capacity of the budget; share of local taxes and fees in local budget revenues. This is confirmed by international practice, in particular, the decisions of the 48th World Economic Forum, which presented a new aggregate index of inclusive development, which overcomes the limits of purely economic indicators. The results of the study also indicate the expediency of taking into account the system of economic and socio-demographic indicators in the framework of the definition of the inclusive capacity of UTC and districts, proposed by domestic scientists. The scientific and practical novelty of the conducted research consists in the creative application of world paradigmatic theoretical and methodological provisions to the urgent tasks of conceptualizing the scientific-applied paradigm of inclusive development of UTC and districts as continuous socio-spatial formations. Based on the results of the study, conclusions were drawn, in particular, regarding the positioning of the paradigm of inclusive territorial development as a worldview-institutional-activity model for improving the territorial organization of society. The social purpose of this model is to overcome territorial injustice, eliminate spatial disparities and significant socio-economic differences between the countryside and the city, and improve the well-being of the population. It was noted that further research should be focused on the development of a system of criteria that characterize the inclusive capacity of the UTC and districts of Ukraine, taking into account their specificity and regional affiliation.

ЗАБЕЗПЕЧЕННЯ НЕПЕРЕРВНОСТІ ОСВІТНЬОГО ПРОЦЕСУ В УКРАЇНІ В УМОВАХ ВОЄННОГО ЧАСУ

In emergencies, especially in wartime, new challenges are being posed to the education system, which have both a direct negative impact on the functioning of the network of institutions and participants in the educational process and long-term consequences. The article shows that the period of wartime education in Ukraine was preceded by changes in approaches to educational management, such as the active implementation of IT technologies (provision of computers for students and teachers, school access to high-speed Internet, etc.) during the COVID-19 pandemic. Pre-war activities and experience seem to have contributed not only to the provision of education during the war, with an emphasis on the transition to non-traditional forms of learning (distance learning, mixed learning), but also to the improvement of the educational process in the 2022/2023 academic year (during the war). Although education in crisis situations is of obvious interest to scholars, the practical experience of schooling during wartime in Ukraine has not been sufficiently studied, and its generalization can give further impetus to the development of our knowledge of the functioning of education in emergencies. The purpose of our study is to identify the features of facilitating the educational process in general secondary education institutions under these conditions, highlighting the problems, factors impacting the formation of resilience to challenges and measures to overcome them. The study used general scientific and special research methods. In particular, a review of scientific literature on related topics was conducted, a systematic approach was applied (to formalize the content of the functioning of the education system during the war); methods of statistical comparative analysis of statistical and administrative information, as well as appropriate methods of synthesis; graphical method (for the purpose of visual and schematic presentation of theoretical and practical results of the study). Improving the quality of education under martial law, and solving organizational, technical and financial issues to ensure the continuity of the educational process, involves the effective development of management technologies and tools, strengthening coordination and cooperation between school administrations, government agencies (education authorities, child protection services), local governments, NGOs, and international partners.

Дескрипція сформованості вербально-логічного мислення в дітей старшого дошкільного віку з логопатологією

The purpose of this study is to identify the current state of formation of verbal and logical thinking in older preschool children with speech development disorders, which affects their speech readiness for learning in general secondary education institutions. Research tasks is a theoretical analysis of scientific sources on the problem of study; specify research methods and parameters that reveal the level of formation of verbal and logical thinking; carrying out a comparative analysis of the study results of children of older preschool age with malignancy and normotypical psychophysical development. Research methods are methods with tasks aimed at learning the ability to classify subjects by common features at the verbal level, generalize issues and abstract phenomena, understand the figurative meaning of words (metaphors), analyze and draw conclusions from the content of the story. The results of the experimental study give a clear idea that there are significant differences between the groups of the studied older preschool children with speech pathology and those with normotypical psychophysical development regarding the formation of verbal-logical thinking and the psychological component of speech readiness. Children of older preschool age with speech disorders needed constant help from an adult. During the tasks, most of them made a slow transition from one type of question to another. In addition, these children made many mistakes: they incorrectly classified and summarized objects by features, could not explain the meaning of metaphors and their figurative meanings, and also had difficulties when analyzing and formulating conclusions to the text. The results of the experimental study show the unformed readiness of this category of older preschool children to integrate into the conditions of general secondary education institutions.

PROFESSIONAL PRACTICE OF MASTER’S STUDENTS-UKRAINIAN PHILOLOGISTS ON THE BASIS OF PARTNERSHIP

The article outlines the peculiarities of the organization and conduct of master’s students professional practice according to the educational and professional program Secondary education (Ukrainian language and literature, English language) on the basis of partnership interaction. The requirements for the practical training of future teachers of the Ukrainian language and literature in the conditions of war are also summarized and include: training based on European criteria and standards and national practices, pedagogical partnership, introduction of info media literacy into the educational process. The specific principles of professional practice are clarified and contain student-centeredness, interdisciplinary integration, pedagogical partnership, infomedia literacy. The implementation of the principle of student-centeredness is realised in the “teacher-student” interaction, the teacher’s creation of conditions for the student’s self-development. The principle of partnership during the educational process is “manifested” in mutual respect, in the obligation to fulfil agreements. Professional practice is outlined as an interdisciplinary educational process, which is carried out based on partnership between institutions of higher pedagogical and general secondary education, allows mastering the key competencies of learning the Ukrainian language and literature, contributes to the formation of value orientations and an individual style of professional activity. The course of professional practice in Ukrainian language and literature in high school is presented on the basis of interregional partnership interaction of the resource centre for the professional development of teachers of Ukrainian language and literature of Sumy State Pedagogical University named after A.S. Makarenko, general secondary education institutions of the Sumy region, Ivan Zyazyun Institute of Pedagogical Education and Adult Education of the National Academy of Sciences of Ukraine and the Ukrainian Language and Information Fund of the National Academy of Sciences of Ukraine, National Academy of Sciences of Ukraine. Joint educational projects aimed at the restoration of Ukraine in the post-war period are also outlined, taking into account the nationbuilding priorities of teacher training, Ukrainian-language personality culture, media education, etc.

The Emotional Intelligence Development in the Context of a Problem-based Approach to Intellectual Activity

The article shows that the considering of emotional intelligence as one of the types of general and single intelligence, leads us to the most fundamental point - is the tasks it solves. Therefore, the use of the problem situation tasks in emotional intelligence development in adolescence is a prerequisite for the actualization of individual emotional and cognitive activities. The paper also represents the theoretical and methodological analysis of the psychological foundations of individual emotional intelligence genesis in early adolescence, which became the basis for the development of the author’s concept of this study. Thus, the theoretical model of the emotional intelligence genesis in early adolescence is formulated and substantiated; the quantitative and qualitative analysis of the structure, levels and features of emotional intelligence development of young people is made; the system of psychological factors, mechanisms and laws of emotional intelligence genesis in early adolescence is determined. The materials of the article can be used to solve practical problems of modern institutions of general secondary, vocational and higher education, in particular, to diagnose the level of emotional intelligence of pupils and/or students, to work out effective programs of psychological support in early personality development; to elaborate the individual programs for the emotional intelligence development. Theoretical provisions and research results can be used for the studying process in general secondary education, vocational training and/or higher education institutions, as well as in the psychological education practice and social and psychological centres for the development and implementation of psychological support programmes for both personal counselling and educational process. The main attention in emotional intelligence studies is focused on its psychological structure and relationships with other intrapersonal manifestations. This trend has led to contradictions between ideas about the place of emotional intelligence in the structure of personality and understanding of structural and functional features of emotional intelligence as a metacognitive construct, as well as between criteria for determining a sufficient level of emotional intelligence for mental development and scientifically reasonable psychological and pedagogical tools of emotional intelligence formation, functioning and development. However, the problem area remains the question of the peculiarities of emotional intelligence development at different age stages of individual mental development. Problems of the emotional intelligence genesis in adolescence have not been studied, respectively, there is a lack of clear understanding of the psychological conditions and specifics of the emotional intelligence development in adolescence

Національно-патріотичне виховання здобувачів освіти засобами бойового хортингу під час воєнного стану

The article reveals the enormous educational potential of combat horting as a national sport during martial law. It is determined that patriotism combines knowledge, emotions, feelings and actions. During the martial law, this is felt very acutely, and young people began to act little by little: to break away from gadgets and attend sections on combat training, to be interested in the basics of self-defense and protection, which is very relevant and timely today. On the basis of a systematic analysis of training programs on physical culture for general secondary education institutions (2022), a program on combat training for higher education institutions (2020, author – E. Yeromenko) and the authors’ personal experiences, the peculiarities of the methodology of teaching applied elements of combat training have been determined horting with the use and discussion of video materials, presentations for their better consolidation. As a recommendation, it is proposed to increase attention to the organization and conduct of events of a national and patriotic direction by means of combat horting (in particular, online events) with pupils, students and cadets during martial law. It is proposed to focus the attention of public organizations, centers of national-patriotic orientation on volunteer activities, psychological support, the development of scientific research, individual projects aimed at increasing motivation to engage in combat horting, as well as improving the psycho-emotional state, preserving and strengthening health, establishing cultural, family and national values, which will contribute to the formation of a high patriotic consciousness and Ukrainian civic identity, the education of the personal qualities of a citizen of our state, a patriot, a bearer of Ukrainian national culture.

Формування етнокультурних компетентностей керівників закладів загальної середньої освіти

Формування етнокультурних компетентностей керівників закладів загальної середньої освіти

ПРАКТИЧНІ АСПЕКТИ УДОСКОНАЛЕННЯ МЕХАНІЗМУ ФІНАНСУВАННЯ ОСВІТНІХ ПОСЛУГ ЯК СКЛАДОВОЇ СТРАТЕГІЧНОГО НАПРЯМУ СОЦІАЛЬНО-ЕКОНОМІЧНОГО РОЗВИТКУ ОСВІТНЬОЇ СФЕРИ

One of the main priority directions of the modern state policy of Ukraine is the reform of the education system with the aim of improving and ensuring quality education, improving its organizational and management structure. The network of institutions and educational institutions must meet the needs of the population in quality educational services, which necessitates the improvement of the financing mechanism of the educational sphere. The article analyzes the organizational and economic principles of financing the educational sphere in Ukraine, the network of general secondary education institutions and the state of its financing in Krolevetska city and Kirikivka settlement territorial communities, components of the current mechanism for the distribution of educational subsidies. The conducted analysis confirmed the need to update approaches to financing general secondary education, to calculate the amount of financing of educational institutions with a distinction between rural and urban territories within the same community, as well as the need to take into account not the entire population, but only the number of school-age children living in a certain territory. In accordance with the identified problems, directions for improving the mechanism for calculating the amount of educational subsidization have been outlined and substantiated. In particular, it is proposed to calculate the indicator of estimated class occupancy by students on the basis of data from the register of school-aged children living in the territorial community, and when calculating the amount of educational subsidization from the state budget to local budgets and further distribution within the territorial community, take into account the type of area where the institution is located. At the same time, the issues of assessing the effectiveness of not only distribution, but also the use of available resources by institutions and institutions that make up the educational network remain unresolved.