Institutions Of Various Types Research Articles

The right to education or freedom of education: constitutional and sectoral aspects

This article analyses the distinction between the right to education and freedom of education in the decisions of the Constitutional Court of Ukraine and the European Court of Human Rights. The article deals with the issues of legislative regulation of the right to education. The author analyses international and national legal acts on the right to education, problems of reforming education and science in the context of the Association of Ukraine and the European Union. The author considers optimisation of the organisation and conduct of scientific research and general approaches to education reform aimed at innovative development of education. In modern societies, we often hear that education is associated with the words “right” and “duty”, but not everyone knows what this means in practice. Although it seems easy to talk about education nowadays, this was not the case in the past and many reforms have taken place over the years to make this right and duty more and more relevant. First of all, it should be said that the right and obligation to education has modern roots in democratic societies that recognise and guarantee education for all individuals. Theoretical issues related to the right to education have not yet been the subject of modern legal science have not yet been the subject of a multidimensional study. The study of the of the human right to education usually involves consideration of the issues of implementation as a public service in educational institutions of various types and the protection of the right by the state authorities of Ukraine. The human right to education regulates social relations related to any form of education and upbringing, has a programme and targeted nature, which is expressed in the need for continuous improvement of legislation on education and state activities related to the realisation of the right to to education. This process is carried out on the basis of joint activities of a person, the state and society represented by represented by commercial and state institutions, whose interests are united by a single focus, and complement each other. Education is a human right in the modern international order. It is one of the so-called second-generation rights, i.e. rights that require the state to ensure positive fulfilment, to act in favour of their observance.

A method of using modern endpoint detection and response (EDR) systems to protect against complex attacks

The subject of the research in this article is the architecture of Endpoint Detection and Response and the EDR agent as their base parts in terms of mechanisms for detecting and countering complex attacks on information and communication systems (ICS). The aim of the work is to develop of method for improving the efficiency of using Endpoint Detection and Response (EDR) to reduce the risks of compromising ICS information, industrial, and infrastructure objects by effectively redistributing and utilizing the available EDR mechanisms, the cybersecurity team, and other resources available for implementing security measures in an enterprise, institution, or organization. The article addresses the following tasks: reviewing and analyzing existing EDR systems, analyzing the architecture of EDR solutions and EDR agents, the features of their use, the logic behind the construction of methods and mechanisms for detecting threats to the system from malicious actors and malicious code. The task of providing recommendations for the organization of ICS is also separately addressed in terms of the need to protect the entire ICS and its individual elements, as well as in terms of the available resources (the cybersecurity team, their qualifications and level of awareness of the architecture of EDR solutions) and means (available EDR system elements) for organizing protection. The following methods are used: modeling attack mechanisms, modeling attacker behavior. The following results were obtained: general and specific recommendations were formulated for optimizing the operation of EDR systems and ensuring the effective use of EDR system elements in the information and communication networks of enterprises, organizations, and institutions of various types and orientations depending on the available resources and the information requiring protection. Conclusions: The identified recommendations for the application of EDR mechanisms for protecting information systems and networks allow optimizing the costs of creating a protection infrastructure and implementing security measures, taking into account the characteristics of the available tools and the training and awareness of the cybersecurity team both in terms of response time to threats and the complexity and cost of performing protection tasks.

Изучение казачьих игр с учетом факторов эргономической природной среды и биомеханики движений

The authors highlight the main problem - reduction of mobility of modern children living in the digital space, gassy compressed urban environment. In the article, the Cossack games are presented with an indication of ergonomicobiomechanic factors, taking into account the ethnopedagic orientation that develops in educational institutions of various types. Cossack mobile games are considered in the Cossack classes of general education schools in the course of «Kubanvedenie», «Donology» and others as an element of Cossack culture. The importance of the ergonomic natural environment for the development of the personality is noted. In Cossack games, ergonomic space is distinguished in relation to the biomechanics of human movements. Note that biomechanics as a science implies human movements performed for a specific purpose and in this sense Cossack games can be a model of different types of movements when studying students and an example of the ergonomics of the natural environment in relation.

MODERN PEDAGOGICAL TECHNOLOGIES AND THEIR APPLICATION IN THE WORK OF TEACHERS OF A VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION INSTITUTION

The article theoretically substantiates and experimentally verified modern pedagogical technologies and their application in the work of teachers of professional (vocational and technical) education institutions. The main goal of an article is to perform an analysis of modern pedagogical technologies and their application in the work of teachers of the institution vocational and technical education. To achieve the goal, theoretical analysis of scientific works, synthesis, comparison, and generalization of approaches to the definition of theoretical aspects of modern pedagogical technologies and their application in the work of teachers of professional (vocational-technical) education institutions were used. It has been established that many learning technologies have been developed today, which prompts theoretical generalization, analysis, classification and selection of optimal methods of their use. The process of using traditional and introducing new (innovative) learning technologies proceeds spontaneously. In the procedure of their selection and implementation in the educational process, there are contradictions between: new goals of education and old ways of presenting and learning knowledge; growing volumes of information that need to be transferred to education seekers and the limited amount of study time; the urgent need for pedagogical innovations in the educational process and the insufficient development of the methodology of using new pedagogical technologies in education. The presence of these contradictions determines the need to study the effectiveness of using innovative pedagogical technologies. As a result of our research, it has been proven that the focus of attention of the pedagogical community is on vocational education institutions, which are designed to provide the labor market with qualified workers who are able to successfully work with the most modern production technologies. For this purpose, the regulatory and legal framework is dynamically updated: legal regulation of the functioning of the vocational education system, all its levels and subsystems, the activities of educational institutions of various types and forms of ownership, and the organization of various forms of education is ensured.

CONCEPTUAL FOUNDATIONS FOR THE UPPER SECONDARY EDUCATION TRANSFORMATION IN THE CONTEXT OF UKRAINIAN SCHOOL REFORM

The introduction of the concept of the New Ukrainian School provides for the transformation of the national system of full-time general secondary education on a new conceptual basis for all its levels, including at the level of upper secondary education. The strategic function of the final stage of secondary education is to provide educational applicants with the opportunity to meet their educational needs depending on their future life plans – continuing their studies or obtaining a profession. Therefore, upper secondary education should be based on the principles of deep individualization and differentiation of learning, considering students’ needs and interests, their abilities and life intentions of self-realization. Based on the generalization of domestic and foreign experience, the article presents the main conceptual foundations for the introduction of upper secondary education in two areas – academic and professional. In the content of education, it is proposed to distinguish two components: 1) the core of general education training, which is mandatory for all those who receive a full-time secondary education; 2) content that, depending on the direction, provides in-depth mastery of profile-oriented knowledge, competencies, methods of activity, etc. The first component can be reflected in four areas: Language and Literature, STEM, Social and Humanitarian Education, physical development and security. The second component, depending on the direction, is implemented by specialized subjects studied in depth, or professionally oriented disciplines for institutions of vocational and professional pre-higher education. In accordance with this division of content, educational institutions create educational/educational-professional programs in agreement with the selected training profiles, professions or specialties. To meet the educational needs of applicants for education, local selfgovernment bodies form a network of upper secondary education institutions of various types (academic and professional lyceums, colleges, specialized education institutions), which function mainly separately or in combination with other educational institutions and establishments.

Патриотическое воспитание в образовательной среде педагогического вуза

The social, economic, demographic, and geopolitical challenges that various spheres of our society are facing today largely contribute to the aggravation of issues in the modern national education system. Unification as a strategic goal of globalization causes an increase in threats to national values and sovereign education systems. Today, it is vital to pay close attention to the organization of patriotic education in pedagogical universities, since students are comprehensively trained for future teaching activities with educational work as the most important component. The training of specialists at a pedagogical university should be aimed at the formation not only theoretical knowledge, but also the skills and abilities necessary for the successful solution of educational tasks in educational institutions of various types. The purpose of the research is to identify existing issues in the system of modern patriotic education, as well as to comprehend the experience of organizing patriotic education of students at a pedagogical university. Results: it is revealed that the existing challenges in the organization of patriotic education can be eliminated in the process of designing educational work in a pedagogical university based on local history material.

ONLINE PEDAGOGICAL STUDIES: SEARCHES, BARRIERS AND NEW CONSTRUCTS

The article outlines state policy of Ukraine on implementing information, communication and digi-tal technologies in educational institutions of various types and forms of ownership. Special atten-tion is paid to online research as the main direction of scientific and pedagogical activity. Peculiari-ties of different types of research, such as Internet surveys via special applications, internet surveys on web pages and online focus groups, are revealed. Advantages and disadvantages of online in-depth interviews and other widely spread methods of research on the Internet are defined. Classifi-cations of online studies are presented, for example, one-time and recurring (special, continuous, evaluating, experimental, and panel research). The activity of the National Academy of Educational Sciences of Ukraine is characterized. Specific examples of online surveys of teachers during the last four years, their dynamics and effectiveness are described. The importance of online thesis researches in pedagogy is emphasized.It is proven that the methodology and methods of online research require further substantiation and constant updating of the conceptual terminological apparatus, which cannot be considered narrowly and develop within the framework of only one subject area (pedagogy, psychology, soci-ology, etc.). The interdisciplinarity of scientific research becomes an objective need. Psychopeda-gogy and digital pedagogy as scientific disciplines in the 21st century acquire special importance and are prospective branches of online research. The use of a complex of psycho-pedagogical and digital research methods has its specifics and requires the use of new interdisciplinary constructs under the conditions of digitalization.

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.

Online foreign language teaching: challenges and solutions

This paper is devoted to the vital problem of foreign language teaching in the context of organizing online distance learning. The unfavorable epidemiological situation, modern political and economic transformations in the world have also had an impact on the sphere of education: online learning has received a powerful impetus for rapid development. Currently the digitalization of language education is one of the global trends, which is reflected in the requirements of the modernized Federal State Educational Standards of vocational and higher education. The development of digital didactics as a new essential branch of pedagogy touches upon the foreign language teaching process. At the same time, the implementation of innovations causes many difficulties and challenges for specialists who are used to traditional teaching methods and are trying to avoid reducing the quality of education. In this regard, the topic of this study is of particular relevance. The paper studies the benefits and drawbacks of foreign language teaching in educational institutions of various types, implemented with the help of distance technologies and modern teaching software. Both the teacher questionnaire and the survey made it possible to identify and describe in detail the advantages and disadvantages of conducting online classes in a foreign language in the Yaroslavl Town Planning College (Yaroslavl) and the Plekhanov Russian University of Economics (Moscow). The issue of increasing the effectiveness of the implementation of distant foreign language teaching was also considered by solving a number of methodological problems, such as the use of specific Internet discourse and clichs as part of communication in a foreign language at different class stages. The solution to this problem will let eliminate a number of psychological difficulties that all subjects of educational process face during online communication, and make communication more emotional.

FORMATION OF FUTURE BIOLOGY AND HEALTH BASICS TEACHERS’ READINESS FOR INNOVATIVE EDUCATIONAL AND PEDAGOGICAL ACTIVITIES

The article examines the main theoretical and methodological features of forming the readiness of future Biology and Health Basics teachers for innovative educational and pedagogical activities. The relevance of this topic is that the current education reform (changing the status of educational institutions, introducing modular programs, innovative changes in the assessment of students’ knowledge, optimizing the number of subjects) requires the expansion of theoretical and methodological knowledge about the implementation of innovative educational and pedagogical activities, which should be transformed into practical activities of a modern teacher. Substantiating the issue of innovative educational and pedagogical activities in the system of education as a whole, its essential characteristic is the improvement or updating of the entire educational content by creating, disseminating and mastering new effective ways and means of achieving the educational goals set by modernity. The purpose of the article is to actualize the peculiarities of the future teacher’s readiness for innovative educational and pedagogical activities.Today’s education in Ukraine is focused on the need to introduce a variety of approaches to solving new (reformist) educational tasks, and their active implementation in the theory and practice of professional and pedagogical activities. Innovative educational transformations require a particularly high level of theoretical knowledge and practical and professional training of the future teacher. Modern realities (modular programs, criteria for assessing the knowledge of students, etc.) require the future teacher to have a readiness to develop professionally, test and implement pedagogical innovations in the process of teaching such subjects as Biology and the Basics of Health, as this becomes a necessary component of his/her professional readiness.Having considered the essence and components of readiness for innovative activity, factors and conditions of its formation in future teachers of biology and health basics, we can draw the following conclusions:1. Formation of readiness for innovative activity in future teachers who will teach Biology and Health Basics in educational institutions of various types is one of the urgent problems of modern science and practice. Innovative activity in the education system involves rethinking, improving or updating educational practice by creating, improving and mastering new effective methods, techniques, ways and means of achieving the established goals in education.2. Readiness for innovation is an integral multi-vector quality of a personality, characterized by the presence and a certain level of formation of motivational and orientational, content and operational, and evaluative and reflective components in their unity, which is manifested in the desire for innovation, which is an update of teacher’s professional growth.3. Formation of biology and health basics teachers’ readiness for innovative activities is a process that reveals values and humanistic orientation, awareness of the methodology for solving professional and pedagogical problems, ways of implementing conceptual educational models in professional activities; comprehension of the results of pedagogical innovations, development of criteria for their evaluation and self-assessment.
 Keywords: readiness for innovative educational and pedagogical activity; motivational and orientation component; content and operational component; evaluation and reflection component; innovative potential; comfortable innovative environment; indicators of readiness for innovative activity; innovative behavior; social infantilism.

Analysis of the main indicators of dental care in Ukraine for 2022

The article presents an analysis of the results of state and industry statistical reports of health care institutions submitted to the Public Health Center of the Ministry of Health of the Ukraine in 2023. In 2022, 16,004 dentists provided dental care to the population of Ukraine in 4,418 institutions of various types of ownership. There is a decrease in the number of dental healthcare institutions in Ukraine from January 1, 2021 to December 31, 2022: by 14 % in the public sector (1,359 institutions in 2020, and 1,172 in 2022), by 36 % in the private sector (5,084 institutions in 2020, and 3,246 in 2022). The human resources for the dental industry decreased by 28 % compared to 2020 (22,180 dentists). In the public sector, 10,081 specialists provide dental care (12,601 dentists in 2020), in the private sector, 5,551 specialists (8,940 dentists in 2020). The indicator of provision of dental personnel in Ukraine, which was 3.9 doctors per 10,000 population in 2022, including dentists in institutions of all types of ownership and subordination, reduced compared to 2020 (5.4). A decrease in the amount of dental care for residents of Ukraine according to the main indicators has its basis, namely: the change in the funding of dental care, two years of the COVID-19 pandemic and a full-scale war from 2022 caused significant fluctuations in the indicators in the regions of the Ukraine.

LIFE AND SCIENTIFIC-PEDAGOGICAL ACTIVITY OF A BOTANIST, SCIENCE HISTORIAN, AND PEDAGOGUE, PROFESSOR DMYTRO OLEKSANDROVYCH BAIKOV (1818-1884)

Problem. Professor of Zoology and Botany D. O. Baikov worked at several educational institutions in Odesa: Odesa (Novorossiysk) University (1865-1866), Richelieu Lyceum (1850-1865), Odesa Institute of Noble Maidens (1854-1868), Gymnasium of Richelieu Lyceum (1850-1854), 2nd Municipal Girls' School (1854-1868). His life and activities have been covered in many biographical articles, but the information provided is either inaccurate or conflicting. As an example, none of the authors provide the dates and places of his birth, death or burial. Objective. The aim of our study was to clarify the basic biographical data and the results of the scientific-pedagogical activity of Professor D. O. Baikov. Main results. Based on the study of archival and official printed documents of the 19th and early 20th centuries, the main dates of the life and activity of Professor Dmytro Oleksandrovych Baikov, who headed the Department of Zoology and Comparative Anatomy of Odesa (Novorossiysk) University, were established. His role in the development and formation of higher and women's education in Odesa in the second half of the 19th century is shown. Conclusions. For the first time, the main dates of the life and scientific-pedagogical activity of Professor D. O. Baikov were documented – 25(13).10.1818 – 22(10).09.1884; for the first time, 12 units of storage of three state archives and 9 printed documents that were previously unknown to the scientist's biographers and specialists in the field of biography were introduced into scientific circulation; arguments were provided for reconsidering some conclusions regarding the activities of Professor D. O. Baikov in educational institutions of various types.

Role models of educators in the context of systemic bureaupathologies

Systemic bureaupathologies have become a barrier in the development, functioning and manageability of Russian education in the increasingly complex social and geopolitical conditions, as well as a new object of sociological research. However, there is not yet enough data at the disposal of scientists on the social consequences of bureaupathologies in the human dimension: deformation of values and attitudes, well-being in the workplace, contradictions in the social and professional adaptation of workers in education. These consequences are latent, but real. Due to the prevailing passivity of the staff, they are not revealed in educational statistics and mandatory reporting, but are obvious in sociological studies. The article reveals the typical role models of employees in the context of bureaupathology and their scale in the professional environment. The article is based on the research conducted in 2018–2023. (Russian Science Foundation grants 18-18-00047, 23-28-10010) using a questionnaire survey on an interregional sample (St. Petersburg, Novgorod region, Altai Territory), in-depth interviews, content analysis of documents in educational institutions of various types, workers load timing.
 The role models of educators as a reaction to the daily manifestations of bureaupathologies were grouped according to the key parameters "activity - passivity" and "assistance - opposition". They include active facilitation ("effective managers", "over-administrators", "paper parasites"), passive facilitation ("show-offs", "failed administrators", "burnt out"), passive resistance ("escapists", "adapters"), and active opposition (“questioners”, “reasonable masters”, “nihilists” and “leaving the profession”). Models focused on counteracting paper pressure constitute a social resource for bringing education out of the crisis, but are not characteristic of the majority of staff, and therefore deserve social and organisational support and further study, including within the framework of scientific events of the national project “Education".
 The article continues the disclosure of the topic of bureaupathology from different angles, serves to assess the social effectiveness of education management and the prospects for overcoming bureaupathology.

PSEUDONYMS INCLUDING CHURCH SLAVONIC NAMES OF CYRILLIC LETTERS: STRUCTURE AND METHODS OF FORMATION (ARTICLE 1)

In a series of articles on the material of the Dictionary of Pseudonyms of Russian Writers, Scientists and Public Figuresby I.F. Masanov we consider the structure and methods of formation of pseudonyms, which include in their composition Church Slavonic names of Cyrillic letters. There are simple (single-word) and complex aliases. It is established that the inclusion of letter names in pseudonyms in most cases is motivated by the author’s onym (most often the first letter of the name or surname), his other pseudonym or the onym of another author. In the first article of the cycle, an analysis of statistical data is made, indicating that this model had the greatest productivity in the period from the 70s of the 19thcentury to the 10s of the 20thcentury. That was the time when the study of the Church Slavonic alphabet was mandatory in educational institutions of various types, as evidenced by the data of the ABC-books and primers of the pre-revolutionary era. It is pointed out that the importance of the Church Slavonic alphabet for a native speaker of the 19thcentury is also evidenced by the fact that the Church Slavonic names of Cyrillic letters were often used in phraseological units of various types. In the second part of the article, simple pseudonyms are considered: the features of their formation and graphic design are described. Analysis of the material shows that the most commonly used are simple pseudonyms, which are the names of the first letters of the alphabet - Az, Buki, Vedi, Glagol, as well as the letter Fita. It is noted that as pseudonyms, not motivated by the author’s onym, the names of only two letters are regularly used - Azand Buki. The features of the functioning of the pseudonyms Fitaand Firth, as well as the pseudonym Yus, are established.

Training of landscape gardening specialists in the french higher education system

The paper deals the issue of training future specialists in gardening and park management in higher education institutions in France. It is established that the training of these specialists is carried out in institutions of various types, which are integrated into the general system of educational institutions. The main features of training of future specialists in landscape gardening in French higher education institutions are determined: constant development of an extensive and differentiated system of educational institutions; practical and constant interconnection and mutual influence between all levels of education, including professional development; autonomy of educational institutions within the framework of national, regional and local educational programmes; innovation in the educational process and professionalisation of future specialists. Higher education in France is aimed at shaping a new vision of the nation and the worldview of young people: innovation and scientific research; environmental protection and agro-ecological development of national territories; highly professional, multidisciplinary and demanded young specialists in the labour market; integration of scientific and educational achievements into the development of local territories; use of regional potential by combining the efforts of scientific, educational and industrial institutions to develop the country's bioeconomy. Higher agricultural education in France provides training, education of engineers, specialists in landscape architecture and design, specialised personnel, teachers, scientists and veterinarians in 26 higher education institutions: 19 institutions are public and 7 are private. To date, new types of educational institutions have been established and are successfully operating in France, providing multi-level and multi-functional professional training of agricultural engineers that optimally meet the interests of the individual and the staffing needs of enterprises and territorial communities. This helps to increase the competitiveness of their graduates, expand their career opportunities, and ensure stability in their professional activities. As a rule, these are professionals of a polyvalent nature who speak two foreign languages. The trend of improving and expanding the short cycle of professional higher education, as well as alternative (non-formal) agricultural education, which is represented by: apprenticeship (formation par apprentissage); continuing education (formation continue); distance education (formation ouverte et à distance); alternative system of assessment (certification) of professional experience (la Validation des Acquis de l'Expérience, VAE), is quite effective for agricultural education in France.

Деякі проблеми успішності управління закладом дошкільної освіти в сучасних умовах

The article reveals the essence and task of organizing the management system of a preschool education institution in modern conditions. Special attention has been paid to some aspects of adapting business methods in the management of a preschool education institution, its components, and the role of the educational environment, as a condition of life safety, formation of a creative and independent personality. At the same time, the importance of partnership interaction of educators and parents in creating psychological comfort, managers’ possession of various techniques for solving problem situations through unifying communication in the system of the «educator – parents – children» based on the formed value foundations of the personality has been emphasized. Considerable attention has been paid to disclosure of criteria for assessing the quality of management processes and the need to observe academic integrity in the work of an institution. The need for head of an institution to possess methods of motivating educators to increase the effectiveness of work with educatees and their parents has been emphasized. The importance of compliance by head of an institution with regulatory and legal documents (the basic component, the Law «On Education», the Professional Standard «Head (Director) of a preschool education institution», etc.) and the need to follow the changes announced there have been revealed. These requirements also relate to the principles of organizing the educational process of a preschool education institution, advanced training of pedagogical personnel, planning, and building a system for working with parents of educatees and improving the image of a preschool institution. A selective analysis of the experience of the HEI work system in preparing future managers of preschool education institutions of various types is of practical importance.

Characteristics of Symptom Complexes of Professional Burnout Among Pedagogical Workers of Educational Institutions of Various Types

The creation of conditions for the emotional well-being of teachers in the conditions of the labour process transformation is necessary for the prevention of the occurrence of production-related morbidity and the creation of the most favourable working conditions. The purpose of the research is to assess the formation stages of symptom complexes of professional burnout among pedagogical workers of educational institutions of various types. The leading research method is experimental. During the ascertaining experiment, the level of professional burnout was assessed according to V. V. Boiko’s method “Diagnostics of the level of emotional burnout” among 852 pedagogical workers of the Sumy region during 2008-2021. The dependence of the development of professional burnout and symptom complexes of tension, resistance, and exhaustion on organizational factors of the type of educational institution was established. The obtained results of the research made it possible to develop practical recommendations for the promotion of professional health of primary school teachers, which are based on information, health, psychotherapeutic and organizational measures.

ОНОВЛЕННЯ ЗМІСТУ ВИКЛАДАННЯ НАРОДНО-СЦЕНІЧНОГО ТАНЦЮ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ УКРАЇНИ

The article reveals the relevant aspects of the professional training of applicant of the first level of training within the higher education in specialty 024 «Choreography» which have been caused by the beginning of the military actionі in Ukraine. The publication actualizes the updating of the educational components which are oriented on the formation of readiness of the future choreographers for the teaching Folk-Stage dance within educational institutions of various types. The authors underlined the importance of the determination and highlighting of Ukrainian folk-dancing culture in the content of the discipline «theory and Methods of Teaching Folk-Stage Dance». This also requires the revision of the list of nationalities within this discipline’s content. The research work contains: the analysis of the problem field of the professional education of Bachelors in Choreography which was revealed in the scientific dissertations in 2021. It also contains the analysis of publications on Theory and Methods of Teaching Folk-Stage Dance; analysis of content of syllabuses from different higher educational institutions. These syllabuses were devoted to the Teaching Folk-Stage Dance as the particular educational component. The article has references on authors of scientific-methodical literature on Ukrainian Folk Choreography, links on video-lectures of prominent masters of Folk Dance from different countries. The authors described the content component of teaching Ukrainian Folk Dance considering the regional peculiarity and uniqueness of the educational-professional program «Choreography». It is grounded the updating of the content component of teaching students Folk-Stage Dance with the orientation on the exclusion of the cultures of countries-aggressors. The content updating of the Folk-Stage Dance must underline the regional component (analysis and acquaintance with the folk dances of countries-neighbors, acquaintance with the national minorities of Berdiansk region) and cultural Euro-integration of Ukraine (certain countries of the European Union). The article names forms and methods of teaching Folk-Stage Choreography in the online format, tested by the authors during the educational process. These form and methods proved their effectiveness in professional training of Bachelors in Choreography considering the standard of specialty 024 «Choreography». The importance of the scientific research is in the relevance of the revealed problem field, understanding and reaction of authors on the educational changes within the martial law in Ukraine, practical significance of the informational material within the professioanl training of Bachelors in Choreography. Key words: Bachelor in Choreography, Folk-Stage Dance, Ukrainian Folk Dance, Forms and Methods of teaching.

Багаторічна динаміка стійкості до професійного вигорання у педагогічних працівників закладів освіти різного типу

Objective: The aim of the study was to assess the level of professional burnout among teachers of educational institutions of various types in the long-term dynamics, taking into account the forms of work organization. Materials and methods: During 2008 - 2021 the level of occupational burnout was monitored in 852 pedagogical workers of the Sumy region. The study was carried out according to the method of V. V. Boyko «Diagnostics of the level of occupational burnout». The study included three stages. In 2008, 420 teachers of secondary education institutions were surveyed. In 2020, 342 teachers of preschool and primary schools were examined. In 2021, 85 teachers of secondary education institutions were examined. In 2021, the organization of the educational process was taken into account. It included an online format in the context of the COVID-19 pandemic caused by the SARS-CoV-2 coronavirus, taking into account a history of coronavirus disease. Results: During the entire observation period, a low level of occupational burnout prevailed among teaching staff. Over the years, there has been a steady trend in the spread of the average level of occupational burnout, which has a negative sign of a protracted course with regular symptoms. The dependence of the development of the general syndrome of occupational burnout on age was established (r=-0,87, p<0,01). In 2008, occupational burnout was formed at the expense of teachers aged 31-40 years old. In recent years of observation, all levels of occupational burnout were formed at the expense of teachers aged 51 years old and more. Thus, the teachers retained the features of the psycho-emotional state with manifestations of occupational burnout after twelve years of observation and formed groups with high occupational burnout at the time of the re-examination. As of February 2021, 63,53% of teaching staff in the observation group had a history of coronavirus disease. Regardless of this, there was a general tendency among pedagogical workers for the advantage of low and medium levels of occupational burnout over high. A high level of professional burnout among teachers who underwent COVID-19 (9,26±0,95 %) was recorded in 3,64%, which is less than the same group of teachers (with a high level of professional burnout) without a history of COVID-19 (12,90±1,34 %, t=2,21, p<0,05). It has been established that the development of professional burnout is not associated with the psycho-emotional state of the coronavirus disease, since the main factors in the formation of professional burnout are the organizational factors of the labor process. Conclusions: During 2008-2021, teachers experienced an increase in the rate of development of occupational burnout. The dependence of occupational burnout on age has been established.

Проблемы совершенствования предпринимательского образования в России

Currently, it is very important for higher education institutions to assess the actual needs of potential applicants, to anticipate their requests. In this regard, the development of new areas of educational services becomes important. One of these areas is entrepreneurial education. In addition to higher education institutions, other players in this market are also engaged in entrepreneurial education. Educational institutions of various types have appeared on the entrepreneurial market, providing a wide range of educational services, which creates competition between them. A separate segment of this market is represented by corporate entrepreneurial education. The article examines the sphere of entrepreneurial education, its forms and educational programs applied by higher educational institutions, identifies the problems and trends of development of this type of education in Russia. A comparative analysis of entrepreneurial education at various universities taking into account the world experience is carried out, the combination of academic disciplines, the ratio of theoretical knowledge and practical training are considered in detail. The influence of different approaches to learning on the effectiveness of information perception and material assimilation is evaluated. He factors of competitiveness in the market of entrepreneurial education related to the educational process and the teaching staff are highlighted, which are considered in detail and allow educational institutions to manage their competitive position in the market of entrepreneurial education services. A new approach to assessing the effectiveness of mastering educational programs in the field of entrepreneurial education is proposed, which is based on assessing the effectiveness of mastering knowledge, skills, and skills in each discipline of the educational program, as well as on the ratio of graduates of the program who were eventually able to successfully realize themselves in entrepreneurial activity.