System Of General Secondary Education Research Articles

ACTUAL PROBLEMS OF TEACHING THE "GLOBAL COMPETENCE"COURSE AT SCHOOL

The article summarizes and substantiates the effectiveness and main features of teaching the selection course "Global competence" in a modern secondary school, actual problems of educating students in accordance with modern processes.Currently, with the conditions for the transition of developed countries of the world to a market economy, the implementation of transformations and effective methods in all sectors in accordance with modern requirements, the development of optimized and affordable innovative technologies, computerization of industrial sectors, and the reform of the education system in accordance with international standards are being established.In accordance with the requirements of modern education, the purpose of certain subjects conducted in secondary schools is the widespread use of updated methods and Information Technologies, among the tasks are the improvement of students knowledge, skills, business skills, and the development of important qualities.In general, the formation of global competencies of the individual in the secondary education system is one of the most urgent andurgent problems. Along with the country's entry into a market economy, the problems of the competence of teachers and teachers in the field of education, the global competitiveness of students were reflected and formulated in the addresses and important regulatory documents dedicated to the future of the country. At the moment, although the selection course "Global competence" has been introduced in the general secondary education system, there are still enough theoretical and practical issues here.To conclude, the author concludes that the course "Global competence"gives results in the currently purposefully organized educational process.

General secondary education in Bulgaria: administrative law aspects

In the article, the author analyses the system of general secondary education in the Republic of Bulgaria from the perspective of administrative law and also examines the regulatory framework for education in this country with a view to identifying the specific features of school education which determine its efficiency and quality.
 The fundamental rights of Bulgarian citizens to education are enshrined in the Constitution of the Republic of Bulgaria. Education in Bulgaria is a national priority, and therefore educational policy is formed and implemented on the following principles: a unified state educational policy to ensure the right to preschool and school education; focus on the interest and motivation of the child and pupil, on age and social changes in life, as well as on the ability to apply the acquired competences in practice.
 Having analysed the fundamental law of the Republic of Bulgaria “On Preschool and School Education”, the author notes that it is supplemented by a significant number of legal acts issued in the form of resolutions of the Council of Ministers, orders of the Ministry of Education and Science of the Republic of Bulgaria and a number of other ministries on specialised education programmes.
 The author pays particular attention to the distribution of administrative powers in the field of education between the Council of Ministers, the Ministry of Education and Science of the Republic of Bulgaria, regional education departments, local self-government bodies and educational institutions.
 In the author’s opinion, the activities of bodies for consideration and addressing of a wide range of issues at the school level are worthy of further study: these are pedagogical councils, public councils established at each school, and boards of trustees established to attract additional financial and material resources to support school activities and control their intended use.
 Based on the study, the author concludes that public administration of the general secondary education in Bulgaria is characterised by deep democratization and decentralization, as well as expansion of the autonomy given to schools. While the main subject of public administration in the field of general secondary education in Bulgaria is the Ministry of Science and Education, a significant role is also played by regional education departments and local governments, where the former provide methodological support to educational institutions, and the latter supervise and control directly the educational institutions.

General secondary education in Spain: administrative law aspects

The article analyses the system of general secondary education in Spain from the perspective of administrative law. The author aims to study the main goals and objectives of general secondary education in Spain, its principles, structure, educational relations and the State’s obligations in the field of education. The research is based on the analysis of the fundamental legal act in the field of education in Spain, the Organic Law of Education.
 The author notes that in the system of compulsory secondary education in Spain, particular attention is paid to the educational and professional orientation of students, taking into account the gender-sensitive approach and special educational needs of students with disabilities. In addition, school education is aimed at teaching students the basic elements of culture, instilling tolerance, healthy lifestyle skills, and respect for the environment.
 For the purpose of comparative analysis of the practical achievements of the Spanish secondary education system, the author draws attention to the results of the OESD’s Programme for International Student Assessment PISA, other data from the OECD, UNDP and independent rankings.
 It is noted that public administration in the field of general secondary education is in close communication and interaction of public authorities, is characterised by decentralisation of powers, transparency, accountability, autonomy of educational institutions and flexibility in the organisation of the educational process. The author looks into the distribution of powers in the field of education between the bodies of the General State Administration, such as the Government of Spain and the Ministry of Education, Vocational Training and Sports of Spain, and the administrations of the Autonomous Communities. Education authorities at different levels coordinate their actions, each within its own competence, in order to use resources efficiently and achieve the goals set by law.
 On the basis of the research, the author concludes that public administration in the field of education in Spain is aimed at meeting to the fullest extent the needs of the population in providing general secondary education, and the Spanish education system itself is focused on the formation of educated, tolerant and culturally enriched individuals. The state is most interested in taking into account the needs of students to unveil their potential to the full extent.

Implementation of STEM education in the framework of the New Ukrainian School reform

Relevance. The research relevance is determined by the need to develop STEM education, which is envisaged by the Ukrainian government for the period up to 2027. STEM approaches are only partially implemented in Ukrainian educational institutions, mainly in out-of-school educational institutions.Purpose. The study aims to examine the problems and the need to consider the role of STEM education technology in the process of implementing the New Ukrainian School reform at the stages of primary and senior specialised schools.Methodology. Theoretical methods were used in the study, including analysis and synthesis, methods of generalisation, comparison and forecasting of the innovative educational process. As empirical research methods, a survey of schoolteachers in the field of STEM education was conducted.Results. The study examines the promising areas of STEM education in the system of basic and senior specialised educational institutions. The advantages of using STEM-oriented educational programmes are outlined and the prevailing competencies for the teaching staff of the educational process are identified. The interdisciplinary connections in the implementation of STEM tasks and projects by students in various subjects were investigated. In the context of scientific work, the state of scientific and methodological support for the implementation of this technology in modern educational institutions was identified, the directions of implementation were investigated, and methods for designing STEM education into the general secondary education system were substantiated.Conclusions. The practical significance of the study lies in the possibility of using the obtained results in writing manuals and publishing textbooks in the direction of developing the STEM education ecosystem, and training specialists in the field of robotics in the process of teaching STEM subjects.

THE STAGES OF IMPLEMENTATION OF THE TEACHER'S DIGITAL COMPETENCESELF-ASSESSMENT TOOL IN THE CONTEXT OF PROFESSIONAL DEVELOPMENT

The article highlights the development and steps of implementing a tool for self-assessment of digital competence of a teacher based on the experience of domestic specialists in the period of 2020- 2023. An analysis of approaches to the development of a self-assessment tool in the international educational community is carried out. Approaches to compiling a survey questionnaire based on the Digital Competence Framework for Educators (DigComp 2.1) are substantiated. The stages of development of a self-assessment tool for the teacher's digital competence are presented: development, improvement, implementation. The procedure for conducting the survey over four years is described. A block diagram of the creation and implementation of a teacher's digital competence self-assessment tool is presented. The principles that contributed to obtaining reliable data during the self-assessment of a teacher's digital competence are substantiated and presented. It is proved that the self-assessment tool of the teacher's digital competence should contain elements of identifying the degree of readiness to use ICT by teachers and educational institutions, which contributes to the development of recommendations and finding solutions to overcome existing problems. The concept of the readiness of teachers to use the tools of the information and educational environment for the implementation of educational activities in quarantine conditions is defined. The main indicators obtained during the all-Ukrainian survey of teachers in the system of general secondary education were analyzed, and the dynamics of the development of digital competence of teachers were revealed. The main content of methodological recommendations for postgraduate education, developed on the basis of the approbation of the self-assessment tool, is presented. The scientific novelty of the presented research lies in the discovery of new approaches, the development of principles and forms of self-assessment of the teacher's digital competence in the conditions of restrictions caused by the long quarantine and wartime in the country. The conclusions regarding the further use of the teacher's digital competence self-assessment tool in the system of postgraduate pedagogical education are substantiated. Prospects for further research are outlined.

Оценивание компетентности обучающихся специализированных (музыкальных, спортивных, художественных) школ в рамках формирования естественно-научной грамотности

The change of scientific paradigms requires the participants of the scientific and pedagogical process to actively search for ways to solve important pedagogical tasks. The study presents an analysis of the situation of the development of functional literacy of students in chemistry lessons within the framework of a shortened training program. At the same time, in relation to the subject of chemistry, the problem of the development of natural science literacy is considered in detail. In the course of the study, the scientific works of foreign and Kazakhstani scientists on the designated problem were studied, on the basis of which conclusions were drawn about the need to use the potential of the activity methodology. This need is dictated by the observed transformation of the system of education and upbringing of the Republic of Kazakhstan. We are convinced that the development of this problem is relevant for solving the issue of scientific substantiation of the development of functional literacy of students, which is the key to the readiness of the individual to live in a changing reality. Functional literacy is stated as an important component of the basic competencies of the individual. Improving the level of functional literacy is one of the key tasks of the system of general secondary education of the Republic of Kazakhstan. The analysis of the content of normative documents regulating the system of general secondary education in terms of ensuring the results of training for the development of functional literacy in terms of its component of natural science literacy in chemistry lessons within the framework of a shortened training program makes it possible to determine the main trends in the planning of the educational process in this direction. Along with this, the important methodological problem of finding ways and means of assessing the development of natural science competence of students in chemistry lessons is being solved.

SUBJECT COMPETENCE IN STUDENTS FROM SPECIALIZED SCHOOLS WITH ACCELERATED CURRICULA AS A PREREQUISITE FOR DEVELOPING FUNCTIONAL LITERACY

The development of functional literacy of students from specialized schools is currently relevant. The aim of the study is to analyze the process of development of functional literacy and its component of natural science literacy in chemistry lessons in the conditions of implementation of shortened curricula in specialized general education schools of the Republic of Kazakhstan. The scientific achievements of foreign and Kazakh scientists on the identified problems were studied, on the basis of which conclusions were made about the need to use the capabilities of the activity methodology. This necessity is a consequence of the observed transformation of the education system in the country. The content of normative documents regulating the system of general secondary education is also analyzed, according to which the chemistry teacher has the right to independently determine the number of hours allocated to study, which gives the teacher of a specialized school the opportunity to independently decide on the choice of ways to develop special competencies of students within their subject. The requirements to the tasks for assessing the level of science literacy were studied, and as a result, the necessity of defining the competence-skill as a parameter of competence was revealed. A table of matching skills (competencies) corresponding to tasks with a description of their characteristics was derived. It is concluded that it is possible to develop tasks that would ensure the development of competencies that include: scientific explanation of phenomena, understanding of the features of scientific research.

Formation of environmental literacy through the study of green chemistry

The article deals with the relevance of formation of environmental literacy among school students. Recently there has been a need to balance the requirements for the ability of students to consciously plan their future life in society. This is explained by the emergence of various global problems, for which modern man should be ready and able to solve them. Environmental literacy can be integrated into the study of the environment, more specifically environmental chemistry, in a modern context with green chemistry. The article also studies the definition of "green chemistry" and its principles. The analysis of the content of normative documents regulating the system of general secondary education in terms of providing learning outcomes for the development of ecological literacy in terms of its component of natural science literacy in chemistry lessons within the framework of a shortened curriculum makes it possible to introduce into the variable part of the educational curriculum programs and methods for the development of functional literacy, including ecological literacy.

Scientist from my region: the project of the Scientist Support Office.

The article extensively analyzes the project “Scientist from My Region” — an new initiative by the Scientist Support Office aimed at integrating the scientific achievements of Ukrainian researchers into the general secondary education system. This is achieved through various interactive formats such as lectures, webinars, discussions, round tables, thematic games, and more. The article explores the current state and opportunities associated with this project, addressing issues related to students’ insufficient awareness of local scientific contributions, the need for more engaging methods of scientific education, and the importance of mentorship in inspiring future generations with science. Additionally, the potential impact of this project on advancing scientific literacy, improving professional orientation, and fostering a stronger connection between students and the scientific community is discussed.

IMPROVING THE METHODOLOGY OF PREPARING STUDENTS FOR INTERNATIONAL EVALUATION RESEARCH

In the continuous education system of our country, reforms aimed at ensuring the development of modern competence approaches are being carried out in the generalsecondary education system, which provides for the formation of educational and cognitive competencies in students based on advanced foreign experiences. "Fundamentally improving the quality of general secondary education, in-depth study of other important and high-demand subjects such as chemistry, biology" was defined as one of the priority tasks.

Methodology for express assessment of human resource potential in the regional system of secondary general education

This article presents a methodology for the quick assessment of human resources potential within the regional system of secondary general education. Its relevance is dictated by the extreme importance of human resources for improving the quality of education in the region, the need for well-founded managerial decisions to enhance the effectiveness of teaching, and the demand by regional education management bodies for tools to evaluate and develop human resources. The tasks, solved with the help of the proposed methodology, include identification (using statistical and econometric methods) significant general, professional, and motivational characteristics of teachers that affect the results of their students’ Unified State Exams (USE); determining profiles of successful and unsuccessful teachers and their location in regional schools; projecting the expected USE results for a new teacher’s class based on their characteristics; setting targeted goals for the development of human resource potential in the region, and targeted interventions in the problematic areas of the regional education system. Thus, this methodology holds high practical significance for the improvement of the regional general secondary education system.

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF DESIGNING AND IMPLEMENTING STEM EDUCATION

In the course of developing the strategy and theoretical and methodological foundations for designing and implementing STEM education of students, in the context of the prospects for social and labor development, it is necessary to harmonize their psychological sphere and form the ability to interact productively through education in the context of the general secondary education system. In the process of interaction, according to the proposed algorithm, with certain forms, methods and means of education, consciousness is formed at a new level of development, which is due to the ability to introspect and the accumulation of multifaceted psychological experience. The result is the ability to engage in productive activities that meet the interests, capabilities and aptitudes in the context of adaptability to employers' needs. The student's perspectives are considered as a dynamic characteristic of professional self-determination and a forecast of changes in the labor market, which allows to project the success of adaptation to existing conditions and to identify the compliance of their own capabilities with the requirements of productive activity through STEM education.
 Modern STEM education should ensure the formation of competence levels of students who are able to analyze productive activities and solve problems, be ready for continuous learning and development in a rapidly changing technical and technological environment. It has numerous trends, as it is dynamically developing and adapting to the requirements of the modern world and rapidly changing technologies. The trends outlined in the report indicate the systemic development of STEM education as an important component of the modern educational process aimed at preparing students for life and work in the modern innovation space.
 The development and implementation of STEM education is based on theoretical and methodological principles that define the basic principles and approaches to its development. These theoretical and methodological foundations help to create a basis for the productive implementation of STEM education, contributing to the development of students' competence levels and preparing them for productive interaction in the modern world. At the same time, the development of educational and methodological support (EMS) for STEM education includes several key stages and requires the cooperation of various specialists in the fields of science, technology, engineering and mathematics.
 Testing and evaluating the effectiveness of organizational forms, methods and means of implementing STEM education in the process of competence formation are important for ensuring the quality of education and further improving the educational process. The next stage of further research in this area is to develop the content of STEM education and requirements for student training, which should systematize the links between the purpose, means and results of the formed qualities, values and competencies and the conditions for their productive application.

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

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

Satisfaction of rural and urban high school students with the functioning of the general secondary education system

The modern system of Russian general education is in a state of permanent crisis. The thing is that during the transition from the Soviet educational system to modern educational standards, all the fundamental foundations of the educational process were changed, while the new standards did not receive due verification. As a result, modern educational standards and programs are regularly adjusted, shifting the vector of study from one direction of school subjects to another. In this case, the most vulnerable element in the educational system is the subject of the educational process – schoolchildren, especially high school students – persons studying from 9th to 11th grade. The existence of a crisis in the education system is confirmed by a wide range of educational services on the market, ranging from private tutors to online schools for preparing for the Unified State Exam. At first glance, there is nothing surprising in the fact that a high school student goes to classes with a tutor or studies at an online school – this will allow him to successfully pass the main state or unified state exam and enroll in a particular educational institution on a budget. But at the same time, this means the fact that the knowledge that is given to the student at school does not satisfy the educational needs of the student, namely the key request regarding the successful passing of the state exam.

Ideological aspects of the educational process in schools of the Ukrainian SSR in the conditions of liberalization 1985-1991

The need for a complete cleansing of Ukraine's socio-cultural space from Soviet ideological narratives today highlights the necessity to analyse key ideological concepts that were instilled in the younger generation through the system of general secondary education of the Ukrainian Soviet Socialist Republic. The purpose of the article is to analyse the ideological aspects of filling the educational process in schools of the Ukrainian SSR in the conditions of liberalization in 1985-1991, the search for an educational paradigm in the process of school reform. The research methodology is based on the principles of historicism, scientificity, objectivity; analytical, descriptive methods, as well as the method of systematization and critical analysis were applied in the work. The article analyses the peculiarities of the ideological content filling of the educational process in schools of the Ukrainian SSR and the features of Soviet ideological education in the conditions of the proclaimed course of “perestroika” in 1985-1991, the search for an educational paradigm in the process of school reform. The ideological and educational strategy of the initial process, the main ideological narratives of the content filling of educational subjects, which were supposed to form “Soviet” patriotism and political consciousness of Soviet citizens, are analysed. It is established that an exclusive role in the educational process was assigned to the political education of teachers, and the unity of views in strategically important directions for the communist regime was ensured by censorship, which controlled the publication of educational and other literature. It is noted that the democratization of socio-political life, which intensified after the XXVII Congress of the Communist Party of the Soviet Union, and the liberalization of the educational sphere became irreversible. Progressive teachers introduced new methods into school education, sought means of updating the educational process, experimented with new materials in the lessons of periodical publications. The special demand and need for updating were caused by disciplines of the Ukrainian studies cycle, and the most relevant in the educational environment became historical themes and previously banned topics of Ukraine's national life. The materials of this article can be practically applied for further research of the history of general education schools of the Soviet Ukraine in the complex period of socio-political and socio-cultural transformations of the “perestroika” era

Digital Transformation of the Higher Education System: Directions and Risks

Purpose of research. The higher education system is undergoing changes under the influence of an increasing number of IT solutions used. Transformation changes take place at the organizational, technological, legal, and regulatory levels of management. Each of the directions affects the features of the functioning and development of the higher education system. In the process of their implementation, there are also deviations, risks that need to be, if not eliminated, then at least minimized. The article describes four main directions of development: technical, technological, instrumental, and educational. The types of risks associated with each of the described areas are also highlighted.Materials and methods. A set of methods was used in the paper: bibliographic (selection of articles by keywords); bibliometric (quantitative characteristics by time parameters); content analysis (method of studying the content of articles); evaluation of keyword queries using Internet services.Results. An analysis of queries by keywords showed that interest in the issues of digitalization and digital transformation of higher education arose later than in the system of general secondary education. There is a tendency to adapt successful models of digitalization of secondary education and business areas to the activities of the higher education system. Without considering the peculiarities of the functioning and development of the higher education system, we can get negative consequences expressed in different types of risks. The paper highlights financial, form-major, technological, operational, strategic, cognitive, and social risks.Conclusion. One of the key problems highlighted in the process of analyzing developments in the field of digital transformation of the education system is the consideration of digitalization as means, and not as a catalyst for systemic changes in all areas of activity. Point solutions will not allow you to fully realize the potential of digital solutions. When considering the problems of digitalization and digital transformation, higher education systems are often guided by successful models in the field of secondary general education and / or business environment, which can contribute to the formation of negative consequences when adapting approaches without considering their own specifics.

Digital Transformation of the Higher Education System: Directions and Risks

Purpose of research. The higher education system is undergoing changes under the influence of an increasing number of IT solutions used. Transformation changes take place at the organizational, technological, legal, and regulatory levels of management. Each of the directions affects the features of the functioning and development of the higher education system. In the process of their implementation, there are also deviations, risks that need to be, if not eliminated, then at least minimized. The article describes four main directions of development: technical, technological, instrumental, and educational. The types of risks associated with each of the described areas are also highlighted.Materials and methods. A set of methods was used in the paper: bibliographic (selection of articles by keywords); bibliometric (quantitative characteristics by time parameters); content analysis (method of studying the content of articles); evaluation of keyword queries using Internet services.Results. An analysis of queries by keywords showed that interest in the issues of digitalization and digital transformation of higher education arose later than in the system of general secondary education. There is a tendency to adapt successful models of digitalization of secondary education and business areas to the activities of the higher education system. Without considering the peculiarities of the functioning and development of the higher education system, we can get negative consequences expressed in different types of risks. The paper highlights financial, form-major, technological, operational, strategic, cognitive, and social risks.Conclusion. One of the key problems highlighted in the process of analyzing developments in the field of digital transformation of the education system is the consideration of digitalization as means, and not as a catalyst for systemic changes in all areas of activity. Point solutions will not allow you to fully realize the potential of digital solutions. When considering the problems of digitalization and digital transformation, higher education systems are often guided by successful models in the field of secondary general education and / or business environment, which can contribute to the formation of negative consequences when adapting approaches without considering their own specifics.

DIDACTIC OPPORTUNITIES FOR THE FORMATION OF A CONFLICT CULTURE IN STUDENTS THROUGH THE SUBJECT "EDUCATION"

In this article, the potential for conflict culture to be instilled in pupils through the study of "upbringing" is highlighted. The newly introduced discipline "upbringing" is taught in the general secondary education system with the intention of preparing students for a successful social life and fostering in them a competitive personality that embodies high morals and cultural values. The methods for developing conflict avoidance abilities in pupils are suggested during the teaching of this subject.

Development of Specialized Education for Academically Gifted Students in Ukraine in Early XXI Century

The article presents the evolution of changes in the education of gifted youth in Ukraine in early XXI century. The emphasis has been placed on the socio-political transformations and on the secondary education level reform. It has been established that the system of general secondary education began to be built on the basis of humanism, variability and profiling. Educational institutions of the “new type” have become widespread. Such institutions competed with each other, trying to attract the most gifted students. It has been proven that in order to increase the intellectual potential of the future generation, implementation of grant programs and projects has begun at the state level. In particular, the Program for working with gifted children for 2001 – 2005 and 2006 – 2010 has been approved, the Concept of specialized education has been revised three times (2003, 2009, 2013), and data banks for gifted students have been implemented. It has been noted that in order to maximize the development of the abilities of academically gifted students, various psychological and pedagogical projects and programs have been implemented in Ukraine, such as: Rostock, Intellect of Ukraine, School of Life Success, School of the Future, etc. It has been emphasized that the development of academically gifted students in extracurricular time was provided by the state-public association of the Minor Academy of Sciences. It has been established that the problems of inclusion and equal access to education were at the forefront of changes with the introduction of the reform of the New Ukrainian School. Prospects for further research have been planned in the disclosure of modern approaches to teaching gifted students in the conditions of the current state standard.

ОСВІТНЯ РЕФОРМА НУШ ЯК СКЛАДОВА ІНТЕГРАЦІЇ УКРАЇНИ В ЄВРОПЕЙСЬКИЙ ОСВІТНІЙ ПРОСТІР

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