Ukrainian School Research Articles

The Role of Scientific and Methodological Support for the Professional Development of Teachers in the Context of Reforming Basic Secondary Education

This article discusses the state of scientific and methodological support of teachers, which is aimed at implementing the tasks of reforming basic secondary education on the basis of the Concept of «New Ukrainian School».
 The presented material is based on the results of the analysis of scientific, methodological and innovative activities of institutions of postgraduate pedagogical education, aimed at improving the system of quality assurance of education and professional growth of the teacher.
 Taking into account the changes in the content of education, the practical implementation of student-centered learning, the introduction of innovative pedagogical technologies into the educational process, it is indicated how the professional formation of a teacher in the system of postgraduate education is practically ensured. On the basis of the study, the authors determine the organizational and pedagogical conditions for improving the process of professional growth of teachers in the system of postgraduate pedagogical education, as a factor in increasing their competitiveness.
 The role of the system of postgraduate pedagogical education, as a system of adult education, in improving the process of professional growth of a teacher is disclosed. It is noted that the system of postgraduate pedagogical education, under the influence of socio-economic changes that take place in society, ensures the continuous professional development of teachers and their mastery of competencies that are closely related to the implementation of their professional pedagogical activities and the transition to a new quality of education.

Education of moral culture as a guide for the professional formation of the future teacher

The article substantiates the relevance of the problem of educating the moral culture of the future teacher of the New Ukrainian School. The need to educate such a phenomenon as «moral culture” as one of the main directions of professional formation of the future specialist is revealed. It has been proven that the priority task of higher education institutions is the formation of the personality of the future teacher, who performs moral actions, does not succumb to negative social influences, has a stable personal position, strives for moral self-expression and self-control, etc. Emphasis is placed on the fact that education of moral culture, through substantiation of its integral system (purpose, tasks, specific principles, optimal forms, methods of formation) will contribute to the professional development of the future teacher.
 The author emphasizes that the process of raising the moral culture of the future teacher takes place through his active involvement in the awareness of universal human norms and values, understanding of the moral guidelines of the profession, inclusion in those conditions that will allow the future teacher to reveal his own potential, reveal moral feelings, and perform moral actions at the stage of professional development while studying at a higher education institution.
 Moral culture is defined as a set of moral norms, habits, views, beliefs, norms of behavior, which is oriented towards training and education of the personality, its self-improvement. This is a set of norms that reveal the future teacher's attitude to himself and to other participants in the educational process (students, fellow teachers, parents, school administration, etc.). It was established that the basis of the moral culture of the future teacher is love for children. The author attributes the following to the main signs of the moral culture of the future teacher: cognitive, emotional, value and activity components.
 It was found that the moral culture education of the future teacher is a process of education of the personality of the teacher, who: shows a desire to work on himself, improving his own moral values; strives to actively interact with students and nurture these qualities in them; is able to make moral choices, make moral decisions and be responsible for them.

Educational Environment in the Inclusive Space of Mush: Problems and Ways to Solve Them

The article presents research on educational environment in an inclusive space. Emphasis is placed on identifying problems faced by heads of general secondary education institutions, parents, teachers, and psychologists. It is emphasized that all problems arising in educational institutions have certain solutions that need to be solved.
 The research indicates that heads of educational institutions, being in an administrative position, understand their functionality and responsibilities and strive to make the educational space of students safe and comfortable. Like any other participant in the educational process, the administration of an educational institution faces certain difficulties or problems that must be responded to quickly enough and find ways to solve them. We identified a number of problems faced by the administrator of the educational institution; however, the personnel potential is significant.
 The article presents the position of parents regarding the educational environment in an inclusive space. Parents should be oriented in the informational space of social networks, providing informational support and considering the expediency of cooperation at the level of parents and inclusive resource centers. A significant problem for parents identified in the study is the lack of knowledge among parents about the impact of correctional and developmental work on children with special educational needs.
 Working in an educational institution, a pedagogical worker may have a problem in the direction of the absence of a teacher’s assistant and a child’s assistant. The presence of such an employee in the educational institution will allow to plan the educational process in a modern way and to establish communication with the students of education. In the future, the close interaction of a pedagogical worker, a teacher's assistant and a child’s assistant will significantly improve the educational process and help the child adapt to the conditions of the educational space faster.
 Among the main problems faced by psychologists, it is important to determine the work with parents to resolve the conflict in the classroom with adults who are not ready to send the child to school, a class where there is a child with special educational needs. To solve this problem, the psychologist should conduct lectures, individual conversations, both with parents and with the class teacher and children.
 Complex interaction and close cooperation of the administration of the educational institution, teaching staff, psychologists and parents will allow to create comfortable conditions in the inclusive space of the New Ukrainian School, which further motivates the students to study.

Pedagogical Discourse on the Reform of General Secondary Education in Soviet Ukraine through the Prism of Child Protection in the 1920s: the Struggle against Unification

The article reveals the leading ideas of Ukrainian teachers and civil leaders (V. Arnautov, Ya. Chepiha, T. Harbuz, H. Ivanytsia, Ya. Riappo, M. Skrypnyk, O. Zaluzhnyi, etc.) on reforming school education for the sake of development and protection of a child in the Ukrainian Socialist Soviet Republic (USSR) in the 1920s. It has been proven that after the defeat of the Ukrainian Revolution (1917–1921) and the capture of the territory of Ukraine by the Bolsheviks, the pedagogical discourse focused on the idea of creating a new labour school. It should be based on the following principles: labour, active, social education to protect the child, communist, the principle of Ukrainization and at the same time the imposition of Russification, etc. Ukrainian educators, looking for active methods of teaching children in a labour school, turned mainly to European and world pedagogical science (A. Binet, J. Dewey, F. Freeman, G. Kerschensteiner, E. Meumann, P. Natorp, F. Seidel, Ch. Spearman, W. Stern, L. Terman, E. Thorndike etc.). Pedagogical discourse was aimed at opposing the unification of school education according to the Russian model. The policy of Ukrainization was effective, so the all-Union authorities intensified ideological pressure, seeking to curtail this process. The struggle for the Ukrainian school ended tragically for Ukrainian teachers. This eloquently testifies to how the Soviet ideology during the reform used the ideas of social protection of the child, Ukrainization of the educational process to establish its own ideological and socio-political goals of the totalitarian society.

INNOVATIVE METHODS OF UPBRINGING PROCESS MANAGEMENT IN SECONDARY EDUCATION INSTITUTIONS (IN UKRAINIAN CONTEXT)

The authors substantiate the need for the development and application of modern scientific and theoretical approaches in education management, updating the principles, forms, and methods of management activities that correlate with the requirements of the New Ukrainian School. Scientific approaches (humanistic, competence-based, systemic, axiological, acmeological, environment-based), which define a set of research principles and methods, as well as design the conditions for the implementation of innovative methods of managing the education process, are identified as the leading ones within the scope of the study. Modeling of innovative methods of managing the educational process of a secondary education institution based on a functional approach was carried out. A complex of innovative management methods that ensure the implementation of functions diagnostic, prognostic, planning, organizational, control, pedagogical analysis, coordination and regulation is highlighted. It is proven that the management of the educational process will be effective if the use of innovative methods is considered as a subsystem that is consistent with the defined educational problem of the school, the selection of methods of influence, interaction, adequate to this problem, if it corresponds to the capabilities of the institution. The result of the empirical study shows that the rate of coordination of the actions of various educational institutions, the informal approach to conducting educational activities has significantly increased; motivation in the activities of class supervisors (emergence of interest in the original, creation of conditions for self-realization) increased; democratic relations deepened, the right to resolve issues, opportunities to become a leader of student self-government bodies improved.

The potential of place-based learning in terms of decolonization of education

The challenges facing Ukraine as a result of the Russian-Ukrainian war necessitate significant changes in approaches to education, particularly in terms of decolonization and the affirmation of Ukrainian identity. In this context, it is useful to take into account the pedagogical experience of developed countries that have faced similar problems in the past. First of all, we are talking about the use of educational practices of the pedagogical approach of Place-based Education, a trend that emerged in the late twentieth century, the fundamental principles of which are immersion of learning in the local context, establishing strong ties between the school and the territorial community, increased attention to national-patriotic and civic education, and priority didactic technologies - integrated and project-based learning. The purpose of the study is to reveal the potential of locally oriented learning in terms of decolonization of education and involves solving such tasks as analyzing foreign educational practices of locally oriented education that contribute to decolonization, identifying problems in the formation of the national identity of Ukrainian students, and formulating proposals for ways to overcome the identified problems. Methodology includes a set of theoretical methods to understand the world experience of locally oriented education, to analyze the prospects for the introduction of it in Ukrainian school education. The positive consequences of the introduction of locally oriented education are identified, namely: intensification of interaction between school, community and society, fostering affection for the native land, love for language and culture, and acquisition of historical knowledge. It is proved that locally oriented education contributes to the formation of national identity and citizenship of young people. Prospects for further research are seen in the study of the directions of implementation of locally oriented education

Imaginative thinking formation in senior preschool children with speech disorders

Imaginative thinking is the main type of thinking in children of senior preschool age. The state of its formation largely determines the success of children in acquiring knowledge, forming skills and abilities following the Basic Component of Preschool Education, and in the future, the requirements of school curricula. The study aims to outline the results of the research on the state of formation of figurative thinking in older preschool children with speech disorders in comparison with children with typical speech development. The following methods of scientific research were used in the study: Analysis and synthesis of scientific and methodological literature on the research problem, experiment, testing, comparison, and quantitative and qualitative analysis of the experimental data. According to the results of the diagnostics carried out according to the author's methodology, which is based on a modification of the study of figurative memory, it was found that children with speech disorders have an insufficient level of figurative thinking, especially its topological, projective, ordered, and compositional substructures. These results indicate that children have difficulty creating mental images of objects or phenomena, operating with previously created and stored images, as well as analysing, synthesising, abstracting, mediating, comparing, and generalising perceived information. These difficulties are at the heart of the problems with preparation for studying at the New Ukrainian School. The practical value of the work is to inform specialists of special and inclusive preschool education institutions about the specific features of the state of formation of imaginative thinking in older preschool children with speech disorders. The results of the study can be used for the development and implementation of methods for the formation of imaginative thinking in senior preschool children with speech disorders

The Main Aspects of New Ukrainian School: Child-Centeredness, Competence Approach, Pedagogy of Partnership

The main aspects of New Ukrainian School are considered in the article. The relevance of the article is that the educational reform launched in Ukraine in 2017 is based on a model of 9 key components, among which the prominent pedagogy is partnership, which is based on the cooperation of students, teachers and parents; the content of education is realized through the competence approach; in the educational process the main reference point is the needs of the child, ie the so-called child-centeredness. The purpose of the article: to consider in detail the implementation of key components of the New Ukrainian School Concept in domestic and foreign educational institutions: to clarify the principles of implementation of child centeredness, to reveal the essential features of the competence approach to learning, to compare the implementation of partnership pedagogy in international and Ukrainian education. Methods of work: complex (analysis of the scientific literature and synthesis). Novelty: the activity-based approach to learning is the key to the formation of key competencies of lifelong learning. Results: According to research on this issue, the main goal of each reform is to improve the quality of education. Both the competence approach, and pedagogy of partnership, and child-centeredness interact closely with each other, complement each aspect. Thus, these factors are aimed at the diverse development of the child's personality, the formation of key and subject competencies that will be necessary for life skills and will be the basis for choosing a future profession and the key to success in life. Conclusion: these factors of the New Ukrainian School Concept proclaim the preservation of the value of childhood, personal approach to the child, the development of students' abilities, creating an educational environment that provides psychological and physiological comfort.

Fostering learner agency in Ukrainian innovative schools: prioritizing factors of innovative learning environment

The objective of this article is to present and deliberate upon the initial phase of research outcomes obtained from an online survey involving 22 founders/directors of private innovative and alternative schools in Ukraine. By employing a scaling instrument research participants evaluated the importance of innovative learning environment (ILE) factors. The outcomes of this assessment serve a dual purpose: they elucidate the precedence of innovative endeavors aligned with a strong learner agency development and provide methodological guidance for subsequent in-depth interviews.The research has yielded three key findings. Firstly, a common understanding of the peculiarities of a learning process among the professionals, who work with the learners in school, supersedes structural elements, emphasizing cultural values. Secondly, the exploration of learner identity emerges as a critical facet. This finding accentuates the indispensable need to accompany learners through identity exploration and regular self-reflection in order to empower subjectivity within the learning process. Lastly, the research underscores the multidimensional nature of crucial ILE factors, implying an effective learning process with a strong learner agency as one of its results should not be misconstrued as synonymous with teaching. Yet, the pivotal role of teachers and their professional readiness to be the “conductors” of innovative learning experiences remains paramount, as vividly evidenced by the prioritization.

Working together: why language policies of international schools must evolve to incorporate collaborative strategies between EAL and the mainstream

This article arises from a research study that aimed to contribute to a better understanding of the essential nature of collaborative relationships between English as an Additional Language (EAL) and mainstream subject teachers at an international secondary school in Ukraine. The research focuses on how EAL teachers support EAL learners in the mainstream classroom through collaborative practices. The article draws on qualitative data from interviews and field notes with Language & Literature, Science and EAL teachers. The interviews investigated how EAL and mainstream collaboration help support EAL learners in the mainstream classroom, and which co-planning strategies most effectively encourage collaboration, as well as EAL and mainstream teachers’ views and experiences about co-planning and working collaboratively. Arising from these data, discussion focuses on the disconnect between collaboration in theory and in practice. The article concludes that although effective collaborative strategies often exist, school language policies need to include scheduled collaborative planning time between EAL and the mainstream, and that professional development for mainstream teachers should be led by EAL teachers in order to foster more balanced content and language classroom teaching.

SOCIAL, POLITICAL AND NATIONAL ACTIVISM OF CAPTURED UKRAINIAN SOLDIERS IN THE WETZLAR CAMP, GERMANY, 1917: CONTENT AND FORMS (Based on the Materials of the “Public Opinion” Magazine)

The purpose of the article is to analyze various manifestations of social, political and national activism of captured Ukrainian soldiers in the Wetzlar camp during 1917, when the Ukrainian camp community exerted a decisive influence on all aspects of the lives of camp residents and most effectively fulfilled its main mission – the formation of a developed national worldview among Ukrainian prisoners. The research methodology involved the use of problem-chronological, concrete-historical, and comparative-retrospective research methods, the combination of which made it possible to reveal the investigated problem. The scientific novelty consists in highlighting various aspects of the activism of captured Ukrainians based on the use of materials from the camp press. The prisoners of the Wetzlar camp in 1917 had the opportunity to show their activism in many spheres of camp life, in particular, by participating in meetings and elections to the representative bodies of the Ukrainian community in the Wetzlar camp, joining the ranks of politically engaged societies (“Volya”, “Independent Ukraine”, “Sich”), or helping the development of Ukrainian schooling in the Volyn lands through their donations. This, in turn, influenced the change in the worldview of the prisoners, who stopped using cultural and autonomist slogans for Ukraine, instead they declared their devotion to ideals of independence. This was especially evident in the initiative to hand O. Skoropis-Yoltukhovsky an additional “mandate” with the desire to entrust the decision of the fate of Ukraine not to the Russian, but to the national (Ukrainian) constituent assembly. Regular reading of the materials of the camp magazine “Public Opinion” (“Hromadska dumka”) was also one of the ways of forming an active pro-Ukrainian civic position – thanks to the publication's focus on the events of social and political life in Ukraine and Russia. At the same time, the newspaper tried to cover all significant news from the scope of life activities of the Ukrainian community in Wetzlar, which created a sense of belonging to the camp space among the campers. Due to the fact that the newspaper regularly published messages about national, political, and charitable actions planned in the camp, as well as informed about the content and consequences of the work of the elected bodies of the camp community, the captive Ukrainians felt that they were an integral part of Ukrainian society, capable of building their own national life even in difficult conditions of captivity.

The Dynamics of Coordination Ability Development in Middle School Students through Object-Based Active Games in Physical Education Classes

Physical education classes in modern Ukrainian schools play a crucial role in ensuring students' physical development and health, as well as in shaping their overall physical and sports awareness. Contemporary trends in education facilitate the exploration of new forms and means of conducting physical education classes and the enhancement of existing ones. The purpose of this article is to investigate the development dynamics of coordination abilities in middle school students when using mobile games with objects during physical education lessons.
 Mobile games are an essential component of student's physical development and can serve as a means of relieving stress while effectively enhancing physical qualities. The use of not only standard equipment (balls, gymnastic sticks, jump ropes, hoops) but also non-traditional items (air balloons, boards, etc.) adds emotional depth to the lessons and increases interest in physical education. The research conducted revealed a positive shift in coordination ability indicators for both boys and girls as a result of using mobile games with objects during physical education classes.
 In boys, the likely improvements were observed in the ability to assess and regulate spatial-temporal and dynamic parameters of movement (p<0,05), the ability to maintain vestibular stability (p<0,05), the ability to maintain balance (p<0,001), movement coordination ability (p<0,001), and rhythmic activity ability (p<0,001).
 For girls in the experimental group, coordination ability indicators exhibited likely improvements in differentiating spatial- temporal parameters of movement (p<0,05), the ability to maintain vestibular stability (p<0,01), the ability to maintain balance (p<0,001), movement coordination ability (p<0,001), and rhythmic activity ability (p<0,001).
 In conclusion, the use of mobile games with objects during physical education classes for middle school students contributes to the development of their coordination abilities.

The new Ukrainian school reform: Achievements, developments and challenges

AbstractThis article describes the New Ukrainian School reform and its conceptual framework. The reform builds on advanced pedagogical experience, best education practices, European competency frameworks and the promotion of national values. The system‐wide reform focuses on competency‐based content for teacher professional development, safe learning environments, inclusion and the digitalisation of education. Also, it addresses the internal and external quality assessment of education. The reform is financed through central government grants and the budgets of local governments. To test the newly developed content, the reform was piloted at 143 schools one year ahead of the nationwide roll‐out. The schools are a representative sample of schools in Ukraine. The pilot study involved monitoring student learning outcomes, teacher preparedness to implement the reform, and organisation of education environments. Methods used for the pilot study included a survey, test, pedagogical observations, and secondary analysis of statistics. The national implementation of the reform started in 2017 and is planned to be completed by 2030. Russia's full‐scale invasion of Ukraine in 2022 has contributed to obstacles and risks such as learning losses, lacking school safety, absence of funding for the development of schools and for printing textbooks. We describe measures undertaken in Ukraine to promote the reform and good results. A range of challenges remain, such as rebuilding destroyed schools, optimising the school network in line with demographic changes and organising shelters at schools. Additional challenges include the promotion of digital technologies at schools, closing learning gaps and the provision of psychological support at school.

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

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

Components and levels of teachers' readiness to use a biological experiment in biology lessons

The leading activity for schoolchildren in the New Ukrainian School is practical learning, so it is necessary to look for opportunities to implement practical work methods for the formation of subject competence of students in this process, which will contribute not only to improving the quality of general education of students, but also to the formation of subject competence. This approach to the organization of education actualizes the problem of forming students' practical abilities and skills, which cannot be formed without thorough theoretical training and without methodically correctly organized work on the part of the teacher. The purpose of the article is to theoretically substantiate the components and levels of readiness of biology teachers to use a biological experiment in general secondary education institutions. The article also discusses the structure of the formation of subject competence of students during the use of biological experiments in biology lessons in general secondary education institutions. It is represented by the unity of interconnected and interdependent components: motivational; cognitive; practical; evaluator. The motivational component covers the teacher's orientation to the desire to conduct lessons using a biological experiment. Includes motives based on one's own views and beliefs. The cognitive component is expressed in a set of general biological knowledge and interdisciplinary knowledge. The practical component reflects the process of practical application of knowledge, the goal of which is to achieve a certain level of knowledge and practical skills during biological experiments. The assessment component is expressed in the teacher's ability to adequately assess his level of biological knowledge and practical abilities and skills. The levels of formation of subject competence of students in biology lessons using a biological experiment were determined: high, medium and low.

REALIZATION OF THE COMPETENCY POTENTIAL OF THE TECHNOLOGIGAL EDUCATION FIELD IN THE CONTENT OF EDUCATIONAL LITERATURE

The article discloses general algorithms for identifying the competence approach in the content of educational literature, during the organization of the educational process of learning technologies in the New Ukrainian School.A brief overview of the issues of competence training was carried out, the concept of key competence was outlined, taking into account theoretical research and taking into account the State Standard of Basic Secondary Education. The components of key competence and its difference from the leading technological educational field are determined.Learning outcomes, which are grouped in the field of technology education, into four groups of skills, written in terms of key competencies. Here one should distinguish between leading and key competence. Leading for technological education will be a part of the “competency in natural sciences and technologies” shared with the natural branch, which can be conventionally called “competencies in technology”.The leading technology competence (or competences) is formed and developed by the teacher in the technology lessons of the same name, while other key competences are only developed. This will determine the content of the tasks in the educational literature on technologies, when the tasks, for example, on the development of mathematical competence will not contain new knowledge in mathematics, but only on the use of mathematics in practice, which will only involve the development of mathematical thinking during solving practical tasks.General approaches for identifying competence content in the technological education textbook are proposed.
 Keywords: New Ukrainian school; competence approach; technologies; technological educational sector; State standards of basic secondary education; learning results; key competence; leading competence; study guide; educational literature.

Analytical component in the methodology of teaching architectural design

The article shows the importance of great attention to the development of an analytical approach in the education of an architect. This not only updates the professional skills of modern market demands, but also affects the competitiveness of the specialist and the quality of architectural solutions. An analysis of the existing educational programs of architectural schools in Ukraine revealed that there are outdated methods that have remained since the times of the Soviet Union. There is currently a need to reform modern professional requirements in education. Attention to the analytical abilities of the future architect should begin at the stage of entrance exams. Attention to the analytical abilities of the future architect should begin at the stage of entrance exams. From the beginning of education, from the first assignments, it is necessary to pay great attention to the analytical component of the creative process, especially in the main discipline “Architectural Design”. The article proposes an algorithm for the step-by-step implementation of educational design. A description is made of each stage and the analytical component is highlighted: analytical ability to see a problem comprehensively, formulate tasks, work as a team in solving complex problems, introduce conceptual thought into the process of form creation, be able to convey the analytical part of your work in different forms for different audiences. The proposed step-by-step implementation of stages in architectural design should be done from the very beginning of training, when working on projects of different typologies and complexity. This forms experience in solving complex creative problems, and builds layer-by-layer skills that in professional activities have an effect on the quality of project work.

Medical education in times of war: a mixed-methods needs analysis at Ukrainian medical schools

BackgroundAs Ukraine struggles with the education of healthcare professionals due to the war, we aimed to identify the specific effects of the war on medical education, the resulting needs, and the expected consequences for schools, faculty, staff, students, and the healthcare system.MethodsIn October and November 2022, we performed a survey of students, faculty, and staff of medical schools in Ukraine and conducted semi-structured interviews with faculty leaders (i.e., rectors, vice-rectors). We conducted a descriptive analysis of the survey’s closed-ended questions. The survey and the interviews included open-ended questions about war-related restrictions to teaching and learning, resulting needs, and expected consequences, for which we applied a thematic analysis.ResultsWe received 239 survey responses (N = 49 faculty and staff, N = 190 students) and conducted nine interviews with faculty leaders across Ukraine. Most survey participants indicated that they had experienced restrictions or changes to their work or study due to the war (86% of faculty and staff, 69% of students). From the thematic analysis of the survey and interviews, we identified eight themes: disruption of teaching, increased workload, mental stress, financial restrictions, non-war related needs, international cooperation, quality of education, and prospects of future professionals. The quality of healthcare education in Ukraine was threatened, and schools, faculty, staff, and students were under great strain. While already established international cooperation has been supportive, some needs have still not been addressed.ConclusionsWe hope that our findings will help researchers and educators from abroad contribute to meeting Ukraine’s needs in medical education.

Andre Wainen's Rhapsody for Alto Saxophone and Orchestra or Piano in the Representation of the "New Academicism" of Post-Avant-Garde Art

The purpose of the research is to understand the stylistic quality of A. Waingnein's Rhapsody in the direction of the musical-instrumental specificity of the post-post-avant-garde stage of music, which we call "new academicism" within the post-avant-garde stratum of creativity. As a methodological basis, we put forward the intonation approach of the B. Asafiev school in Ukraine, as it developed in the works of D. Androsova, O. Markova, O. Muravska, with an emphasis on hermeneutic and stylistic-comparative analysis, as well as relying on the developments of the post-post-avant-garde in works Drozdovskyi, I. Navoieva, and others. Scientific novelty is determined, firstly, by the primacy in Ukrainian and Chinese musicology of the analysis of the named work by A. Waingnein, and secondly, by the originality of theoretical conclusions regarding the "new academicism" within the framework of post-avant-garde stylistics. Conclusions. The post-post-avant-garde stage of the development of art from the 2000s to the 2010s emphasises, despite the playful stylistic eclecticism of post-avant-garde creativity, the revival of the pathos beginning indicative of classical art, which tends to put forward the popular layer as a pathos-accentuation of expression in the work. Waingnein's academic approach unfolds the traditionalist stylistic dimensions inherited from the last century, emphasising as culminating "surges" (the absence of dramatic antitheticity in the composition "relieves" the tension of the dramaturgically essential) genre fragments of the work's thematics, which have been tested by the popular musical layer.
 Keywords: musical genre, style in music, rhapsody, post-avant-garde, "new academicism", musical instrumentalism.

ANALYSIS OF TRAINING PROGRAMS FOR SKIERS FROM AROUND THE WORLD

The article analyzes the peculiarities of building the training process of the Finnish training system and the training system of Ukrainian athletes. The analysis of the curriculum has shown that the Finnish system of training skiers is based on the creation of clubs, since this is the basic system of organizing the training process. A ski club is an attractive and stimulating environment for creating a solid foundation for a lifelong passion. The ski training system is developed in accordance with the recommendations of the Finnish Olympic Committee. The curriculum for children's and youth sports schools in Ukraine is based on many years of experience of coaches and specialists in winter Olympic and non-Olympic sports. The training program for Ukrainian skiers is aimed at systematizing the training process from initial training groups to groups of higher sports skills, providing coaches with a unified planning structure, a system of means and methods of physical education. The curricula envisage adherence to the same principles of ski training. The methods and means of training differ between schools. The requirements stipulated in the training programs for skiers in both countries are mandatory for all clubs and youth sports schools and must be implemented in accordance with training locations, climatic conditions, material and technical facilities, etc.