СПЕЦИФІКА ІСНУВАННЯ БУЛІНГУ В ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ В УМОВАХ ВІЙНИ

The purpose of the presented work is to determine the main components of the process of regulating the activities of general secondary education institutions, as well as the main characteristics of the financing process. The main role of the components of the management process in institutions of general secondary education and the components of financial support are determined. The main research methods are: analysis and synthesis - to determine the main components of the process of regulating the activities of general secondary education institutions, methods of deduction and induction - to determine the main aspects of financial support for the activities of general secondary education institutions, graphic method - to visually present the results of the study. Regulation of the activities of general secondary education institutions is an important element of ensuring quality education and sustainable development of the educational system. The state, as the main regulator, establishes the regulatory framework and standards for the functioning of educational institutions, as well as provides funding to ensure the availability and quality of education. The main areas of regulation of general secondary education institutions include: regulatory and legal regulation, financing, quality standards, monitoring and evaluation, personnel development, infrastructure and material and technical support. All these aspects of regulation contribute to the creation of a favorable environment for the development of general secondary education institutions, increasing their efficiency and ensuring the quality of education and upbringing of students. Regulatory policy should be aimed at ensuring the sustainable development of education, taking into account the modern challenges of society and the needs of the labor market. It is important that regulation is flexible and adaptable to changing conditions, providing general secondary education institutions with the opportunity to respond effectively to new challenges and to innovate. Regulation of the activities of institutions of general secondary education includes a number of financial aspects that affect their functioning, development and the quality of the education provided. Financial support is one of the key factors that determines the effectiveness of the educational process and the development of general secondary education institutions. The main aspects of the financial regulation of the activities of general secondary education institutions are defined: state funding. The government allocates budget funds to ensure the functioning and development of general secondary education institutions. State funding ensures the basic level of provision of educational services and infrastructure needs of institutions; regulation of tariffs and prices. The state can regulate the level of tuition fees in institutions of general secondary education to ensure the availability of education for different sections of the population; financial control. Institutions of general secondary education are subject to financial control by state inspection bodies, which allows for effective and economical use of budget funds; investment attraction. General secondary education institutions can attract additional funds from external sources, such as grants, sponsorships, donations, etc. This allows to increase financial resources and implement new projects and programs; financial support of educational programs. The state can provide financial support to individual educational programs and initiatives aimed at improving the quality of education and development of institutions; formation of budgets: General secondary education institutions form their budgets, taking into account needs and profitability, as well as the goals and objectives facing them. The financial aspect of regulating the activities of institutions of general secondary education is important for ensuring the stability of their work, improving the quality of education and ensuring accessibility for all segments of the population.

У статті акцентовано увагу на необхідності оновлення системи ступеневої підготовки майбутніх учителів початкових класів у зв’язку з прийняттям Професійного стандарту “Вчитель початкових класів закладу загальної середньої освіти”. Уточнено сутність поняття “ступенева підготовка майбутніх учителів початкових класів”. Представлено модель ступеневої підготовки майбутніх учителів початкових класів. Визначено трудові функції, якими мають оволодіти фаховий молодший бакалавр, бакалавр та магістр. Наведено приклад врахування професійних компетентностей, визначених у професійному стандарті, у результатах вивчення освітнього компонента “Методика роботи класного керівника”.

The article is devoted to the research of the essence of intellectual games and analysis of the experience of their use in the educational process of institutions of general secondary education. The author’s position on understanding the essential traits of intellectual games has been expressed. The article presents the classification of board intellectual games into games on a special board, card games and dice games. It is stated that various activities aimed at popularizing desktop intellectual games among schoolchildren are supported by of certain international non-governmental organizations. Particular attention deserves the activity of the World Chess Federation, which in its structure created a special unit on school chess and initiated the adoption by the European Parliament of the Declaration on the implementation of the program "Chess in School", which became a significant event for the development of school chess. In the article on the example of chess, draughts and Go, the positive influence of desktop intellectual games on the development of many qualities of pupils is substantiated. These games contribute to improving mental skills, develop memory, attention, thinking skills, increase interest in schooling, and provide ample opportunities for self-knowledge and self-realization. The level of mastery of such games is an indicator of the intellectual development of students. Using the methods of analysis and comparison, the experience of using desktop intellectual games in the educational process of Ukrainian and foreign institutions of general secondary education was investigated. The problems of the domestic educational process are described. It is emphasized that chess is the most preferred among the whole set of desktop intellectual games in the institutions of general secondary education of Ukraine. Desktop intellectual games have significant pedagogical potential. The conclusion is made on the expediency of using such games in the educational process of institutions of general secondary education as a means of versatile development of a student.

The article analyzes the management and organizational-pedagogical foundations of the introduction of blended learning in an institution of general secondary education. A management model of a general secondary education institution in the context of the implementation of mixed education has been built. The proposed management model of a general secondary education institution contributes to the individualization of the educational process, encourages teaching staff to continuous self-education, promotes the formation of an information culture in them, sets them up for mastering innovative means of obtaining and applying information, and creating an individual educational trajectory. The organization of mixed education in institutions of general secondary education is gaining special relevance in extraordinary conditions, in particular a global pandemic, martial law in Ukraine [1]. The purpose and task of managing a general secondary education institution in the context of the implementation of mixed education is outlined. The management organization system of an educational institution, as a social phenomenon, is considered in several aspects: the study of the management conditions of a general secondary education institution in the conditions of the implementation of mixed education; determination of the index of cognitive activity of pedagogical workers of the institution of general secondary education in the conditions of mixed education; determination of the level of management efficiency of a general secondary education institution in the context of the implementation of mixed education.

Relevance. The objectivity of assessing the professional activities of pedagogical staff is a pressing task in modern education. This is due to dynamic changes in the organization of the educational process and increasing demands on the professional competence of pedagogical staff. Traditional methods of assessing the professional activities of pedagogical staff are often subjective and do not fully reveal their level of knowledge, skills, and abilities. In this context, artificial intelligence offers tools for a more accurate, transparent, and comprehensive assessment of the professional activities of pedagogical staff based on the analysis of data on teaching quality, their interaction with general secondary education students, and learning outcomes. Purpose. The purpose of the article is to investigate the role of artificial intelligence in enhancing the objectivity of assessing the professional activities of pedagogical staff in general secondary education institutions. Methods. The research methods included: studying scientific sources and regulatory documents concerning the use of artificial intelligence technologies in education to identify the state of research on the problem; theoretical analysis, synthesis, and generalization of views to substantiate the role of artificial intelligence in the objective assessment of the professional activities of pedagogical staff in general secondary education institutions; and generalization of findings. Results. The article substantiates the role of artificial intelligence in the objectivity of assessing the professional activities of pedagogical staff in general secondary education institutions based on the use of big data processing algorithms and comprehensive analytics, automation of the collection and analysis of quantitative and qualitative indicators of pedagogical staff's professional activities, the structure of their interaction with students, analysis of competency development dynamics, learning materials (through natural language processing), and student learning outcomes. The features of using artificial intelligence in assessing the professional activities of pedagogical staff are revealed through task personalization and the provision of individual recommendations for their further professional development. Key advantages and challenges associated with the use of artificial intelligence in assessing the professional activities of pedagogical staff in general secondary education institutions are identified. Conclusions. The study found that the use of artificial intelligence significantly enhances the objectivity, efficiency, and transparency of assessing the professional activities of pedagogical staff in general secondary education institutions, as it allows for a shift from quantitative assessment criteria to comprehensive analysis and contributes to the formation of individual trajectories for their professional growth. Successful implementation of artificial intelligence in assessing the professional activities of pedagogical staff is based on considering unified methodological approaches and standards, as well as the availability of appropriate technical infrastructure.

The article deals with the issues of organization of profile education in the system of general secondary education in the conditions of introduction of NUSH. The strategic tasks of reforming the level of general secondary education in accordance with the ideas of NUSH are highlighted. The essence of the concept “profile education” in accordance with the definition of the National Doctrine of Development of Education in Ukraine for 2012 – 2021 is revealed. The article presents the principles on which the profile training (social equilibrium, continuity and continuity, flexibility, variability, diagnostic and prognostic realization, differentiation, individualization) is based. The list of general secondary education institutions providing vocational training is given and the key aspects of their activity are described. The main components of the formula of the New Ukrainian School are distinguished. The emphasis is not only on the profile content of education, but also on the structural separation of the third degree of general secondary education from the school. Types of profiling of the content of education in general secondary education institutions are revealed. The curricula of modern institutions of general secondary education of Ukraine, which consist of three blocks, are analyzed, namely: general education, profile training, professional practical training. The content of invariant (basic) and variational components of education, which are determined by the central bodies of state administration of education, is characterized. The information on the percentage distribution of basic and variational components of general secondary education is presented. Examples of academic load on a student by academic and professional profiles of training are given. The cycles of study of the new profile high school are outlined According to the Concept of the New Ukrainian School (2016).

By nowadays the general concepts of the Set theory are assumed to be a basis of every part of Mathematics as a science, and, simultaneously, in implicit or in explicit form - a basis of every training course of Mathematics at any level of education. It is quite clear that finite sets are the simplest ones from the point of view of their perception of a man anyway by the fact that in his practice, in his private life, a man does not deal with the other ones. Such sets are in the first place of attention in math courses at the level of general secondary education just therefore. But these courses cannot be limited by the consideration of the finite sets only already by the fact that there are infinite elements in the set of natural numbers, Euclidean line contains infinite number of points. Concept of an infinite set, of infinity, is a complex abstraction formed by humanity for thousand years. Thus, comprehension of the specific properties of infinite sets, mastering skills of operating with infinite sets in math courses of institutions of general secondary education cannot be a simple element of training. Countable sets are the simplest ones among the infinite sets, such of them that have the least possible potency. They are the first types of infinite sets that competitors of general secondary educations meet in the process of training. Determination the expedient ways of lightening the essence and main properties of countable sets in math courses of the indicated level represents non-trivial task of the corresponding methods of teaching. The article is devoted to the specification the role and the place of the content line «Countable sets» in the modern math courses of institutions of general secondary education during the all period of training. Thus, there are examined the math aspects of representation of countable sets in different parts of the theory of Number systems, in reasoning according the method of math induction, in the process of solving some problems of Geometry also, in the theory of sequences, in the theory of periodic functions, in trigonometry. The way the mathematical essence of the subject determines the expedient methods of training is demonstrated clearly.

У статті досліджено розвиток нових організаційно-правових форм функціонування закладів загальної середньої освіти як основи удосконалення економічного механізму розвитку системи загальної середньої освіти. Виявлено, що за ознаками автономії та правочинності фінансово-економічної діяльності усі школи у даний час можна розподілити на школи комунальної та приватної форм власності. Визначено види закладів загальної середньої освіти, які фінансуються з державного бюджету: спеціальні школи-інтернати для обдарованих дітей, школи соціальної реабілітації, в яких утримуються неповнолітні правопорушники віком 11-14 років; з обласних бюджетів фінансуються: спеціальні школи, школи-інтернати для дітей з вадами розвитку; загальноосвітні школи-інтернати; дитячі будинки; підвищення кваліфікації педагогічних кадрів; з районних бюджетів фінансуються: загальноосвітні школи, спеціалізовані школи, ліцеї, гімназії тощо, загальноосвітні школи-інтернати, дитячі будинки. Наведено переваги та недоліки функціонування закладів загальної середньої освіти у різних організаційно-правових формах. Доведено ефективність застосування організаційно-правової форми функціонування закладу загальної середньої освіти у рамках здійснення державно-приватного партнерства. Виділено способи фінансування, які обґрунтовані у «Концепції нової української школи» щодо децентралізації фінансового забезпечення закладів загальної середньої освіти. Визнано, що в ідеалі потрібна система цільового фінансування кожної конкретної дитини, коли ресурси, що виділяються, будуть необхідні і достатні для того, щоб повністю реалізувати потенціал кожного учня.

The article is devoted to studying the problem of management of the bullying prevention process in general secondary education institutions requiring the creation of a psychologically safe educational environment. The results of studying the state of pupils’ psychological safety, teachers’ protection, their emotional well-being and the questionnaires of managers of general secondary education institutions concerning the question under consideration have been presented. The model of the management system of the process of bullying prevention in general secondary education institutions has been substantiated and developed on the basis of the analysis of psychological and pedagogical literature, the results of the study, which covers: the purpose; management functions; management principles (management and specific); subjects of the management system; management levels; a comprehensive anti-bullying program, ways of its implementation; monitoring of the effectiveness of the anti-bullying program implementation; diagnostics and examination of the psychological safety of the educational environment) and the result (increasing the level of psychological safety of the educational environment). The aspects of management activity concerning the implementation of the anti-bullying program that require coordinated actions of the school administration, the unification of efforts of all subjects of the educational process, class leaders, teachers, educators, school psychologists, social pedagogues, as well as parents have been determined. The bullying prevention in general secondary education institutions has been presented as the management of a complex pedagogical system, which combines the implementation of legal, psychological and pedagogical, social and medical, informational and educational measures aimed at counteracting violence; control over the level of students and teachers’ emotional stresses; examination of the psychological safety of the educational environment and conditions for ensuring the emotional comfort of the subjects of the educational process. The range of problems of the bullying prevention process management in general secondary education institutions that needs to be studied has been outlined.

The article considers the tasks of an inclusive educational environment and the peculiarities of its introduction in general secondary education institutions of the city of Sumy and Sumy region to ensure the right of every child for education. An inclusive educational environment is defined as a special environment that provides conditions for education and training, comprehensive development of students with special educational needs and different levels of health.
 Creating an inclusive environment is aimed at a harmonious combination of psychological and pedagogical conditions, technical means and resources of the educational institution to organize the educational process for people with special educational needs.
 The organization of an inclusive educational environment in general secondary education institutions will promote the emergence of experimental institutions of inclusive education; advanced training of pedagogical workers in the organization of inclusive education of students with special needs; increasing society's understanding and tolerance of people with special needs.
 The article is devoted to the search for an effective model of inclusive education environment to create an effective management system, a clear legal framework and build a specific concept for the comprehensive development of inclusive education at all levels. The implementation of the outlined way of organizing an inclusive educational environment requires dynamic monitoring of the quality of inclusive education, creation of optimal conditions for professional development, special education and increasing the level of motivation of teachers.
 When talking about the organization of the educational environment, it is wrong to start thinking about furniture and equipment. However, in addition to the physical environment, it is necessary to take into account the equally important social environment, which includes quality interaction between administration and parents, administration and teachers, teachers and parents of children with special educational needs, teachers and children, communication between children.
 The article notes that only if an inclusive educational space is created, adherence to the principle of continuity between preschool education, primary school, secondary education, understanding the specifics of the child's educational needs, professional development of teachers, providing psychological and pedagogical support to children, providing educational, psychological pedagogical and correctional and developmental services, providing students with special means of correction of psychophysical development, dynamic and sustainable introduction of an inclusive educational environment in a general secondary education institution is possible.
 We came to the conclusion that in general the model is an imaginary or material object, which in the process of research replaces the original object, preserving the typical elements of this study. It was determined that to ensure pedagogical "modeling" there is a need to apply a systems approach, which is based on the study of the object as a holistic system consisting of interdependent components that determine the causal relationship.

Military-patriotic education of children and student youth is an important factor of national security that requires the search for effective forms of implementation and rethinking within the educational system. A special role in this process belongs to physical education lessons, which combine educational, health-improving, and upbringing potential. In the system of general secondary education, military-patriotic education is implemented through the curricula «Defense of Ukraine» (standard level, profile level, model curriculum, integrated course for institutions providing complete general secondary education), «Physical Education», as well as through extracurricular and out-of-school activities. The analysis of practices of military-patriotic education of children and student youth highlights the need to develop a holistic, scientifically grounded model of military-patriotic education, which involves defining clear goals and selecting methods and means of influence on the individual in the process of physical education lessons. The article provides an overview of educational programs and modules in the context of military-patriotic education of children and student youth in general secondary education institutions, particularly for middle school (optional modules «Military-Sports Games», «Horting») and high school (optional modules «Horting», «Military-Patriotic Horting», «Overcoming Obstacles», «Sports Orienteering» etc.). It is determined that under modern conditions, military-patriotic education acquires new content, going beyond the traditional educational paradigm. Current practices focus on acquiring military knowledge, developing basic skills of defending the Motherland, fostering civic responsibility, respect for state symbols, historical memory, and national identity.

The use of digital technology in various fields of education today is one of the most important trends in the educational process in the world. The article presents the results of the analysis of the current state of implementation of ICT in the educational process of institutions of general secondary education in Ukraine. For this purpose, a survey was conducted among students of the first year of the Zhytomyr Polytechnic State University, within which 17 questions were asked to students related to the use of information and communication technologies in the educational process. As a result of the research, the introduction of the discipline “Educational technologies and digital education” into the training of future information technology specialists was substantiated, as well as the certification educational program “Information systems and cloud technologies in the educational process”, designed for general education teachers, educators for higher education institutions, experts in the field of additional educational services, and other professionals.

The article theoretically substantiates the foundations of the professional development of primary school teachers in the system of methodical work of institutions of general secondary education, in particular, the definition of the concept «professional development of primary school teachers in the system of methodical work of institutions of general secondary education» is specified, which we understand as a managed dynamic process, which is inherently aimed at achieving a high level of professional development and develops according to scientific principles and approaches in specific pedagogical conditions, with the use of developed and adapted learning models in accordance with the requirements of the digital society, the concept of the New Ukrainian School, updating the system of methodical work and crisis conditions. Recommendations are given for the purpose of positive dynamics of professional development of primary school teachers in the methodical work system of general secondary education institutions.

The purpose of the article is to identify the main directions of improvement of the network of institutions of general secondary education in rural areas on the example of Ukraine. The authors developed an algorithm for research, consisting of four stages. During the study, the preconditions for forming a network of rural schools were considered. The following network parameters such as warehouse, spatial structure are found. Based on the analysis of modern socio-pedagogical requirements, the concept of promising organization of school services in rural areas has been developed. It is established that in conditions of rural settlements, it is advisable to form teams for teaching from pupils of different ages (multigrade classes). The authors provided suggestions on the formation of territorial educational districts as a promising direction for improving the network of rural schools. The perspective types of institutions of general secondary education, which are formed on the basis of interagency integration with other objects of cultural and household services of the population, are revealed. To improve the process of designing a network of village schools, the authors developed a methodology for optimizing the network of schools on the basis of linear programming.

The article substantiates the directions of informatization of the modern educational process in the institution of general secondary education. The analysis of normative maintenance is carried out and the needs of science, education and culture in informatization of educational process are defined. The purpose of the article: to substantiate the theoretical foundations of informatization of educational institutions. Research methods are used: analysis of scientific developments on the problem and normative sources; generalization and systematization − to identify promising areas of informatization; generalization of semantic characteristics of directions − for formulation of conclusions. The main directions of use of computer and information technologies in the institution of general secondary education are characterized, among which Computer and information technologies as an object of study, computer as a means of teaching various disciplines, as a tool to support subject lessons and other activities, as a means of development and upbringing of the child, the use of computers to perform educational and real tasks and to implement various activities, Information Technology as a means of diagnosing various functional systems of the child's body. The following arguments regarding the use of computer technology in the educational process of the school are emphasized: computer technology contributes to the improvement of teaching and increase the effectiveness of teaching; Computer literacy should be developed as early as possible so that students get used to and can quickly adapt to the constant updating of computer technology; thanks to computer technology, including the Internet, the mobility of the educational process increases, namely: students can communicate with teachers and students of other educational institutions, as well as professionals from both domestic and other countries, without leaving their class; computer technologies promote the development of self-regulation and self-control, teach students to manage their intellectual activity. It is concluded that the advantages of informatization include the following: increased activation of students' learning activities and motivation to learn; the emphasis is shifted to the development of practical skills, the development of creative thinking, memory, etc., the creation of conditions for active cooperation, the development of creativity, to develop communication skills.