ПАРАДИГМА ІНКЛЮЗИВНОГО ТЕРИТОРІАЛЬНОГО РОЗВИТКУ УКРАЇНИ В КОНТЕКСТІ РЕФОРМИ ДЕЦЕНТРАЛІЗАЦІЇ

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.

A detailed analysis of interconnections between key indicators shaping the Inclusive Development Index (IDI) was conducted to evaluate the relationships between economic, social, and environmental characteristics of the studied countries. This approach is essential for identifying the main drivers of inclusive development and recognizing factors that may hinder sustainable growth, creating opportunities for more effective policymaking. The analysis demonstrates that some indicators, such as X1 (GDP per capita), X2 (labor productivity), X3 (healthy life expectancy), and X4 (employment rate), exhibit strong positive relationships. For example, labor productivity (X2) strongly correlates with GDP per capita (X1) at 0,938, highlighting productivity as a key factor in economic growth. Additionally, the positive relationship between labor productivity (X2) and healthy life expectancy (X3) (0,680) emphasizes the role of economic growth in improving social conditions and quality of life. However, indicators such as X7 (wealth Gini coefficient) and X5 (income Gini coefficient) show weak or negative correlations with economic and social characteristics, such as X1 and X3, indicating that inequality can limit the positive effects of economic progress on social welfare. Environmental and demographic indicators also play a significant role. Pollution intensity (X10) negatively correlates with GDP (X1) (-0,717) and labor productivity (X2) (-0,708), reflecting the trend of reduced environmental burden in more developed countries. Demographic dependency (X12) negatively correlates with GDP per capita (X1) (-0,489) and labor productivity (X2) (-0,531), illustrating the challenges faced by economies with aging populations and a high proportion of dependents. Overall, economic indicators like GDP per capita (X1) and labor productivity (X2) serve as key drivers of inclusive development, while social inequality (X5, X7) and environmental burden (X10) act as significant challenges. Addressing these barriers and focusing on demographic and social issues are vital for achieving inclusive and sustainable development. Future research aims to develop models for assessing inclusive development using advanced tools such as fuzzy logic and neural networks, ensuring a comprehensive approach to enhancing the IDI.

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.

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 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.

The article deals with the essence of the concept of “inclusive development”, the reasons and preconditions for the forming concept of inclusive development in the context of changing the paradigm of spatial development in the World and in Ukraine are analyzed. It is emphasized on the interdisciplinarity of research in the topics of inclusiveness. The historical preconditions of the forming the concept of inclusive development are highlighted. It has been determined that the policy of inclusive growth provides the involvement of all population and all social groups (without exception and including the most vulnerable categories), as well as territories (including the most remote ones) in solving political, socio-economic, ecological and cultural problems of country’s (region’s) development. Attention to the quality of life and increase of the average life expectancy, strengthening the ideas of human centeredness led to the actualization of theories of economic growth and social welfare, their transformation into the conceptual foundations of inclusive development and the dissemination of these ideas into all sciences, in particular into geography. At the same time, the new concept of inclusive development has become a logical evolutionary result of the continuation of ideas embedded in its time in the spatial theories of development. The inclusive approach broadens the traditional models of economic growth and emphasizes the equality of health, human capital, state of the environment, social protection as factors of social security. Of great importance are non-material factors relating to culture, ethno-national characteristics, specific political systems, which determines possibilities of creating and successful activities of inclusive institutions. Inclusive spatial development in the article is defined as a process of structural changes accompanied by economic and social activity at every vertical and horizontal spatial levels, that provides improvement of the quality of life on the basis of maximum employment, equal access to opportunities and services for the local population and on the basis of the effective use of all resources. The contours of modern inclusive policy in the World and Ukraine are marked, directions of further scientific research of inclusiveness in social geography are determined.

Relevance. The research is relevant as it addresses the need to develop emotional intelligence in future leaders of general secondary education institutions, which is crucial for effective management and leadership in today's educational environment. Purpose. The purpose of the article is to identify the main characteristics and directions of emotional intelligence management in future managers of general secondary education institutions (GSEI). Methodology. The study employed a qualitative methodology, conducting semi-structured interviews with school leaders across different regions of Ukraine, as well as using questionnaires to assess emotional intelligence levels in a group of students preparing to become educational leaders. Results. The main results of the study present the interpretation of the concepts of �emotional intelligence� and �self-management�, their interaction, main characteristics and features of development. It is highlighted that the future head of a GSEI is constantly in contact with students and other people, which requires the development of emotional intelligence and successful interaction with them in their activities. The competence of the leader includes such important aspects as the process of establishing communication, the ability to control emotions, the ability to introspect and resolve various situations. In today�s environment, emotional intelligence management allows future professionals to become competitive in the labour market. The study describes the peculiarities of emotional intelligence management in the future professional activity of general secondary school teachers. The development of emotional intelligence is a personal resource of future managers, which affects the effective performance of their professional activities in emotionally stressful situations. Conclusions. Based on the analysis of scientific material on this issue and the results of empirical research, emotional intelligence provides a leader with the cognitive ability to understand and manage emotions, analyse emotional information, build individual psychological well-being, and establish successful social interactions. Keywords: self-management; general secondary education institution; head of general secondary education institution; educational process; emotional intelligence

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.

In the context of the problem of teaching the school subject Art in the 8th grade of general secondary education institutions, the author highlights little-known works, phenomena, and personalities in the history of fine arts and architecture from antiquity to the early twentieth century. Familiarization with these materials in art lessons is relevant for contemporary Ukrainian schoolchildren. It serves as an alternative to the traditionally repetitive content of educational materials and to certain stereotypes in their interpretation in art textbooks. Without denying the regularity of such a tendency, the author proposes that art teachers “discover”, together with their students, the names of artists and their works that rarely appear on textbook pages. However, they deserve recognition, as well as interpretations of the works of well-known artists that do not contradict modern views on artistic theory and practice. This approach was implemented by the author during her work on the Art textbook for 8th-grade students in general secondary education institutions, as part of an authorial team, in accordance with the Art model curriculum. Grades 7–9 (integrated course) for general secondary education institutions (authors: O. M. Ivasiuk, O. A. Komarovska, V. H. Vlasova, L. M. Hrynyshyna, H. O. Kizilova, O. V. Lobova, L. I. Nazar). The material presented in the article is adapted for direct use by teachers in Art lessons. The above-mentioned curriculum determines the vector of content development. It consists of separate fragments, each devoted to works of art, artistic phenomena, styles, and outstanding personalities that influenced the development of art. The article is based on the author’s presentation, entitled “From Shadow to Light: Little-Known Works of Fine Arts and Architecture on the Pages of Art Textbooks”, delivered at the All-Ukrainian webinar organized by Ranok Publishing House for art teachers. The presentation demonstrated the audience’s interest in the proposed topic and confirmed the relevance of publishing the material for practical use by educators in general secondary education institutions.

The aim of the article is to analyze the dynamics of tax revenues of local budgets in Ukraine for the period from 2018 to 2023 and to study their structure and share in the total revenues of local budgets, the consolidated budget and the country’s GDP to identify their fiscal potential and influencing factors. Analyzing the dynamics of tax revenues of local budgets from 2018 to 2023, it is worth noting the overall growth of these revenues during the mentioned period. However, the ongoing war that began in 2022 and other external factors have significantly affected this dynamic, leading to fluctuations. The article examines not only the general dynamics of tax revenues, but also their structure, distribution by main components and their relation to the total revenues of local and consolidated budgets, as well as a percentage of GDP. The share of tax revenues in total local budget revenues in Ukraine has undergone significant changes, increasing during the COVID-19 pandemic and the war in 2022, but slightly decreasing in 2023. The share of these revenues in total consolidated budget revenues also decreased in 2022 and 2023, indicating the impact of economic instability and war. The share of local tax revenues in GDP increased in 2022 and 2023, reflecting the increased role of local taxes in financing and adapting to new economic conditions. The dynamics and structure of local taxes and fees, as well as their contribution to the tax revenues of local budgets, are also considered. Analysis of the dynamics of local taxes and fees shows a steady growth in 2019–2020, but a sharp decline in 2022 due to hostilities. However, in 2023, there is a positive trend along with growth, which indicates the stabilization and recovery of the economy. The structure of local taxes and fees is undergoing changes, in particular, there is an increase in the share of the single tax, which indicates a strategic rethinking of the taxation system to simplify and increase the efficiency of tax collection. The increase in the share of local taxes and fees in the tax revenues of local budgets testifies to their importance in the financial support of local authorities and their economic self-sufficiency and stability. In general, the analysis provides an opportunity to understand the economic situation in the regions of Ukraine and the impact of external and internal factors on financial processes in Ukraine. The results obtained can be useful for government agencies, economists and researchers interested in the financial stability and economic development of the regions of Ukraine.

Over the past twenty years, sexuality education has become an important element of the social and psychological development of modern society. Researchers, practitioners, and educators are actively exploring the integration of this area into the educational process, as understanding and acceptance of sexuality affects the health, relationships, and overall development of both adolescents and society as a whole. Education is especially important during adolescence. Adolescence is the most important period of life, as it is the age of puberty, physical and psychological development, which go hand in hand with general changes in the morphological structure of the body. Ukraine, as an independent state, often suffers from an unstable economy and difficult socio-political changes. Today, russia’s aggression against Ukraine has further exposed issues such as sexual harassment, objectification, discrimination, sexism, gender-based violence and rape during wartime by the enemy. To this list can be added the high prevalence of socially dangerous phenomena, risky sexual behavior, alcohol and drug use, HIV/AIDS, and sexually transmitted infections. These problems need to be addressed. And one of the solutions is to introduce comprehensive sexuality education in general secondary education institutions. The article examines the key challenges of implementing comprehensive sexuality education for adolescents in general secondary education institutions under martial law in Ukraine. It explores the impact of crisis situations on adolescents’ sexual health and gender socialization and substantiates the need to adapt the curriculum to contemporary realities in general secondary education institutions. Key issues are highlighted, including resource limitations, psychological traumas among adolescents, insufficient training of teachers, and the low prioritization of the topic in public discourse. The role of non-governmental organizations in protecting the rights of adolescents and youth people to access information and medical services in the field of sexual health is studied. Strategies to overcome these challenges are proposed, including fostering partnerships with non-governmental organizations, leveraging digital technologies, and integrating life skills into curricula. The research findings can be utilized to improve strategies for implementing sexuality education during emergency contexts.

The article presents the results of a comparative analysis of material and technical support of general secondary education institutions (GSEIs) of Ukraine in the period 2016/2017–2021/2022 academic years. The article analyses scientific publications of domestic scientists on the problems of modernization of school education on the basis of updating the technical arsenal of teaching aids, optimizing the implementation of existing state programs aimed at informatization, computerization and updating of the material and technical base of educational institutions. The authors also studied the foreign experience in the development of public education. The article outlines a list of regulatory and legislative acts on which the formation and development of the material and technical facilities of GSEIs are based. The information base of indicators of material and technical support was created using general scientific and special research methods on the basis of processed information of statistical summary tables (namely, № D-4 "Data on facilities of general secondary education institutions and the use of modern information technologies" (without special GSEIs) by institutions of the Ministry of Education and science of Ukraine, other ministries and agencies and private institutions and № 76-RVК "Summary report of general secondary education institutions") and operational information of the Ministry of Education and Science of Ukraine. In connection with the beginning of the Russian military aggression against Ukraine, changes have occurred in the organization of the educational process of general secondary education, in particular, the procedure for the formation of the contingent of students and teachers. At the same time, the condition of material and technical support components has changed as a result of the loss and damage to the education infrastructure. The article proposes to introduce additional indicators for assessing the state of the general secondary education system in wartime conditions. Key indicators of GSEIs facilities were analysed, including total and rented school space, leased space, number of classrooms and distribution of classrooms per student, and number of classrooms by region, terrain type (urban localities, rural areas) and types of institutions (primary schools, gymnasiums, lyceums) to identify the problems of material and technical support of GSEIs and further identify ways of their solution. The post-war condition of the material and technical base of general secondary education should be the subject of further study.

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.