ПРОФІЛІЗАЦІЯ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ В КОНТЕКСТІ ІДЕЙ НУШ

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.

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.

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 author defines the process of bullying in the system of general secondary education as the suppression of the spiritual fullness of the individual, as a phenomenon of deviant behavior. A number of various scientific researches of domestic and foreign psychologists and pedagogues on the interpretation and definition of bullying were analyzed. The results of social research of world organizations on statistics of the phenomenon of bullying among children in Ukraine were compared. Bullying is defined as a form of aggressive behavior in which someone intentionally and repeatedly causes harm or inconvenience.On the basis of systematization of definitions of the concept «bullying» the author's understanding of the term «bullying in general secondary education institutions» was formed. Aggression has been found to be common in many children, but it is due to a variety of internal and external causes. Purposeful actions of offenders occur through physical (beating, pushing, damaging things or clothes, limiting the chance to do something or go somewhere, etc.) or verbal actions (oppression, ridicule, mockery,accusation, etc.). The roles of bullying participants were described (offender, victim, witness) and the main features of this process in groups of students were identified (fear, cruelty, insults, scandals, disputes, etc.). The first signs of adolescent bullying are hostility, alienation, secrecy, and so on.The author generalizes the typology of aggression of offenders in primary and secondary school education. Three groups of children were identified for the demonstration of aggressive actions. It was determined that the group type of bullying can exist without the participants themselves being aware of their harmful actions. The author takes notice to one of the types of bullying – cyberbullying, the problem of which is becoming increasingly relevant. The active process of cyberbullying is associated with the dynamic development of digital technologies. Future teachers must learn to recognize and stop the manifestations of bullying, to prevent the emergence of new cases. Therefore, the author has developed recommendations for the implementation of preventive methods to prevent bullying by future teachers in general secondary education institutions during lessons, educational activities and different types of practical trainings.

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 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 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 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 work: the influence of the New Ukrainian School on the formation of motivation for physical education lessons. Methodology: theoretical research methods were used for the purpose of researching the issues, in particular, analysis and generalization of methodological, psychological-pedagogical and educational-methodical literature, which gave an opportunity to study the features of the reform of the New Ukrainian School, its shortcomings and advantages for the educational process. We conducted a questionnaire to determine the level of motivation among student youth. Scientific novelty: the impact of the New Ukrainian School on the formation of motivation for physical education lessons is determined. Conclusions: the formation of motives for physical exercises, physical activity, and an active lifestyle is important in improving the health of students and popularizing physical culture, because it is systematic physical culture activities that contribute to the development of basic physical qualities, education of will, courage, perseverance, have a positive effect on strengthening health, increase mental capacity and social adaptation. Thus, it was found that the developed and implemented Model Curriculum "Physical Culture. 5-6 classes" for institutions of general secondary education, which really raises the level of physical education and popularizes it among students, which, in turn, increases motivation for physical education lessons in institutions of general secondary education. Thus, based on the results of the questionnaire, it can be concluded that students of education have a fairly high level of motivation in the 5th-6th grades. This indicates that modern projects such as Oleksandr Pedan's "Junior" sports movement, the President's "Active Parks" program, Ukraine Active, "Move more" and many others have brought physical education lessons to a new European level. The above-mentioned projects provide an opportunity for children during the war to engage in a variety of physical activity, which has a positive effect not only on increasing motivation for physical education lessons, but also on the level of physical fitness, improving the psychophysical state and mood of those who do it.

The article provides a theoretical analysis of the problem of organizing inclusive education for children with special educational needs (SEN) who study in primary school in the conditions of the New Ukrainian School (NUS). The basic laws that ensure the inclusion of children SEN in the educational process in the conditions of a general secondary education institution, considering their characteristics and individual needs, are analyzed. It is noted that one of the obstacles to the full inclusion of a child in the educational process is the insufficient level of development of the necessary competencies of primary education teachers in the field of inclusion, namely: incomplete, unsystematized ideas about the peculiarities of the psychophysical development of children with special educational needs; insufficient mastery of psychological methods and techniques of pedagogical communication with such children; lack of formed skills and abilities in selecting methods and techniques of working with children with special educational needs; imperfection of the tools that ensure the effectiveness of inclusive education; knowledge about ensuring the comfort and adaptation of the child to school. The main stages of organizing an inclusive educational environment in a general secondary education institution are identified. They includes four stages: motivation (the child's desire to study in a specific general secondary education institution), organization (actions of the head of the general secondary education institution), psychological and pedagogical support (creation of a team of psychological and pedagogical support) and implementation (creation of an inclusive educational environment, selection of methods and techniques for implementing inclusive education). The information presented in the article will help in the process of designing a high-quality and comfortable educational process for children with special educational needs in primary school in the conditions of the NUS.

The article presents a comprehensive study of the digitalisation of educational process management in general secondary education institutions (GSEI) in the context of transformational challenges, in particular martial law, as well as in the context of Ukraine's integration into the European digital space.The relevance of the issue is determined by the need to improve the effectiveness of management decisions, the transparency of the educational process and the resilience of the education system to external risks with the help of digital tools. Particular attention is paid to identifying factors that hinder or promote the introduction of information and communication technologies (ICT) at the management level of GSEI. The aim of the study is to analyse the current state of digital transformation of management processes in the general secondary education system of Ukraine and to substantiate strategic directions for the development of digital educational management. To achieve this goal, methods of theoretical analysis, synthesis, comparison, systematisation and generalisation of secondary data, as well as elements of a structural-functional approach were used.This made it possible to explore the conceptual foundations of digitalisation, characterise the regional specifics of digital maturity, identify barriers to the introduction of ICT in school administration, and assess the dynamics of digital literacy among participants in the educational process. The results obtained indicate significant regional disparities in the level of digitalisation of education management, the absence of a unified state information system for general secondary education, a lack of technical resources and uneven readiness of management personnel for digital change.At the same time, there is a positive trend towards improving digital competence and expanding the use of ICT in management. It has been determined that the digitalisation of education in a state of martial law performs not only a modernisation function but also a crisis function, ensuring the continuity of the educational process, data backup and emergency communication. The practical value of the study lies in the possibility of using its results in strategic planning for the digital transformation of educational management, developing recommendations for education authorities, training school leaders, and forming uniform digital standards in general secondary education.The article provides recommendations for the unification of digital platforms, improvement of the regulatory framework, development of infrastructure, and investment in digital education for managers.Prospects for further research are related to the empirical study of digital management models at the community level, the evaluation of the effectiveness of digital solutions in crisis conditions, and the study of the impact of digitalisation on the quality of students' educational outcomes.

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 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 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.