Suchergebnisse

У статті досліджено традиції позашкільної освіти в контексті професіоналізації українського національного мистецтва, з'ясовано значення національної традиції для українського мистецтва й духовної культури нашого народу в цілому. Зазначено, що в розвитку української національної позашкільної освіти затвердилися ідеї щодо запровадження національних пріоритетів і демократизації освіти. Встановлено, що розвиток національно орієнтованої мистецької освіти є можливим лише у стані єдності та суперечності національного і глобального. Доведено, що мистецька освіта продовжує розвиватися. Звернено увагу на процеси національної диверсифікації та ґлобальної уніфікації мистецької освіти другої половини XX ст. Ключові слова: мистецька освіта, національна традиція, позашкільна освіта, мистецька та національна культура. ; The article examines the traditions of the extrashaltors in the context of the professionalization of the Ukrainian national art, clarifies the importance of the national tradition for Ukrainian art and the spiritual culture of our people as a whole. It was noted that in the development of the Ukrainian national extra-curricular education the ideas about the introduction of national priorities and the democratization of education were established. It has been established that the development of nationally oriented artistic education is possible only in the state of unity and contradiction of the national and global. It is proved that artistic education continues to develop. Attention is drawn to the processes of national diversification and global unification of artistic education of the second half of the 20th century. Key words: artistic education, national tradition, extra-curricular education, artistic and national culture.Citation: V. A. Levitсka, N. M. Pavlyuk. (2019). ARTISTIC EDUCATION 2019: AS A MOVING FORCE OF FORMATION OF NATIONAL CULTURE. Innovative Solutions in Modern Science. 5(32). doi:10.26886/2414-634X.5(32)2019.7

У статті розглянуто національні особливості організації мистецької освіти на рівні МСКО 1 в країнах Європейського Союзу. Проаналізовано ключові політичні події та ініціативи початку ХХІ століття у галузі освіти і культури з боку ЄС. Окрема увага звертається на цілі мистецької освіти, її зміст, статус, моделі навчання. Схарактеризовано підходи до оцінювання навчальних досягнень молодших школярів у даній сфері, проблеми професійної підготовки і підтримки вчителів початкової школи. Визначено загальні тенденції розвитку мистецької освіти у початковій школі Євросоюзу.В статье рассмотрены национальные особенности организации художественного образования на уровне МСКО 1 в странах Европейского Союза. Проанализированы ключевые политические события и инициативы начала XXI века в области образования и культуры со стороны ЕС. Отдельное внимание уделяется целям художественного образования, его содержанию, статусу, моделям обучения. Охарактеризованы подходы к оцениванию учебных достижений младших школьников в данной сфере, проблемы профессиональной подготовки и поддержки учителей начальной школы. Определены общие тенденции развития художественного образования в начальной школе Евросоюза.The article describes the peculiarities of arts education organization at ISCED 1 in the European Union member-states. It analyzes the key policy developments and initiatives in the field of education and culture at the beginning of the XXI century on part of the EU. Special attention is given to the objectives of arts education, its content, status, and models.The role of liberal education, arts in particular, in forming the competencies of young people for life in the twenty-first century has been widely recognized at the European level. The main objectives of arts education declared in national curricular, such as the development of students' artistic skills and knowledge, critical assessment of cultural heritage, promotion of self-expression, understanding of personal identity and cultural diversity by encouraging creativity, are similar among all the countries of the European Union. However, the «art for life» goal is mentioned only in some programs.Arts education in primary school fulfils its functions by enlarging knowledge and skills in the classroom through arts disciplines, mastering the technique and method of implementation of creative ideas that enrich younger students' possibilities for artistic expression and sensuality, meeting art works of different cultures and eras, practising creativity that allows children to realize their cultural and artistic projects. Contents of arts education in most EU countries include visual arts and music programs with crafts, dance, drama, architecture, and media arts being less popular at primary stage.In about half of the EU states minimal time for studying arts subjects is ranging from 50 to 100 hours per year at ISCED 1. Criteria for evaluating students' achievements in arts education are usually determined by teachers at the school level. They are based on the curriculum objectives or educational authorities' instructions. Primary school most commonly practises verbal comments.Today at primary school in the EU countries the following trends in arts education are observed: arts education is a compulsory component of basic education programs; fine arts and music are dominating other aesthetic disciplines (e.g., drama and dance) in programs for primary school; two models of arts education are being realized at ISCED 1 – combining arts disciplines as a distinct area within the curriculum or teaching them as separate subjects without any conceptual link between them; integration of arts education into the content of other disciplines (history, literature, languages, physical education, etc.); the content of school arts education is being enriched by the study of the media, including cinema, photography and digital arts, and encourages students and teachers to use ICT in the creative process; as a result of modern demographic changes the intercultural aspect is becoming one of the basic principles of teaching arts subjects; arts education is being practically oriented; the potential of arts education is used to create a situation of success in teaching underachieving students; schools are encouraged to organize extra-curricular arts activities and collaborate with professional artists and cultural institutions; local cultural features are more often considered. The above-mentioned processes impose new demands on teachers and schools, and need guidance and support at the political level.

У статті розглянуто національні особливості організації мистецької освіти на рівні МСКО 1 в країнах Європейського Союзу. Проаналізовано ключові політичні події та ініціативи початку ХХІ століття у галузі освіти і культури з боку ЄС. Окрема увага звертається на цілі мистецької освіти, її зміст, статус, моделі навчання. Схарактеризовано підходи до оцінювання навчальних досягнень молодших школярів у даній сфері, проблеми професійної підготовки і підтримки вчителів початкової школи. Визначено загальні тенденції розвитку мистецької освіти у початковій школі Євросоюзу.В статье рассмотрены национальные особенности организации художественного образования на уровне МСКО 1 в странах Европейского Союза. Проанализированы ключевые политические события и инициативы начала XXI века в области образования и культуры со стороны ЕС. Отдельное внимание уделяется целям художественного образования, его содержанию, статусу, моделям обучения. Охарактеризованы подходы к оцениванию учебных достижений младших школьников в данной сфере, проблемы профессиональной подготовки и поддержки учителей начальной школы. Определены общие тенденции развития художественного образования в начальной школе Евросоюза.The article describes the peculiarities of arts education organization at ISCED 1 in the European Union member-states. It analyzes the key policy developments and initiatives in the field of education and culture at the beginning of the XXI century on part of the EU. Special attention is given to the objectives of arts education, its content, status, and models.The role of liberal education, arts in particular, in forming the competencies of young people for life in the twenty-first century has been widely recognized at the European level. The main objectives of arts education declared in national curricular, such as the development of students' artistic skills and knowledge, critical assessment of cultural heritage, promotion of self-expression, understanding of personal identity and cultural diversity by encouraging creativity, are similar among all the countries of the European Union. However, the «art for life» goal is mentioned only in some programs.Arts education in primary school fulfils its functions by enlarging knowledge and skills in the classroom through arts disciplines, mastering the technique and method of implementation of creative ideas that enrich younger students' possibilities for artistic expression and sensuality, meeting art works of different cultures and eras, practising creativity that allows children to realize their cultural and artistic projects. Contents of arts education in most EU countries include visual arts and music programs with crafts, dance, drama, architecture, and media arts being less popular at primary stage.In about half of the EU states minimal time for studying arts subjects is ranging from 50 to 100 hours per year at ISCED 1. Criteria for evaluating students' achievements in arts education are usually determined by teachers at the school level. They are based on the curriculum objectives or educational authorities' instructions. Primary school most commonly practises verbal comments.Today at primary school in the EU countries the following trends in arts education are observed: arts education is a compulsory component of basic education programs; fine arts and music are dominating other aesthetic disciplines (e.g., drama and dance) in programs for primary school; two models of arts education are being realized at ISCED 1 – combining arts disciplines as a distinct area within the curriculum or teaching them as separate subjects without any conceptual link between them; integration of arts education into the content of other disciplines (history, literature, languages, physical education, etc.); the content of school arts education is being enriched by the study of the media, including cinema, photography and digital arts, and encourages students and teachers to use ICT in the creative process; as a result of modern demographic changes the intercultural aspect is becoming one of the basic principles of teaching arts subjects; arts education is being practically oriented; the potential of arts education is used to create a situation of success in teaching underachieving students; schools are encouraged to organize extra-curricular arts activities and collaborate with professional artists and cultural institutions; local cultural features are more often considered. The above-mentioned processes impose new demands on teachers and schools, and need guidance and support at the political level.

У статті окреслюються сучасні перспективи розвитку народносценічного танцю в позашкільних навчальних закладах; розглядаються основні методи навчання народно-сценічного танцю; виділяються методичні прийоми при засвоєнні танцювального матеріалу за рівнями підготовки. ; The article outlines the prospects of the development of modern folk stage dance in extracurricular schools. The basic methods of teaching folk dance stage are defined. The instructional techniques in mastering the material for dance backgrounds are allocated. The author stresses that the leading aim is to preserve the national traditions of dance, revival and modernization in modern conditions methodical bases of folk stage dance. Choreographic art in general and the national stage dance in particular is an integral part of the artistic and aesthetic school education that allows children to master the language of beauty and expressive movements contributes to resolution body, develops physical strength and stamina while performing technical and methodological components of folk dance. The extracurricular institutions have got all opportunities for artistic and aesthetic education of children and mastering the basics of high artistic taste, desire to favourite art form. It is proved that the methods of teaching folk stage dance is a historically developed set of specific tools and techniques of choreographic art. According to the laws of general pedagogy, dance pedagogy is based on the didactic principles as well: scientific and availability of educational material, the visibility in the study of new material, the strength of knowledge and skills, creative activity of the students, their independence, communication of educational material to the life and interests of the pupils. Special attention is focused on such teaching methods as: the practice of public life; choreographic practice of education and training, which tests the viability of all the theoretical positions; progressive ideas about the content and the way of education a harmoniously developed personality; government regulations on the status and ways to improve the culture and art in the country; the results of research in the theory and methodology of teaching folk dance stage and related disciplines.

Автор проводить думку, що сучасні інноваційні перетворення в позашкільній освіті принципово змінюють наші погляди та оцінки щодо ролі зазначеної освітньої інституції в системі безперервного навчання протягом життя. Зміни, що мають стійку тенденцію до накопичення, поступово трансформують позашкільну освіту в нову освітню інституцію. Дані зміни обумовлені, в першу чергу, невизнаністю неформальної освіти України на законодавчому рівні. Проблема розповсюджується і на позашкільну освіту, як один із її секторів, враховуючи структуру освіти в Україні. По-друге, зміни обумовлені теорією та практикою реалізації компетентнісного підходу в позашкільній освіті, що також є наслідком приєднання до європейської концепції освіти. Автор наголошує на тому, що позашкільна педагогіка компенсує недоліки і протиріччя шкільної педагогіки завдяки своїй дитиноцентричності. Саме тому практика сучасної позашкільної освіти демонструє сталі приклади успішного вирішення завдань виховання особистості, кінцевим результатом яких є самореалізація та самоствердження вихованців позашкільних установ. Автор зазначає, що сучасний позашкільний педагогічний процес при вирішенні вищеозначених завдань спирається на категорії та ідеї, якими оперували відомі західні педагоги-прагматики минулого століття. Наразі перераховані зміни дають підставу стверджувати, що позашкільна освіта в нинішньому столітті акумулює в собі певну кількість ознак, які дозволяють характеризувати її як нову освітню інституцію, з переліком усіх притаманних їй характеристик.

У статті розглянуто зміст формального, неформального та інформального навчання іноземним мовам. Автором проаналізовано основні відмінності формального, неформального та інформального навчання. Наголошено, що у короткостроковій перспективі має більший сенс і, безумовно, доступніше залучати волонтерів до організації соціальних заходів, які сприяють неформальному та інформальному вивченню мов, замість того щоб відразу організовувати офіційні мовні курси. Якщо такі заходи розроблені належним чином та ефективно виконані, вони можуть вмотивувати та заохотити студентів брати участь в офіційних мовних курсах на більш пізньому етапі. ; The article considers the content of formal, non-formal, and informal learning of foreign languages. It is noted that formal education is education that is institutionalized, intentional, and planned through public organizations and recognized private institutions and together they create a system of state formal education. Non-formal education is education that is institutionalized, intentional, and planned by the subject of educational activity. Informal education is a form of education that is intentional or conscious, but not institutionalized. The author analyzes the main differences between formal, non-formal, and informal learning. It has been emphasized that learning, whether formal or informal, is intentional and partly accidental, but informal learning is purely accidental. It has been outlined that in the short term it makes more sense and, of course, more accessible to involve volunteers in the organization of social activities that promote non-formal and informal language learning, instead of immediately organizing official language courses. If such measures are properly designed and effectively implemented, they can motivate and encourage students to participate in formal language courses at a later stage. It has been noted that formal education characterizes education on the negative side due to certain limitations, namely the curriculum is based on norms and laws approved by the government/institution, while the students' needs and interests are not taken into account. When the students' needs and interests are taken into account, the students will be more interested and more willing to participate in various activities. On the other hand, non-formal education manages to transform the interests and needs of students into a flexible and adapted form of learning.

У статті розкрито маловідомі аспекти життєдіяльності Софії Федорівни Русової, з'ясовано її внесок у становлення й розвиток позашкільної освіти в Україні. Здійснено аналіз опублікованих та рукописних праць С. Русової, у яких окреслено питання просвіти, національного виховання, рідномовного навчання. Наголошено на ролі позашкільної освіти як об'єднуючого чинника діяльності національно свідомої інтелігенції й запоруки розбудови незалежної Української держави. Виявлено, що актуалізація ідей С. Русової цілком корелюються із провідними постулатами Закону України «Про позашкільну освіту». ; The article reveals little-known aspects of the life of Sofia Fyodorovna Rusova, clarifies her contribution to the formation and development of extracurricular education in Ukraine, the society "Education" in eastern and western Ukraine. The analysis of published and manuscript works of S. Rusova is carried out, in which the issues of education, national education, native language education are outlined. The role of out-of-school education as a unifying factor in the activity of the nationally conscious intelligentsia and the key to building an independent Ukrainian state is emphasized. Based on primary sources and periodicals of the early twentieth century S. Rusova's activity in the field of out-of-school education is thoroughly analyzed. It is emphasized that if in Ukraine during its independence (1917 – 1919) a teacher and public figure was able to develop and partially implement a program of organizational formation and approval of various forms of extracurricular education, in emigration it focused mainly on theoretical justification of universal education and its role in moral and social formation of the young generation, preparing it for conscious work for the future of independent Ukraine, improving the social and political conditions of its citizens, as well as covering foreign experience of adult education and its state in the Ukrainian lands of Galicia, Bukovina and Transcarpathia. It is proved that with the direct participation of S. Rusova clear guidelines for the development of the system of out-of-school education were developed, concrete steps were taken to achieve its goal: science for all through active independent learning. It is revealed that actualization of S. Rusova's ideas is completely correlated with the leading postulates of the Law of Ukraine "On Extracurricular Education", in which the latter is interpreted as a component of the system of continuing education defined by the Constitution of Ukraine, the Law of Ukraine "On Education", students and listeners, meeting their interests, spiritual needs and needs in professional determination. A review of the activities and works of Sofia Rusova in the field of extracurricular education allows us to conclude that the scientist had a deep understanding of the need to educate the people, to convey knowledge to all segments of the population.

The article considers the content of formal, non-formal, and informal learning of foreign languages. It is noted that formal education is education that is institutionalized, intentional, and planned through public organizations and recognized private institutions and together they create a system of state formal education. Non-formal education is education that is institutionalized, intentional, and planned by the subject of educational activity. Informal education is a form of education that is intentional or conscious, but not institutionalized. The author analyzes the main differences between formal, non-formal, and informal learning. It has been emphasized that learning, whether formal or informal, is intentional and partly accidental, but informal learning is purely accidental. It has been outlined that in the short term it makes more sense and, of course, more accessible to involve volunteers in the organization of social activities that promote non-formal and informal language learning, instead of immediately organizing official language courses. If such measures are properly designed and effectively implemented, they can motivate and encourage students to participate in formal language courses at a later stage. It has been noted that formal education characterizes education on the negative side due to certain limitations, namely the curriculum is based on norms and laws approved by the government/institution, while the students' needs and interests are not taken into account. When the students' needs and interests are taken into account, the students will be more interested and more willing to participate in various activities. On the other hand, non-formal education manages to transform the interests and needs of students into a flexible and adapted form of learning. ; У статті розглянуто зміст формального, неформального та інформального навчання іноземним мовам. Автором проаналізовано основні відмінності формального, неформального та інформального навчання. Наголошено, що у короткостроковій перспективі має більший сенс і, безумовно, доступніше залучати волонтерів до організації соціальних заходів, які сприяють неформальному та інформальному вивченню мов, замість того щоб відразу організовувати офіційні мовні курси. Якщо такі заходи розроблені належним чином та ефективно виконані, вони можуть вмотивувати та заохотити студентів брати участь в офіційних мовних курсах на більш пізньому етапі.

Узагальнивши напрацювання науковців з даної проблеми, а також залучивши джерела, зокрема збірники документів і матеріалів та фонди Державного архіву Сумської області, авторами зроблена спроба відстежити заходи Української Центральної Ради в сфері освіти в період березня 1917 р. – квітня 1918 р. Зазначено головні здобутки й невдачі на шляху створення нової української школи. Названо ключові заходи з реформування початкової, середньої, професійної, вищої школи, позашкільної освіти та дошкільного виховання. У висновках наголошено, що Центральною Радою, незважаючи на різні труднощі, було прийнято низку важливих рішень і здійснено низку заходів у освітній сфері, які стали фундаментом для подальших реформ у галузі освіти наступними урядами. ; Summing up the work of the scientists on this problem, as well as involving sources, in particular collections of documents and materials of the State Archive of Sumy region, the authors attempted to track the activities of Ukrainian Central Council (UCC) in the field of education in the period from March 1917 to April 1918. It is noted that after coming to power in March 1917, one of the priority tasks of the UCC was to solve problems in the educational sphere, in particular to construct of a new Ukrainian school. In this case, the main achievements and failures on this path are highlighted. Central Council, in practice, did not overcome any educational problems affecting a variety of areas: Ukrainianization of school and the whole system of education; compulsory and free training; organization of primary, secondary, vocational, higher, out-of-school and preschool education, training of teachers and educators, providing schools and education institutions with educational literature and so on. Measures of the Central Council and other institutions that were aimed at building a new school are characterized. A system of education has been described for each of the levels: preschool, primary, secondary, vocational, higher, and extracurricular. It was noted that in addition to the authorities, various public organizations, such as All Ukrainian Teachers' Union, "Prosvita" Society, etc., participated in educational activities, thanks to which cultural and educational work in Ukrainian cities and villages was extended. The authors conclude that Ukrainian authorities, personalized by Central Council, adopted a number of important decisions and implemented a number of activities in the field of education: a network of new education institutions of the primary and secondary level was created, the structure of their management and subordination changed; the plan of measures for the reform of vocational education was developed; a number of new higher educational establishments were founded and existing ones were reformed; proper attention was paid to development of out-of-school and preschool education, etc. it is noted that due to the rapid change of power and inconsistency of actions, many innovations remain unrealized. However, despite the difficulties, UCC succeeded in laying the foundations for educational transformations by the next Ukrainian government.

У статті на основі аналізу вітчизняних та зарубіжних офіційних документів та наукових джерел схарактеризовано стан розроблення проблеми формування підприємницької компетентності учнівської молоді в закладах позашкільної освіти в Україні та країнах Європейського Союзу. Визначено сутність поняття неформальна освіта, компетентністний підхід, компетентність та компетенція. Проаналізовано дефініцію поняття підприємницька компетентність, розглянуто завдання її формування в закладах позашкільної (неформальної) освіти. ; Grounding on the analysis of the domestic and foreign official documents and scientific sources, the article analyzes the state of the development of the problem of forming students' entrepreneurial competence in the out-of-school education institutions in Ukraine and the European Union. The essence of the concepts of non-formal education, competence approach, competence and competency was defined. The definition of the concept of entrepreneurial competence was analyzed, the tasks of its forming in the out-of-school (nonformal) education institutions were considered. Purpose of the article: to characterize the state of the analysis of the problem of forming students' entrepreneurial competence in the out-of-school education institutions in scientific sources, domestic and European official documents (documents of Ukraine, the European Union and the Council of Europe). Realization of the aim mentioned in the article became possible by way of using the theoretical research methods: for clarifying the state of the development of the problem, for determining the theoretical foundations of the study – the method of comparative analysis; for the concretization of the conceptual and categorical apparatus, determination of research results and formulation of conclusions – the method of systematization and generalization. Based on the presented above materials, we can conclude that forming the entrepreneurial competencies of children and students in Ukraine and the European countries is quite developed and regulated at the state level, as it is evidenced by a large list of laws, recommendations, regulations and programmes. Due to the fact that the article does not cover all the aspects of the problem, the prospects for further research are seen in searching, defining and justifying the ways and methods of forming entrepreneurial competence of children and students in out-of-school education. Defining the terminological basis of the study may be relevant due to its constant enrichment caused by the rapid development of entrepreneurship.

В статье приведена классификация услуг в сфере образования. Определено, что существуют основные и дополнительные образовательные услуги, а также другие услуги. Проведён анализ особенностей предоставления услуг во внеклассном образовании ; Formulation of the problem. Modern development of mankind requires laying the foundations of education of the individual, society, nation and state to be the key to the future of Ukraine. It is a determining factor in the political, socio-economic, cultural and scientific life of society. An urgent task is to ensure the availability of quality education throughout life for all citizens and further strengthening its national character. The content of education and organization of educational process are continuously updated in accordance with the democratic values and the principles of market economy, modern science and technology. Instead, the central task of commercial law science is to create high-quality mechanism of regulation of educational services. Background study confirmed the high interest of society and business entities to educational activities, while there is no significant amount of basic research on the regulation of educational services in Ukraine. State study. Scientific analysis of the commercial law support educational activities in Ukraine carried out a number of local scientists. Among them should be noted B.V. Derevyanko, T.P. Kozar, H.O. Ponomarenko, V. Beschasnyy and no., who served as the fundamental basis for further study of the question under consideration. The purpose and objective of the article is to study the economic and legal regulation of the organization and provision of educational services entities of different kind of property. Particular attention is paid to the types of services and their classification, provided in various educational institutions. Conclusion. Parties to the provision of educational services are subject to commercial law. Among us the education that module be entrepreneurial or nonprofit entities. Services provided navchalnmy institutions can be classified as basic services of direct transfer of knowledge and skills; additional those that are designed to transfer knowledge and skills, but others different from basic, manner; Other educational services are provided in education, and not educational. In extracurricular educational activities are all kinds of services, but their content is wider school curriculum

Formulation of the problem. Modern development of mankind requires laying the foundations of education of the individual, society, nation and state to be the key to the future ofUkraine. It is a determining factor in the political, socio-economic, cultural and scientific life of society. An urgent task – is to ensure the availability of quality education throughout life for all citizens and further strengthening its national character. The content of education and organization of educational process are continuously updated in accordance with the democratic values and the principles of market economy, modern science and technology. Instead, the central task of commercial law science – is to create high-quality mechanism of regulation of educational services.Background study confirmed the high interest of society and business entities to educational activities, while there is no significant amount of basic research on the regulation of educational services inUkraine.State study. Scientific analysis of the commercial law support educational activities inUkraine carried out a number of local scientists. Among them should be noted B.V. Derevyanko, T.P. Kozar, H.O. Ponomarenko, V. Beschasnyy and no., who served as the fundamental basis for further study of the question under consideration.The purpose and objective of the article is to study the economic and legal regulation of the organization and provision of educational services entities of different kind of property. Particular attention is paid to the types of services and their classification, provided in various educational institutions.Conclusion. Parties to the provision of educational services are subject to commercial law. Among us the education that module be entrepreneurial or nonprofit entities. Services provided navchalnmy institutions can be classified as basic services of direct transfer of knowledge and skills; additional – those that are designed to transfer knowledge and skills, but others different from basic, manner; Other educational services – are provided in education, and not educational. In extracurricular educational activities are all kinds of services, but their content is wider school curriculum. ; В статьеприведена классификация услуг в сфере образования. Определено, что существуют основные и дополнительные образовательные услуги, а также другие услуги. Проведён анализ особенностей предоставления услуг во внеклассном образовании ; Наведено класифікацію послуг у сфері освіти, зокрема, визначено основні та додаткові освітні послуги. Проаналізовано особливості надання послуг у позашкільній освіті.

Formulation of the problem. Modern development of mankind requires laying the foundations of education of the individual, society, nation and state to be the key to the future ofUkraine. It is a determining factor in the political, socio-economic, cultural and scientific life of society. An urgent task – is to ensure the availability of quality education throughout life for all citizens and further strengthening its national character. The content of education and organization of educational process are continuously updated in accordance with the democratic values and the principles of market economy, modern science and technology. Instead, the central task of commercial law science – is to create high-quality mechanism of regulation of educational services.Background study confirmed the high interest of society and business entities to educational activities, while there is no significant amount of basic research on the regulation of educational services inUkraine.State study. Scientific analysis of the commercial law support educational activities inUkraine carried out a number of local scientists. Among them should be noted B.V. Derevyanko, T.P. Kozar, H.O. Ponomarenko, V. Beschasnyy and no., who served as the fundamental basis for further study of the question under consideration.The purpose and objective of the article is to study the economic and legal regulation of the organization and provision of educational services entities of different kind of property. Particular attention is paid to the types of services and their classification, provided in various educational institutions.Conclusion. Parties to the provision of educational services are subject to commercial law. Among us the education that module be entrepreneurial or nonprofit entities. Services provided navchalnmy institutions can be classified as basic services of direct transfer of knowledge and skills; additional – those that are designed to transfer knowledge and skills, but others different from basic, manner; Other educational services – are provided in education, and not educational. In extracurricular educational activities are all kinds of services, but their content is wider school curriculum. ; В статьеприведена классификация услуг в сфере образования. Определено, что существуют основные и дополнительные образовательные услуги, а также другие услуги. Проведён анализ особенностей предоставления услуг во внеклассном образовании ; Наведено класифікацію послуг у сфері освіти, зокрема, визначено основні та додаткові освітні послуги. Проаналізовано особливості надання послуг у позашкільній освіті.

Formulation of the problem. Modern development of mankind requires laying the foundations of education of the individual, society, nation and state to be the key to the future ofUkraine. It is a determining factor in the political, socio-economic, cultural and scientific life of society. An urgent task – is to ensure the availability of quality education throughout life for all citizens and further strengthening its national character. The content of education and organization of educational process are continuously updated in accordance with the democratic values and the principles of market economy, modern science and technology. Instead, the central task of commercial law science – is to create high-quality mechanism of regulation of educational services.Background study confirmed the high interest of society and business entities to educational activities, while there is no significant amount of basic research on the regulation of educational services inUkraine.State study. Scientific analysis of the commercial law support educational activities inUkraine carried out a number of local scientists. Among them should be noted B.V. Derevyanko, T.P. Kozar, H.O. Ponomarenko, V. Beschasnyy and no., who served as the fundamental basis for further study of the question under consideration.The purpose and objective of the article is to study the economic and legal regulation of the organization and provision of educational services entities of different kind of property. Particular attention is paid to the types of services and their classification, provided in various educational institutions.Conclusion. Parties to the provision of educational services are subject to commercial law. Among us the education that module be entrepreneurial or nonprofit entities. Services provided navchalnmy institutions can be classified as basic services of direct transfer of knowledge and skills; additional – those that are designed to transfer knowledge and skills, but others different from basic, manner; Other educational services – are provided in education, and not educational. In extracurricular educational activities are all kinds of services, but their content is wider school curriculum. ; В статьеприведена классификация услуг в сфере образования. Определено, что существуют основные и дополнительные образовательные услуги, а также другие услуги. Проведён анализ особенностей предоставления услуг во внеклассном образовании ; Наведено класифікацію послуг у сфері освіти, зокрема, визначено основні та додаткові освітні послуги. Проаналізовано особливості надання послуг у позашкільній освіті.

У статті, використавши наукову літературу та джерела, автори спробували відслідкувати шлях розвитку системи освіти в Українській Державі у період кінця квітня – середини грудня 1918 р. Названо головні здобутки у початковій, середній, вищій, професійній школі, позашкільній освіті та дошкільному вихованні в зазначений період. ; In the article, using the scientific literature and sources, the authors have attempted to trace the path of the system of education in the Ukrainian State in the period of the end of april – middle december 1918. Noted that the coming to power of P. Skoropadsky continued to reform the education system towards the creation of the national school, the concept still Central Council. Stressed on the fact that diligent and purposeful work on reforming the education system made by the Ministry of national education and the arts, especially for leadership M. Vаsylеnkа, that strongly championed the interests of the МNEA and tried to solve a variety of problems that arose in the course of reform. It is noted that for a short period it was made really much. Changed the system of school management. Created by a single primary school. Systematically carried out humanitarian and educational institutions. Yes, the lower school is almost completely ukraïnìzuvalasâ. Middle and high school although remained largely russian, ukrainian studies of their discipline (Ukrainian language and literature, history and geography). Reorganìzovuvalisâ russian language and created new ukrainian primary, secondary, vocational, higher education institutions. State care was covered by vocational education, pre-school and pozaškìlne education, educational institutions of national minorities. For reform and functioning of educational institutions of all types have been developed and adopted a number of laws and regulations, the Government through the МNEA has provided financial support, provided the books and equipment, organized courses for teachers, etc. As a result, the number of educational institutions has grown significantly, especially increased the number of ukrainian educational institutions of various types. In the end, the authors reach the conclusion that the leadership of the Ukrainian State made everything possible to create the ukrainian national school achievements and miscalculations in the construction of which, we should take into consideration today.