Suchergebnisse

Стаття присвячена аналізу основних напрямків освітньої політики Фінляндії, яка відображає взаємовідносини людини і суспільства в сучасних соціально-економічних умовах і спрямовує систему освіти на зміну самої людини, на революцію в самій людині. Фінляндія зі своєю системою освіти вже давно потурбувалася про підготовку людей майбутнього, реформувавши підходи до навчання в школах і закладах вищої освіти, а результатом цього стали всесвітнє визнання та найвищі позиції у різних рейтингах. Звертається увага на основні документи та концептуальні положення, на яких ґрунтується і розбудовується система освіти Фінляндії. Описана структура освіти у цій країні, розкриті питання організації та функціонування системи освіти, виявлено її характерні риси, чинники успіху та ефективності. Зроблена спроба розкрити ідеї й практичні підходи, які свідчать про те, що держава, вчителі і громадськість прагнуть зробити заклади освіти більш демократичними за змістом навчання, за організацією навчального процесу і результати їх діяльності, а всю систему освіти перетворити на один із важливих чинників соціальних перетворень у майбутньому. Окреслюються умови і називаються аргументи на користь практичного застосування в Україні позитивних здобутків фінської системи освіти. ; The article deals with analyzing the main streams of the education policy in Finland, which reflect the relationship between a person and society in modern socio–economic conditions. Such policy directs the system of education to change the person and his mind himself. Finland using its education system, has long before been concerned about preparing people for the future by reforming approaches to teaching in schools and higher education institutions. As a result, it has achieved world–wide recognition and top positions in various ratings have resulted. Therefore, today there is a great interest of scientists in certain issues of education functioning in Finland. Thus, G. Androshchuk, V. Butova. I. Zhernokleeva, T. Pushkareva and others study in their works the purpose and decisive role of Finland's education policy in the development of the education system. S. Grinyuk and V. Zagvozdkin pay attention to the practical the steps of reforming the Finnish system of education. T. Drobyshevsk investigates the system of providing educational services in Finland as a sector of knowledge production. L. Volynets, P. Kukharchuk consider the principles of the state education policy of Finland. L. Smolskaya examines the role of the state policy in implementing the "Finnish phenomenon"; P. Basyliuk and Yu. Kulykova, focus attention on the study of the evolution of the system of higher education in Finland; O. Scherbak reveals peculiarities of vocational education and training. This paper describes the principles of Finnish education policy. Attention is drawn to the fact that in this country citizens are given equal opportunities in obtaining education. It also shows that the education system of Finland is based on the needs of the society, taking into account the Constitution of the country, the provisions of the UN, UNESCO, PACE and other international organizations on such conceptual principles.:They are the principle of bilingualism, the principle of universal compulsory education, the principle of gender equality, according to territorial and socio–economic aspects; the principle of providing pedagogical autonomy; supporting the high level of pedagogical development science, school practical activity and Finnish culture; granting parents the right to choose freely a school according to their own pedagogical and didactic principles; the availability of inclusive education and education for children with special needs; encouraging the evolution at the national and international levels; close cooperation and partnership at all levels of the education process; the principle of individualization; the principle of lifelong learning, the principle of practicality, trust, voluntariness, independence and the principle of free–of–charge. The article presents the studying state management of the education branch in Finland. Today it includes the system of central administrative bodies – the Ministry of Education and Culture of Finland and the Finnish State Council for Education and non–state–owned educational structures as the Finnish Department of ENIC / NARIC, the Finnish Council for the Evaluation of Higher Education, the National Academy of Finland, the International Mobility Center of the SIMO. Their cooperation is aimed at developing educational, scientific, cultural, sports and youth policies and international cooperation, the "equalization" of the education system and the search for new models of the development of national education in the context of a worldwide education space. The Principles of education management are determined by the Parliament of Finland, and the government, represented by the Ministry of Education and Culture of Finland, formulates and implements educational policy and outlines the plan of education development. This paper also describes the structure of education in this country. It reveals organizing and functioning and shows some differences are shown in comparison with other European educational systems, including the educational system of Ukraine. The structure of the education system in Finland includes: lower education (alakoulu), 1–6 grades (6–12 years); high school (vlakoulu) 7–9 grades (13–15 years); additional class 10 class (16 years old); Lyceum (lukio) 11–12 grades (17–18 years old); professional college 11–13 grades (17–19 years). It is emphasized that in the Finnish system of education, teachers are granted a high degree of freedom guaranteed by the law and the state inspection is canceled. This is the main factor that has raised the effectiveness of the school system in Finland. The attention is paid on the fact that the need to ensure the adaptation of Finnish youth in the modern globalized world and Finland's domestic policy is consistent with the general European principles and recommendations on language education in the European space. Finland uses all its capabilities to create the most comfortable conditions for learning a foreign language and introduce foreign language education through the national language projects: KIEPO (purpose – studying the basics and implementation of language policy in the field of education), KIELO (meta – description, analysis and explanation of what today is teaching and learning foreign languages in Finnish classes) and CLIL (language learning in terms of this project is conducted in such a way that all or some of the school subjects are taught in a foreign language) moreover is now widely it is promoted by various forms of distance learning, combined and web–based training. An attempt is made to reveal ideas and practical approaches that indicate that the state, teachers and the public are eager to make education institutions more democratic in terms of learning, the organization of the education process and the results of their activities, and the whole system of education into one of the important factors of social transformation in the future. It is also outlines conditions and the arguments called in favor of the practical applying in Ukraine positive achievements of the Finnish system education.

The article for the first time raises the problem of foreign languages reception and borrowings in the historical-comparative and diachronic-synchronous context. The object of the research is educational and scientific sphere (Ministry of Education and Science of Ukraine) on the use of foreign languages and borrowings. The functioning of the Church Slavonic and Latin languages as the most widespread in Ukrainian space in the late Middle Ages and Pre-Modern times is analyzed with a projection on the current dominance of English language and anglicisms in the educational and scientific field. To reflect the processes of excessive and unmotivated use of anglicisms, the term Anglo-Barbarization was introduced as a linguistic-social and linguistic-psychological pathological phenomenon that arises at the turn of historical events and signals the absence of mental resistance of the people-language to the unprecedented flow of borrowing which become a de facto replacement of their language and create from it an anti-cultural flow of subordinate communication; it is a primitive denial of the law of balance of foreign and specific words in phonetic, word-forming and grammatical adaptation and ethnocultural inability to call one's own concepts as specific words. According to historical retrospect, the focus on foreign languages as a priority in educational and scientific spheres — Church Slavonic, Latin, Greek, Polish — and mass borrowings from them did not help Ukrainian national self-awareness and did not lead to the restoration of the lost Ukrainian state within its ethnographic boundaries. On the contrary, the excessive circulation of foreign languages in the cultural and political space of Ukraine and their priority in the field of education and science has led to more than a couple of centuries of backwardness of Ukrainian state-building processes compared to the nearest and farthest neighbors. Orientation to others alienated Ukrainians from themselves. Historical experience of foreign languages circulation in ...

Програмою передбачено вивчення основних етапів становлення, розвитку та занепаду старосхідних держав, особливостей їх політичного, соціально-економічного та культурного функціонування. У робочій програмі вміщено теми і плани лекцій, теми і плани семінарських занять та літературу до них, терміни з курсу, завдання для самостійної та індивідуальної роботи, список літератури до курсу, контрольні питання курсу. The program provides basic stages of learning, development and decline of the old eastern states, features of their political, socio-economic and cultural function. The work program contains themes and plans of lectures, themes and plans of seminars and bibliography to them, the terms of the course, tasks for individual work, bibliography for the course, control questions.

The methods of arm wrestling and the peculiarities of their implementation in the training process of training of cadets of military higher educational institutions of Ukraine are analyzed. It is proposed to implement these methods during physical training sessions by combining technical techniques and methods into a rational chain of motor activities. The interrelation and interdependence of the structure of movements and the level of development of physical qualities under the conditions of the use of methods of arm wrestling during the period of successive exercises on simulators and with partners during independent training by physical training is substantiated

Problem setting. The COVID-19 pandemic has caused major changes in the education systems of all countries. This has hampered the achievement of internationally defined goals in the field of education and has disproportionately affected the poorest and most vulnerable. As governments and the international community have a responsibility to adhere to declared principles and carry out reforms, education policy in the context of the COVID-19 pandemic needs to be given increased attention. Recent research and publications analysis. The discussion surrounding online education in the context of the pandemic was based on the need to move from the usual form of learning to distance learning to ensure student safety and health and teachers to slow the spread of the virus. Experts note that the online teaching regime provides a sense of psychological security for the educational community in the context of the spread of COVID-19. Characteristically, the ability of states to respond to school closures changes dramatically depending on the level of development. Scientists argue that third world countries face political paralysis in dealing with sudden changes in the scenario of planning, managing and organizing education during a pandemic with their unsatisfactory technical infrastructure, academic incompetence and lack of resources. This is especially true for low- and middle-income countries. The paper objective is to analyze scientific publications of foreign authors on the organization of education in the context of the COVID-19 pandemic, generalization and classification of problems to be addressed by modern educational policy. The paper main body. Distance work before the introduction of quarantine measures was not common in Ukraine, most university professors preferred traditional lectures, seminars and practical classes, and students often performed their tasks on paper. Therefore, for many teachers and students, distance learning has become a completely new form. In terms of the way the educational process is organized, distance education is becoming an increasingly attractive and realistic model for implementing educational policy in each country. The accelerated pace of development of distance education in the coming years may displace from the education market a significant part of traditional educational institutions in many countries. In the near future, world-renowned universities will be able to teach tens of millions of students from around the world. Online education takes into account the crisis situation, focusing on four important pillars: policy-making, access to resources, learning opportunities, and ongoing evaluation and monitoring. Conclusions of the research. The main directions of research on online education in a pandemic are identified: security in an emergency, financial gaps between rich and poor, psychological problems, lack of infrastructure for information technology, social problems, motivation of students, teachers and parents, digital literacy in education among teachers, students and parents, e-learning platforms, bridging the digital divide, limiting mobility, state participation, innovative approaches, vision of the future. Based on the analysis of scientific publications of foreign authors on the organization of education in the pandemic COVID-19 summarizes and classifies the problems to be addressed by modern educational policy: socio-psychological, economic, technological, communication, organizational and methodological. It is noted that the availability of analytical, operational and political potential is a prerequisite for the formation and implementation of effective educational policy. Keywords: e-learning, distance education, educational policy, governance, inequality, digital competence, social issues. ; Визначено основні напрями наукових досліджень щодо онлайн-освіти в умовах пандемії. На основі аналізу наукових публікацій зарубіжних авторів із тематики організації освіти в умовах пандемії COVID-19 узагальнено та класифіковано проблеми, на розв'язання яких має бути спрямована сучасна освітня політика: соціально-психологічні, економічні, технологічні, комунікаційні, організаційні та методологічні. Зазначено, що наявність аналітичного, оперативного й політичного потенціалу є передумовою для формування та реалізації дієвої освітньої політики.Ключові слова: онлайн-навчання; дистанційна освіта; освітня політика; управління; пандемія; нерівність; цифрова компетентність; соціальні проблеми.

Problem setting. The COVID-19 pandemic has caused major changes in the education systems of all countries. This has hampered the achievement of internationally defined goals in the field of education and has disproportionately affected the poorest and most vulnerable. As governments and the international community have a responsibility to adhere to declared principles and carry out reforms, education policy in the context of the COVID-19 pandemic needs to be given increased attention. Recent research and publications analysis. The discussion surrounding online education in the context of the pandemic was based on the need to move from the usual form of learning to distance learning to ensure student safety and health and teachers to slow the spread of the virus. Experts note that the online teaching regime provides a sense of psychological security for the educational community in the context of the spread of COVID-19. Characteristically, the ability of states to respond to school closures changes dramatically depending on the level of development. Scientists argue that third world countries face political paralysis in dealing with sudden changes in the scenario of planning, managing and organizing education during a pandemic with their unsatisfactory technical infrastructure, academic incompetence and lack of resources. This is especially true for low- and middle-income countries. The paper objective is to analyze scientific publications of foreign authors on the organization of education in the context of the COVID-19 pandemic, generalization and classification of problems to be addressed by modern educational policy. The paper main body. Distance work before the introduction of quarantine measures was not common in Ukraine, most university professors preferred traditional lectures, seminars and practical classes, and students often performed their tasks on paper. Therefore, for many teachers and students, distance learning has become a completely new form. In terms of the way the educational process is organized, distance education is becoming an increasingly attractive and realistic model for implementing educational policy in each country. The accelerated pace of development of distance education in the coming years may displace from the education market a significant part of traditional educational institutions in many countries. In the near future, world-renowned universities will be able to teach tens of millions of students from around the world. Online education takes into account the crisis situation, focusing on four important pillars: policy-making, access to resources, learning opportunities, and ongoing evaluation and monitoring. Conclusions of the research. The main directions of research on online education in a pandemic are identified: security in an emergency, financial gaps between rich and poor, psychological problems, lack of infrastructure for information technology, social problems, motivation of students, teachers and parents, digital literacy in education among teachers, students and parents, e-learning platforms, bridging the digital divide, limiting mobility, state participation, innovative approaches, vision of the future. Based on the analysis of scientific publications of foreign authors on the organization of education in the pandemic COVID-19 summarizes and classifies the problems to be addressed by modern educational policy: socio-psychological, economic, technological, communication, organizational and methodological. It is noted that the availability of analytical, operational and political potential is a prerequisite for the formation and implementation of effective educational policy. Keywords: e-learning, distance education, educational policy, governance, inequality, digital competence, social issues. ; Визначено основні напрями наукових досліджень щодо онлайн-освіти в умовах пандемії. На основі аналізу наукових публікацій зарубіжних авторів із тематики організації освіти в умовах пандемії COVID-19 узагальнено та класифіковано проблеми, на розв'язання яких має бути спрямована сучасна освітня політика: соціально-психологічні, економічні, технологічні, комунікаційні, організаційні та методологічні. Зазначено, що наявність аналітичного, оперативного й політичного потенціалу є передумовою для формування та реалізації дієвої освітньої політики.Ключові слова: онлайн-навчання; дистанційна освіта; освітня політика; управління; пандемія; нерівність; цифрова компетентність; соціальні проблеми.

Problem In the article is explained the integrated educational environment of the initial school in Germany, summarized the experience of organization of educational process at the initial school and described the didactics system of initial school. The author compares task, values and priorities of educational policy in Germany and in Ukraine. Purpose To expose the value of the integrated educational environment of initial school in East Germany; to analyse the tasks and priorities of initial school in the legislative documents of Ukraine and Germany; to characterize the organization of educational process at the initial school of in East Germany; to define conditions of realization of modern educational environment.The Methods used to study General scientific: analysis, synthesis, comparison, classification and generalization, which is necessary for the study of compositions of domestic and foreign researchers, official and normative documents; Structural-functional, which made it possible to outline the organizationally pedagogical conditions of forming the integrated educational environment at the initial school of East Germany and to exposure directions of their realization; comparative, which enabled the definition of possibilities to use of German experience for modernization of organizationally pedagogical support of activity of initial school in Ukraine; empiric methods are conversations, interviews, discussion, consideration of research problems during the meetings with German colleagues and correspondence with the purpose of clarification of practical aspects of activity of initial school. Results In research are exposed the values of integrated educational environment of initial school in East Germany and analyzed the tasks and priorities of initial school in the legislative documents of Ukraine and Germany; described and generalized and experience of organization of the educational process at initial school in East Germany, outlined condition of realization of modern educational environment.Originality For the first time the conditions of forming the integrated educational environment of initial school of East Germany was specified and described the value of educational environment on principles of integration and the experience of organization of educational process at initial school of East Germany. The condition of realization of modern educational environment are outlined; the comparative analysis of some documents is conducted in industry of formation of Germany and Ukraine and it was proved that school education of two these states has a same common goal. Conclusion To generalize the experience of the German researchers is to be emphasized that the forming of the integrated educational environment gives the possibility to find out the problem sides of the school system of education; to find the optimal algorithm of decision of topical questions; to improve the indexes of student's literacy; to promote professionalism of pedagogical staff and smoothing of educational possibilities of students. This experience is extraordinary important for Ukraine and needs to be studied more detailed and to be implemented in the system of domestic primary education.

The article deals with the questions of american high school functioning. The author notes that success of the USA in the sphere of education is achieved mainly due to non-intervention of state in the work of higher educational establishment and voluntary accreditation system. It should be noted, that European educational establishments are financed and checked by the state unlike American institutes. Characteristics that strongly distinguishAmerican model of higher education system from other countries are described here. The history of accreditation agencies formation is described here. The author highlights the procedure and the necessity of accreditation in higher educational establishments of the USA. Necessity of high accreditation rank for educational establishments, production, federal government, students is explained here. The author gives the list of ten the best educational institutions in the world. Higher educational establishment, accreditation agency, specialists training, higher educational establishments rank.

Problem setting. Educational practices are modernized both through external challenges and through internal requirements for their permanent renewal and self-renewal. Modernization of these practices is carried out comprehensively – as a unity of economic, socio-political and educational innovation processes. This involves the modernization of logistics of these practices and the humanitarian component of the educational process, using of new technologies, updating the content of education, personal development of higher education and research and teaching staff. The modern system of Ukrainian military education is integrated with the state education system. Recent research and publications analysis. Humanitarian aspecst of modernazing of the educational system are represented by the works of Theodor W. Adorno, Hofe Otfrid, V. Andrushchenko, M. Boichenko, M. Kultayeva, Ye. M Manuilov., Yu. Yu Kalynovskyi and others. Scientists insist that there should be a single mechanism for the modernization of the national higher education system. Humanitarian aspects of the formation of national military education, the problems of its modernization and reformation are considered in the studies of such scholars as O. Panfilov, L. Petrova, Finin H. I. and others. Paper objective. The purpose of the article is a philosophical analysis and coverage of the main aspects of the humanitarian component of modernazing the educational system. Paper main body. An attempt is made to analyze the specifics of the humanitarian component of modernazing the educational system. Innovative development of education is a constant change, something new in the activities of higher education institutions, in the educational process – is an urgent need. The innovative development of education is determined by available resources that can be used to modernize it. The resource content does not always depend on positive factors. Moreover, in today's Ukraine, such negative factors as disrespect for human rights, corruption and mismanagement, civil ...

The article highlights important issues of national state-building processes in the context of growing external information aggression, new challenges and social threats; socio-pedagogical approaches to optimization of the essence of information and communication educational policy have been grounded. It has been proved that state and civil society should pay much more attention to the formation of healthcare- saving environment, its high-quality social, moral and ethical, spiritual, ecological characteristics; it forms psychology of people and individuals on the basis of positive "I-concept". It has been determined that the values of education, intelligence, gentlehood of Ukrainian nation are distinguished in the humanistic priority and strategic task of the state. Those approaches are regularity of global and national processes, as the UN among the 17 main indicators of the world's development has identified education as the cornerstone of progress, security, and survival of humanity. The author has come to the conclusion that the Strategy of sustainable development of the country and national security should be based on human-centered policy with the recognition of a personality as the highest social value, the active formation, preservation and optimal usage of high quality human capital, the ethical synergy of a personality and nature for the prosperity of nation and the strengthening of statehood. This paradigm should become the quintessence of the Law of Ukraine "About Education" at the level of its practical implementation. An effective means of achieving this socially important task is the bases of a continuous community-state dialogue. It has been stated that the methodology of education is spiritual and material culture of Ukrainian people and humanity. It will depend on the fact, what socio-cultural and socio-political environments the nation will be brought up in, how safe, cultural, natural, spiritual, moral and aesthetic will be the information and communication dimension for ethical living. Economics and social status of teachers, information space and lawmaking, political will and educational motivation of society not indirectly, but directly affect the quality of training and education for citizenship. Extremely strong interconnectedness of the mentioned factors with the education obliges the state and civil society to pay much more attention to the formation of healthcare-saving environment, high-quality social, moral and ethical, spiritual, ecological characteristics. ; У статті висвітлено важливі питання націодержавотворчих процесів в умовах зростаючої зовнішньої інформаційної агресії, нових викликів і суспільних загроз; обґрунтовано соціально-педагогічні підходи щодо оптимізації сутності інформаційно-комунікаційної освітньої політики. Доведено, що держава і громадянське суспільство має приділяти значно більше уваги формуванню здоров'язбережного середовища, його якісних соціальних, морально-етичних, духовних, екологічних характеристик, що формує психологію народу й особистості на основі позитивної «Я-концепції» буття.

The article highlights important issues of national state-building processes in the context of growing external information aggression, new challenges and social threats; socio-pedagogical approaches to optimization of the essence of information and communication educational policy have been grounded. It has been proved that state and civil society should pay much more attention to the formation of healthcare- saving environment, its high-quality social, moral and ethical, spiritual, ecological characteristics; it forms psychology of people and individuals on the basis of positive "I-concept". It has been determined that the values of education, intelligence, gentlehood of Ukrainian nation are distinguished in the humanistic priority and strategic task of the state. Those approaches are regularity of global and national processes, as the UN among the 17 main indicators of the world's development has identified education as the cornerstone of progress, security, and survival of humanity. The author has come to the conclusion that the Strategy of sustainable development of the country and national security should be based on human-centered policy with the recognition of a personality as the highest social value, the active formation, preservation and optimal usage of high quality human capital, the ethical synergy of a personality and nature for the prosperity of nation and the strengthening of statehood. This paradigm should become the quintessence of the Law of Ukraine "About Education" at the level of its practical implementation. An effective means of achieving this socially important task is the bases of a continuous community-state dialogue. It has been stated that the methodology of education is spiritual and material culture of Ukrainian people and humanity. It will depend on the fact, what socio-cultural and socio-political environments the nation will be brought up in, how safe, cultural, natural, spiritual, moral and aesthetic will be the information and communication dimension for ethical living. Economics and social status of teachers, information space and lawmaking, political will and educational motivation of society not indirectly, but directly affect the quality of training and education for citizenship. Extremely strong interconnectedness of the mentioned factors with the education obliges the state and civil society to pay much more attention to the formation of healthcare-saving environment, high-quality social, moral and ethical, spiritual, ecological characteristics. ; У статті висвітлено важливі питання націодержавотворчих процесів в умовах зростаючої зовнішньої інформаційної агресії, нових викликів і суспільних загроз; обґрунтовано соціально-педагогічні підходи щодо оптимізації сутності інформаційно-комунікаційної освітньої політики. Доведено, що держава і громадянське суспільство має приділяти значно більше уваги формуванню здоров'язбережного середовища, його якісних соціальних, морально-етичних, духовних, екологічних характеристик, що формує психологію народу й особистості на основі позитивної «Я-концепції» буття.

Статтю присвячено розгляду проблемних питань освітнього менеджменту в призмі сьогодення з філософсько­освітньої точки зору. Відокремлено філософсько­методологічні принципи освітнього менеджменту, найважливіші напрямки розвитку менеджменту у сучасній теорії та практиці освіти. В статті використовується метод­аналіз літератури, для розкриття поняття «менеджменту» у науковій спільності і його модернізація в процесі вживання в освітньому менеджменті. Сучасна філософія освітнього менеджменту представляє собою дві парадигми: гуманістичний і особисто­орієнтований, що пов'язані з процесом демократизації та децентралізації. З іншого боку, філософії постіндустріального суспільства і глобалізації, що відображається у ринкових механізмах. Тому головне завдання менеджменту знайти компроміс між двома освітніми парадигмами.З точки зору сучасного розвитку концепції управління освітою є надзвичайно важливим. Воно включає в себе виявлення ключових організаційних і управлінських проблем, що стоять перед сучасною освітою. Слід зазначити, що концепція управління освітою повинна бути заснована на фундаменті концепції національної освіти, яка включає в себе чітку стратегію і тактику реформ, чітке розуміння того, як потреби сьогоднішні і реалії українського суспільства та перспективи його розвитку в світі, який швидко змінюється, і глобальному характері адекватного розуміння нових вимог суспільства.У даній роботі управління описується як набір принципів, методів, організаційних форм і методів обробки навчально­виховного управління та навчально­пізнавального процесу, спрямованого на підвищення ефективності цих установ. ; Статтю присвячено розгляду проблемних питань освітнього менеджменту в призмі сьогодення з філософсько­освітньої точки зору. Відокремлено філософсько­методологічні принципи освітнього менеджменту, найважливіші напрямки розвитку менеджменту у сучасній теорії та практиці освіти. В статті використовується метод­аналіз літератури, для розкриття поняття «менеджменту» у науковій спільності і його модернізація в процесі вживання в освітньому менеджменті. Сучасна філософія освітнього менеджменту представляє собою дві парадигми: гуманістичний і особисто­орієнтований, що пов'язані з процесом демократизації та децентралізації. З іншого боку, філософії постіндустріального суспільства і глобалізації, що відображається у ринкових механізмах. Тому головне завдання менеджменту знайти компроміс між двома освітніми парадигмами.З точки зору сучасного розвитку концепції управління освітою є надзвичайно важливим. Воно включає в себе виявлення ключових організаційних і управлінських проблем, що стоять перед сучасною освітою. Слід зазначити, що концепція управління освітою повинна бути заснована на фундаменті концепції національної освіти, яка включає в себе чітку стратегію і тактику реформ, чітке розуміння того, як потреби сьогоднішні і реалії українського суспільства та перспективи його розвитку в світі, який швидко змінюється, і глобальному характері адекватного розуміння нових вимог суспільства.У даній роботі управління описується як набір принципів, методів, організаційних форм і методів обробки навчально­виховного управління та навчально­пізнавального процесу, спрямованого на підвищення ефективності цих установ. ; Article deals with the problematic issues of educational management with philosophical­educational point of view in terms of modernity. Apart philosophical and methodological principles of educational management, the most important trends in the development of modern management theory and practice of education. The paper used the method­analysis of the literature, to disclose the concept of "management" in the scientific community and its modernization process in use in educational management. Modern philosophy of educational management is a two paradigms: the humanistic and personally ­ oriented, that associated with the process of democratization and decentralization the other hand, the philosophy of the post­industrial society and globalization, is displayed in the market mechanisms. Therefore the main task of management to find a compromise between the two educational paradigms.In terms of the present development of the concept of educational management is extremely important. It involves identifying key organizational and management problems facing modern education because of its reform process. It should be noted that the concept of educational management should be based on the foundation of the concept of national education, which comprised a clear strategy and tactics of reform, a clear understanding of how today's needs and realities of Ukrainian society and the prospects for its development in a world that is rapidly changing and globalized adequate understanding of the new requirements of society.

У статті висвітлено особливості формування освітньої політики Європейською асоціацією університетів (ЕАУ). Окреслено місію ЄАУ в даному контексті. З'ясовано пріоритети Європейської асоціації університетів в в галузі формування освітньої політики (побудова Європейського простору вищої освіти в межах Болонського процесу; наукові дослідження та інновації; інтернаціоналізація вищої освіти й наукових досліджень; підвищення якості освіти європейських університетів; менеджмент, автономія і стабільне фінансування) та напрями освітньо-політичної діяльності даної організації. ; The article highlights the peculiarities of educational policy forming by the European University Association (EUA). The mission of the European University Association in this direction is outlined. The priorities of the European University Association in the field of educational policy formation (creation of the European Higher Education Area within the Bologna process; research and innovation; internationalization of higher education and research; improvement of the quality of European universities education; management, autonomy and stable financing) and the directions of educational and political activity of this organization are explored. The purpose of the article is to determine the role of the EAU in shaping the European educational policy. It should be said that the European University Association is a powerful source of European education policy which represents the interests of more than 850 higher education institutions. European University Association (EUA) fully upholds the principles and values enshrined in the Magna Charta Universitatum signed in Bologna in 1988. Its external work is conducted through the alliances with other higher educational organizations. It works on issues of mutual interests and considered to be well- respected partner in European higher education. The Association informs its members about new developments and European political processes affecting higher education and research. At the same time, it provides the point of contact, consultation and expert state support of the European institutions - the European Commission, the European Parliament and the Council of Europe, which are active participants in the field of education and research. Through its work and contacts with EU institutions and key decision makers as well as with other stakeholders in the field, the European University Association seeks to ensure that the interests of its universities-members are taken into account by appreciating the comments and recommendations on their behalf in connection with the development and review of a number of European strategies, programs and funding instruments, as well as materials provided by the University on the basis of comparative studies and reports. Further studies in this direction include the coverage of the European University association participation in higher education quality assurance process.

Children are not born intractable. Behavioral problems should be taken as a result of the impact on society, social institutions and education for the children not favorable external factors. The reasons for this negative impact may be a variety of social, historical, political and economic causes such as civil (and not only) wars, the economic decline of the state, the loss of cultural norms, values and ideals, negative influence of the media etc. Today, the problem of behavior problems, educational neglect of children is not solved. Practice shows that among pupils of secondary schools is becoming increasingly intractable. The problem of "difficult" classes becomes particularly painful not only for the city but for many rural schools. To overcome this situation is needed well-coordinated and systematic work of school personnel, social workers, psychologists about: learning interests, abilities, aptitudes of difficult students and their involvement in work groups, sports clubs both in school and in school institutions working with parent committees class families intractable pupils disadvantaged families (weapons of pedagogical knowledge, provide specific individual methodological assistance); pay attention to overcoming and preventing the failure of students, to work on the gaps of the students, develop their thinking, attention, memory, to form in slow learners skills of rational organization of academic work, apply an individual approach to pupils losing in the educational work.Keywords: behavioral problems, students, deviant behavior, bias, prevention, education, educationally neglected children, pedagogical impact.

The article highlights the specificity of the process of establishing humane views and attitudes towards people with special needs, regardless of their physical, mental, intellectual, cultural, ethnic, linguistic, etc. features, which can be traced in international documents that contributed to their recognition as equal members of the human community affirmation of their for comprehensive life in society. The education of children with special educational needs in recent years has been the subject of active debate in modern pedagogical science. First, this applies to research on finding the optimal model of education for these children, which is reflected in the works of a number of scientists.The specifics of the implementation of policies in the field of inclusive schooling, implemented by the governments of developed countries, are revealed: coverage of all children, despite individual differences or difficulties; adoption of the principle of inclusive education in the form of a law or a political declaration; development of demonstration projects and encouragement of exchange of experience with other countries; creation of decentralized and joint mechanisms for planning, monitoring and evaluation of educational services for children and adults with special educational needs; encouraging the participation of parents, communities and organizations of persons with disabilities in the planning and decision-making processes to meet special educational needs; efforts to develop strategies for early identification of such needs, as well as professional aspects of inclusive education; ensuring of the establishment and implementation of teacher training programs to provide education for people with special educational needs in public schools.It is noted that the integration of people with special educational needs into the academic environment of public school involves the recognition and consideration of different opportunities and needs of students, providing different types and rates of learning according to students' abilities, implementing the appropriate organizational structure, teaching and educational strategies, providing necessary additional assistance and support.Emphasis is placed on several measures necessary for the socialization of people with special educational needs in the academic environment.Prospects for further research are identified. ; У статті висвітлено специфіку процесу утвердження гуманних поглядів і позицій щодо людей з особливими потребами, незалежно від їхніх фізичних, психічних, інтелектуальних, культурно-етнічних, мовних тощо особливостей, який простежується у міжнародних документах, що сприяли визнанню їх рівноцінними членами людської спільноти, утвердженню їхніх прав на повноцінне життя у суспільстві. Проведено аналіз інтеграції учнів з особливими освітніми потребами в середовище загальноосвітньої школи крізь призму міжнародної освітньої політики.