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The article reveals the content of out-of-school education in Ukraine in 1991–2014, which was determined by two interrelated factors: the transition period in which Ukrainian society was and the systemic crisis that engulfed it. The author emphasizes that if the first factor prompted the creation of new forms and methods, the second, and, above all, financial difficulties ‒ hindered the introduction of innovations in the field of out-of-school education.In the system of out-of-school education of Ukraine, in 1991–2014, the definition and formation of its content became the most important and difficult issue. The content of out-of-school education of this period took into account the experience of the Soviet period and the conditions for organizing the activities of out-of-school institutions. Among these conditions, the article highlights the following: voluntariness, accessibility, differentiation, and variability, flexibility, dynamism, mobility, consistency, etc.It is noted that the content of out-of-school education in 1991–2014 was structured and implemented in the system of clubs, academic disciplines, subjects, courses and was presented in the corresponding curricula, programs, textbooks, manuals, method guides, didactic aids.The publication analyzes the main areas that the content of out-of-school education included in 1991–2014: artistic and aesthetic, scientific and technological, library and bibliographic, ecological and naturalistic, tourism and local studies, humanitarian, physical culture, and sports, which had their own specificity.The author concludes that these areas of out-of-school education were based on the following principles: democratization (cooperation) and humanization (respect for the interests and needs of the individual); conformity to nature (taking into account age peculiarities) and cultural conformity (ensuring cultural continuity of generations); unity of education, upbringing and personal development; harmonization of social (professional and pedagogical) and family upbringing influences; integrity of out-of-school education. Keywords: out-of-school education, content, directions, principles, out-of-school institutions, historical and pedagogical analysis, competences, the development of personality. ; У статті розкрито окремі аспекти змісту позашкільної освіти України у 1991–2014 рр., що визначався двома взаємозв'язаними чинниками: перехідним періодом, у якому знаходилося українське суспільство, а також системною кризою, яка охопила його. Проаналізовано основні напрями, які містив зміст позашкільної освіти у 1991–2014 рр.: художньо-естетичний, науково-технічний, бібліотечно-бібліографічний, еколого-натуралістичний, туристсько-краєзнавчий, гуманітарний, фізкультурно-спортивний, які мали свою специфіку. Ключові слова: позашкільна освіта, зміст, напрями, принципи, позашкільні заклади, історико-педагогічний аналіз, компетентності, розвиток особистості.

The article reveals the content of out-of-school education in Ukraine in 1991–2014, which was determined by two interrelated factors: the transition period in which Ukrainian society was and the systemic crisis that engulfed it. The author emphasizes that if the first factor prompted the creation of new forms and methods, the second, and, above all, financial difficulties ‒ hindered the introduction of innovations in the field of out-of-school education.In the system of out-of-school education of Ukraine, in 1991–2014, the definition and formation of its content became the most important and difficult issue. The content of out-of-school education of this period took into account the experience of the Soviet period and the conditions for organizing the activities of out-of-school institutions. Among these conditions, the article highlights the following: voluntariness, accessibility, differentiation, and variability, flexibility, dynamism, mobility, consistency, etc.It is noted that the content of out-of-school education in 1991–2014 was structured and implemented in the system of clubs, academic disciplines, subjects, courses and was presented in the corresponding curricula, programs, textbooks, manuals, method guides, didactic aids.The publication analyzes the main areas that the content of out-of-school education included in 1991–2014: artistic and aesthetic, scientific and technological, library and bibliographic, ecological and naturalistic, tourism and local studies, humanitarian, physical culture, and sports, which had their own specificity.The author concludes that these areas of out-of-school education were based on the following principles: democratization (cooperation) and humanization (respect for the interests and needs of the individual); conformity to nature (taking into account age peculiarities) and cultural conformity (ensuring cultural continuity of generations); unity of education, upbringing and personal development; harmonization of social (professional and pedagogical) and family upbringing influences; integrity of out-of-school education. Keywords: out-of-school education, content, directions, principles, out-of-school institutions, historical and pedagogical analysis, competences, the development of personality. ; У статті розкрито окремі аспекти змісту позашкільної освіти України у 1991–2014 рр., що визначався двома взаємозв'язаними чинниками: перехідним періодом, у якому знаходилося українське суспільство, а також системною кризою, яка охопила його. Проаналізовано основні напрями, які містив зміст позашкільної освіти у 1991–2014 рр.: художньо-естетичний, науково-технічний, бібліотечно-бібліографічний, еколого-натуралістичний, туристсько-краєзнавчий, гуманітарний, фізкультурно-спортивний, які мали свою специфіку. Ключові слова: позашкільна освіта, зміст, напрями, принципи, позашкільні заклади, історико-педагогічний аналіз, компетентності, розвиток особистості.

The publication actualizes the experience of organizing out-of-school education in Ukraine in the Soviet period (1952–1991) and indicates the ways of its use in modern conditions. The author singles out progressive ideas of the experience in the organization of out-of-school education in Ukraine in the period under study, which deserve consideration in the context of their implementation in out-of-school education in modern conditions: development of regulatory framework (it is stressed that now we observe inconsistency between regulatory and legislative framework concerning budgetary financing of out-of-school educational institutions and payment of teachers, scientific staff, specialists of other qualifications working there); creation of an extensive infrastructure of out-of-school educational institutions (it is proposed to pay attention to the resumption of carpentry, turning, wickerwork for boys; cooking, embroidery, knitting, tailoring for girls when forming a network of out-of-school educational institutions); state financial support; establishing relations of out-of-school educational institutions with state, private and public organizations (it is noted that now every leader and teaching staff faces the problem of determining the mechanism of establishing partnership interaction of out-of-school educational institutions with public authorities, local governments, public organization ); forming leisure culture in students (it is emphasized that further development requires a network of various out-of-school institutions that create the necessary conditions for comprehensive harmonious development of teenagers, develop new forms and methods of out-of-school activities in the field of leisure, as well as ways of involving teenagers in various leisure activities both at school and in out-of-school clubs and creative centers); regulation and improvement of the system of professional training, retraining and advanced training of specialists in the system of out-of-school education; physical infrastructure support of out-of-school educational institutions (it is noted that physical infrastructure support should include all the necessary equipment, facilities and inventory for various forms of organization of out-of-school education (group, club, section, etc.). ; У публікації актуалізовано досвід організації позашкільної освіти в Україні в радянський період (1952–1991 рр.) та вказано шляхи його використання в сучасних умовах. Автор виокремлює прогресивні ідеї досвіду організації позашкільної освіти України у досліджуваний період, які заслуговують на осмислення у контексті їх впровадження у закладах позашкільних освіти у сучасних умовах: розробка нормативно-правової бази; створення розгалуженої інфраструктури закладів позашкільної освіти; державне фінансове забезпечення; встановлення взаємозв'язків закладів позашкільної освіти з державними, приватними та громадськими організаціями; формування культури дозвілля в учнівської молоді; регулювання та вдосконалення системи професійної підготовки, перепідготовки та підвищення кваліфікації фахівців у системі позашкільної освіти; матеріально-технічне забезпечення закладів позашкільної освіти.

In the article, on the backgroung of historical and pedagogical analysis, the author made an attempt to compare foreign and domestic experience in the development of out-of-school education. Much has been done by educators and the European society to unite young people and prepare them for life in the European community. This is confirmed by the fact that in October 1991 a pan-European union of institutions and organizations of leisure for children and youth (EAICY) was established, of which Ukraine became an associate member. The author draws attention to the development of out-of- school education in the Central European countries belonging to EAICY: Bulgaria, Poland, Slovakia, the Czech Republic, which have common features, as each of them belonged to the so-called socialist camp. Among the countries of Western Europe EAICY includes: Belgium, Germany, Spain, the Netherlands, Portugal, France, Denmark. Among Eastern European countries, EAICY includes Latvia, Lithuania, Moldova, Ukraine, Estonia and Kazakhstan. The history of appearence and development of the system of out-of-school education and upbringing in these countries has not only national but also common roots, as each of these countries in the past was part of the USSR. Thus, there are common trends in the development of out-of-school education in European countries and Ukraine: focusing on the needs of the individual in socialization, life skills, gaining new knowledge, acquiring practical skills according to one's interests, meeting the needs of the individual in creative self-realization, organization of meaningful leisure; state regulation of the organization of leisure time for children and youth in education is carried out in those countries where out-of-school education is a component of national education systems, has a clearly defined structure and activities; systems of purposeful organization of free time of children and youth, despite the peculiarities of directions, methods of activity, variety of forms and structure, have much in common ...

In the article the development of the idea of civic consiousness of a personality is revealed in historic retrospection. The authors emphasize that in socio-historical terms, civic consciousness is a consequence of socio-political, socio- economic and cultural processes. Therefore, every state has always been interested in shaping this feature of its citizens. The idea of a civic society goes back to the era of ancient civilization. This term was actually coined by the Romans, who spoke of a civic union, community. Shaping Civil Law was one of the achievements of ancient Romans. In the Middle Ages, civic consiousness was valued less than in ancient times. In the period of Renaissance the importance of personal creativity and activity was increased. The Reformation emphasized the importance of a believer's direct communion with God. The emergence of nations shaped new views on the state and human rights. The term "civic consiouness" spread due to the Great French Revolution of the XVIII century, during which an official addressing " citizen" appeared The Enlightenment contributed to the emergence of philosophy of natural rights. In the XIX century independent civil society organizations became an important factor in social development. In the article due attention is paid to the views of Ukrainian thinkers M. Drahomanov, M. Hrushevsky, I. Franko conserning the role of the civil society and the education of its members as the basis of Ukrainian statehood. During the XX century the idea of a civil society gradually lost its leading position in political thought. Instead, the theory and practice of the state became increasingly important. Radical political changes that engulfed the countries of Eastern and Central Europe in the late 1980s brought the idea of a civil society back to the center of theoretical reasoning and public life. The authors conclude that civic culture structures the social space of civil society, orienting the general needs and norms in its implementation, individual characteristics and views ...

У статті розглядаються особливості та концептуальні підходи з розгортання хмари навчального закладу, організація управління школою за допомогою платформи Google Apps for Education, та використання Google Class на уроках. This article discusses features and conceptual approaches of deploying cloud educational institution management institution based on the platform of Google Apps for Education. Considerable attention is paid to the Google application Class, its possibilities and peculiarities of usage. Examples of use in school. The question of a single information space and its components, the need for its introduction in the educational establishment. Specific examples discussed how you can use the tools Google spreadsheet, google, google documents in the work of Director, Deputy Director, teacher. Shows how you can use the built-in data analysis for intelligence control works, the sections of the knowledge of the STATE.The main resource of the present steel technology. They are more important than any raw material and any financial possibility. Our eyes comes a revolution in engines of creation, accumulation and exchange of knowledge. One of the directions of the system reform of education is democratization, humanization, personally-oriented approach to the processes of training and management, update control functions, improvement of socio-psychological factors of the interaction processes of administration, the use of innovative technologies in teaching and management.The education sphere worker must clearly realize what is a single information space. This is due primarily to the fact that the educational process that represents the many organized interaction of participants (students, teachers, parents, Administration), there is also an information process associated with the creation, processing, storage, Exchange, analysis and consumption of different information.One of the main functions of the head of a need for decision-making. To the decision was accurate and justified, the head must be prompt, reliable information and time for its processing, as well as an idea of modern technologies, with which you can manage growing information flows. Without the use of modern information and communication technologies today may not do any head.