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The article is devoted to the definition of modern approaches to the identification and evaluation of quality assurance processes in local government, as a basis for the formation of appropriate local government management systems. It is noted that quality assurance in local government should begin with an intensive study of internal relationships between existing management processes – the implementation of a process approach methodology. To outline approaches to the processes' definition and description that ensure the local government activities and services quality, a relationships' scheme between the basic concepts of DSTU ISO 9000:2015 in relation to processes and results of activities. Emphasis is placed on the fact that the application of ISO 18091:2019 guidelines on adapting the process approach to local government bodies' activities is extremely important in Ukraine, given the need to form a comprehensive control system in the field of administrative services delivery and increase the civil society institutions' participation in relevant public monitoring projects. Adaptation provides by distinguishing of: three groups of processes for integral quality management (management processes; operational processes; support processes); improvement process; processes of citizen participation through Integral Citizen Observatory that facilitate cooperation between government and the community, as well as participate in monitoring processes. The tested approach to process measurement according to the CAF model, which has criterion 5 «Processes», is characterized. It is concluded that the public management mechanisms of the international standards requirements' (ISO 9001:2015 and ISO 18091:2019) and organizational excellence models' (EFQM, CAF, IPMA ICB) implementation need further study as a basis for quality assurance of administrative services provided by local governments. Priority areas include the legal and organizational mechanisms' formation through the development of a national system of administrative ...

The article considers the problem of sexual education in the period of the 20-30's of the XX century and its reflection in the narrative sources. During the publication, the author reveals the features of the sexual upbringing of the youth of the allocated period, highlights the impact of the state's political transformations on the domestic approaches to solving the problems of children's and youth's sexual education. The author stresses the need for an objective analysis of the historical-pedagogical sources, notes the particular importance of narrative sources, enriching the scientific knowledge of living facts and phenomena. The report analyzes some sources of young people sex education problem in the 20-30's of the XX century. ; У статті розглянуто проблему статевого виховання у період 20-30-х років ХХ ст. та її відображення у наративних джерелах. По ходу публікації автор розкриває особливості статевого виховання молоді виокремленого періоду, висвітлює вплив державних політичних трансформацій на вітчизняні підходи до розв'язання завдань статевого виховання дітей та молоді. Автор підкреслює потребу об'єктивного аналізу історико-педагогічних джерел, відзначає особливу значущість наративних джерел, що збагачують наукове пізнання живими життєвими фактами та явищами. В публікації проаналізовані деякі наративні джерела щодо статевого виховання молоді 20-30-х років ХХ ст.

У статті йдеться про особливості патріотичного виховання у Великій Британії. Виховання патріотизму є частиною громадянського виховання. Воно здійсняються в закладах освіти Великої Британії в процесі навчальних занять, позакласної роботи, а також у процесі участі школярів у культурно-освітніх та інших громадських організаціях молоді. Розглядаються випадки суперечливого ставлення до поняття патріотизм у Великій Британії. Підкреслюється, що істинний патріотизм ґрунтуються на справедливості, гуманізмі та демократії. Потрібною є розробка необхідних навчальних матеріалів та програм патріотичного виховання, а також відповідна підготовка педагогів. ; In the modern education system of Great Britain, great attention is paid to civic education. British educators consider Citizenship as a basis of patriotism and a means of upbringing a law-abiding citizen. The education of a citizen is based on fundamental civil concepts: human rights, freedom, democracy, solidarity and responsibility. A significant place for raising a citizen in the UK is given to high schools. It takes place in the process of studying general education disciplines, special disciplines, additional disciplines, in the process of extracurricular education, as well as in the process of participation of students in the work of cultural, educational, and other public youth organizations. The greatest attention is paid to the education of a citizen in the process of teaching subjects of the humanitarian cycle, which are considered as sources of spirituality, patriotism and citizenship. A compulsory educational subject based on citizenship appeared in 2006. However, it was not so successful because of lack qualified educators, lack of sufficient training and insufficient understanding of this subject. In particular, many teachers inadequately put the question of racial, religious, ethnic diversity and the problems of emigration. The next step for the British government was the reform of direct patriotic upbringing at school. However, this caused dissatisfaction with the public. According to various data, many parents (up to 80 %) did not want their children to be taught patriotism. Researchers from the Institute for Education said that students should not be forced to love Britain, because it had a mixed history. According to scientists from the UK's Institute for Education, patriotism should be described as a "controversial issue". It should be noted here, that there was not and there is not any state, which would not need the patriotism of its citizens. The existence of any state is impossible without the patriotism of citizens. Therefore, the policy and ideology of the state should foresee the upbringing and formation of patriotism. True patriotism is the source of strength, unity of the people and the integrity of the state. Such patriotism is always on the side of justice, humanism and democracy. Perspective for further research may be the question what successful countries understand under the patriotism, what kind of work is carried out to consolidate the ideas of such patriotism, especially in education institutions. It should be investigated here about phenomena, which belong to pseudo-patriotism (patriotism that is only in words, but in fact it leads to conflicts, the decay of the state, or even the collapse of the state). Such kinds of studies would be relevant on materials from European countries with different historical events.