USING STUDENT SELF-GOVERNANCE FOR CREATING LEADERSHIP BEHAVIOR AND FUNDAMENTALS OF MANAGEMENT ACTIVITY

The article examines the stages of implementation of the main aspects of university autonomy, in particular the organization of student governance in domestic higher education institutions. It is necessary to realize that the creation of effective student government is a key condition for building a domestic system of higher education in accordance with the best practices of the European educational space. It is determined that in the process of restructuring higher education through the formation of university autonomy, students should be considered as a full partner in the process of modernization of the domestic higher education system. It is established that the work of student government should significantly expand its scope and be more active in developing key issues of organization and content of university education. The main points of formation of student self-governance in Ukrainian HEIs are determined and a comparative analysis of the key principles under which European universities operate is carried out. The authors analyzed the Law of Ukraine «On Higher Education», in particular in terms of organizing the work of student government. The main issues of student self-governance, which are reflected in the statutes of higher education institutions, are summarized. The article shows the results of the study conducted during the research «Implementation of university autonomy in the context of decentralization of HEIs, the democratization of the educational process, increasing responsibility for the quality of education». The stance of the students to the process of the autonomy of educational institutions in general is studied. The information on the respondents’ awareness of the regulatory framework is summarized. The degree of activity of student self-government bodies in solving issues of improving the educational process is analyzed. The proposals of the participants of the online survey on the next stages of activity for the successful implementation of university autonomy have been studied.

HIGHER EDUCATION FUNDING MODEL: CONCEPTS AND PRACTICAL RESULTS OF IMPLEMENTATION IN UKRAINE

The problem of financing higher education is becoming increasingly important in both domestic and international practice. Changing approaches to financing models and simultaneous reduction of public funding depends on several factors, mainly due to the transformation process related to the changes in technology, the wave of innovations, the effects of the Covid-19 pandemic, financial and economic crises causing the review of the role and priorities of the institution of the state, public finance potential on the financing of higher education. The aim of the article is to study theoretical approaches to understanding the concept of the «financing model», assess the results of the introduction of the formula for the allocation of the state budget expenditures between higher education institutions of Ukraine to identify the most impactful components of the model and trends. In the process of our research, we used such methods as: analysis, synthesis, comparison, system analysis, statistical methods (regressions, means, grouping, data distribution), data visualization method and others. Based on a synthesis of approaches of foreign and domestic scholars to the concept of «the funding model», the author proposes to consider it at two levels: macro (public funding, which is a tool for allocating budget funds between the state and higher education institutions under pre-defined conditions, agreements, parameters, indicators) and micro (formed at the level of a separate university, and includes budget and additional funding in certain proportions). The article examines the macro approach to the results of the introduction of the funding formula in 2020–2021, assesses the level of funding for the HEIs, determines the interdependence of the integrated performance indicator and the estimated student body of the HEIs, assesses the strength of relationship, distribution criteria and obtained values (estimated body, scale of activity, regional support, scientific activity, international recognition, employment of graduates). The positive effects of the introduction of the formula model of financing are the implementation of the state educational policy, strategic positioning of universities, the introduction of innovative approaches to management, conducting educational and scientific activities, improving quality indicators. The disadvantage is the dependence on student body studying at the request of the state, limited resources (material, human, financial, etc.) to achieve efficiency (as a result – underfunding), so powerful, innovative universities able to respond to stakeholder requests, produce quality services and effectively promote them in the market of educational services have advantages.

EVALUATION OF THE EFFECTIVENESS OF THE NUS IMPLEMENTATION IN PILOT EDUCATIONAL INSTITUTIONS BASED ON THE RESULTS OF THE SURVEY OF 4TH GRADE STUDENTS PARENTS FOR THE 2020-2021 ACADEMIC YEAR

The article contains the survey results of students’ parents conducted as part of monitoring the state of the New Ukrainian School implementation, as an effective tool for assessing the effectiveness of the NUS implementation in pilot educational institutions. The main purpose of the article is to review the survey results to assess qualitative changes in the children education and development in the context of the new State Standard of Primary Education and the New Ukrainian School, parents’ attitudes to the educational process of their children in the context of new approaches to learning, meaning pilot classes of soft skills in the implementation of new methods and approaches, because it is the parents of students who have the opportunity to monitor changes in the mood and development of their children. Most students` parents noted the positive changes in learning, the formation of skills and abilities of their children in the context of the new State Standard of Primary Education implementation. A significant proportion of parents noted that their children were in a positive, optimistic and uplifting mood. The results of the survey allowed us to assess the impact of the new State Standard of Primary Education implementation and to identify further steps to facilitate the reform of the NUS, to determine the attitude of parents as participants in the educational process to the innovations in Ukrainian education. In general, most parents of the students stated positive changes in the education, formation of skills and abilities of their children after the implementation of the new State Standard of Primary Education. A significant proportion of parents noted that their children were in a positive, optimistic and uplifting mood. In general, the respondents noted positive changes in the development of students, therefore, further implementation of the concept of the NUS is a rational and effective approach to reforming the education sector in Ukraine.

DEVELOPMENT OF SPIRITUAL CULTURE AND VALUES OF TEACHERS IN THE SYSTEM OF CONTINUOUS SELF-EDUCATION

The article deals with the spiritual culture and values ​​of teachers in the system of lifelong self-education. The spiritual culture of the individual is a system of worldviews and beliefs that are realized in relation to themselves, other people and the world around them. This is an essential basis for the development of future professionals. The values ​​of the teacher can be a source of motivation, action planning, constructive guidelines of consciousness. It is usually based on the ideals of Goodness, Beauty, Truth, and Love. It defines the norms of the individual and usually has an individual and a social framework. It can be the basis for addressing the purpose of man, the meaning of life, the highest achievements of mankind, which determine the success of society: economic, ideological, cultural, social, political, etc. Determining the level of development of spiritual culture and values ​​of teachers, it is found that there is a relationship, interaction, mutual determination between the level of development of a personal and professional component of spiritual culture and need-emotional orientation of personality, spiritual potential, value orientation. There is an average correlation between the development of the spiritual culture of teachers and orientation, character, communication, intelligence. There is a high correlation between the development of spiritual culture and self-awareness (0,734) and orientation (0,625) of teachers. It is noted that the psychological peculiarities of the development of teachers’ values should be taken into consideration. Psychological peculiarities are interconnected with cognitive, emotional, motivational and volitional processes. The actualization of higher mental functions of the individual and the psychological mechanisms of spiritual development of the individual is of great importance as well.

EDUCATION STATISTICS AND MONITORING TOOLS FOR ACHIEVING THE 4ST GOAL OF SUSTAINABLE DEVELOPMENT

The article discussed the challenges that stand in the way of achieving the 4th Sustainable Development Goal in Ukraine, and the related tasks of reforming the system of official education statistics and digital transformation of the sphere of domestic education and science. To solve the research tasks, the composition of indicators for monitoring the status of implementation of the 4th Sustainable Development Goal is analyzed, the dynamics of key indicators is given, a review of the state of achievement of goals and target values of benchmarks for. Highlights recent changes in reporting formats initiated by the UNESCO Institute for Statistics to ensure international comparability of education statistics. The purpose of the article is to identify ways to optimize education statistics to ensure data comparability at the international level. General scientific methods were used In the course of the research, in particular: analysis and synthesis, comparison, analysis of time series, graphical method, etc. Necessary conditions for ensuring comparability of data and indicators at the international level are considered. The features of the functioning of software and hardware complex «AICOM» are shown as an effective tool for the production of statistical and administrative educational data, as well as a means of digital transformation of the sphere of education and science of Ukraine. The aspects of further improvement of the system of national education statistics in accordance with the requirements of the UN Basic Principles of Official Statistics are revealed. Measures are indicated for optimizing reporting and statistical documentation, expanding the composition of statistical data, increasing the reliability of statistical information, reducing the cost of processing and analyzing data. These tasks can be effectively performed only on condition of consensus, systemic, comprehensive consideration and an integrated approach to their solution. Therefore, they are open to public and professional discussion.

IMPROVEMENT OF INFORMATION SUPPORT FOR THE FUNCTIONING OF THE INCLUSIVE EDUCATION SYSTEM

The purpose of the article is to study current trends and ways of improving information support for the functioning of an inclusive education system in Ukraine. The automated system of inclusive resource center (AS «IRC») is defined as a set of software and hardware, based on information and telecommunication technologies provide for the creation of a single integrated information space in inclusive education for the processing of the information generated by the operation of the AS «IRC» and their information support. It is determined that through AS «IRC» teachers of general secondary education institutions and preschool institutions have the opportunity to compile individual development programs for children with special educational needs (SEN), using the findings previously developed by the experts of the inclusive resource centre. EMIS features are described in Ukraine, which operates by collecting information on enrolment, attendance, grade repetition, expulsion from school and graduation. A template is provided for the minimum recommended set of questions to identify children with SEN. Such monitoring makes it possible to identify and detail the difficulties faced by children / teachers, in contrast to the exclusive identification of disability (a certain nosology that is medically confirmed). The development of an inclusive education system in Ukraine is moving towards ensuring the availability and quality of educational services for children with SEN, which aims to improve the quality of information support. In the process of improving the functioning of the AS «IRC» indicators of inclusive education, it is necessary to ensure an organic combination of data already contained in the system with the data set (indicators) that will be collected to assess the effectiveness of educational services in the inclusive education segment. It is substantiated that data sets on the development of inclusive education should be clearly and consistently defined, and should include a wide range of information on children with SEN.

DIGITAL COMPETENCE OF PEDAGOGICAL STAFF IN THE SYSTEM OF POSTGRADUATE PEDAGOGICAL EDUCATION

The main topic of the article is the issue of developing the digital competence of teachers in postgraduate education. It is noted that the development of the digital competence of the teacher is one of the key issues of education, which are related to the challenges of the current information society and the rapid technical and technological processes. The aim of the research is to single out the main problems of the development of digital competence of pedagogical workers in postgraduate pedagogical education. The main research method is a theoretical analysis of the framework and regulatory documents on standards and requirements for digital competence of teachers in the European Union and Ukraine; the best practices of the specialists of the conditions of formation of digital competence of teachers. The importance of digital competence is emphasized, which allows the teacher to participate in the information environment, to use the latest advances in technology in their professional activities. The definition of digital competence of a pedagogical worker is given. The conditions of formation of digital competence of teachers in the system of postgraduate pedagogical education are considered, such as the digitalization of education, the availability of legal documents on standards and requirements for digital competence of teachers, the need to create and implement criteria for the development of digital competence, the readiness of postgraduate education to ensure the formation of digital competence of teachers. Emphasis is placed on the challenges that hinder the effective use of digital technologies by teachers in the educational process. It is concluded that the formation of digital competence contributes to the comprehensive development of teachers, their self-improvement, the desire to learn throughout life, the ability to apply the acquired knowledge, which improves the quality of education. Changing the legal framework for standards of digital competencies, acquaintance with the achievements of the European community will help identify new approaches to building individual areas of development of digital competence of teachers.

METHODICAL APPROACHES TO DETERMINING THE PROFESSIONAL SUITABILITY OF GRADUATES OF EDUCATIONAL INSTITUTIONS IN THE ABSENCE OF THE NETWORK OF CENTERS FOR INDEPENDENT PROFESSIONAL EXPERTISE CERTIFICATION

For the first time in domestic practice, the author of the article created methodical approaches to determining the professional suitability of graduates of educational institutions in the absence of a network of centers for independent professional expertise certification. They are aimed at reducing tensions during the employment of graduates of educational institutions, especially higher education institutions, and helping employers and employees of HR departments to assess the professional suitability of applicants for vacancies as objectively as possible. The methodical approach involves determining (based on a 100-point grading scale) if the applicant has the necessary knowledge, skills, other competencies, job expectations and professional interests, required for activities and working conditions by the applicant independently (under the supervision of experts) or directly by an independent group of experts. The proposed scenario provides for evaluation by 100-250 indicators, which are divided into 11 groups of requirements. In the future, the average evaluation results are compared with the reference values, which are previously developed by leading experts or expert groups for certain professions at the national or regional level. After that, the experts make proposals on recognizing the professional suitability of the graduate, or the need for additional training at the workplace / in the professional environment, or refusal of employment, in particular with the possibility of reassessment after a certain period.

APPROACHES TO FORECASTING INDICATORS TO DETERMINE THE NEED FOR TEACHERS IN THE SYSTEM OF GENERAL SECONDARY EDUCATION

Considering the current stage of development of general secondary education, one of the most important issues is to provide qualified pedagogical staff to the general secondary education institutions (GSEIs). This research examines the framework for forecasting the indicators of the general secondary education system using demographic information and statistical reporting data at the national and regional levels by types of territory (urban settlements, rural areas). New approaches to the analysis of the information environment for forecasting the evolution of indicators have been implemented and the set tasks have been thoroughly researched. The logical sequence of the indicators was defined so the principles and methods of forecasting can be implemented. The framework for the created models and applied methods used for calculating the forecast values of indicators was substantiated, in particular the general school body, number of pupils of ninth grade who will continue attending tenth grade, number of pedagogical staff, teachers and teachers of retirement age still working. The calculations of the forecast school body for the period of 2020/2021–2024/2025 academic years allow identifying certain trends in migration and demographic processes occurring in the regions of Ukraine. Estimated forecast values for the period of 2020/2021–2024/2025 academic years for the number of pedagogical staff, teachers and teachers of retirement age still working allows us to assess the annual additional need for qualified personnel for the GSEIs. The usage of the obtained results will become an important background for the creation of multifactor models to simultaneously take into account the impact of several factors on the development of the forecast system and assess the prospects for its development in the future.

IMPROVING COMPETENCE OF PEDAGOGICAL STAFF AS AN INDICATOR OF THE IMPLEMENTATION OF THE NEW UKRAINIAN SCHOOL REFORM

The concept of reforming general secondary education «New Ukrainian School» defines a number of components that focus on the activities of a contemporary teacher, namely: a motivated teacher who has freedom for creativity and professional development. This component draws attention to the need for the teachers to constantly improve their professional level. This involves improving the competencies acquired during professional higher / pre-higher education and obtaining new competencies, required due to the development of society and modernization of education. Thus, society currently expects teachers to understand the four components of the educational process: what to teach; whom to teach; how to teach and how those who are taught learn. Society’s expectations become reality through the changes caused by the reform of the general secondary education, namely in relation to postgraduate pedagogical education of teachers. The article considers the definition of «postgraduate pedagogical education» and the transformation of approaches to its implementation in regulations, for example, the Procedure for in-service training states that the teacher can choose at their discretion the types and areas of in-service training and service providers for advanced training. To investigate how the teachers use the opportunities provided by the state to improve their professional level, the SSI «Institute of Educational Analytics» has been monitoring the process of implementing the reform of the New Ukrainian School for three years in a row. The group of questions in the questionnaires for teachers participating in the framework of the NUS reform concerned their professional development. The survey was conducted in May-June 2021 among a representative sample of teachers, involving 2217 respondents. The obtained statistics gave grounds to say that primary school teachers use the opportunities provided to them to improve their professional level, which indirectly indicates their desire to successfully implement the reform of the New Ukrainian School.