ѲÒβ ÒÅÍÄÅÍÖ²¯ ÒÀ ²Ò×ÈÇÍßͲ ÏÅÐÑÏÅÊÒÈÂÈ Â ÎѲҲ
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NATION-BUILDING PUBLIC POLICY AND GENERAL SECONDARY EDUCATION: UKRAINIAN EXPERIENCE
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Natalia Dichek
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ÇÀÁÅÇÏÅ×ÅÍÍß ßÊÎÑÒ² ÎѲÒÈ Â ÑØÀ ÒÀ  ÓÊÐÀ¯Í²: ÒÅÍÄÅÍÖ²¯ ÐÎÇÂÈÒÊÓ
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Ñâ³òëàíà Êðàâ÷åíêî
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COVID-19 ² ØÊ²ËÜÍÀ ÎѲÒÀ: ÄÎÑÂ²Ä Ó×ÈÒÅ˲ ÊÈÒÀÞ
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Îêñàíà Øïàðèê
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²ÍÒÅÐÍÀÖ²ÎÍÀ˲ÇÀÖ²ß ßÊ ÑÊËÀÄÎÂÀ IJßËÜÍÎÑÒ² ÓͲÂÅÐÑÈÒÅÒÓ ÒÀ ¯¯ ÐÎËÜ Ó ÑÓ×ÀÑÍ²É ÄÈÍÀֲ̲ ÂÈÙί ÎѲÒÈ
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Þë³ÿ Çàÿ÷óê
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ѲÍÃËÒÎÍÈ ßÊ ÍÎÂÈÉ ÒÐÅÍÄ ÕÕ² ÑÒÎ˲ÒÒß
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Ãàííà Êàë³í³íà,
Ìèêîëà Ìàëþãà
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ÀÊÒÓÀËÜͲ ÒÅÎв¯ – ÅÔÅÊÒÈÂÍÀ ÏÐÀÊÒÈÊÀ
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²ÍÒÅÃÐÀÒÈÂÍÈÉ Ï²ÄÕ²Ä Ó ØÊ²ËÜÍ²É ÏÐÈÐÎÄÍÈ×²É ÎѲҲ
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Òåòÿíà Çàñºê³íà
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ÑÒÀÍ ÐÎÇÂÈÒÊÓ Ä²ÒÅÉ Ó ÃÐÓÏÀÕ ÐÀÍÍÜÎÃΠ²ÊÓ Â ÇÀÊËÀÄÀÕ ÄÎØÊ²ËÜÍί ÎѲÒÈ: ÐÅÇÓËÜÒÀÒÈ ÊÎÍÑÒÀÒÓÂÀËÜÍÎÃÎ ÅÊÑÏÅÐÈÌÅÍÒÓ
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Íàòàë³ÿ Ãàâðèø,
Ñâ³òëàíà Âàñèëüºâà,
³êòîð³ÿ Ðàãîç³íà
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ÏÐÎÔÅѲÉÍÀ ϲÄÃÎÒÎÂÊÀ ÔÀÕ²ÂÖß ÏÎ×ÀÒÊÎÂί ÎѲÒÈ Ó ÍÎÂÈÕ ÐÅÀ˲ßÕ
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Îëåíà Ïàâëèê,
ͳíà Á³ëîêîííà,
Îëåêñàíäðà Ëèñåâè÷
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ÒÅÎÐÅÒÈ×Ͳ ÇÀÑÀÄÈ ÐÎÇÂÈÒÊÓ ÏÐÎÔÅѲÉÍÎÒÂÎÐ×ί ÀÊÒÈÂÍÎÑÒ² ÌÀÉÁÓÒÍÜÎÃÎ Â×ÈÒÅËß ÏÎ×ÀÒÊÎÂί ØÊÎËÈ
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³ðà ×îðíîóñ
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ÏÅÄÀÃÎò×Ͳ ²ÍÍÎÂÀÖ²¯: ²Äů, ÐÅÀ˲¯, ÏÅÐÑÏÅÊÒÈÂÈ
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FORMING GEOGRAPHICAL COMPETENCE OF STUDENTS IN CONDITIONS OF DISTANCE TEACHING
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Tetiana Nazarenko
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ÄÈÄÀÊÒÈ×ÍÀ ÑÓÒͲÑÒÜ ÎѲÒÍÜÎÃÎ ²ÍØÎÌÎÂÍÎÃÎ ÊÎÌÓͲÊÀÒÈÂÍÎÃÎ ÑÅÐÅÄÎÂÈÙÀ ßÊ ÇÀÑÎÁÓ ÊÎÌÏÅÒÅÍÒͲÑÍÎ ÎвªÍÒÎÂÀÍÎÃÎ ÍÀÂ×ÀÍÍß ²ÍÎÇÅÌÍÈÕ ÌÎÂ Ó ÇÀÊËÀÄÀÕ ÇÀÃÀËÜÍί ÑÅÐÅÄÍÜί ÎѲÒÈ
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Âàëåð³é Ðåäüêî
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ÒÅÕÍÎËÎÃ²ß ÂÕ²ÄÍÎÃΠIJÀÃÍÎÑÒÓÂÀÍÍß ÍÀÂ×ÅÍÍß Ó×Ͳ ÏÎ×ÀÒÊÎÂί ØÊÎËÈ
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Îêñàíà Îíîïð³ºíêî
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×ÈÍÍÈÊÈ ÂÈÇÍÀ×ÅÍÍß Ç̲ÑÒÓ ÍÀÂ×ÀÍÍß ²ÍÎÇÅÌÍÈÕ ÌÎÂ Ó ÇÀÊËÀÄÀÕ ÇÀÃÀËÜÍί ÑÅÐÅÄÍÜί ÎѲÒÈ ÓÊÐÀ¯ÍÈ
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Îëåêñàíäð Ïàñ³÷íèê,
Îëåíà Ïàñ³÷íèê
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ÌÅÒÎÄÈÊÀ, ÄÎѲÄ, ÐÅÇÓËÜÒÀÒÈ
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FORMATION OF ECONOMIC COMPETENCE AMONG LYCEUM STUDENTS : MANUAL ON ECONOMICS, FINANCIAL LITERACY AND FUNDAMENTALS OF ENTREPRENEURSHIP UNDER THE PROGRAMME «LYCEUM STUDENT IN THE WORLD OF ECONOMICS, FINANCE AND ENTREPRENEURSHIP»
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Elena Chasnikova,
Victor Nadtoka
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ÏÅÄÀÃÎòÊÀ ÂÈÙί ØÊÎËÈ Â ÑÈÑÒÅ̲ ÏÐÎÔÅѲÉÍί ϲÄÃÎÒÎÂÊÈ ÌÀòÑÒв ÒÅÕͲ×ÍÎÃÎ ÏÐÎÔ²ËÞ
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Ãàëèíà Ëèñåíêî
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INCREASING THE EFFECTIVENESS OF LYCEUM STUDENTS’ SPOKEN COMMUNICATION ..
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Lyudmyla Galayevska
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Ç̲ÑÒ, ÏÐÎÁËÅÌÈ ÒÀ ÏÅÐÑÏÅÊÒÈÂÈ ÂÈÂ×ÅÍÍß ÒÅÎв¯ ˲ÒÅÐÀÒÓÐÈ Â ÑÈÑÒÅ̲ ̲ÆÏÐÅÄÌÅÒÍÈÕ ÇÂ’ßÇʲ  11-ìó ÊËÀѲ ˲ÖÅÞ
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ͳíà Ãîëîâ÷åíêî
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ÊÐÈÒÈ×ÍÅ ÌÈÑËÅÍÍß Ó ÐÎÇÂÈÒÊÓ ÒÂÎÐ×ÎÑÒ² Ó×Ͳ ÍÀ ÓÐÎÊÀÕ ÑÓÑϲËÜÑÒÂÎÇÍÀÂ×ÈÕ ÏÐÅÄÌÅÒ²Â
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Íàòàë³ÿ Æèäêîâà
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ϲÄÃÎÒÎÂÊÀ Â×ÈÒÅË²Â Ó ÑÈÑÒÅ̲ ϲÑËßÄÈÏËÎÌÍί ÎѲÒÈ ÄÎ ÔÎÐÌÓÂÀËÜÍÎÃÎ ÎÖ²ÍÞÂÀÍÍß ÍÀÂ×ÀËÜÍÈÕ ÄÎÑßÃÍÅÍÜ ÌÎËÎÄØÈÕ ØÊÎËßвÂ
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Ñâ³òëàíà Ïîêðîâà
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ÒÅÕÍÎËÎÃ²ß ÂÏÐÎÂÀÄÆÅÍÍß ÊÎÍÑÒÐÓÊÒÈÂÍί ÌÎÄÅ˲ ϲÄÃÎÒÎÂÊÈ ÁÀÊÀËÀÂв ²Ç ʲÁÅÐÁÅÇÏÅÊÈ Â ÓÌÎÂÀÕ ÎѲÒÍÜÎ-ÖÈÔÐÎÂÎÃÎ ÑÅÐÅÄÎÂÈÙÀ
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Îëåêñ³é Ñàìîéëåíêî
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²ÑÒÎÐÈÊÎ-ÏÅÄÀÃÎò×Ͳ ÐÅÔËÅÊѲ¯
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THE RELEVANCE OF Y.F. CHEPIHA’S IDEAS WITHIN THE CONTEXT OF THE NEW UKRAINIAN PRIMARY SCHOOL (to the 145th anniversary of the pedagogue)
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Natalia Bohdanets-Biloskalenko,
Tetiana Havrylenkoí
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²ÑÒÎÐ²ß ÌÀÒÅÌÀÒÈÊÈ Â ÊÎÍÒÅÊÑÒ² ÂÈÂ×ÅÍÍß ÌÀÒÅÌÀÒÈ×ÍÈÕ ÄÈÑÖÈÏË²Í Ó ÇÀÊËÀÄÀÕ ÂÈÙί ÎѲÒÈ
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Ñâ³òëàíà ˳ñêîâåöü,
Îêñàíà Ãóäà,
³êòîð Òèìîùóê
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