RISKS OF THE REFORM PROCESS IN THE FIELD OF EDUCATION IN WARTIME CONDITIONS

Abstract

The article provides a comprehensive analysis of the process of reforming the sphere of education of Ukraine in the conditions of martial law through the prism of systemic risks, limited resources and a high level of uncertainty. It is substantiated that full-scale military actions significantly transform the educational space, change the priorities of state policy and necessitate the combination of strategic reforms with urgent anti-crisis management decisions, which are not always methodologically and institutionally coordinated. The purpose of the article is to determine modern trends in the development of the reform process in the field of education, focusing on specific risks and ways to overcome them in the context of the implementation of reforms. The main methods of research analysis, synthesis, comparison, generalization. The impact of infrastructure losses, energy disruptions and digital restrictions on the availability and equality of educational services, especially in front-line and de-occupied communities, is analyzed. Emphasis is placed on the growth of the socio-psychological burden of the participants in the educational process, as a result of which reforms are often perceived as additional pressure, and not as a tool for development. It has been proven that the instability of financing and dependence on international aid pose a threat to the fragmentation and incompleteness of reforms. The problematic aspects of the implementation of the competence approach and the new system of evaluation by groups of learning results within the framework of the reform of the New Ukrainian School are considered separately. It is shown that under conditions of war, technical failures and irregular working hours, this model significantly increases the physical and mental burden on teachers, not always accompanied by an increase in the quality of educational results. The public resonance regarding the introduction of specialized training is analyzed and the uncertainty of organizational decisions for certain categories of students is outlined. A model of updating educational and professional teacher training programs at the bachelor's and master's levels is proposed with an emphasis on the practical component, compliance with the requirements of the National Academy of Sciences, which contributes to the improvement of motivational mechanisms for updating the personnel potential of general secondary education institutions.