Abstract:

The new Ukrainian school has become a key reform of the Ministry of Education and Science of Ukraine on the way to the complete abandonment of outdated Soviet principles of pedagogy and the creation of a new educational system capable of teaching children to use knowledge, think critically, not be afraid to express their opinions that have become vital in a digital society. First-graders all over Ukraine began studying according to new principles in 2018, and a secondary school entered the reform in 2019.

An important impetus for the rapid reformatting of secondary education was the results of the International Education Quality Survey PISA, in which Ukraine participated for the first time in 2018.

According to the results, 36% of Ukrainian adolescents did not reach the basic level of mathematical competence, 25.9% of domestic schoolchildren did not reach the basic level of reading literacy and 26.4% - in science. In general, Ukraine falls behind its European neighbors in terms of success by 39 points in mathematics, 23 - in reading and 22 - in natural sciences.

Thus, almost a quarter of school graduates, having received a certificate of secondary education, do not have real knowledge and skills in key disciplines, and therefore are not able to continue their education. Therefore, a radical change in the entire system of secondary education in Ukraine is an integral part of social change on the way to European integration of the state and the evolutionary development of society as a whole.

The aim of our article was to analyze the key trends in the implementation of the reform "New Ukrainian School" in the fifth year of its implementation.

A detailed study of the peculiarities of the implementation of educational reform allowed to identify a set of problems faced by society on the way to the project:
1. Problems of children's socialization are associated, first of all, with certain distortions in the program of the secondary education system reforming, where the key place is not to rethink the role of school as a secondary agent of socialization, but the formation of social capital for further development. Therefore, schools need to refocus on capitalization agents.
2. Debatable inclusion, which is the basis of educational reform precisely because of the need to form tolerance as a key competence defined in the European educational space. The persistence of Soviet stereotypes about the impossibility of society accepting all "others" and the high level of social intolerance in the country makes teaching in inclusive classrooms a real challenge for children, parents and teachers.
3. Complications of social interaction between teachers and parents arise due to lack of knowledge about the specifics of the reform, and hence the lack of understanding of the new requirements and principles of work that are implemented.
4. Unpreparedness of domestic pedagogy for radical long-term reforms due to lack of didactic and methodological developments, as well as problems with staffing of educational institutions.
5. Inequality of access to knowledge due to differences in the level of digitalization of schools. Only half of the country's general educational establishments - 7,083 schools (50%) have computers connected to high-speed Internet, sufficient for the effective use of online technologies in education. This significantly hinders the formation of key communication competencies.

Keywords:

New Ukrainian School, reform, knowledge, educational system, secondary school.