THEORETICAL BASES FOR DEVELOPING THE CONTENT OF PROFILE-BASED SECONDARY EDUCATION AND FORMING PROFILES

Abstract

The article examines the current theoretical and methodological foundations for shaping the content of specialized secondary education within the context of Ukraine's transformation of its general secondary education system. It emphasizes the importance of ensuring the continuity of the educational process in upper secondary school and creating conditions for implementing individual educational trajectories for students. The provisions of the State Standard for Specialized Secondary Education (SSSCE) serve as the normative basis for the content of academic and professional specializations in specialized education, which are analyzed. Particular attention is focused on the need to achieve a balance between the invariant (mandatory) part, which provides basic training for all students, and the variable part, which offers the opportunity for in-depth mastery of the educational content in accordance with the chosen profile. The main pedagogical principles that should form the basis for the design of the invariant core have been identified: scientificity, invariance, flexibility, integrativeness, humanization, competence orientation, and ensuring equal access to quality education. An analysis of the academic and professional orientations of profile-based education has been conducted, focusing on its goals, structure, subject content, and emphasis on preparation for further education or professional activity. The article presents a detailed algorithm for forming educational profiles, from studying students' interests and analyzing the labor market to developing the structure, determining content, educational outcomes, educational programs and plans, and evaluating organizational conditions for implementation, as well as assessing effectiveness. It is emphasized that building a content model for educational profiles is a complex, multi-level process that requires the integration of efforts in state educational policy, scientific support, institutional autonomy, and the active participation of all actors in the educational process. Prospects for further research include the development of tools for assessing the quality of specialized education, as well as studying mechanisms for adapting specialized education to the needs of the labor market and contemporary socio-economic challenges; clarifying the role of educational technologies in ensuring high-quality specialized education.