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A comparative comprehensive analysis of the socio-pedagogical problem field of modernization of the educational system of Ukraine and the EU in the context of administrative reform and taking into account economic needs and the establishment of universal democratic values has been conducted. A comparative pedagogical study of the theoretical, organizational, methodological and regulatory principles of reforming the educational system of Ukraine, which is currently acquiring national features and integrated into the world educational space, has been carried out. Conceptual principles of reforming the educational system of Ukraine as a basis for improving the quality of life of citizens from the standpoint of an innovative educational project in the context and professional psychological and pedagogical aspects of training in the field of educational policy have been theoretically substantiated. The provision is that education, like other institutions of public life, requires operational and strategic management actions, aimed at its modernization and renewal. A conceptual integral dynamic model of reforming educational policy in Ukraine with substantiation of methodological approaches and theoretical positions has been developed on the basis of comparative pedagogical research. A necessity of expansion and qualitative improvement of the network of preschool educational institutions has been proved. There are trends that Ukrainian secondary education will eventually become on a par with the world standards of secondary school. A need to create and coordinate a strong system of out-of-school education in Ukraine has been justified, as the mass unemployment of children and youth in out-of-school time entails huge negative consequences. Peculiarities of reforming the system of training of working professions and vocational education in Ukraine have been specified. A strategic issue is the state policy on teacher training. Ukrainian origins of the phenomenon of pedagogical skill as a fundamental basis of the theory and practice of educational policy to improve the quality of teaching and learning in EU countries have been revealed. A necessity of development of a target program of professional and pedagogical selection and preparation of experts in the field of educational policy for Ukraine and an algorithm of estimation of its efficiency on the basis of the comparative analysis has been proved. The content of the concept of "educational policy" has been clarified, knowledge of the regulatory framework for reforming educational policy in the EU has been deepened.

In the article, based on the constructive experience of the Ukrainian scientific school of pedagogical skills I.A. Zyazyun, disclosed general theoretical and methodological origins and meaningful lines of application of psycho-pedagogical technologies for the development of culture and speech technology of a modern leader. The novelty of approaches associated with the use of key ideas of psychopedagogy is characterized. It is proved that speech is not only a means of communication, it embodies reality in the consciousness and subconsciousness of the subjects of a communicative action. The constructiveness of the approaches is demonstrated in a holistic combination and use of the latest scientific achievements on the example of the introduction of the author's study guide “The Art of Speech of a Modern Teacher”., У статті, спираючись на конструктивний досвід української наукової школи педагогічної майстерності І.А. Зязюна, розкрито загальні теоретико-методологічні витоки і змістові лінії застосування психопедагогічних технологій розвитку культури і техніки мовлення сучасного лідера. Схарактеризована новизна підходів, що пов’язана із використанням ключових ідей психопедагогіки . Доведено, що мовлення є не тільки засобом спілкування, воно втілює дійсність у свідомості та підсвідомості суб’єктів комунікативної дії. Конструктивність підходів продемонстрована у цілісному поєднанні та використанні новітніх наукових здобутків на прикладі впровадження авторського навчального посібника «Мистецтво мовлення сучасного педагога».

In the article explores the essence of the development of the value experience of the pedagogical mastery of I.A. Zyayun in the measurements of the theory of generations. It is clarified that the essence of this development corresponds to the nature of the “living organization”, which is reflected and developed in the logic of dynamic and chaotic processes in modern society. The development of the value experience of pedagogical mastery passes the stage of serious generation transformations in the conditions of an unpredictable, multivalued modern educational space. Trends in the development of value experience are based on ethical, aesthetic views, universal values, faith and upholding the ideals of Truth, Goodness and Beauty by the educational community., В статье исследуется сущность развития ценностного опыта педагогического мастерства И.А. Зязюна в измерениях теории поколений. Выяснено, что сущность этого развития соответствует природе “живой организации”, которая отражается и развивается в логике динамических и хаотических процессов в современном обществе. Развитие ценностного опыта педагогического мастерства проходит этап серьезных поколенческих трансформаций в условиях непредсказуемого, многозначного современного образовательного пространства. Тенденции развития ценностного опыта основываются на этических, эстетических воззрениях, общечеловеческих ценностях, вере и отстаивании идеалов Истины, Добра и Красоты образовательным сообществом., В статті досліджується сутність розвитку ціннісного досвіду педагогічної майстерності І.А. Зязюна у вимірах теорії поколінь. З’ясовано, що сутність цього розвитку відповідає природі “живої організації”, яка віддзеркалюється та розвивається у логіці динамічних і хаотичних процесів у сучасному суспільстві. Розвиток ціннісного досвіду педагогічної майстерності проходить етап серйозних поколінських трансформацій в умовах непередбачуваного, багатозначного сучасного освітнього простору. Тенденції розвитку ціннісного досвіду ґрунтуються на етичних, естетичних переконаннях, загальнолюдських цінностях, вірі та відстоюванні ідеалів Істини, Добра і Краси освітянської спільноти.

This paper explores the rise of money and class society in ancient Greece, drawing historical and theoretical parallels to the case of ancient Egypt. In doing so, the paper examines the historical applicability of the chartalist and metallist theories of money. It will be shown that the origins and the evolution of money were closely intertwined with the rise and consolidation of class society and inequality. Money, class society, and inequality came into being simultaneously, so it seems, mutually reinforcing the development of one another. Rather than a medium of exchange in commerce, money emerged as an "egalitarian token" at the time when the substance of social relations was undergoing a fundamental transformation from egalitarian to class societies. In this context, money served to preserve the façade of social and economic harmony and equality, while inequality was growing and solidifying. Rather than "invented" by private traders, money was first issued by ancient Greek states and proto-states as they aimed to establish and consolidate their political and economic power. Rather than a medium of exchange in commerce, money first served as a "means of recompense" administered by the Greek city-states as they strived to implement the civic conception of social justice. While the origins of money are to be found in the origins of inequality, a well-functioning democratic society has the power to subvert the inequality-inducing characteristic of money via the use of money for public purpose, following the principles of Modern Money Theory (MMT). When used according to the principles of MMT, the inequality-inducing characteristic of money could be undermined, while the current trends in rising income and wealth disparities could be contained and reversed.

У статті конкретизовано сутність емоційного усвідомлення як конструкта оці-нювання динаміки розвитку педагогічної майстерності викладачів вищих технічних нав-чальних закладів з позицій психопедагогічного підходу; схарактеризовано етапи успішної зміни поведінки щодо емоційного самоусвідомлення, переваги та недоліки застосування комп’ютерних методик на заняттях з розвитку педагогічної майстерності викладачів вищих навчальних закладів.The article concretized essence of emotional awareness as a construct evaluation of dynamics of development of pedagogical skills of teachers of higher technical educational institutions with positions psychopedagogical approach; characterized by the steps of successful behavior change with respect to emotional awareness, advantages and disadvantages of the use of computer techniques in the classroom for the development of pedagogical skills of teachers in higher education. A particularly large load on reflective / sensory processes going on in the "fuzzy" goal-setting and fuzzy thought. This means that at each stage of the deployment steps for lectures or seminars, not only in the final phase of the study course - modular or semester control, there are past, present and future. This aspect requires an understanding of teachers that students "live" training process in higher education, not only intellectually, but in a variety of emotional and sensual performance values of human existence. Thus, the lack of awareness of emotional experience in relation to their own activities in the classroom, as well as future results, negates the pedagogical action.The choice of constructs evaluating the dynamics of the pedagogical skills of teachers of higher technical education is based on the fact that, firstly, the process of training future specialists in relationship integrity offs actors in the educational environment; second, covering the essential characteristics of the models of educational interaction; thirdly, taking into account the role and place of operation of personal and professional paradigms of high school teachers and, fourthly, based on methodological principles, methods and techniques of holistic psycho-pedagogical approach.Specifying constructs evaluating the dynamics of the pedagogical skills of teachers of higher technical educational institutions reveals motivational value content of student-teacher professional paradigm. The development of such constructs eliminates the standardization of certain stereotypes in creating a "typical" teacher, universally-averaged and focus on its individual characteristics; generate new content training system as a whole, because changing: organizational forms and methods of teaching experience sharing, forms and methods of training of teaching staff; changing educational environment, the essence of the educational and pedagogical challenges that teachers should decide who should decide and students.