Purpose – the primary purpose of the study is to identify the main threats to the process of ensuring social security and finding ways to establish a connection between economic and social security. Research methodology – the methodological basis is a system of complementary philosophical, general scientific and unique methods of cognition of socio-political phenomena, in particular systemic-structural, comparatively retrospective, institutional and structural-functional, diagnostics and forecasting, general methods of analysis and synthesis, etc. Findings – our results made it possible to establish which particular threats most affect the social security of the countries of Eastern Europe and the calculation results will help establish the country needs a connection between economic and social security. Research limitations – we did not take into account a significant number of indicators characterising the state of social security of the state. The threats we have highlighted are compassionate. In the future, it is necessary to pay considerable attention to the process of assessing the level of social security of the state in order to determine whether it is necessary to state which government measures or not. Practical implications – сertain threats and models can be used by countries of Eastern Europe to form the necessary measures to counter them; Originality/Value – the study covers one of the least explored areas, namely social security, which has not been explored for a long time in the context of identifying threats. Social Security Model IDEF0 Formed.

O potencial educacional das tecnologias da informação e comunicação na educação patriótica dos alunos é investigado e fundamentado no artigo. Conduzindo um experimento pedagógico, foi comprovado teoricamente e praticamente comprovou a eficiência do uso de tecnologias da informação e comunicação na educação patriótica dos alunos. A experiência do trabalho de instituições de ensino médio em educação patriótica é analisada, métodos de diagnóstico para estudar o nível de educação patriótica dos alunos em instituições de ensino médio geral são selecionados e implementados. O conjunto de métodos de diagnóstico aplicados com o objetivo de revelar o potencial educacional das tecnologias da informação e comunicação na educação patriótica dos estudantes é fundamentado. Também elaboramos o sistema de indicadores de qualidade dos principais componentes da educação e dos critérios patrióticos. Com base na análise da literatura psicológica e pedagógica e no estudo das idéias dos cientistas, quatro níveis de educação patriótica foram cientificamente substanciados por certos critérios e indicadores. A escala dos critérios correspondentes de indicadores que levam em conta indicadores de sua aparência em 0-3 pontos executa-se.

The article emphasizes the relevance of the formation of students’ civic and socialThe article emphasizes the relevance of the formation of students’ civic and socialcompetences during the reformation of educational institutions according to the concept of the NewUkrainian School with the ability to appreciate the cultural diversity of different peoples and identifythemselves as citizens of Ukraine, contributing to the upbringing of the Ukrainian patriot. Emphasis isplaced on the results of the research and experimental work “Formation of the value-meaningfulsphere of children of preschool and primary school age” on the issues of national-patriotic education.It is proposed to consider the national idea through the philosophical reflection of the educationalissues in the conditions of globalization and to identify the tendencies of developing nationaleducation in response to the challenges and risks of modern society that affect the functioning ofeducational institutions. In order to solve theoretical issues, it is important to involve the scientificresults of specialists in different directions: public administration (process management, statesecurity), philosophy (forming national consciousness), pedagogy (methodology and technology ofpedagogical influence), psychology (problems of motivation and self-identification), sociology(opinion survey), communication theory (media outreach), cultural studies (preserving nationalculture, traditions, tolerance and politics of multiculturalism), politology (preserving the state),national security (preserving social standards, defining social partners, developing social projects,considering requests for social justice), economy (determing priorities of budgetary and non-budgetary financing of educational institutions, involving cooperation of local self-government bodies, business structures and public organizations). It is determined that the reasons of insufficientlevel of teachers’ readiness for systematic and purposeful work on patriotic upbringing of studentsshould be sought in the incomplete use of the potential of the educational subjects, the lack ofscientific and substantive methods and a set of didactic tools (textbooks, audiobooks, teachingmaterials) providing support in the practical acquisition of students’ knowledge, skills, and creativeuse of them in cognitive activity.

This study is devoted to a generalized analysis of modern public processes for the formation of new mechanisms of crisis management and the regional management reform practice in the field of education, which are gradually carried out in the context of general reform and new strategies. The special relevance of modern education management practices is noted, among which are formation of new management concepts in the conditions of emergencies and crisis; redistribution of areas of responsibility between the region and territorial communities; revival of partnership interaction of public authorities with civil society institutions; implementation of state policy through new contexts of forming a network of educational institutions, resource provision and budgeting; strategy for the development of the educational sphere through the implementation of investment infrastructure projects; expanding the scope of educational services in accordance with community requests, etc. European experience in active decentralization, which will stimulate sustainable community development, successful overcoming of crises and building a strategy for regional development shows the development of a systematic vision of the local situation in education and other social spheres that prevent socio-economic crises; active and effective communicative action “state-community”, which is aimed at deep democracy, sustainable development, unity, transparency of public institutions; humancenteredness on the basis of social democracy, involvement of citizens in various government procedures in communities; impact on the sustainable development of local democracy and financial self-sufficiency of the community; sustainable development of the public sector of the community, improving the quality of life / activities / human education. The basis of public activity of the authorities is a consistent communicative action that will promote the in-depth development of mutual trust, openness and efficiency. The subject of the study was the management vertical of the region and education management. The research methodology can be outlined as follows: understanding and worldview, which outline the operating environment of self-discipline analysis, forecasting, modeling, diagnosis and work with information, models, algorithms, cognitive, practical and evaluative, which complement each other in real life. The purpose of the study: to systematically generalize modern management processes of public authorities in anti-crisis strategies and new relevant mechanisms of organizational activities of public institutions of Dnipropetrovsk region, which are aimed at sustainable development of society and man, soft overcoming of growth problems through mechanisms of organizational and managerial overcoming of educational crises. areas in the region. The study found that the systematic activities of public institutions in the region, models of involvement of public institutions contribute to sustainable community development and form effective resilience to crises, restore confidence in government by citizens, improve the quality of local infrastructure projects in education, strengthen positive social trends – economic indicators of the community.

The article examines the processes and technologies for assessing the skills and competencies of secondary school students. Modern school assessment is an integral part of the learning process of students, which reflects the internal and external processes in the accessibility of the content of teaching school subjects and the level of skills and competencies of the individual on the basis of feedback. Traditionally, school assessment was based on quantitative indicators and errors of the applicant, rather than on qualitative measurements of competencies and skills. A new model of assessment, which is formative and provides an opportunity through pedagogical observation of the technology of individual student work, to determine effective learning outcomes in the form of achieved goals through group work or individually. After all, the outlined assessment can motivate and inspire the child to development, self-development and quality assimilation of subject program results. Evaluative pedagogical work should take into account the limits of adverse risks and their effects on the balance of the child's internal state, relationships with peers, psychological and emotional balance, blocking the child's brain for further learning, unbalanced relationship with the teacher. Research has shown that formative assessment significantly actualizes the interactive assessment of students' progress, which involves psychological and pedagogical tracking of personal development, judgements about effective educational process of skills, learning experience, competencies and quality of student development. The activity mission of a modern teacher is expanded by the urgency and public demand for understanding the importance for a particular feature of formative assessment procedure in the initial and subsequent stages of learning. Thus, we note that primary school children perceive the assessment for the task as self-assessment and requires special sensitive attention of the teacher. Benevolence and a positive attitude contribute to the desire of students to solve educational and life situations, develop skills and develop competencies for successful self-realization in life. Thus, pedagogical processes in assessing the skills and competencies of the individual aim to improve the quality of education, diagnose the educational process on the demands of learning, identify shortcomings and outline models of educational activities, promote a comfortable educational process and environment for student development in partnership with teachers.