The technogenic civilization, despite significant scientific and technical achievements, unfortunately, continues to face problems that entail irreparable consequences. Human activity based on the principle of immeasurable consumption produces an increase in inequality, poverty, hunger, diseases, armed conflicts, and global environmental changes. Weapons of mass destruction pose a global socio-environmental threat. All these trends indicate the need to move to a new level of progress based on sustainability, which in turn requires the formation of a new personality focused on the system of environmental values, and not on the values of the consumer society. Only a society consisting of people with a new worldview will be able to develop sustainably. In this regard, the author’s vision of inclusive education is formed in the study, which is understood as a system with a high integration ability, the role of which is reduced to creating a sustainable society with rational moral foundations. A doctrinal model of the implementation of the Sustainable Development Goals is proposed, the core of which is the humanization of society, contributing to moral, economic, social, cultural changes and influencing the life of society, while becoming the driving force of the economic, social and environmental aspects of sustainable development. The author’s approach allows us to expand the scientific vision of the essence and content of inclusive education, to determine the role of humanization in ensuring the implementation of the Sustainable Development Goals. The conceptual provisions of the article can be used as the basic foundations of a sustainable development strategy.

The theoretical ideas are systematized and the experience of partnership of the preschool institution and the family in bringing up children in the Republic of Poland is generalized. On the basis of normative and legal documents the priority of partnership interaction between preschool institutions and the family in the concept of the modern national educational policy of the Republic of Poland was argued. The methodological principles of partnership as a kind of interrelations between teachers and parents are substantiated, which consists of the common purpose and actions, equality of rights and responsibilities to children, their education and personal formation. The components of the partnership (intellectual, emotional, volitional, behavioral, valuable), principles of its realization (mutual trust, recognition of rights and competence, positive motivation, loyalty, commonality of actions, information exchange, activity) are characterized. The technique of effective communication and understanding between educational partners is presented; the purpose and content of the partnership of modern preschool institutions and family in the Republic of Poland are specified (parents' integration in the pedagogical process for the child's support). The organizational forms of interaction between teachers and parents are classified on the basis of different criteria; there is systematized the competence of teachers and the resource of parents as partners in the upbringing of the child. The prospects of creative use of Polish experience in the theory and practice of preschool education in Ukraine are outlined.

The article highlights the system of work on the formation of readiness of preschool teacher to build, develop and correct a positive image of the preschool education staff. The scientific investigations analysis in the field of pedagogical imageology, in particular the image of the educational institution and its staff is presented. A number of pedagogical conditions were formulated, which enable the success of the process of increasing the levels of educators’ readiness to create, improve and correct the positive image of the preschool institution staff.

У статті здійснено огляд наукових праць, які торкаються історії андрагогіки в Україні, різняться за часом і місцем їх видання, а також за своєрідністю підходу кожного з авторів до досліджуваних педагогічних явищ. Обґрунтовано значний інтерес до проблеми історії освіти дорослих. Проаналізовано дисертаційні роботи з історії освіти дорослих сучасних українських учених та російських дослідників, науковців радянського періоду; дослідження з історії просвітницького руху в Україні та персоналістичного напряму. У результаті історіографічного аналізу автори констатують новизну терміну «андрагогіка» для української педагогічної лексики й водночас наводять факти вживання дослідниками синонімічних до нього понять у контексті вивчення відомих в українській історії педагогіки та освіти явищі і подій (просвітницького громадського руху, діяльності недільних шкіл, розвитку навчання без відриву від виробництва тощо). Обґрунтовано повноту і доцільність дослідження історії андрагогіки в Україні як наукового напряму.

This article shows the importance of education. Education forms a personality that is able to realize its potential in the process of development throughout life. The purpose of the article is to determine the features of the formation of a personality that strives for self-realization, which is possible only in the educational influence on the personality. The relevance of the article is due to the need for social development, which is the result of a combination of many components that form the basic needs of every person. The theoretical and methodological basis of the article is devoted to the justification of socio-economic policy in the coverage of the educational process, the discussion and systematic analysis form the essence of the thesis that the world is an effective component of the political development and socio-economic prosperity of society, which leads to the need to control the processes that occur in education. The research used an integration method of synthesis of the figurative structure of the educational process and analysis, characteristics of education as a political phenomenon and socio-economic development. The methods of synthesis, analysis and interpretation of educational technologies are used. The research findings confirm the thesis about education as a factor of political and socio-economic development. The results of the research do not exhaust all possible options, but they are the basis for proving the main goal.