The relevance of the problem is determined by the need to understand the further strategy of improving the training of physical education and sports specialists. The purpose of the article is to study the problem of correlation between the notions of "competence" and "professional skill" in the context of the formation of a specialist in the field of physical education and sports. The study of the relationship between the notions of "competence" and "professional skill" was conducted on the basis of an array of special literature on the competent approach to training of physical education and sports specialists, including more than 200 sources published in different countries. The article analyses negative trends in the content of training future specialists in the system of higher professional physical education based on a competence approach. The acmeculturological approach for improving the professional training of future specialists is proposed and tested, the stages of formation of professional skills of future specialists in the training process are presented. There is a need to focus on the identified features of professional training of young people to professions in the field of physical education and sports. The proposed system of professional training of future specialists of physical education and sports on acme-culturological bases directs teachers to improve the quality of training graduates in their future professional activities.

The design ideas of the postmodern era reflect the general trends of socio-cultural reality, namely the loss of traditional moral guidelines, disharmony and destructiveness combined with absurdity, a sense of crisis, abyss and uncertainty conveyed in signs and in spatial coordinates. Design products become installations in which the viewer is a direct participant, sometimes even the creator. Postmodern design denies finitude, noting the plurality, uncertainty and fluidity of the world. The paradox of postmodern design culture is expressed in a combination of diametrically opposite things, sometimes even mutually exclusive. The era of postmodern design culture has recorded the fusion of "high" and "low" art, the emergence of new trends - neo-conceptual art, art installation, lowbrow art, performance art, digital art, telematic art - has affected. It should be noted the immersion in virtual reality in particular, as a result of the perception of the concept of postmodernism. After all, the purpose of designer items and their perception has already been changed in accordance with the needs of a person in the postmodern world. A striking example is the coronavirus epidemic, which has become the central theme of successful design projects. After all, a protective mask as a medical device becomes the object of design solutions that transform it into a means of self-expression (fabric masks, masks with pictures), or the manifestation of social characteristics (inscriptions about social distancing, calls for certain actions), or the result of digital achievements. (the ability to measure temperature and monitor body indicators).

The paper is devoted to the analysis of the state cultural policy in the context of development of socio-cultural space. Scientific research is based on understanding of the basic values, the place and role of culture in the modern world, its true significance for the state, which claims the title of civilized, and therefore understanding of culture as a priority of the state policy. Therefore, the aim of the paper is the generalization of the Ukrainian experience of state cultural policy and identification of the significant achievements in this area. Methodology. The methodology of science of interdisciplinary level is applied in the research. The integration of interdisciplinary knowledge and the unification of disparate characteristics into the system allowed to obtain the new scientific knowledge in part of cultural policy characteristics on different sides and of view of the Ukrainian cultural policy in its entirety. The paper analyzes the main milestones of the Ukrainian cultural policy formation from independence to the present. The main achievements and imperfection of the state cultural policy in the political, cultural, institutional and financial aspects are summarized. Results. It is concluded that despite the failure of systemic cultural reforms in the past, a number of important changes have taken place in the cultural policy of Ukraine. The state cultural policy acquires signs of integrity and system. An organic entry into the context of the European system of values with the preservation and development of the own cultural heritage takes place. Value / originality. Analysis and systematization of the reformist projects and institutional decisions of the cultural policy of Ukraine in 1990-2020 can be used as the theoretical addition to research of the field of state cultural policy of Ukraine. Practical implications. From our point of view, the practical implications of the cultural policy research will help to get closer to understanding the reasons of the many reforms failures, to find the new effective practical solutions and to develop optimal approaches for the future state cultural policy of Ukraine.

Intensification of globalization processes, social-political and financial and economic instability, the desire of Eastern European countries to integrate into the European Union raise the issue of sustainable development, in which public governance is of great importance. Ensuring effective and sustainable public governance is one of the priority areas of sustainable development of the state. The purpose of the research lies in substantiating the theoretical and applied principles of studying the institutional resilience of public governance and assessing the impact of public governance on ensuring sustainable development. General and special methods of economic analysis have been used in the research, in particular as follows: analysis and synthesis, comparisons and analogies, generalization and systematization, grouping and cluster analysis based on the use of k-means method, and graphical method. The results of studying the impact of public governance stability on sustainable development have revealed that the institutional resilience of public governance significantly affects sustainable development. Exploring the impact of the institutional resilience of public governance on ensuring sustainable development of the countries of Central and Eastern Europe, three groups of countries have been identified that have common features of public governance and sustainable development, namely: countries with a relatively high level of institutional resilience of public governance and sustainable development (Hungary (GSDGI: 75,00 - 78,78), Poland (GSDGI: 73,70 - 80,22), the Czech Republic (GSDGI: 78,70 - 81,39), Slovakia (GSDGI: 75,60 - 79,57), in which the basic principles of institutional resilience of public governance and sustainable development are implemented at a sufficiently high level; countries with a moderate (intermediate) level of institutional resilience of public governance and sustainable development (Moldova (GSDGI: 73,68 - 74,50), Ukraine (GSDGI: 72,30 - 75,51), Belarus (GSDGI: 76,00 - 78,82), which make significant efforts to ensure an effective system of public governance and sustainable development indicators; countries with a low level of institutional resilience of public governance and sustainable development (Azerbaijan (GSDGI: 70,50 - 73,68), Armenia (GSDGI: 68,80 – 71,79), Georgia (GSDGI: 68,90 - 72,23), in which significant destabilizing factors are revealed to ensure the institutional resilience of public governance and sustainable development.

У статті подано визначення поняття «змішане навчання» в контексті викладання у закладах вищої освіти. Визначено ключові елементи змішаного типу навчання. Здійснено аналіз останніх досліджень та публікацій щодо доцільності та актуальності впровадження змішаного навчання у вищих навчальних закладах. Охарактеризовано чотири рівні змішаного навчання відповідно до класифікації вченого Грехема, серед яких виділяють рівень активності, рівень курсу, програмний та інституційний рівні. Вказано чотири виміри досліджуваного навчання та описано три різні категорії змішаного навчання залежно від мети викладання.