(2025) Science and education, 4, 114-120. Odessa.

Mykola Overchenko,
Postgraduate Student at the Department of Pedagogy,
Berdiansk State Pedagogical University,
55 A, Universytetska Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0009-0003-9333-6629

Anna Loza,
PhD in History,
Coordinator of the Educational Direction of the East-SOS Foundation,
Pecherskyi Uzviz, 19, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-5981-1495

ORGANISATION OF THE EDUCATIONAL PROCESS IN FRONTLINE REGIONS IN THE CONTEXT OF PUBLIC-PRIVATE PARTNERSHIP (ON THE EXAMPLE OF THE SUMY REGION)

The article presents the results of a monitoring study of the organisation of the educational process in general secondary education institutions of Sumy region in the context of a full-scale invasion in the focus of the public-private partnership model. The relevance of the study is due to the destabilisation of the educational process in the border communities of Sumy region due to hostilities, shelling and the threat of occupation. Ensuring safe, continuous and quality education requires flexible management decisions and intersectoral cooperation. In this context, public-private partnerships are of particular importance as an effective tool to support the education system in times of crisis. The purpose of the study is to identify the peculiarities of organising the educational process in general secondary education institutions in the context of public-private partnership in the context of hostilities on the example of Sumy region. The study used the survey method to obtain quantitative and qualitative information from teachers, heads of educational institutions and representatives of local self-government bodies; the descriptive method was used to characterise the organisational conditions of education and the actual practices used in schools in the region; the methods of analysis and synthesis were used at the stage of interpreting the collected data, which made it possible to identify trends and generalise the results; the method of induction was used to formulate the following recommendations The study covers the problems of access to education in the frontline region, the state of educational infrastructure, ensuring a safe learning environment, human and technical challenges, in particular in the context of inclusive education and distance learning. The monitoring covered 11 schools in communities located in the high-risk area. The results of the study showed a complex and dynamic situation that requires flexible management decisions and systemic support in the context of permanent hostilities in the region. The signs of public-private partnership in the context of organising the educational process are identified, and the expediency of further studying the models of interaction between the state, communities and educational institutions in crisis conditions as a factor in ensuring the sustainability of the educational process is substantiated.

crisis education, crisis management, distance learning, educational losses, general secondary education institutions, inclusive education, organisation of the educational process, public-private partnership, school safety

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