ENSURING GENDER EQUALITY IN EDUCATIONAL INSTITUTIONS IN THE CONTEXT OF FORMING THE VALUE ORIENTATIONS OF THE NEW UKRAINIAN SCHOOL

Abstract

The article is devoted to the analysis of the main tasks and ways of ensuring gender equality in educational institutions of Ukraine in the context of the implementation of the Concept “New Ukrainian School”. The purpose of the article is to outline the main tasks and ways of ensuring gender equality in educational institutions in the context of the formation of value orientations of the New Ukrainian School. The research methodology is based on a systematic analysis of the relationship between gender equality and other value orientations of the NUS. It has been established that gender equality is an integral part of the value orientations of the New Ukrainian School, since it contributes to the formation of respect for diversity, tolerance and equal opportunities for self-realization of each individual in students, as well as awareness of their right to freedom of choice of profession and personal life regardless of gender stereotypes. An analysis of domestic and international legislation in the field of ensuring equal rights of women and men has been carried out. Regulatory and legal acts that regulate issues of gender equality in education have been highlighted. It is substantiated that Ukraine’s accession to the Biarritz Partnership was the first step towards ensuring gender equality in Ukraine as one of the priorities for implementing the Sustainable Development Goals. The scientific novelty lies in the fact that the main tasks for the Gender Equality Strategy have been identified, aimed at ensuring the mainstreaming of the principles of gender equality in education, including. Recommendations for educational institutions on ensuring gender equality based on the tasks defined by the Gender Equality Strategy in Education until 2030 are proposed. The results of the study “The Strategy for Implementing Gender Equality in Education in Action: Gender Competencies in Male and Female Teachers of General Secondary Education Institutions” are analyzed. Conclusions are drawn on the need to strengthen the training of teachers, expand access to methodological materials and create conditions for deeper integration of gender equality into the educational process of educational institutions.