The problem of organization of pedagogical process in secondary comprehensive schools in Great Britain is raised on the comprehensive and pedagogical basis. The author analyzes the ways of development and the peculiarities of organization of pedagogical process in the United Kingdom of Great Britain and Northern Ireland in the context of world and European tendencies. Pedagogical process in British schools is investigated on the bases of integrity of trends, aims, principles, content, forms and methods of realization. The author made the comparative analysis of organization of pedagogical process in the schools of Ukraine and Great Britain. Recommendations for the use of experience of British teachers in the sphere of improvement of pedagogical process in Ukrainian schools are given in the thesis. In the first part of the scientific project "The development of the organizational principles of school educational process in Great Britain" the main educational reforms are analyzed. They became the bases of British school education. The major education acts and laws are investigated in order to emphasize the importance of their influence on the system of secondary education in general. The main reforms in modern British school educational system are deeply analyzed in order to give a vivid description and conclusions concerning the ways of improvement of secondary education in Great Britain. The financing and management of pedagogical process in British Schools are analyzed through the basic principles, such as leadership, local differences, monitoring and accessing good results, etc. The thesis shows that in modern schooling in the UK there is a complex combination of centralized and decentralized mechanisms of teaching process due to the needs of economic development in the context of globalization, the development of knowledge in economy, information and communication technologies. Priorities in institutional improvement of educational process in the UK schools are giving access to equal education across the country, the efficiency of educational process through its standardization, registration and results reporting, strengthening ties between schools and employers. The second part of the research project "Practical approach to the organization of educational process in British schools" deals with the main forms and methods of the organization of pedagogical process in secondary schools. The main practical aims and approaches are described. There is a description of the main stages of education in British schools. The subjects taught at different stages are shown through the main forms and methods of school education. The organization of a school day in Britain is investigated. It is described with the help of many aspects included in the organization of pedagogical process in schools of Great Britain and Northern Ireland. We can also observe the description and analysis of the interaction between the main participants of educational process. The interaction is organized on the principles of partnership, tolerance, equality, respect and support. Speaking about the assessment, the main methods are defined, e.g. mentoring, tutoring, individual consulting hours, role-playing, questionnaires etc. To sum everything up, the main recommendations for the organization of Ukrainian educational process were suggested. They are based on British experience and have the aim to improve the system of organization of pedagogical process in Ukrainian secondary schools. The experience of British workers regarding the organization of educational process in schools, and by comparing the main parameters of educational process in the schools of Great Britain and Ukraine made it possible to identify common and distinctive features. The former include: a democratic approach to the educational process in schools, improving governance mechanisms, standardization, monitoring the quality of teaching process, the desire to provide all children an equal opportunity to obtain qualitative knowledge.
