VALUE-BASED APPROACH IN THE PENTA-NOVA MASTER'S PROGRAMIN EDUCATIONAL LEADERSHIP (THE NETHERLANDS)

Introduction. Throughout Europe, higher education is in a state of crisis, lacking the capacity to formulate long-term plans and strategies, and facing transformative technological, economic, ecological, and socialthreats. Universities operate in a BANI-world (brittle, anxious, nonlinear, incomprehensible) world. Ukrainian universities are undergoing reform. Today, it is necessary to prepare educational leaders to cope with new challenges and crises. We are exploring the experiences of European countries, particularly the Netherlands.Purpose .The article aims to analyze the master's program in educational leadership «Penta-Nova»in the Netherlands through a values-based approach. It focuses on investigating the corevalues underlying the program, their impact on the preparation of educational leaders, and their role in the contemporary educational environment.Methods. The article systematically analyzes the master's program in educational leadership based on scientific sources, methodological literature, and publicly available data from Dutch higher education institutions and other organizations. It characterizes the program's features and utilizes a deductive approach to determine the role of values in preparing educational leaders and their impact on their future careers. Additionally, employing a problem-prognostic method, it formulates a problematic question for Ukraine and potential avenues for its resolution.Results.The program's goal is to prepare educationalleaders. The primary focus is not on the competencies and practical skills, but on the values embraced by program managers, students, and alumni. Throughout the semester, students work along three didactic directions: thematic, personal, and research, which have cross-cutting aspects of social responsibility, self-worth, and societal benefit. In the first two semesters, the educational process includes basic knowledge of leadership and its styles, as well as the approach to selecting the necessary leadership style for specific practical situations. The third semester focuses on collaboration between the educational institution and society, communities, stakeholders. Issues of social responsibility, mission, and vision of educational institutions are actively studied. The final semester is devoted to analyzing acquired knowledge and transforming them into a master's thesis with the participation of an academic supervisor. Originality. In Ukraine, the educational system of the Netherlands is under-researched.Some researchers investigate specific issues. However, we conduct systematic surveys of accredited master's programs specifically in educational leadership and explore their trends and differences from the Ukrainian equivalent.Conclusion. Higher education in Europe is based on values aimed at developing critical thinking and adapting to societal changes, shaping professional principles, morality, ethics and civic awareness. Dutch higher education demonstrates a predisposition to values such as sustainability, social responsibility, inclusiveness and leadership. The Master of Education Leadership programme of the Penta Nova consortium provides a unique opportunity to prepare educational leaders with strong values and a social mission. It is aimed at deepening knowledge and skills in educational leadership and research. The Ukrainian higher education system requires attention to social values and needs, as well as the creation of an image of a modern educational leader.