NATIONAL LEGISLATION AS A BASIS FOR THE IMPLEMENTATION OF THE AXIOLOGICAL APPROACH IN THE SYSTEM OF CULTURAL AND ARTISTIC EDUCATION

Introduction. The author found that the practical realization of the axiological approach in the professional training process in the culture and art field is an important precondition for the implementation of modern and effective cultural policy. Taking into account this information, special attention should be paid to the issue of regulatory and legal support for the promotion and implementation of the axiological approach in educational practice. Purpose. The aim of the study is to clarify the issue of providing modern Ukrainian educational legislation with the legal framework for the promotion and application of the axiological approach in educational practice, in particular in the process of training a specialist in the educational field 02 «Culture and Art». Methods. The methodological basis of the study is determined by its theoretical substance and involves the use of general theoretical and analytical methods of scientific research, which provide an opportunity to solve formulated scientific problems. Results. The content analysis allows to state that today in Ukraine has developed a sufficient regulatory and legal basis for the practical implementation of the axiological approach in the process of professional training, in particular for a specialist in the educational field 02 «Culture and Art». The axiological component, addressed to the ideas of value education, is read in the norms of such laws, such as the Law of Ukraine «On Education» (2017), «On Higher Education» (2014), «On Professional Development of Employees» (2012), «On Culture» (2010), as well as other regulations in the field of education and professional training of specialist in higher education. Originality. The author proposed a comprehensive study containing an analysis of the acts available in the national educational legislation, indicating their axiological orientation and the potential for promoting and applying the axiological approach in educational practice, in particular in the system of cultural and art education. Conclusion. The studied documents of Ukrainian legislation determine the need for the formation of axiological competence as one of the results of the educational process. Moreover, in the case of professional training of a specialist in the field of culture and art, legislation in the field of culture and art imposes an additional axiological burden on the corresponding educational process. The prospect for further research is that it is reasonable to put the systematized value provisions of national legislation as the basis for designing an axiological developing environment as a promising means of forming the axiological competence of a future specialist in the field of culture and art.