PROGRAM AND METHODOLOGICAL PROVISION OF THE EDUCATIONAL PROCESS IN THE PERIOD OF SCHOOL UKRAINIZATION IN 1920-1932

Abstract

The article deals with the issues of the program and methodological support of the educational process during the Ukrainization of the school in 1920–1932.
Based on the analysis of the source base, it is emphasized that the Ukrainization of the school began already in 1920, the introduction of the Ukrainian language and Ukrainian studies disciplines in all "educational institutions" was initiated; the creation of a new organizational and structural component of the national education system began, which was also designed to assist the state in building a Soviet communist society; the active-progressive stage of the Ukrainization of the educational process lasted until the early 1930s, which, starting in 1933, entered a stagnant-regressive phase due to the strengthening of the ideological pressure of the Soviet government and the general unification of the education system throughout the territory of the USSR.
It is noted that, despite all the financial and material difficulties of the country in the early 1920s due to the socio-economic situation, the Soviet government, conducting educational policy during the studied period, paid great attention to scientific and methodological work on providing the educational process with all the necessary both educational and programmatic material.
It was found that educational institutions until 1924 were not yet centrally provided with uniform, typical, unified to the relevant standards curricula and programs; teachers were allowed to work according to their own curricula or programs, or those drawn up by education authorities and schools; these programs could be changed according to specific conditions.
It is concluded that the process of creating program and methodological material for the provision of schools during the period of Ukrainization in 1920–1932 went through a complex evolutionary and transformational path from the creative diversity of individual author curricula and methods of organizing the educational process to the unification of a single education system and directly depended on the political policies of that time political-economic, ideologically oriented, socio-cultural state-wide realities.