ORGANIZATION OF EDUCATIONAL ACTIVITY ON THE TERRITORY OF UKRAINE: A RETROSPECTIVE ANALYSIS

Abstract

The article is dedicated to the issue of organising educational activities in Ukraine in historical retrospective. The features of the organisation of the progressive Prosvita (educational) movement from the time of its inception and throughout its development in Ukraine are characterised. The factors influencing the transformations that took place in “Prosvita” as a phenomenon that made it possible to ideologically prepare the population for a change in the socio-economic formation are analysed. The impact factors on the development of pedagogical thought and forms of organization of public institutions in education are identified, which include, first of all, the following societies such as: socio-political, socio-economic and cultural and educational.
It was found that one of the main functions of modern educational activities in communities is to motivate the population to acquire new knowledge and develop relevant skills. The result of educational work has also been and still is self-improvement, gaining additional skills through continuous learning, including analysis of the information received (media literacy).
The format of modern educational and awareness-raising initiatives is clarified, which is most often implemented in communities through non-formal education, which includes out-of-school, postgraduate, civic education, school and student self-government, and adult education. The changes that have taken place in the content of educational work and the use of forms of its organisation (regular and irregular) are traced.
The efficiency of a systematic approach to the organization of educational activities in communities in the current conditions of crises and disasters is emphasised. The importance of creating conditions under which such activities will be effective is emphasised. Taking into consideration Ukraine's policy of developing educational activities under martial law in the sphere of life safety, trainings, courses, and classes for young people and adults of all ages are the most relevant modern forms.
Given the relevance of educational activities for those layers of the population who have already stopped formal education but need to navigate the changing world in which they live and work, one of the promising areas for further research is the development of education in communities through the use of innovative (information and communication) technologies, the organization of educational activities in a digital format.