Features of the development of schools with 2-3 languages of instruction in the conditions of independent Ukraine as a reflection of external differentiation in the organization of school education

- Шевченко, Світлана Миколаївна (2017) Features of the development of schools with 2-3 languages of instruction in the conditions of independent Ukraine as a reflection of external differentiation in the organization of school education Pedagogical education, 2 (23). pp. 298-304. ISSN 2309-9763

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Abstract

The article analyzes the organization of the educational process in schools with 2-3 languages of instruction in the context of the differentiation of general secondary education in the conditions of independent Ukraine (1991-2010). It is established that in the period under study the number of schools with 2-3 languages of instruction increased: Ukrainian-Polish, Hungarian-Russian, Moldovan-Russian, Hungarian-Slovak and Ukrainian-Russian-Romanian. There was set that the educational system of Polish groups has found its rebirth in an investigated period. It was found out that during realization of governmental politics ethnic groups education has declared the balance of knowledge and skills, free development of national languages and cultures and supporting polish groups needs of educational and methodical literature in ethnic languages which paid attention to certain historical events version for other ethnic groups representatives in Ukraine. It was des covered, that foundation and development of ethnic schools in a greed measure is related to national politics that assists their further development and functioning; so, the state assures all ethnic groups right to national and cultural autonomy, in partly the use and education in mother tongue or study of the mother tongue in state educational establishments, the creation of national cultural establishments. Changes were noted in educational programs for schools with Russian, Polish, Romanian, Moldovan languages of education, and selective and elective courses were conducted. The acted at schools of ethnic groups and at cultural societies, where the mother tongue of ethnic groups was studied; a transition from the optional study of the mother tongue to the introduction of it as educational subject and the creation of corresponding classes and schools is traced. It was set that under independent Ukraine (1991–2010) a government created the best facilities for mother tongue education in schools of ethnic groups, and also it was investigated, that ethnic groups which lived on territory of Ukraine in order of having cultural and common differences, and forms of mentality diversity in their correlation acquire the system unity transforming into a certain organizational cohesion.

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