PECULIARITIES OF EDUCATIONAL LITERATURE FOR SCHOOLS OF NATIONAL MINORITIES AT THE STAGE OF THE FORMATION OF THE INDEPENDENT UKRAINIAN STATE

Abstract

The article is dedicated to the problem of educational process organization in schools with teaching children in their mother-tongue under differentiation of general secondary school education in independent Ukraine (1991–2010); development of educational establishment’s network of such type on territory of Ukraine is shown. There was set that the educational system of ethnic 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, in particular textbooks, textbooks, additional literature free development of national languages and cultures and supporting ethnic 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. It was marked the actuality of the proper facilities creation in order to develop all ethnic languages and cultures, their free usage in mother tongues in all spheres of public life. There were the changes of curricula for schools with Russian, Moldavian, Hungarian languages of education highlighted and there were elective and optional courses implementation emphasized. The actualization of the creation of appropriate conditions for the development of all national languages and cultures, their free use of their native languages in all spheres of public life. Changes are reflected in the creation of textbooks, teaching aids and curricula for schools with Russian, Moldovan, and Hungarian languages of instruction. The introduction of courses and electives, which acted at schools of national minorities and national-cultural societies where the native language of national minorities was studied. 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.