THE STATE POLICY FOR THE DEVELOPMENT OF OUT-OF-SCHOOL EDUCATION DURING THE UKRAINIAN NATIONAL REVOLUTION (1917-1920): EXPERIENCE FOR UKRAINE IN THE CONDITIONS OF THE RUSSIAN-UKRAINIAN WAR

Abstract

The article provides a detailed analysis of the state policy implementation for the development of extracurricular education during the activity of Ukrainian Central Council, the Ukrainian State of the Hetmanate of Pavlo Skoropadskyi, the Directory of the Ukrainian People's Republic and their influence on the development of extra The role of Ukrainian governments, local authorities, public, cultural organizations, political parties, and trade unions in this process is revealed, which makes it possible to use the experience of the Russian-Ukrainian war and the post-war period in Ukraine.

It is noteworthy that the national educational system established during the liberation struggle of 1917-1920 was considered integral by the nation's leadership in order to eradicate illiteracy among the adult population and elevate its overall cultural standard. This was an integral part of the concept of humanitarian construction, which was developed by the Ukrainian Central Council and was consistently implemented by the Ukrainian State and the Directorate of the Ukrainian People's Republic of Ukraine. It was implemented, unlike school construction, with its own specific characteristics and implementation difficulties.

Their substance was reduced to the fact that the adult population was unable to detach from production for an extended period of time and sit at a desk for months or years in order to obtain an education. Therefore, the government officials faced an urgent task - to develop forms and methods of the state policy for the development of out-of-school education, which would provide an opportunity to receive elementary education in a short period of time. An analysis was conducted of the branching network of various evening schools, courses, and groups for the elimination of illiteracy, which did not have a clear organization of the internal educational process, but carried out the educational process according to different programs and plans. This, in most cases, led to the ineffectiveness of education.

Therefore, the Ukrainian government instructed departments of extracurricular education to develop new programs with uniform educational standards for different levels of extracurricular education, starting with the acquisition of primary literacy and ending with primary and secondary education. As per the new regulations, the training period for the illiterate populace was for a duration of three years. It is noteworthy that the distinctive feature of the Ukrainian authorities' effort to combat illiteracy during the liberation struggle of 1917-1920 was that this effort actively expanded to rural areas, and numerous state management structures and public organizations were extensively involved in its execution.