ORGANIZATIONAL AND PEDAGOGICAL REFORMING OF PRIMARY EDUCATION IN THE PROCESS OF ACCESSION OF TRANSCARPATHIA TO SOVIET UKRAINE

The relevance of the research is explained by the necessity of increasing the quality of primary education, provid- ing the conditions for primary education in terms of national culture, native language environment basing on universal human values. Taking it into account, the studying of national education retrospective, particularly Transcarpathian primary education functioning (which has acquired and implemented European educational models) is of primary im- portance. The historical system analysis of this experience will help to extend the opportunities of defining prospects of Ukrainian primary education reforming in terms of unified educational environment. The paper aims to reveal and dis- cuss the peculiarities of organizational and pedagogical reforming of primary education in the process of the accession of Transcarpathia to Soviet Ukraine. The reforming began with the order “On reforming the educational system in Thranscarpathian Ukraine”, according to which in 1945-1946 academic year seven-year compulsory education for chil- dren was implemented. Educational institutions were reorganized in the following way: public schools became primary, city schools became seven-year secondary schools, gymnasiums became ten-year secondary schools. The primary task was language issue adjustment, particularly, the Ukrainian language was recognized as official. At first, there was a problem with keeping schools of national minorities – Hungarians and Romanians, though later due to the poly-ethnic character of Transcarpatia there appeared international bilingual schools. During the first years of Soviet authority Transcarpathian educational system faced a problem of teaching staff lack due to the fact the teachers began moving from that territory because they did not want to work with the new authorities. In order to solve this problem, about 800 teachers where brought from eastern regions of Ukraine. The state performed constant control aiming to find disad- vantages of the educational system, the greatest number of which concerned carrying out ideological work, public edu- cation management, and some socio-economic problems.