EXTRAPOLATION OF POSITIVE ACHIEVEMENTS AND POSITIONING OF RUSSIAN NEGATIVE EXPERIENCE IN PREPARING PUPILS FOR FAMILY LIFE IN EDUCATIONAL SYSTEM OF UKRAINE

The article is devoted to critical analysis of the experience of the Russian Federation in preparing youth for family life. The aim of the author is to study the practice of using educational programs, practical experience of teachers in the educational system of Ukraine by the identification and analysis of both positive and negative legacy of premarital education for schoolchildren in the current development of the country. It has been concluded that the concept of identity formation of the future family member which is actively introduced in institutions of the secondary education has got many positive achievements that are appropriate to extrapolate to the Ukrainian educational system, but there are some drawbacks and negative trends on which it has to distance itself. It has been stated that at this stage in the school establishments of the Russian Federation it is actively popularized the structure of youth premarital education which is realized by implementing federal, regional and copyright training programs for preparing Russian pupils to family life on the basis of theoretical pedagogical studies and practical experience. However, in practice there are no evidence-based strategies and pedagogical conditions for the implementation of this structure. Russian state family policy is not systemic by its nature and in its content and implications it is not adequate to the needs of neither the family nor the state. There is also no continuity and consistency in premarital education, as each institution can make decisions on the use of certain components of the educational model. Having analyzed implementation of the Russian educational programs it has been found that in the present conditions, when due to economic difficulties it is weakened the educational work in schools and families the relationship between social institutions need to be carefully and responsibly focused on interaction and cooperation of school, family and community. Considering these characteristics of Russian experience the author has underlined that it can be borrowed some ideas from various elements of the optional programs, training courses, which were tested abroad to improve the training of schoolchildren for the future family life and the state of teaching this course in Ukraine.