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Особенности школьного образования Казахстана и Молдовы в эпоху постсоветского перехода
Introduction. The key normative legal documents of the Soviet Union in the late 1980s declared a secondary school as a place of education, where students would be taught in the spirit of collectivism. However, the revision of these ideas in the countries that succeeded the Soviet Union has not received enough attention in the available literature. Purpose of the article. The purpose of this study is to describe the change in the political, moral, and patriotic components of the school curriculum in post-socialist countries during the post-Soviet transition period. Research Methods. The study introduces concepts such as civic education and spiritual and moral education and presents the interaction between democracy and education in the context of changing global politics. It also digresses into the regulatory framework of education in the late USSR, focusing on the educational standards and ideological content of school education. The paper compares the educational policies of two countries with significantly different socio-economic and political contexts, the Republic of Moldova and the Republic of Kazakhstan, for the years 1992-2011.The study presents an analysis of the content of curriculums for schools in social studies and other socio-oriented disciplines, as presented in the regulatory standards of education and in scientific literature.
Results. As part of the work performed, we can speak about portraits of moral and political education in the three educational systems under consideration: the USSR in 1985, the Republic of Moldova, and the Republic of Kazakhstan, in 2010. The facts studied indicate that the socio-educational component of the curriculum in Moldova more closely aligns with international trends and is focused on the formulated democratic ideals, including elements of the curriculum that prioritize the state religion. By contrast, the corresponding component of education content in Kazakhstan is more distinct, with several key documents emphasizing the inertia of curriculum.
Conclusions. Based on the work conducted, the following hypothesis can be formulated: in the post-Soviet region, the ideals of civic education are more clearly articulated by those countries which can be characterized as being more democratic and economically successful.