METHODOLOGICAL SUPPORT OF UKRAINIAN-LANGUAGE EDUCATIONAL INSTITUTIONS FOR ADULTS IN THE SUMY REGION IN THE 20S OF THE 20TH CENTURY

Abstract

The article discusses the issue of providing Ukrainian-language illiteracy elimination centers in the Sumy region with methodological and educational literature in the 1920s. The shortcomings are described, and the names of books and manuals that were received by the institutions are indicated. Purpose: to analyze the state of methodological support of educational centers in the Sumy region during the campaign to eliminate illiteracy in the 20s of the twentieth century. Methods: The study of the methodological support of illiteracy elimination points in the Sumy region in the 1920s was carried out using historical-comparative, problem-chronological methods. Scientific novelty. Based on documents from the State Archives of Sumy Region, the qualitative and quantitative methodological support of educational centers in Sumy Region in the 1920s was thoroughly researched and characterized. Results. Documents confirm that in the Sumy region, the provision of literature to health centers was mostly provided at the expense of the state budget, and the leadership actively supported the publication and distribution of the necessary literature. Both pedagogical and propaganda literature was sent to the educational centers of Sumy region, although it was scarce. It was established that at the initial stage, the main textbook in the educational program system was the «Bukvar», and the main methodological manual for teachers was the «Poradnyk likvidatora» («Liquidator’s Advisor»). The education of the illiterate was carried out using newspapers and magazines, among which one of the most important was the newspaper «Het nepysmennist» («Down with Illiteracy»). Conclusions. In Sumy Oblast, as in other regions of the Ukrainian SSR, at the initial stage there was a shortage of methodological support for educational centers. Existing textbooks were not suitable for teaching adults, so teachers had to develop methodological programs on their own. Providing the health centers with literature was carried out at the expense of the state budget, but the materials were scarce, and they included both pedagogical and propaganda literature. The literature was mostly in Russian, which complicated the Ukrainianization of adult schools. Problems with methodological support slowed down the educational process and led to the resurgence of illiteracy.