МІЖНАРОДНИЙ ДОСВІД ОСВІТНІХ ПРОГРАМ ДЛЯ КОРІННИХ НАРОДІВ

Abstract

The article deals with the international experience of creating conditions and implementing programs for improving the quality of education of indigenous peoples, the key historical stages of development of indigenous peoples’ education are described; the concept “indigenous peoples” is defined. Among the main obstacles encountered on the way to the education of indigenous peoples, the historical social, geographical, demographic, cultural and individual ones were highlighted. The main directions and measures taken to provide indigenous peoples with high-quality educational opportunities are studied in detail. Particular attention is paid to the analysis of diploma programs and educational projects in Canada and Australia. Over the past decades, indigenous education has undergone radical changes and has begun to respond to the philosophy and needs of indigenous people. Canada’s history of indigenous education identifies four historical stages: the traditional, the period of industrial boarding schools run by the federal government, provincial school education, and the era of Indian control over Indian education. The history of the education of Australian Aborigines is traditionally divided into three stages - the missionary, protectionist, and assimilation; the latter, now being somehow smoothed by the cultural relevance approaches and attempts to meet the needs of communities. It is worth noting that indigenous peoples’ involvement in educational programs takes place both explicitly and implicitly. On the one hand, higher educational establishments and schools create special conditions for admittance and learning for Aborigines. On the other hand, with the help of individual courses or modules, they acquaint others with the culture, customs and life of these peoples.