Սոցիալական արդարության հիմնախնդիրը ՀՀ նախադպրոցական կրթության ոլորտում

Abstract

The purpose of the analysis carried out within the framework of the article is to highlight the existing problems in the field of preschool education in RA, which are challenging from the point of view of social justice. The tasks were to present the substantive frameworks of social justice in preschool education, the impact of state funding and investments in the field on the long-term development of society, as well as to identify the main social problems of preschool education in RA. In the framework of the research, the methods of scientific abstraction and induction, statistical analysis and observation of chronological series, comparative analysis were used. In particular, based on the methodology of calculating the Social Justice Index, we compared the preschool education funding (as a percentage of GDP) of RA and OECD countries as a key indicator of ensuring social justice. As a result of the research, it became clear that despite the absolute growth of funds allocated to the sector, their weight in the GDP in Armenia is low compared to OECD countries, moreover, it shows decreasing trends. Eventually, the level of children's involvement in this part of education is very low: about 2/3 of children of the appropriate age are deprived of the opportunity to receive preschool education, only 6.2 percent of children aged 1.5-3 attend kindergartens, and in rural areas, about ¾ of children are excluded from preschool education. Therefore, from the point of view of the realization of the principle of social justice, it is very important to continuously increase the relative indicator of funding, aimed first of all at increasing the index of children's enrollment in all directions (territorial, sub-age, etc.).