ПОРІВНЯЛЬНИЙ АНАЛІЗ ЗАРУБІЖНОГО ТА ВІТЧИЗНЯНОГО ДОСВІДУ РОЗВИТКУ ПОЗАШКІЛЬНОЇ ОСВІТИ

Abstract

In the article, on the backgroung of historical and pedagogical analysis, the author made an attempt to compare foreign and domestic experience in the development of out-of-school education. Much has been done by educators and the European society to unite young people and prepare them for life in the European community. This is confirmed by the fact that in October 1991 a pan-European union of institutions and organizations of leisure for children and youth (EAICY) was established, of which Ukraine became an associate member. The author draws attention to the development of out-of- school education in the Central European countries belonging to EAICY: Bulgaria, Poland, Slovakia, the Czech Republic, which have common features, as each of them belonged to the so-called socialist camp. Among the countries of Western Europe EAICY includes: Belgium, Germany, Spain, the Netherlands, Portugal, France, Denmark. Among Eastern European countries, EAICY includes Latvia, Lithuania, Moldova, Ukraine, Estonia and Kazakhstan. The history of appearence and development of the system of out-of-school education and upbringing in these countries has not only national but also common roots, as each of these countries in the past was part of the USSR. Thus, there are common trends in the development of out-of-school education in European countries and Ukraine: focusing on the needs of the individual in socialization, life skills, gaining new knowledge, acquiring practical skills according to one’s interests, meeting the needs of the individual in creative self-realization, organization of meaningful leisure; state regulation of the organization of leisure time for children and youth in education is carried out in those countries where out-of-school education is a component of national education systems, has a clearly defined structure and activities; systems of purposeful organization of free time of children and youth, despite the peculiarities of directions, methods of activity, variety of forms and structure, have much in common in the content of work, related to the purpose and social educational problems. Domestic experience in the development of out-of-school education has retained its uniqueness in world practice.