On the issue of defining the concept of aa "small-scale school"

Aim . To identify approaches to the formulation of the concept of a “small-scale school”. Methodology and methods. The research was based on survey methods, analysis, generalization, synthesis, methods of mathematical and statistical data processing. Theoretical and/or practical significance . In this article, the authors consider approaches to the formulation of the concept of a “small school”. In the course of the work, a “Map of the study of models of small-scale, including rural, schools” was compiled and a survey of the directors of 204 small-scale schools from 20 regions of the country was conducted; various approaches to the formulation of the concept were considered, the main criteria that must be taken into account when classifying an educational organization as a “small-scale school” were highlighted. The article shows that this concept is integrative, covering educational organizations of various structures and status, differing in types of educational activities and levels of education, the number of students both in individual classes and in the school as a whole, as well as the territorial location and other indicators. Results . The study examined federal and regional regulatory legal acts, documents defining the list and criteria for classifying schools as small, materials from Rosstat and municipal statistics. It was established that the majority of small schools are located in rural areas, approaches to their allocation are determined by the peculiarities of natural, climatic and social-economic conditions of functioning. The authors have identified approaches to the definition of the concept of “small-scale school”. Conclusions . It is not possible to formulate a single definition of the concept of “small-scale school” for the whole country. It is advisable to identify criteria/approaches that determine the specifics of its functioning in different regions of the country.