CONTINUITY OF EDUCATIONAL POLICY AS A COMPONENT OF UKRAINIAN STATESHIP (1917–1920)

The article examines the continuity of educational and cultural policy in Ukraine in the period of [1917][1918][1919][1920] as a key factor in the formation of Ukrainian statehood.The authors examine the educational reforms initiated by the governments of the Ukrainian People's Republic, the Hetmanate, the Directory, and the Western Ukrainian People's Republic, which, despite the difficult political situation, contributed to the formation of the national education system.Special attention is paid to the processes of Ukrainization of the educational process at all levels -from primary school to higher educational institutions.The creation and development of new Ukrainian schools, gymnasiums, universities, and institutes, as well as the introduction of curricula and textbooks in the Ukrainian language, are noted.The article highlights the role of public organizations, teachers and scientists in the formation of the educational system, in particular the significant contribution of the All-Ukrainian Teachers' Union, "Prosvita" and leading scientists.The creation of the Ukrainian Academy of Sciences as an important center of scientific activity, which united outstanding scientists and initiated scientific research in various fields, is separately analyzed.The authors emphasize that the above-mentioned processes contributed not only to the development of education, but also to the cultural revival of the Ukrainian people, laid the foundation for the further European integration of Ukraine.Despite the short duration of the existence of Ukrainian state formations during this period, their educational policy was systemic, consistent and became the foundation for the formation of national identity and intellectual potential.The article demonstrates that the continuity and purposefulness of educational reforms are a component of the national statehood of Ukraine.