РОЗВИТОК СИСТЕМИ ОСВІТИ В ПАЛЕСТИНІ В МІЖВОЄННИЙ ПЕРІОД (1918–1939)

The purpose of the study is to analyse the processes of development of the education system in Palestine in the interwar period (1918–1939), in the context of socio-political changes of this period, in particular the impact of the British Mandate, as well as to identify the role of education in the formation of national identity and social development of the Palestinian population during the study period. The research methodology consists of the following key aspects: a historical approach, in which it is necessary to consider the educational system in the context of historical events of the time, in particular the British Mandate in Palestine; analysis of primary sources, which involves the study of official documents of the British administration, reports of educational institutions, etc. The scientific novelty of the article lies in a comprehensive analysis of the processes of development of the education system in Palestine in the interwar period (1918–1939) based on relevant primary sources (official documents of the British administration, reports of educational institutions, etc.). Conclusions. The development of the education system in Palestine in the interwar period was a complex and multifaceted process that reflected the national and socio-political realities of the time. The British Mandate had a significant impact on the development of education in Palestine. British authorities tried to reform the education system in accordance with Western standards, but this process was slow and uneven, as the British did not pay sufficient attention to the development of Arab education, focusing on educational institutions for the Jewish population. The Arab education system faced numerous difficulties, including insufficient funding, lack of qualified personnel and teaching materials. It remained significantly behind the Jewish system, which contributed to the growth of social tensions between the two communities. The educational process in Palestine was becoming increasingly politicised. Jewish and Arab schools were partly becoming centres of national consciousness, which contributed to the escalation of the conflict between the two communities. The uneven development of the educational systems of the Jewish and Arab communities in the interwar period laid the groundwork for further conflicts in the region. Differences in the level of education and cultural values of the two communities contributed to the formation of separate identities, which made it difficult to reach a compromise in the future.