СТАНОВИЩЕ ОСВІТИ В БОЛГАРСЬКИХ СЕЛАХ ПІВДНЯ МРСР В 1944 – 1954 рр.
THE SITUATION OF EDUCATION IN THE BULGARIAN VILLAGES OF THE SOUTH OF THE MOLDAVIAN SOVIET SOCIALIST REPUBLIK IN 1944 - 1954

Summary/Abstract: The article deals with the components of the communization of educational and cultural life in the MSSR in the postwar period. The author researches the way the problems of revival of education in the Bulgarian villages of the south of the MSSR were solved. The influence of state policy on education in the Bulgarian Diaspora is analyzed. The incomplete study of the issue, insufficient introduction of scientific sources, as well as the attempt to analyze the achievements of the Bulgarian Diaspora on the way to education distinct from other nationalities has defined the actuality of the present study. The author highlights the positive changes of the educational sphere development of the Bulgarian Diaspora in the postwar period. The article reveals the peculiarities of education of the Bulgarian population under Soviet authority and the role of education in the development of national consciousness of Bulgarians The author notes that the Bulgarian language in the postwar period remained widespread used only in everyday life. The official language of education was Russian. However, this contributed to the fact that Bulgarian youth became competitive in the entrance exams, and later it enabled them to work and hold various positions not only in Moldova but also abroad. In addition, the article concerns the state policy on ethnic minorities. The formation of a new Bulgarian educational intelligentsia became an important consequence of the state policy in the field of education. This fact inevitably affected the ethno cultural development and preservation of the ethnic identity of the Bulgarian population of the region. It is concluded that the Russification of the region continued, but it was not held so rigidly as for the Romanians. The right to education was given to all estates of the population, regardless of ethnicity. The authorities allocated funds for the development of education. The secondary schools were opened in all Bulgarian villages. Although education was conducted in the Russian language, the pupils were allowed to speak their native language. However, due to the fact that education was conducted in Russian, the Bulgarian youth became competitive in entrance exams, entered secondary and higher educational institutions, and later were able to work and hold various positions not only in Moldova but also abroad. Thus, the article by I.I.Tatarko makes an important contribution to the study of the most pressing problems and issues of historiography of Eastern Europe, namely the postwar period and the policy of the Soviet Union in relation to ethnic minorities.

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