From the construction of schools to the digitalization of education: Critical issues of education in the caucasus in the conditions of integration of educational spaces in russia and south ossetia

Abstract

In the context of the ongoing integration processes, we have attempted to analyze the social factors affecting the realization of the right to education in Russia and South Ossetia and, based on their comparison, to conclude the degree of integration of the educational spaces of both States. Design/Methodology/Approach: The analysis of the education system and the actual possibility of realizing the right to education in historical terms make it possible to better understand the modern problems that exist in education. The Russian Federation, recognizing the Republic of Ossetia as an independent State in 2008, not only committed itself to ensuring the security of the population of South Ossetia, but also pledged to assist in the development and modernization of education. Findings: To achieve the task, the legislation on education in the Caucasus of the period XIX-XX centuries, the modern legislation on education of the Russian Federation and the South Ossetia were analyzed. This analysis made it possible to draw up an idea of state educational policy in the Caucasus in various historical periods and at present. Then we analyzed historical sources (analytical reports of educational authorities, monographic literature, etc.) containing information on various problems in the field of education in the Caucasus that complicate the realization of the right to education. Originality/Value: In 2019, in order to identify social factors (problems) that currently affect the realization of the human right to education, a sociological study was conducted in the subjects of the North Caucasus Federal District of the Russian Federation and in the South Ossetia, covering almost 2,000 people. Based on the pooled data, we made conclusions on the degree of integration of educational spaces in Russia and South Ossetia. In general, the integration of educational spaces has already occurred. The educational environment of South Ossetia is characterized by the same negative social factors that manifest themselves in the educational space of the subjects of the North Caucasus Federal District of the Russian Federation