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The article reveals the attempt of the Bolshevik regime in the first half of the 20s of the last century to choose a new concept and model of education, to develop and implement educational reforms, in particular: attempts to replace the school with an orphanage, introduction of a comprehensive system, Dalton-Plan, American literacy methods and projects, brigade-laboratory method and others.It is noted that there was a search for solutions to theoretical and practical problems of education and social education of children in Ukraine.It is pointed out that the implementation of educational policy was complex and ambiguous, especially after Ukraineʼs accession to the USSR and changes in the socio-political situation in the country, which created hope for the construction of a new system of education.Objective and subjective difficulties in the implementation of educational reforms are as follows: reconstruction of the war-torn economy of Ukraine, economic crisis and economic reform, insufficient funding of secondary school, the principles of staffing schools, problems of their social composition, complex social-political life of Ukraine, ideology of the education system by the Soviet authorities, propaganda of the leadership of the People's Commissariat of Education, unwillingness of teachers and students to radical changes in the education system, etc.It is concluded that the ideas of pedocentrism, activity approach to teaching, project methods, research and others developed in the 1920s are actively used in the modern school.It is concluded that the ideas of pedocentrism, activity approach to teaching, project, research and other methods, developed in the 1920s are actively used in the modern school.&#x0D;Keywords: school education, educational reforms, complex system, Dalton-Plan, American method of teaching literacy, project method, brigade-laboratory method.

FEATURES OF THE DEVELOPMENT OF EDUCATION IN KHRYSTYNIVKA REGION IN THE FIRST HALF OF THE 20s OF THE XX CENTURY (according to the local press)