Keyword: «educational reforms»

The article examines the transformation of the education system in Russia during the era of Peter the Great, characterized by the transition from church control to state administration and secularization. The reasons and consequences of the reforms and their impact on the formation of a new educational policy are analyzed.

The relevance of this study stems from the need to analyze the specific features of the development of the education system in the Republic of Chad in the context of socio-economic instability, demographic growth, and pronounced linguistic diversity. The country’s education sector faces a number of structural constraints affecting both access to education and its quality, which necessitates a systematic scientific examination within the framework of contemporary transformation processes. The aim of the article is to identify and analytically interpret the key features of the functioning and development of the education system in the Republic of Chad at the present stage. The study is based on a descriptive-analytical approach, which makes it possible to consider the education system as an integral structure shaped by a set of interrelated socio-economic and institutional factors. The methodological framework includes the analysis of statistical data, international analytical reports, regulatory documents, and scientific publications related to the development of education. The article examines the institutional structure of the education system, the linguistic specificity of the educational process, issues of teacher training and staffing, as well as the impact of ongoing reforms on access to education. The main findings indicate that the development of education in the Republic of Chad is characterized by a combination of expanding educational coverage and the persistence of significant regional and social disparities. Particular importance is attached to teacher training, the modernization of educational infrastructure, and the adaptation of educational policy to multilingual environment. The theoretical significance of the study lies in refining the understanding of the educational systems’ development under conditions of limited resources and complex socio-cultural structures. The practical significance consists in the possibility of applying the findings in the development of educational policy and decision-making processes aimed at improving the effectiveness of the education system in the Republic of Chad.

The development of general education systems in Francophone African countries is largely determined by the historical conditions of their establishment and the specific features of language policy. Although numerous studies have examined educational development in individual countries of the region, the influence of the French colonial heritage on contemporary general education systems in Francophone Africa remains insufficiently explored from the perspective of comparative pedagogy, which determines the relevance of this study. The purpose of the article is to identify and analyze the main aspects of the French colonial heritage influence on the development of general education systems in Francophone African countries. The methodological framework of the study is based on comparative-pedagogical, historical-pedagogical, and systemic approaches. The empirical basis includes international statistical and analytical materials as well as works of Russian and foreign scholars in the fields of comparative education, history of education, and language policy. The findings demonstrate that the French colonial heritage continues to exert a significant influence on the functioning of educational systems in the region. Its impact is reflected in the preservation of certain elements of the schooling organizational structure, centralized governance principles, and the leading role of the French language in the educational process. At the same time, contemporary educational reforms contribute to the gradual adaptation of inherited educational models to national socio-economic, demographic, and cultural conditions. A comparative analysis of Senegal, Benin, Cameroon, Chad, and Niger revealed differences in the scale of educational transformations and the implementation of language policies. The theoretical significance of the study lies in expanding scholarly understanding of the role of historical, linguistic, and institutional factors in the development of general education systems in Francophone African countries. The practical significance of the research is associated with the possibility of applying its findings in comparative educational studies, analyses of educational reforms, and the development of language policies in multilingual societies.