Introduction. In connection with the changed priorities of economic and social development in the 90s of the 20th century, there was a restructuring and systemic transformation of schools in domestic education. Innovative schools began to appear – lyceums, gymnasiums, colleges, cadet corps, schools with in-depth study of individual subjects, etc. City schools, opening specialized classes, could conduct a competitive selection of students, and small rural schools were deprived of such an opportunity, after the transfer of funding from the federal level to local budgets, many rural schools lost the opportunity to provide a high level of training for their graduates. The purpose of the study was to identify the problems and features of the development of rural small-scale schools in the historical and pedagogical context and to determine the prospects for their development, taking into account modern realities. Materials and methods. In the course of the research, historical, pedagogical, literary analysis, a survey of subject teachers was used in order to clarify the methodological features of building lessons in small-class schools. 108 teachers took part in the survey. In addition, teachers attended classes and worked with school legal documents, including curricula, work programs and plans for educational work. Results. At the beginning of the 21st century, every third rural school can be classified as small: primary – less than 10 people, basic – less than 40, secondary – less than 100. By the second decade of the 21st century, every second rural school was considered small. Updating the content of the activities of small schools was carried out in the context of searching for the optimal options for curricula for a small school that determine the content of education, improving traditional and developing new models of educational institutions in the countryside. Conclusion. Despite the efforts of school teachers, innovative methodologists, the administration of rural schools and other interested parties, there was practically no process of development of "small pupils" in the countryside. The adoption of programs for the restructuring of educational institutions in the countryside was carried out without taking into account the prospects for rural development, the dynamics of economic realities, and socio-demographic forecasts. As a result, education in rural areas is currently in a deep crisis.
Introduction. In connection with the changed priorities of economic and social development in the 90s of the 20th century, there was a restructuring and systemic transformation of schools in domestic education. Innovative schools began to appear – lyceums, gymnasiums, colleges, cadet corps, schools with in-depth study of individual subjects, etc. City schools, opening specialized classes, could conduct a competitive selection of students, and small rural schools were deprived of such an opportunity, after the transfer of funding from the federal level to local budgets, many rural schools lost the opportunity to provide a high level of training for their graduates. The purpose of the study was to identify the problems and features of the development of rural small-scale schools in the historical and pedagogical context and to determine the prospects for their development, taking into account modern realities. Materials and methods. In the course of the research, historical, pedagogical, literary analysis, a survey of subject teachers was used in order to clarify the methodological features of building lessons in small-class schools. 108 teachers took part in the survey. In addition, teachers attended classes and worked with school legal documents, including curricula, work programs and plans for educational work. Results. At the beginning of the 21st century, every third rural school can be classified as small: primary – less than 10 people, basic – less than 40, secondary – less than 100. By the second decade of the 21st century, every second rural school was considered small. Updating the content of the activities of small schools was carried out in the context of searching for the optimal options for curricula for a small school that determine the content of education, improving traditional and developing new models of educational institutions in the countryside. Conclusion. Despite the efforts of school teachers, innovative methodologists, the administration of rural schools and other interested parties, there was practically no process of development of "small pupils" in the countryside. The adoption of programs for the restructuring of educational institutions in the countryside was carried out without taking into account the prospects for rural development, the dynamics of economic realities, and socio-demographic forecasts. As a result, education in rural areas is currently in a deep crisis.