Ethnoregional Education: Institutional Approach
This article considers ethnoregional education of the indigenous peoples of the North as a social institute. The study aims to analyze the specifics of functioning of this social institution. The educational system in the North is built taking into account the multicultural nature of these regions; its goal is to maintain the integrity of the cultural and educational space of the country. Ethnoregional education is an element of the educational system of the Russian Federation, which takes into account the right to study in one’s native language. Boarding schools and common state schools operate on the territories of traditional economic activities of the indigenous people, as well as nomadic schools, which are created for the implementation of the primary education among the nomadic tribes, taking into account the specifics of their traditional way of life. The authors present the main results of the sociological research that give an overview ob the functioning of the educational institution for the children of the indigenous peoples of the North. This paper describes significant qualities of the teacher and the tasks of the national school. Another focus of the research is the nomadic schools - their features and role in the regional educational environment. Nomadic schools represent a resource mechanism for the organization of preschool education. The authors indicate the factors that reduce the effectiveness of the institute of ethno-regional education. The problematic points of this institute include the continuity, organization and provision of the educational process of instruction, as well as the structure and content of educational programs.