Аңдатпа
The article considers the issues of forming educational models in the Eurasian educational space. Analysis of the development of educational systems in different nations shows that there are many, both similar and different factors in different spheres of human existence: culture, life, morals, spirituality. A significant part of the elite of the newly formed States decided to revive the national traditions in education, at the same time, almost completely negating the achievements of the world and Russian culture. Therefore, all post-Soviet States approved programs and developed the concept of national education, a national schools, gymnasiums and universities at the official level. As a result, there were formed several priority patterns of education, among which are the Baltic (Latvia, Lithuania, Estonia), Ukrainian-Central Asian (Ukraine, Uzbekistan, Tajikistan, Turkmenistan) and the Belarusian-Kazakh (which includes Kyrgyzstan). The first is aimed at a complete rejection of the Russian language and the removal from the Eurasian cultural space. Second still retains multiculturalism in the educational system, having similar tendencies to the Baltic one (rejection of Russian culture). The Belarusian-Kazakh model is closest to the Russian one. The orientation of the CIS countries on a purely national components (primarily language) with the simultaneous negation of multicultural ones has caused a sharp deceleration of educational systems’ integration. At the same time, for example, in the European Union, these processes on the contrary, have the dynamics of growth.