At present, the education system of the Republic of Bashkortostan includes 5,730 institutions of various profiles, where more than 1.1 million children are educated and brought up.

It was not easy to maintain such a large-scale education system due to the limited possibilities of state budget financing. The President and the Government of the Republic took all possible measures to stabilize and strengthen the financial situation of the education system, its material and technical equipment.

Now the republic allocates for the maintenance of one student (pupil) from 3.3 thousand (in schools) to 35 thousand rubles (in orphanages) per year. Society cannot save on education, but education must use its resources efficiently, both allocated by the state and earned by educational institutions.

In the last decade, there have been qualitative changes in the education system. It freed itself from excessive centralization. The Law "On Education" guaranteed the autonomy of educational institutions, and a non-state sector appeared. The education system has become more flexible and varied. The opportunities of citizens of the republic in the free choice of educational institutions, general educational and professional programs have increased. Cooperation between higher and secondary schools became more productive, pedagogical science came to school.

In the last decade of the 20th century, thanks to the adoption of the Declaration on State Sovereignty, the republic actively developed an education model that takes into account the specific conditions and needs of the inhabitants of our multinational Bashkortostan. The number of national Bashkir, Russian, Tatar, Mari, Chuvash, Udmurt, Mordovian, Ukrainian schools increased by 1570. The network of national schools was especially developed in Abzelilovsky, Gafurysky, Miyakinsky and other regions.

Forming our own regional model of education, we are in a single Russian educational space, in which major changes are now brewing. New guidelines for reforming education are determined by the Strategy for the Social and Economic Development of Russia until 2010.

A separate discussion requires a rural school. More than 40% of students now study in rural schools. The rural school is a special concern of our President M. G. Rakhimov and the Government. Of the total number of schools built in the republic, most are rural. 90% of basic and secondary rural schools are located in typical buildings, have gas and electric heating. The architecture and design of the new rural schools are not inferior to those in the city. Indicative in this regard are the districts of Beloretsky, Blagovarsky, Zianchurinsky, Ilishevsky. Fedorovsky and others.

The quality of general education determines the level of education of the entire population. The expansion of the practice of variable education and innovative activity sets the task of measuring and objectively diagnosing the quality of education at all levels. The conditions for this are created by state educational standards.

The Ministry of Public Education launched work on organizing the diagnostics of the level of education: over the past three years, it has covered students of secondary schools in 46 districts and all cities of the republic in 16 school disciplines. There is a need to create a multi-level, permanent system for monitoring the quality of education. The most significant indicators of regional monitoring of the quality of education include such indicators as health, the ability to apply knowledge in vital situations, and creative skills.

An important role in the social rehabilitation and adaptation of pupils belongs to special education. A network of boarding schools and orphanages has been preserved and developed in the republic, republican and municipal educational institutions for minors in need of social assistance have been opened. Diagnostic, expert, consulting assistance is provided by psychological, medical and pedagogical consultations. There were centers for temporary stay of children, shelters. At the same time, foster care is becoming a more preferable form - the transfer of children to families.

New realities require the development of a network of specialized school educational institutions and special correctional schools, the provision of general education for children with disabilities, and the creation of conditions for them to receive professional education.

Under the conditions of the transitional period, the network of primary vocational education institutions was optimized while maintaining the student population. Personnel training is carried out in 74 professions and specialties. In 14 support institutions, young people are trained in various types of folk crafts. About 80% of graduates are sent to work in state-owned enterprises, less than 3% - in private ones. The content of education is being updated, the state standards of primary vocational education (hereinafter referred to as NPV) are being introduced into the educational process. New pedagogical technologies are being tested at nine experimental sites. The system performs an important function of social protection. Every year more than 800 orphans and children left without parental care receive vocational education in NGO institutions.

Today, 66,900 pedagogical workers, including 60,000 teachers, teach and educate children and youth in our institutions.

In the 1990s, the educational level of teachers increased. If in 1991 69.8% of teachers had higher education, then in 2000 - 73.8%. Among primary school teachers, respectively, 37.2% and 45.9%, which is no longer enough today. Of the working teaching staff, state and industry awards, honorary titles marked the work of more than 15 thousand people, 11.6% of teachers have the highest category, 27.7% - the first category. According to G. Mukhamedyanova.

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Iskhakova Fanilya Sagitovna. Development of secondary schools in the Republic of Bashkortostan in 1945-1985: Dis. ... cand. ped. Sciences: 13.00.01: Ufa, 1999 169 p. RSL OD, 61:00-13/987-6

Introduction

Chapter 1. The Development of School Education in the Republic of Bashkortostan as a Historical and Pedagogical Problem 16

1.1. The state of the schools of the republic in the post-war years (1945-1948) and during the implementation of the seven-year education (1949-1958) 16

1.2. Implementation of universal compulsory eight-year education and schools of the Republic of Bashkortostan (1959-1966) 36

1.3. The solution by schools of the Republic of Bashkortostan of the problem of universal secondary education in the 70s - in the first half of the 80s 51

Conclusions on the first chapter 71

Chapter 2 Historical and pedagogical experience of organizing the educational process in the schools of the republic 74

2.2. Extra-curricular and out-of-school educational work 107

Conclusions on the second chapter 136

Conclusion 138

List of the main used literature and unpublished documents 145

Introduction to work

The development of a general education school at the present stage is characterized by significant transformations associated with objective socio-economic conditions, as well as ongoing reforms. The radical changes taking place in modern society contribute to the growing importance of schooling as the main link in the education system. The leading role of the school is determined by the fact that it lays the foundations for the comprehensive development of the individual, forms the basis for continuing and obtaining a profession.

The Republic of Bashkortostan has accumulated considerable experience in the development of school education. The foundations of the modern general education system were formed in the 1920s, after the revolutionary events of 1917 and the nationwide reform of the entire educational sphere, aimed at the implementation of compulsory universal primary education. In accordance with the "Regulations on a unified labor school", approved by the All-Russian Central Executive Committee in October 1918, the structure of primary and secondary education was formed in the republic, represented by a unified labor school with its division into two stages: 1st stage schools with a 5-year course of primary education on the basis of primary schools and grades I-III of gymnasiums, schools of the 2nd stage with a 4-year course of study based on grades IV-VII of gymnasiums, higher primary schools. In 1920, there were 1858 schools of the 1st stage in Malaya Bashkiria, in which 123 thousand students studied and 28 schools of the 2nd stage - 1.6 thousand students.

In addition to schools of the 1st and 2nd stage, the so-called contractual, support and schools of peasant youth (ShKM) functioned. Mektebs (elementary religious schools) remained for some time.

The positive side of the development of school education in that period was the solution of the problem of teaching children in their native national languages. A network of independent national schools has been formed in the republic, teaching children in Russian, Bashkir, Tatar, Chuvash, German, and Mordovian. In 1920, the number of Bashkir and Tatar schools was 64.9%, Russian - 29.2%, Chuvash - 2.5%, German - 2.5%, Mordovian - 0.9% of the total number of schools.

The beginning of the 1930s was marked in the republic, as well as in the country as a whole, by the transition to universal implementation of compulsory primary education in accordance with the resolution of the Central Committee of the All-Union Communist Party of Bolsheviks "On universal compulsory primary education", adopted in July 1930. This period was characterized by an increase in the number of national schools. In the mid-1930s, education in the republic was carried out in 12 languages.

Considerable attention was paid to the training of teaching staff. In the mid-30s, there were 15 pedagogical colleges, including 5 Russian, 5 Bashkir, 3 Tatar, 1 Chuvash, 1 Mari (in 1938 they were reorganized into pedagogical schools). In 1920, the Practical Institute of Public Education was established, reorganized in 1929 into the Bashkir State Pedagogical Institute named after V.I. K.A. Timiryazev (now Bashkir State University). In 1933, the Bashkir Institute for Advanced Studies of Public Education Workers was organized. At the end of the 1930s, teachers' institutes were opened in Ufa, the village of Mesyagutovo, the cities of Sterlitamak and Birsk (the last two were later reorganized into pedagogical institutes).

The organization of the educational process in the schools of the republic and the reform of the content of education were characterized by the search for pedagogical innovations, the introduction of comprehensive programs, and the appeal to foreign experience. An essential component of education has become

polytechnization. Democratic beginnings were developed at school, new traditions were formed.

However, in general, the state of school education at that time was difficult, there were a considerable number of problems of a material, organizational, pedagogical nature, as well as those associated with the rejection of old traditions and moral values ​​and the instillation of a new state ideology. Therefore, it was possible to introduce universal primary education in the republic only at the end of the 30s.

On the eve of the Great Patriotic War, the introduction of compulsory seven-year education in the cities of the republic began. In the 1940/41 academic year, there were 4,867 schools in the republic (627,000 students).

At present, there are 3,263 general education schools in the Republic of Bashkortostan, in which 696,428 students study (there are 66.3 thousand schools in Russia, the number of students is 21.3 million).

Training is carried out in 6 languages: Russian, Bashkir, Tatar, Chuvash, Mari, Udmurt. In addition, in the schools of the republic, 8 more languages ​​​​of the peoples living in it are studied as a subject (Mordovian, German, Ukrainian, Belarusian, Greek, Jewish Latvian, Polish). The last four languages ​​are taught in Sunday schools.

National education now in the republic, as well as throughout the world, is of particular importance. In the early 1990s, a republican program was adopted to revive the national school, improve the language culture of the population, and specify the national component of general education. It should be noted the improvement in the work carried out by the public education authorities in the Republic of Bashkortostan, aimed at ensuring the right to choose the language of instruction in accordance with Art. 7 of the Law of the Republic of Bashkortostan "On Education". In the 1998/99 academic year, the Bashkir language

was studied in 1680 schools by 130,095 students, which accounted for 74.7% of the total number of students of the Bashkir nationality, while 39.3% of students studied in their native language in 825 schools; Tatar language - in 1189 schools by 117357 students (53.6%), 10.9% of students studied in their native language in 576 schools; Chuvash language - in 121 schools to 9201 students (44.3%), 4.6% of students studied in their native language in 26 schools; Mari language - in 199 schools by 12,200 students (56.7%), 24.2% studied in their native language in 123 schools; Udmurt language - in 55 schools by 2780 students (61.4%), 13% of students were taught in their native language in 29 schools; Mordovian language - in 10 schools by 260 students (8.1%); Ukrainian language - in 7 schools by 199 students (3.3%); Belarusian language - in 2 schools by 30 students (2.6%); German - in 4 schools by 307 students (30.7%); Latvian language - in 1 school by 26 students (13.3%).

Over the past years, in the general education school system of the republic, as in Russia as a whole, various types and types of educational institutions have been developed - innovative educational institutions (gymnasiums, lyceums, colleges, real schools, etc.). They provide a wide range of education, both at the theoretical level and in terms of practical orientation, orient teenagers to various areas of professional activity.

There have been certain changes in the content of school education. In accordance with Art. Article 52 of the Constitution of the Republic of Bashkortostan establishes republican state educational standards, and work is currently underway to improve them. New curricula, variable programs have been developed, new generations of textbooks and educational and methodological complexes have been created. Organized early study of foreign languages, a broader study of their region, history and culture of the peoples living in the republic. More and more

development receives informatization of the educational process. In 1999, the "Program for the Development of Education in the Republic of Bashkortostan for 1999-2003" was developed, which defines the tasks and ways for further improvement of the educational process.

However, in the practice of modern school education there are a considerable number of problems and contradictions associated, on the one hand, with social freedom and, on the other hand, the lack of real opportunities for its implementation. Until now, the number of schools in the Republic of Bashkortostan is insufficient, 3-shift education is maintained; the provision of schools with teachers with higher education is only 70% (in grades V-XI - 81%). There are acute problems of academic performance, quality of education and upbringing. The current system of education is characterized by lagging behind the requirements of scientific, technical and social progress, a certain formalism of the educational process, and the lack of a scientific and methodological basis.

$>> content of education. The school system does not provide

effective development of the creative independence of the individual, the ability to navigate in a life situation, make independent decisions. The modern school is going through a difficult and controversial period associated with the destruction of traditional ways, forms and methods of implementation

SCH\ pedagogical process, its fragile structure, lack of strategic

educational guidelines, a decline in the prestige of education, a decrease in the intellectual potential of the population, a shift in priorities and behavioral stereotypes with an emphasis on ignoring and rejecting traditional ones, ignorance of the foundations of national and international education, inability to use progressive ideas in practice, and others.

ui In our opinion, undoubtedly one of the most important causes of the crisis

modern educational process is ignoring

historical experience of education, historical pedagogical practice, as well as the proven wisdom of folk pedagogy. Today we need to return to the best traditions of education, to past pedagogical experience. KD Ushinsky noted that education, created by the people themselves and based on folk principles, has that educational power that is not in the best systems based on abstract ideas or borrowed from another people. The upbringing of the younger generation presupposes the dialectical unity and continuity of folk and scientific pedagogy. Thus, the historical and pedagogical experience of schools, the ideas of folk pedagogy and the pedagogical heritage of outstanding scientists, and the influence of the pedagogical culture of various peoples are equally important and necessary for the modern educational process.

In solving this problem, there is a contradiction between the need of the modern school and pedagogical practice for a scientifically based study of historical and pedagogical experience and its provision (implementation), which, in particular, determined the choice of the topic of our study.

In addition, education, being a part of the national culture, accumulates the spiritual and moral values ​​of generations and fulfills the task of transferring them to subsequent generations. For centuries, the worldview, norms of ethics and morality, language and customs have been formed. Today, however, there is a shortage of spiritual values ​​everywhere. The modern policy of soulless distortion and unjustified criticism of our history does not contribute to the formation of high moral qualities among young people.

Therefore, at present, the upbringing of the younger generation in the moral climate of the revival of universal human values ​​is of particular importance. And it is the school, as V.A. Sukhomlinsky noted, that should take on the compensatory function

workshop of "humanity, goodness and truth". The most important task of our school in modern conditions is: to help students develop the right attitude to the history, culture of peoples, languages, traditions, national dignity and, ultimately, to form an international consciousness of students. In solving this problem, there is also a contradiction between the need and the degree of introduction of cultural achievements into the education and life of the younger generation, which also actualizes the topic of our study. The study of historical and pedagogical experience in dialectical unity with national culture will not only be a recognition of its historical significance, but will also significantly contribute to the development of modern pedagogical theory and practice, and, consequently, to the improvement of the educational process in schools.

Thus, the relevance of the study is due to the need of the modern school for a scientifically based study of the accumulated historical and pedagogical experience, as well as the need to revive the national culture of the peoples inhabiting the Republic of Bashkortostan.

The problems of the development of school education at all times have been the object of research by teachers, both domestic and foreign. A special contribution to the development of many issues of improving the educational process was made by such outstanding teachers as A.S. Makarenko, M.M. Pistrak, V.A. Sukhomlinsky, K.D. .Krupskaya and others.

Methodological, theoretical, as well as historiographical issues of historical and pedagogical research are summarized in the works of Yu.K. , A.Ya. Naina, N.D. Nikandrov, Z.I. Ravkina and Others.

The works of M.M. Deineko, S.A. Dyatlov, S.F. Egorov, T.G. Kiseleva, E.N. Medynsky, E.G. Osovsky, M. Alrokofiev and others. A prominent place in historiography is occupied by the fundamental multi-volume publication: "Essays on the history of the school and the pedagogical thought of the peoples of the USSR", published by the Pedagogy publishing house in 1973-1991. The above studies recreate the general trends in the formation and development of the national education system, in line with which national schools were formed.

The works of G.N.Volkov, M.Kh.Karimov, E.N.Zhirkov, N.F.Kopytov, Ya.I.Khanbikov and others are devoted to the problems of national education.

Issues of development of national schools of regional significance and their features, certain aspects of national education and upbringing are studied in the works of G.K. Zadorozhnov, G.G. Gabdullin, N.G. Paimakov, M.G. Taychinov, A.F. Efirov and others.

Much attention is paid by researchers to the development of school education and its features in the Republic of Bashkortostan. Issues of the national educational system and the main directions of its development are reflected in the studies of K.Sh.Akhiyarov,. R.V. Almukhametova, D.Zh.Valeeva, R.T.Gardanova, A.S. Yuldashbaev and others.

The works of ShK.Abzanov, A.K.Adigamov, R.Kh.Amirov, S.R. Alibaev, R.Z. Almaev, I.N. Baishev, G.A. Ivanova, P.P. Kozlova, Kh.Kh. Lukmanova, F.Kh. Mustafina, A.K. Rashitov, L.G. Suleymanova, G.N. others.

A great contribution to the study of the history of school education before 1917 was made by the studies of T.M. Aminov, A.A. Enikeev, T.M. Mamleeva, N.A. Seleznev, M.N. Farkhshatov and others.

An analysis of the state of scientific elaboration of the problem indicates that researchers have identified the main patterns of formation and development of the school educational process, its individual aspects, features, but there are still a number of unexplored issues of a historical and pedagogical nature related to national education, the content of the educational process and others. As Z.I. Ravkin emphasizes, “the turning point in which we live is in dire need of such an understanding of historical events and facts that would create a scientifically objective idea of ​​the past, contribute to a deep penetration into it, clarifying the complex and contradictory socio-pedagogical processes taking place in the present."

At present, the theoretical and practical significance of historical and pedagogical research that studies the rich pedagogical heritage of peoples and their progressive educational traditions is growing. The study of historical and pedagogical experience is the key to solving many problems of modern school education and upbringing. This study is devoted to the solution of certain aspects of this problem.

Chronological framework The studies cover the period from 1945 to 1985. They are designated taking into account the fact that after the end of the Great Patriotic War and post-war restoration transformations and before the stage of radical reforms in the country, which began in the second half of the 1980s, the general education school received the greatest development and accumulated rich experience in educational activities.

Purpose of the study- a comprehensive analysis of the historical and pedagogical development of general educational schools of the Republic of Bashkortostan in 1945-1985

years, determining the main trends in their development, identifying the positive historical and pedagogical experience of the educational process, which is of scientific and practical importance in the context of updating the education system and the revival of national culture.

Object of study- development of secondary schools in the Republic of Bashkortostan.

Subject of study- the process of development of general education schools in the Republic of Bashkortostan in 1945-1985.

Research objectives:

Conducting a historical and pedagogical analysis of the development of periods
school education, characteristics of national education;

Identification of socio-pedagogical conditions, features and main
trends in the development of general education schools;

determination of the main tasks, directions and practices for improving the educational process;

Generalization of the positive pedagogical experience of the educational
activities of schools during the study period.

Theoretical and methodological basis studies are theoretical positions and philosophical laws of universal connection and interdependence of phenomena and processes, the unity of historical and logical, theoretical and practical objective knowledge of the past and its connection with the present, psychological and pedagogical concepts of developmental education, national, humanistic and personality-oriented education, and also the main provisions of ethnopedagogy.

The work used the following methods research: theoretical analysis of archival and statistical material, documentary sources, scientific psychological-pedagogical and historical-pedagogical literature; complex comparison and comparison of curricula, plans, as well as

historical periods of school development; abstraction and generalization of advanced pedagogical experience, statistical data; observation and description of modern pedagogical problems.

source base the research compiled archival documents from the funds of the TsGAOO RB (fund of the Bashkir Regional Committee of the CPSU), containing the main decisions on the development of schools and school education, and the Central State Institute of Arts of the Republic of Belarus (fund of the Ministry of Education of the Bashkir ASSR), representing official data on the number and types of schools, the national composition of students, teaching staff personnel, curricula, subjects, teaching methods and others.

Of great importance for the study of the topic were the materials of the current archive of the Ministry of Education of the Republic of Bashkortostan, as well as the State Assembly, characterizing the current state of school education in the republic.

Stages of the study: the work was carried out in three stages from 1994 to 1999.

Collection and study of scientific and methodological, pedagogical, philosophical, psychological, sociological and historical-pedagogical literature on the problem, state documents, archival and statistical material (1994-1995).

Analysis, comparison, collation of scientific material, research of the modern system of school education, consistent systematization of the results of research work (1996-1997).

3. Generalization of the results of the study, formulation of conclusions,
development of recommendations, dissertation preparation (1998-1999).

Scientific novelty and theoretical significance research consists in the fact that it expands and concretizes the scientifically objective

understanding of the development of secondary schools in the Republic of Bashkortostan in the period under study: the historical and pedagogical conditions for the consistent implementation of universal education are identified and characterized, an analysis of the educational process is given, its changes are traced, regional features of the development of schools, the specifics and trends of national education are determined, positive pedagogical experience is revealed, justified the possibility of its use in solving modern pedagogical problems, in addition, previously unused archival documents have been introduced into scientific circulation.

Practical significance research:

material is presented for use by scientific and practical specialists in the development of teaching aids for teachers and students of pedagogical educational institutions, school teachers, with advanced training of educational workers, preparation of scientific articles and monographs;

recommendations were developed for improving the school educational process and a special course on the history of the development of secondary schools in the Republic of Bashkortostan for teachers and students of pedagogical educational institutions, school teachers, high school students.

Validity and reliability of the research results provided by the use of methods of scientific knowledge; reliance on fundamental philosophical, pedagogical, historical concepts; using extensive archival material.

The following provisions are put forward for defense:

1. Historical and pedagogical conditions for the development of school education in the Republic of Bashkortostan in 1945-1985.

National education in schools and patterns of its implementation in different periods.

Features of the organization of the educational process, its content, forms and methods.

Positive pedagogical experience of schools of the Republic of Bashkortostan and the need for its use in modern practice of teaching and educating schoolchildren.

Approbation and implementation of results research.

The materials and results of the study were discussed at scientific
seminars at the Ufa Scientific Center of the Russian Academy of Sciences (1994-1998), at meetings
Scientific Council on Pedagogy and Psychology of the Humanitarian Department of the Academy of Sciences of the Republic of Belarus
(Ufa, 1997), Departments of Pedagogy and NOUSh FPSHS BSPI (Ufa,
1995-1999), at scientific and practical conferences "Modern schools and
folk pedagogy" (Ufa, 1997, 1998), "Music and labor"

(Dyurtyuli, 1997), "Education: from past experience to future prospects" (Ufa, 1999).

Dissertation structure. The dissertation consists of an introduction, two chapters, a conclusion, a list of references and unpublished documents.

State of schools of the republic in the post-war years (1945-1948) and during the period of seven-year education (1949-1958)

The development of school education in the Republic of Bashkortostan, as an integral part of national education, was a continuous and progressive process, which was determined at each stage by one or another level of economic and socio-political development of the country as a whole, as well as the republic. The setting and implementation of specific tasks and, accordingly, the adoption of certain state laws or resolutions of the Supreme Soviet of the USSR and the BASSR marked certain periods in the development of general education schools in 1945-1985.

The previous war period, when the school experienced extreme conditions, determined the further development of school education in the country and the republic, both in material and organizational and pedagogical terms. During the war years, the Central Committee of the Party and the Soviet government made a number of important decisions aimed at improving the quality of education and developing general education schools in the country. Compulsory education was introduced for children from the age of seven in primary, incomplete secondary and secondary schools; the creation of seven-year and secondary schools for working and rural youth is envisaged; a five-point system for assessing the knowledge of students, examinations for a matriculation certificate were introduced, gold and silver medals were established for secondary school graduates who excelled in teaching. In addition, resolutions were adopted on raising the wages of teachers, on the military-physical training of students, on the organization of hot breakfasts in the school, on the issuance of additional food rations to schoolchildren, and others.

During the Great Patriotic War (1943), the Academy of Pedagogical Sciences (APN) began to operate (in 1966 it was transformed into the APS of the USSR, now the Russian Academy of Education) - a higher scientific institution designed to develop issues of education and training, to promote the development of education in the country.

The main task of post-war school education was its complete restoration and the transition to the implementation of compulsory seven-year education. The development of schools in the republic is characterized by the following figures. In the 1945/46 academic year, there were a total of 5,047 general education schools; of which 3842 are elementary, 955 are seven-year-olds, and 250 are secondary. The number of students in secondary schools was 507.8 thousand. The features of the historical and geographical development of the republic (large extent of the territory, the predominant development of rural settlements, the predominance of small settlements, their territorial remoteness, especially in mountain forest and steppe regions) determined the total number of schools ( the largest number among other regions of the RSFSR).

Another specific feature of the Republic of Bashkortostan, which had an equally significant impact on the nature of the development of school education, is associated with its multinational composition and the residence of different nationalities on the territory of the same administrative-territorial units. Education in schools was carried out in the main (in terms of quantitative composition) national languages ​​of the peoples living in the republic. Teaching in schools was organized in seven languages: Russian, Bashkir, Tatar, Mari, Chuvash, Udmurt, Mordovian. In the 1945/46 academic year, with a total number of schools of 5047 units, there were 2169 Russian schools, 1164 - Bashkir, 1145 - Tatar, 156 - Mari, 118 - Chuvash, 42 - Udmurt, 25 - Mordovian and 228 - mixed. Mostly in the northern and northwestern regions, education was conducted in Russian, Tatar, Mari and Udmurt languages, in the southwestern and southern regions - in Russian, Bashkir, Tatar, Chuvash languages, in the southeastern regions - in Russian, Bashkir, Tatar. Due to the diversity of the population, instruction in schools in a number of districts was carried out in parallel in three to five national languages. It should be noted that in the vast majority of schools the priority belonged to the Russian language of instruction. This was due to a number of reasons, in particular, the lack of trained personnel for work in non-Russian psols, insufficient provision of educational and methodological literature, and others. In general, there has been a tendency to speed up the study of the Russian language. With the adoption of the resolution of the bureau of the Bashkir regional party committee of September 10, 1946 "On measures to improve the study of the Russian language in non-Russian schools of the BASSR", the teaching of school subjects in grades V-X in Russian was introduced everywhere. (The study of the Russian language in non-Russian schools was introduced in 1938 in accordance with the resolution of the Central Committee of the All-Union Communist Party of Bolsheviks and the Council of People's Commissars of the USSR "On the compulsory study of the Russian language in schools of national republics and regions"). Teaching in the native language in non-Russian schools was carried out in primary grades (I-IV), partly in grades V-VII, in senior grades (VIII-X) predominantly in Russian; in Mari and Chuvash schools, senior classes (VHI-X) were taught entirely in Russian. A gradual transition to the Russian language of instruction began in the republic. Such a policy in the field of education, in a certain part, was justified, since the state of studying the Russian language in non-Russian schools was unsatisfactory.

The implementation of universal compulsory eight-year education and the school of the Republic of Bashkortostan (1959-1966)

In December 1958, the session of the Supreme Soviet of the USSR adopted the law "On strengthening the connection between school and life and on the further development of the system of public education in the USSR", which marked the transition to the next period in the development of schools in the country. In July 1959, in accordance with the all-Union law, the Supreme Soviet of the Bashkir Autonomous Soviet Socialist Republic adopted the law "On strengthening the connection between school and life and on the further development of public education in the Bashkir Autonomous Soviet Socialist Republic." The law provided for the introduction of universal eight-year education for children, as well as the restructuring of a comprehensive secondary school. He made significant changes in general in the system of general education.

The Ministry of Education of the BASSR and the public education authorities developed a system of measures to reorganize seven-year schools into eight-year schools, strengthen their educational and material base, develop boarding schools, and improve the quality of educational work for the transition to universal eight-year compulsory education.

The transition to a new period in the development of school education began with the 1959/60 academic year. By that time, there were only 4,857 schools in the republic: 3,205 of them were elementary, 1,180 were seven-year, 42 were eight-year, and 430 were secondary. The number of students was 570.5 thousand people.

One of the most important conditions for the organization of universal education was the appropriate construction of a common school network. During the implementation of compulsory eight-year education, major changes took place in it, connected with the reorganization of seven-year schools into eight-year ones. This work was carried out gradually over four years. By the 1960/61 academic year, the number of seven-year schools decreased to 889, eight-year schools increased to 386, in 1961/62 the corresponding changes in the latter were reduced to the following ratio: 418-873 and in 1962/63 - 74-1220. During these years, all seven-year schools were reorganized into eight-year schools and there was a rapid increase in the number of the latter. To a certain extent, this circumstance was facilitated by the reorganization of some elementary schools, in connection with which the number of the latter decreased somewhat.

Throughout the period, there was a process of increasing the number of secondary schools, which was caused by the expansion of secondary education. If the number of secondary schools in the 1960/61 academic year was 389 units (some reduction in their number was due to their reorganization), then by the 1965/66 academic year it increased to 491. In accordance with the new Law, secondary schools were restructured during this period, associated with the introduction of industrial training and the lengthening of the period of study to 11 years.

In the 1959/60 academic year, there were 53 schools with industrial training in the republic (26 urban, 27 rural). The number of the latter gradually increased and reached 254 in the 1961/62 academic year (88 urban, 166 rural), which accounted for 64.4% of the total number of secondary schools. In general, the innovation did not justify itself, and in August 1964, in accordance with the decree of the Central Committee of the CPSU and the Council of Ministers of the USSR "On changing the term of study in secondary general education labor polytechnic schools with industrial training", the period of school education was reduced from 11 to 10 years. Industrial training was left only in those schools where there were the necessary material conditions for this.

An analysis of the development of schools associated with their reorganization, restructuring, as well as changes in the school network during this period, indicates the presence of a number of negative phenomena in this process. Despite the objective necessity, the creation of a large number of eight-year schools was clearly forced, due to the educational policy of that time. There were a number of shortcomings related to the planning of the school network, zoning, taking into account the contingent of students, their national composition, assessment of material conditions, and others. Part of the eight-year schools were created without the availability of an appropriate educational and material base (classrooms, boarding schools). At the same time, there were a considerable number of colleges with an insufficient number of students, in which a sufficient amount of workload for working teachers was not provided. The consequences of the incorrect planning of the school network had the greatest effect on non-Russian schools, when elementary schools were assigned to districts of eight-year schools with a different language of instruction. Often the administrative boundaries of rural areas were an obstacle to the rational formation of school districts. One of the major mistakes, in our opinion, was the ongoing process of consolidation of schools associated with the closure of one-room schools. There were shortcomings in building a network of secondary schools, especially in the countryside, as well as in reorganizations associated with the introduction of vocational training without an appropriate production base and taking into account the future. The above problems required a state scientifically based solution. It must be admitted that some of the problems were due to the complex specific features of the republic, but this does not justify the miscalculations and mistakes made by the Ministry of Education, public education authorities, and leaders of local state and party organizations. In general, the changes taking place in the general school network were characterized by the positive development of schools, determined by an increase in their number and improvement in quality indicators.

Content, forms and methods of educational activities

The general education school at different stages of development solved a number of specific tasks that determined the content, forms and methods of the educational process. Thus, in the first years after the revolution, the general educational character of the mass school was emphasized and it was pointed out that it should give students a versatile development.

In the 1920s, in connection with the industrialization of the country and the need to train professional personnel, the main task of the school was to prepare young people to continue their education in various types of vocational schools.

In the 1930s, the primary task of the school was to prepare students for admission to technical schools and higher educational institutions. In the future, in connection with the expansion of secondary education, the question arose about the orientation of school graduates to practical activities.

In the first post-war years, the school set as its task the training of educated people who were sufficiently knowledgeable and capable of systematic work, since the practice required a certain preparation of young men and women for future activities. Most of the secondary school students were preparing to continue their education in universities and technical schools.

The complex tasks facing the school required the improvement of the content and forms of educational activities, the increase. the educational level of teachers and the restructuring of methodological work. Further improvement of the work of schools was carried out mainly in the direction of strengthening its organizational foundations and improving the teaching of individual academic subjects.

A number of resolutions of the Central Committee of the All-Union Communist Party of Bolsheviks and the Council of People's Commissars of the USSR were adopted, aimed at improving the quality of education at school, which provided for the rejection of the book-verbal nature of education, the pursuit of a high percentage of academic performance, and an increase in hours for physical education; compulsory study of foreign languages, starting from grade V and others.

Serious attention was paid to the issues of improving the educational process in the post-war period in the Bashkir Republic. In June 1946, the session of the Supreme Council of the BASSR considered the issue of the state and measures to improve school education. Public education authorities carried out a number of practical measures to improve the content of education in schools, train teachers, provide methodological assistance to teachers and raise the level of teaching. In the schools of the republic, tests were organized on the teaching of individual subjects, followed by a discussion of the results at pedagogical meetings and seminars for teachers. For example, in March 1948, a regional seminar for teachers of history and geography was held, which developed methods for improving the teaching of these subjects.

The guidance of the methodological work of schools was carried out by the Ministry of Education of the BASSR through the Bashkir Institute for the Improvement of Teachers (BIUU, organized in 1938), in the regions - through the district pedagogical offices. The activity of the BIU was characterized by the preparation and distribution of methodological collections, lesson methodological developments, mainly on teaching the Russian language, instructions for conducting exams, written work and others. A large role in this matter belonged to the pedagogical journal "Teacher of Bashkiria" (published since 1920).

Curricula and programs for schools of the republic were developed by the Ministry of Education of the RSFSR. Bashkir and Tatar schools worked according to the curricula of the ministries of the autonomous republics, drawn up on the basis of national ones.

It should be noted that a single curriculum, mandatory for all schools in the RSFSR, was introduced in the 1927/28 academic year, before that there were "exemplary" and "standard" curricula. Since 1938, a unified curriculum for the study of the Russian language has been established in all national schools. The curricula and programs of all types of schools coincided, this achieved the continuity of schools and provided the opportunity for students to move from elementary school to seven-year (eight-year) and further to secondary.

The curricula of the schools of the union and autonomous national republics and regions had some peculiarities, which were characterized by the study of the native language and national literature. In addition, the history and geography course included materials related to the national republic. In all national schools, from grade II to grade IX inclusive, the Russian language was studied, and from grade V, Russian classical and Soviet literature.

The total number of hours in the curricula of Russian and non-Russian schools differed slightly - in the curricula of non-Russian schools, fewer hours were allotted for some subjects.

Extra-curricular and out-of-school educational work

The schools of the Republic of Bashkortostan, as educational institutions, accumulated a great deal of experience in educational work during the period under study. The main levers of the educational impact of the school are laid in teaching the basics of science. Solving the problems of mental, moral, labor, patriotic, aesthetic, physical education and others is guided by curricula and subject curricula.

The history of the development of school education and domestic pedagogy was also characterized by the development of special pedagogical programs for education, for example, "The approximate content of the education of schoolchildren" (ed. by I.S. Marenko. M., Education, 1976). One of the eternal problems of pedagogy was to achieve the maximum increase in the effectiveness of deliberate, purposeful educational influences on a person. However, education as a whole is not only an impact, it is a two-way process of developing relationships in which educators and educators actively interact. The goals of the teacher are partly determined by the activities of students, and the process of achieving these goals is also realized through the organization of their activities.

To a large extent, extra-curricular and out-of-school work contributed to these goals and educational tasks of the school, supplementing and deepening their resolution. Extra-curricular activities were specially organized extra-curricular activities that contributed to the development of skills, interests and abilities and the provision of reasonable rest for students. It was carried out by class teachers and subject teachers with students of their school, as well as by schoolchildren, parents, employees of sponsoring organizations. Extracurricular work contributed to ensuring the continuity and consistency of the educational process.

The Fundamentals of the legislation of the USSR and the Union republics on public education (1985) formulated the tasks of out-of-school institutions, where it was written that they were created: "in order to comprehensively develop the abilities and inclinations of students, foster social activity, interest in work, and also for organizing cultural recreation and promotion of their health. The most important task of out-of-school institutions was to assist the school in organizing out-of-class educational work with children.

During the period under study, extra-curricular educational work in the schools of the republic was characterized by various forms (mass, group and individual). The most widespread were group forms, among which circle work of students stood out.

There were mathematical, physical, chemical, historical, geographical circles as well as artistic, choral, sports (gymnastic, skiing, skating, volleyball, shooting, chess) and others. They were characterized by sufficient organization (they had work plans), the regularity of conducting classes (as a rule, 2-4 times a month), as well as appropriate leadership.

A feature of the physical and natural science circles was familiarization with the main achievements, as well as the problems of scientific and technological progress in the country. All this, to a large extent, contributed to the development of interest in technical creativity. Young lovers of science and technology were involved in the practical development of technical and production issues. Thus, schoolchildren of the Novo-Cherkassk school of the Ufimsky district developed and manufactured a device that prevents gas leakage in household gas appliances, which was recommended by the VOIR Council to the Gorgaz trust for implementation in production. There were many such examples. Reviews of technical creativity, exhibitions, competitions, both republican and all-Union, were held annually. Hundreds of works by schoolchildren of the Bashkir Autonomous Soviet Socialist Republic were awarded diplomas and other awards from VDNKh. The works of young technicians of school No. 13 in the city of Oktyabrsky, school No. 1 in the city of Belebey, schools No. 1 and No. 9 in the city of Ufa and the Republican Station of Young Technicians were demonstrated at the USSR Exhibition of Economic Achievements in 1972 and passed the competition for an international exhibition in Chile, USA, GDR. All these examples testified to the high level of organization of cognitive and creative activity of schoolchildren, which contributes to the formation of research and labor skills. In addition, many circles were vocational in nature and contributed to the acquisition of certain professional skills.

School education in Bashkiria in the 1930s - early 1940s.

Since the mid-1930s, the mass consciousness of the Soviet people was dominated by the notion of a world-scale war as an inevitably approaching reality. You can call it a situation of "anticipation of war." Unprecedented in scope events approached gradually. Initially, these were local military operations in Manchuria and China, then - wars in Abyssinia and Spain. On the borders of the USSR, clashes on Lake Khasan and near Khalkhin-Gol, on the Karelian Isthmus, became a kind of rehearsal for a big war.

People of the military generation learned at school long before the start of not only the Great Patriotic War, but also the Second World War, that they would certainly have to fight. “We were the children of the industrialization and collectivization of the 30s and 40s, we sang songs with inspiration about exploits in the war that threatened us,” recalled the former secretary of the regional committee of the CPSU T.I. Akhunzyanov. - Compulsory subjects at school were physical education and military affairs.

A part of our social existence was a paramilitary organization - Osoaviakhim. We learned to shoot accurately, to swim well, to carry the wounded from the battlefield, to throw grenades. In a word, they learned to defend the Motherland. Competing with each other, they passed the norms for the badges "Voroshilovsky shooter", "Ready for labor and defense", "Ready for air and chemical defense", "Ready for sanitary defense" and proudly wore them on the left side of the chest, where the heart is" .

In the 1930s various kinds of endurance tests, ultra-long walks, routes of increased complexity and forced marches based on military standards with an eye to repeatedly exceeding such standards were popularized among young people.

For example, Ufa residents made a thousand-kilometer ski throw along the Ufa-Orenburg-Ufa route. A group of seven cyclists from Bashkiria covered 2,500 kilometers along the Ufa-Novosibirsk-Ufa route.

Military-oriented games and competitions were popular among schoolchildren, as well as the fulfillment of relevant standards, which were marked with the icons “Ready for work and defense”, “Ready for sanitary defense”, “Voroshilovsky shooter” and “Ready for air defense and chemical defense”. All schoolchildren were members of Osoaviakhim (this was the norm), differing only in the number of points scored in the dash and the number of parachute jumps.

Regular trips to the shooting ranges of Osoaviakhim were regular for schoolchildren. For example, during the summer of 1939, 1,311 students in grades 9–10 completed military training in the camps of Bashosoaviakhim. In summer camps, conscripts went through a 120-hour military training program, prepared for surrender to the defense badges of the TRP, PVO, GSO. Since 1939, this training program has increased to 250 hours due to the aggravation of the international situation.

Along with shooters, snipers and pilots, Osoaviakhim trained motorists and motorcyclists. Osoaviahim conducted the training of car drivers mainly at his car training centers (AvtoVUPah). In addition to Bashosoaviakhim of the OAH, this work was carried out by BashAvtodor, a technical public organization that set itself the task of training specialists in the field of automotive, transport, tractor and road work.

In addition to suburban schools, military sports grounds were created, which were called in a military way "outposts". Although there is no sea in Bashkiria, schoolchildren enthusiastically passed the norms for the “Sailor” and “Young Sailor” badges. The number of people wishing to enroll in naval educational institutions has increased.

In the pre-war decade, parachuting and air sports became widespread in the republic. Bashkiria has become the leader of the aircraft modeling movement on a national scale. Above the doors of the Ufa flying club (the area of ​​the current village of March 8) hung the slogan "From the model to the glider, from the glider to the plane." It was not a formal call; young Ufa modellers who prepared themselves for aviation became pilots, navigators, aircraft technicians, and paratroopers. Starting with one U-2 plywood aircraft, by the pre-war 1940, the Ufa flying club had about 50 PO-2 aircraft flying daily.

In general, it was the military-physical readiness of students that became the main indicator of the work of the school in the pre-war years. The rapid deterioration of the foreign policy situation, the threat of a new world war persistently dictated the need to build a mass army on the basis of the introduction of universal conscription. On August 31, 1939, the Law on General Military Duty was adopted, which introduced initial military training in grades 5-7 of secondary schools and pre-conscription training in grades 8-10 with a volume of 2 hours per week.

A striking feature of the pre-war period is that curricula and school programs were actually developed during this period not in the institutions of the People's Commissariat for Education, but in the Commissariat of Defense of the country.

So, the order of the People's Commissar of Defense K.E. Voroshilov No. 51 dated March 7, 1940 read: “1. To put into effect the announced program of pre-conscription military training for students in grades 8, 9 and 10 of secondary schools, technical schools, workers' faculties, FZU schools and higher educational institutions. 2. The program of pre-conscription military training of students should be guided by all directors and military leaders of secondary schools, technical schools, workers' faculties, FZU schools and higher educational institutions, where, in accordance with the law on universal military duty, pre-conscription military training of students is established.

In 1940, pre-conscription military training was included in the curriculum as a compulsory school subject. The corresponding program ("Program of pre-conscription military training for students of secondary schools, technical schools, workers' faculties and equivalent educational institutions") was developed by the Directorate of Primary and Pre-Conscription Military Training under the Main Directorate of the Red Army. For military and physical education in the 8th - 10th grades, 120 teaching hours per year were allotted. Accounting for progress in pre-conscription military training was carried out on a common basis with other school subjects.

The program included the following sections: physical education and combat training, shooting training, military topography, air and chemical protection, military sanitary affairs, tactical training, information about the organization of the Red Army of the Navy, charters of the Red Army. In order to train paramedical personnel, the program provided for the training of high school girls in sanitary matters. To conduct classes in military-physical, initial and pre-conscription military training, physical culture organizations were supposed to provide educational institutions with stadiums, playgrounds, gyms, shooting ranges, skating rinks, water stations and ski bases free of charge.

In February 1941, in order to improve the initial military training of Soviet youth, 4-month military aviation schools of initial training were created, staffed by conscripts, who then entered the 9-month military pilot schools and then to the 2-year aviation schools. At this time, military patronage ties between military units and schools, pioneer and Komsomol organizations are being strengthened, schools and clubs of military pathfinders and young friends of border guards are being created. As a result, by the beginning of the war, a multimillion-dollar reserve was created for all branches of the armed forces of the Red Army.

In the very first months of the war, most of the school buildings were occupied by hospitals, military recruiting centers, they housed evacuated enterprises and institutions, military units.

So, by the end of 1941, out of 63 Ufa schools, 56 were used for military needs. This led to the fact that half of the city's students stopped studying, the rest were engaged in 4-5 shifts according to a reduced educational schedule. The lessons were held in poorly adapted rooms, with a shortage of educational equipment, textbooks and writing materials. In the 1941-42 academic year, the number of students in schools dropped sharply. In BASSR, 14 percent of students were not enrolled. "Sifting out" in the course of study amounted to about 20 percent.

One of the major problems was the provision of schools with teachers. The Bashkir Pedagogical, Ufa, Sterlitamak and Birsk Teachers' Institutes and 12 Pedagogical Schools trained more than 3,000 teachers of higher and secondary qualifications during the war years. Correspondence departments of these institutes and schools have graduated from 2.5 thousand working teachers. 2,000 evacuated teachers were hired by schools in the republic.

Due to the shortage of teachers, children in rural areas were now allowed to go on vacation not for two or three months, as before, but for five - from May to October. Some dropped out of school. This happened for various reasons, most often due to hunger or lack of clothing. “There were no books, no notebooks, no pens and pencils for classes,” recalled Ravil Yalchin, a resident of the Fedorovsky district of Bashkiria. - Many of my classmates could not come to school in September - there were no clothes and shoes; only cold, hunger and poverty were in every house. In the fourth grade, by the end of the school year, there were three students left. Our sedate, modest and intelligent teacher, Badi Khamzovna Yanbulatova, asked us to invite the rest of the students to take final exams: there were only nine of us. So we passed the final exams and finally completed our studies.”

By order of the BASSR government, about 1,000 teachers employed in other jobs were returned to schools. The Bashkir Institute for the Improvement of Teachers ran short-term courses for teacher training and advanced training. During the war years, only about 15 thousand people were engaged in the course network. However, the recruitment of people who do not have professional skills to work in schools has noticeably worsened the level of education. By the beginning of the 1942-43 academic year, more than 60% of teachers had a secondary pedagogical and general secondary education, and 25% did not even have a secondary education.

From the first days of the war, military training became the main content of education and upbringing in schools. Measures to strengthen pre-conscription military training were of an urgent nature. On July 2, 1941, by a decree of the Council of People's Commissars of the USSR, universal mandatory training for air and chemical defense was introduced. Schoolchildren from 8 to 16 years old underwent such training at the place of study. In accordance with the decree of the Council of People's Commissars of the USSR of August 11, 1941, military and physical training in senior classes of secondary school was increased by 2 hours a week. By the decree of the State Defense Committee of September 17, 1941, universal compulsory military training was introduced for the second time, on the basis of which a 110-hour military training program was introduced in schools. The main purpose of the training was declared to be the creation of a reserve for the Red Army.

At the beginning of the war, the departments of public education introduced the positions of deputy heads of departments for military training. In order to conduct pre-conscription military training of students in schools, the position of a military leader (“military instructor”) is introduced without fail, which until then was “desirable” and “optional”. Persons of the middle and junior command staff of the reserve, who received accelerated training for conducting classes with students, as well as teachers who had undergone special military training, were appointed to this position. The military leader reported directly to the director of the school.

What were the school programs of military physical training in the initial period of the war?

For all schools, gymnastics has become mandatory before classes lasting 10-15 minutes. In grades 1-4, training consisted of simple gymnastic exercises of a general developmental nature, traditional outdoor children's games, and simple ski training. Chemical protection included training in the rules for using a children's gas mask, including training in a gas mask for up to 35 minutes.

The main task of the initial military training of schoolchildren in grades 5 - 7 was the development of the program "Training of a single fighter", which included classes in combat, fire, tactical and anti-chemical protection (total 99 hours in the academic year). Physical training (about 40% of the volume) included military gymnastics, sports games, cross-country, running, jumping, grenade throwing, wrestling, boxing, hand-to-hand combat, ski training, overcoming obstacles and swimming.

The task of pre-conscription training of schoolchildren of 8-10 grades of secondary school was to improve single training and train a fighter capable of acting as part of a squad and platoon. The program included sufficient material on combat, fire, tactical and anti-chemical training (for example, initial training in driving a motorcycle, jumping from a parachute tower, etc.). 140 training hours a year were allotted for pre-conscription military training. Five military-physical training sessions were planned per week. The program included a two-week camp. Girls of the senior classes mastered the specialties of sanitary combatants, radio operators, telephone operators, signalmen, telegraph operators. They were also trained in practical skills in military combat training and shooting from a small-caliber rifle.

In the first months after the start of the Great Patriotic War, 17 military educational institutions and numerous urgent training courses in military specialties were located in Bashkiria. It is important to note that most of the military schools and courses deployed in the republic on an urgent basis relied on military sports sections, circles and various kinds of associations, training in which was established back in the prewar years. It was the pre-war training that made it possible to quickly develop training in such military specialties as the training of riflemen, machine gunners, signalmen, miners and mortarmen.

But the problems that the organizers of military general education had to face in Bashkiria turned out to be significant. In most regions of the republic, in pursuit of quantitative indicators, not only those who are subject to training according to the orders of the Bashvoencommissariat, but without exception, all were involved in military training. At the same time, the unpreparedness of the teaching staff, the lack of weapons, models and teaching aids were not taken into account. As a result, the training of fighters of the general education turned into a formal passage of the program. For example, in some areas machine gunners and mortarmen were trained, who had never seen a machine gun or mortar. Tank destroyer detachments were trained, having neither anti-tank rifles nor a plywood model of a tank, but exclusively from brochures and manuals.

From the certificate of the regional committee of the All-Union Communist Party of Bolsheviks on the state of universal compulsory military training in the Bashkir Autonomous Soviet Socialist Republic dated September 15, 1941: “... Universal compulsory military training for conscripts born in 1923 and those liable for military service of the first stage under the age of 45 from the untrained is unsatisfactory. In a number of districts - Chishminsky, Kushnarenkovsky, Zilairsky, Alsheevsky and others - training began ten to twenty days later than the deadline set by the government. The provision of training stations with weapons and other visual teaching aids is low. For example, there is one training rifle for sixty-five trainees, there are only fourteen pieces of Maxim heavy machine guns in the republic, twelve light machine guns and only five mortars. In districts such as Baikibashevsky, Askinsky and Bakalinsky, there are only three to five training rifles per district. The command staff of training posts, commanders of battalions, companies, platoons and squads were selected from the military reserve in the amount of six thousand two hundred people, more than half of the rank and file who do not have skills in training fighters.

The principles of organization of the educational process were completely changed during the war period. Labor on the school plot now served not so much for educational and experimental purposes, but was an additional source of nutrition, and the school plot itself acquired the significance of a subsidiary farm. The collection of scrap metal has become of particular importance due to the lack of metal at the enterprises. The collection of medicinal herbs, rose hips and berries has become a forced way to compensate for the lack of medicines and remedies.

The specifics of wartime explains participation in the construction of defensive fortifications, participation in anti-aircraft and anti-chemical defense units, and patronage work in hospitals. The Timurov movement, which arose on the eve of the war, gained general scope in wartime, surpassing all the social movements of schoolchildren in the USSR in its diversity and number. Students in grades 7-10 were trained in agricultural work.

In schools located near the MTS and state farms, students in grades 9-10 mastered the profession of tractor and combine operators. So, by the spring of 1942, 56.3 thousand high school students were trained in the schools of the republic to participate in field work, including 3.7 thousand tractor drivers, 1.6 thousand combine operators. The productive work of schoolchildren in industrial enterprises, agriculture, and school workshops is a characteristic feature of education during the war years.

2017-04-02T13:39:13+05:00 Svetlana SinenkoHistory and local historywar, children, history, local history, education, schoolSchool education in Bashkiria in the 1930s - early 1940s. Since the mid-1930s, the mass consciousness of the Soviet people was dominated by the notion of a world-scale war as an inevitably approaching reality. You can call it a situation of "anticipation of war." Unprecedented in scope events approached gradually. Initially, these were local military operations in Manchuria and China, ...Svetlana Sinenko Svetlana Sinenko [email protected] Author In the middle of Russia

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Ministry of Education of the Russian Federation

GOU VPO

Ufa State Aviation Technical University

Department of Sociology and Social Technologies

ESSAY

by discipline

"Psychology and pedagogy"

on the topic of:

"History of education in the Republic of Belarus"

Completed: Art. gr. PRO-105z

Makhiyanov I.I.

Checked: Cand. ped. Sciences, Associate Professor

Ivanova A.D.

1. History of education in the Republic of Belarus

2. Madrasah "Galia"

3. Gusmania Madrasah

4. Modern education in Bashkortostan

Bibliography

1. History of education in the Republic of Belarus

It is difficult to document the exact time of the emergence of Muslim schools in Bashkiria. The surviving written sources point to the second half of the 17th century. But, apparently, it would be more correct to trace the history of Islamic educational institutions in the Southern Urals from the 16th century, as R. Fakhretdinov, the largest researcher of the culture of the East, pointed out.

The emerging schools generally copied the traditional religious school of Islam - the madrasah (from Arabic Madras- the place where they teach). The main purpose of the madrasah was the religious and moral education of children and the training of spiritual mentors.

Theological disciplines dominated the curriculum. Depending on the preparedness of teachers, shakirdas (students) also received some information on mathematics, astronomy, classical Arabic literature, and history. The language of instruction in the younger groups was Turki, a regional literary and written language. In middle and high school, teaching was conducted in Arabic and partly Persian.

Madrasahs were opened at mosques and were run by the Muslim clergy. The mullahs formed the backbone of the teaching staff. In addition to local personnel, scientific and pedagogical forces from the Volga region, Dagestan, Crimea, Khorezm, Bukhara, Samara, and Turkey were involved in teaching.

The Muslim school was rural. In most of the cities of Bashkortostan, which emerged as the administrative centers of the Russian state, there were neither mektebs (elementary schools) nor madrasahs. By the time serfdom was abolished, only Sterlitamak, Orenburg, and Troitsk had more or less influential schools. Mektebs and madrasahs were financially maintained exclusively at the expense of the local population and in this sense were truly folk educational institutions of the Bashkirs and Tatars. They gained considerable influence in the region. Their role in political life was also noticeable. Large madrasahs often became a place for the dissemination of anti-colonial ideas, and their leaders often turned into spiritual leaders of the Bashkir uprisings of the 18th century. Therefore, the tsarist government took a number of measures against the expansion of the network and the strengthening of the mektebs and madrasahs. During the suppression of the uprisings, schools were destroyed, Muslim clerics (akhuns, mullahs), heads of madrasahs (mudarrises), teachers (mugallims), influential educated persons (abyzes), that is, the entire intellectual part of the Bashkir and Tatar people were subjected to severe persecution.

From the end of the XVIII century. the network of mektebs and madrasahs in Bashkiria began to expand rapidly. This was facilitated by the pacification of the region after the transfer of the Bashkirs to military control, the gradual transition of the local population to settled land ownership, the increased influx of Kazan Tatars into the region, that is, the general growth of the Muslim population of the region. The organization of the Spiritual Assembly also favored the increase in the number of schools. The state recognition of Islam, the extensive construction of mosques, the growing demand for cadres of cult ministers, the rise in the religious self-consciousness of Muslims led to the opening of more and more educational institutions, and the streamlining of the entire educational process. The beginning of printing in oriental languages ​​also served to strengthen the local education system. The lion's share of the book production of Kazan printing houses was educational books for the traditional education of the Bashkirs and Tatars. This created the basis for a wider dissemination of book knowledge among the masses than before.

In the first half of the XIX century. Bashkiria has become one of the centers of Muslim education in the Russian East. Large madrasahs worked here - genuine centers of book learning and religious learning. The glory of some of them went beyond the borders of the country. Especially famous were the madrasahs in the village of Sterli-bash (Sterlitamak district), Seitov Posad (Orenburg district), Troitsk (Trinity district).

In the madrasah Sterlibashevo came to study from all over the Ural-Volga region, from the Kyrgyz, Turkmen and Kazakh steppes. It was founded in 1720. One of his best students and later followers was Khusnutdin bin Shamsutdin bin Yagfar (1767 - 1869), the founder and teacher of the famous Balikly-Kul madrasah. For sixty years, notes M. Umet-baev, numerous shakirds from all over the district were taught by poeg and sesen Khusnutdin. The well-known scientist Nigmatulla Biktimerov worked in the Sterlibashevsky madrasah, who actively implemented the instructions of G. Kursavi. He tried to arouse interest in knowledge in his wards, to cultivate love and respect for the human mind, regardless of his social status, and to assert democratic ideals. Nigmatulla launched an active collecting activity, as a result of which the richest library of the Sterlibashevsky madrasah began to form. He himself wrote a lot of comments, manuals for the course of the madrasah. The Sgerlibashevsky Madrasah was especially glorified by Kharis Biktimerov, who in 1844 succeeded his father as the Muda-Rice of the Sterlibashevsky Madrasah. Haris launched humanitarian activities: a charity house was opened at his own expense, new buildings of the madrasah were built, the mosque was restored and expanded. His son Shakir Tukaev did a lot for Bashkortostan, who was twice elected as a deputy from the Ufa province to the State Duma.

Innovations were also introduced into the educational process in the madrasah, more attention was paid to the methodological organization of studies, and the development of interest in knowledge. The teaching of the Russian language was introduced, newspapers were subscribed, including the literary and political newspaper Golos, published in St. Petersburg. Such an atmosphere of the madrasah attracted many shakirds who aspired to obtain real knowledge. In the 80s, the poet Shamsetdin moved to this madrasah with his students, before that he entered the madrasah and then the poet Gali Sokroy worked here. For some time, the future famous poet-educator Miftakhetdin Akmulla studied with them.

Exceptional popularity attracted young people from all over the Russian East to the Sterlibashevsky Madrasah. According to one of the inspectors of public schools in the Ufa province, among the shakirds studying there, sometimes there were even residents of Bukhara itself. After visiting at the beginning of the 20th century. Academician V. V. Bartold of this educational institution called it “one of the living centers of Muslim science in Russia.”

Russian-language educational institutions in Bashkiria appeared in the 18th century. They were organized along the lines of the government, pursuing primarily utilitarian goals - the training of specialists needed for local authorities, the state school, as a rule, was of a secular nature.

A particularly noticeable role in the manifestation of the socio-political activity of the Bashkirs and other non-Russian peoples of the region and in their education in the first half of the 19th century. played by the Neplyuev Military School, opened in Orenburg on January 2, 1825 (since 1844 - the Neplyuevsky Cadet Corps) with the aim of "facilitating the rapprochement of Asians with Russians, delivering enlightened officials to this remote land." The corps consisted of European and Asian branches. In them, along with Christian and Muslim theology and military disciplines, history, geography, botany, mineralogy, mathematics were taught, certain knowledge was given in architecture, calligraphy and fine arts. In the European department, in addition to Russian, Western European languages ​​were also studied, in the Asian department - Arabic, Persian and the native languages ​​of the students, as well as subjects related to agriculture and forestry. In addition to the children of Russian officials and officers, children of Bashkirs, Cossacks and Mishars were accepted to study in the corps.

The pre-reform Neplyuevsky cadet corps left a bright mark on the cultural life of the region. His undoubted merit in the preparation of the secular national intelligentsia. In 1852-1860, M. I. Umetbaev, a major Bashkir poet-educator, scholar-encyclopedist, studied here.

In 1832, a women's department was opened at the Neplyuevsky School to educate and train the daughters of military and civil officials in the "sciences and needlework". According to M. N. Farkhshatov

2. Madrasah "Galia"

It was located along Chernyshevsky street 5 (former Ufimskaya). Founded on the initiative of a prominent scientist and philosopher) 3. Kamaletdinov (Ziya Kamali), who at that time worked as a senior teacher at the Gusmaniya madrasah in Ufa. He proposed to create the Galia madrasah on the basis of the Gusmania madrasah. Ziya Kamali turned to the imam of the 2nd parish Zarif Mulla Galikaev, who agreed to open the Galia madrasah in his parish. On October 10, 1906, the first classes took place in the basement of the mosque of the 2nd parish of Ufa. In the first academic year, 70 students were admitted. Teaching for the first four years was free. The director was Zia Kamali himself. On October 6, 1907, the first transfer exams were organized. Funds for the construction of the building were allocated by wealthy people: Sufi bike Yanturina, Sairi bai Nazirov, Badri Nazirov, Sabirjan Shamigulov. education bashkortostan madrasah

Under the laws of the time, buildings were to be considered personal property. Therefore, the madrasah was built as the property of Badriy Nazirov, and after the construction was completed, it was donated to the II parish of Ufa.

On 8 1913 the madrasah was visited by the muhtasib of the St. Petersburg district Musa Yarullovich Bicheev. At his own expense, he carried out electric lighting in the madrasah. Wealthy Muslims of Ufa provided significant assistance to the madrasah, but after making sure that atheists and revolutionaries came out of it, they moved away from the madrasah. But an experienced mudaris, a talented organizer, Zia Kamali did not lose his head. He regularly traveled to other cities and organized fundraising, even attracted wealthy Tatars Gibadulla Usmanov and Nazhib Khakimov, who regularly provided all possible assistance. In addition, Zia al-Kamali organized Waqish Funds (donation fund).

They were taken in the madrasah from 15 to 45 years old. Even 60-year-old imams from villages such as Gumer Khazryat Malikov from the Chishminsky district and Zarif Khazryat Gali-keyev from Ufa studied.

Madrasah "Galia" was a school with 6 years of education: the first three years were considered preparatory classes, and the last three years were considered basic courses. All teachers had higher education. Gabdulla Shanasi, Habib Zaini, Satayev Makhmud received their education in Turkey, the teacher of the Arabic language Zakir Kadari studied in Egypt, the famous Tatar writer Galimdzhan Ibragimov taught the Tatar language and literature. The pupils of the Galia Madrasah were Mazhit Gafuri, Saifi Kudash, Khasan Tufan, Ibragim Bashmakov, Shaikhzada Babich, Galimdzhan Ibragimov, Shagit Akhmadeev and other prominent sons of the Bashkir and Tatar peoples.

The national composition of shakirds (students of madrassas) was diverse - Bashkirs, Tatars, Kirghiz, Kazakhs, Turkmens, Uzbeks, Circassians, Crimean and Siberian Tatars. The curriculum included such subjects as psychology, pedagogy, geography, history, physics, chemistry, French, music, physical education. Along with these subjects, the history of Islam, the history of the Turkic peoples, the history of religion, the Arabic language, logic, and Tatar literature were studied.

Shakirds paid for their education, food and hostel at 60 rubles a year. The 2nd floor of the madrasah was allocated for the hostel, the dining room was in the basement, and classes were held on the 3rd floor. Musical evenings were often arranged. Shakirds learned to play the mandolin, guitar, and violin. Students organized performances and literary evenings on a city scale. The venue for such evenings is the halls of the Siberian Hotel (now the House of Officers), the House of the Nobility Assembly (now the Institute of Arts). The public welcomed these cultural events with pleasure.

Madrasah "Galia" existed until 1919. In the same year, the Ufa provincial department of public education instructed Fatima Askarovna Davletkildeeva, teacher of the history of pedagogy at the Galia madrasah, to organize a Soviet men's school of the 2nd stage for Bashkirs and Tatars on the basis of closed madrasahs.

3. Madrasah "Gusmaniya"

Madrasah "Gusmania" was founded in Ufa in 1887. The school was opened by Khairulla Usmanov, who arrived in Ufa to serve as akhun of the 1st cathedral mosque. The school was subsequently named after him. At first, the madrasah was located in a building on the left corner of Pushkin and Vorovsky streets (the former M. Ilyinskaya). Children of the Muslim population of Ufa and the Ufa district studied here. Children who came from the villages lived in a hostel for a small fee.

In the 1892 academic year, the madrasah moved to a building on the modern Tu-kaev street (formerly Frolovskaya). It was under the constant care of the servants of the 1st Cathedral Mosque and during these years was a purely spiritual educational institution. Within the walls of the madrasah, future mullahs were prepared. Shakirds were taught the canons of the Islamic religion and languages: Arabic and Farsi.

In 1895, as a result of the reform, the madrasah, along with the training of mullahs, also began to train teachers. A new teaching method "Usuli Jadid" is being introduced. The Khusainov millionaires from Orenburg made a significant contribution to the preparation and implementation of the reform in the madrasah. With their charitable help, in 1845, a school for Muslim girls was opened in the house of Akhun Khairulla Usmanov. At that time, the madrasah had 8 buildings, 500 people studied in it. It was during these years that the popularity of the Gusmaniya madrasah increased significantly. Within its walls, they taught the very first alphabet (Alifba), written for the children of the Bashkirs and Tatars living in Russia. It was written by the teacher of this madrasah, Kashshaf Zhdanov. In the same years, for shakirds of grades 5-7, akhun X. Usmanov wrote the textbook “Sarfs of Lisani Garabi” (morphology and syntax of the Arabic language). The sympathy of the Bashkirs and Tatars for the Gusmaniya madrasah increased especially after the Russian language course was introduced in the madrasah. Idiyatulla Enikeev and Gumer Teregulov were appointed teachers of the Russian language. During this period, the Gusmaniya madrasah graduated from a significant number of future teachers, poets, and writers. Subsequently, many of them became well-known people in the education and upbringing of children and youth. Among them are teachers Zagir Utyashev, Ziya Kamali, doctor Bariy Usmanov (son of X. Usmanov), artist Gabdulamin Zubaerov, former director of the Book Chamber M. Amirov and others.

The founder of the madrasah Khairulla Usmanov dreamed of expanding the madrasah and turning it into a secular educational institution for the mass training of teachers. The old premises of the madrasah were unsuitable for this purpose. The construction of a new stone three-storey madrasah building with two outbuildings, which began in 1904, was completed by the beginning of the 1906/07 academic year. The Gusmaniya Madrasah, which moved to a new building (now Tukaev St., 39), continued to work according to the old program of training teachers for primary classes (mugallims) and for madrasahs (caliphs).

Hak happened because the new views of X. Usmanov were actively opposed by influential circles of the Tatar intelligentsia and the clergy, headed by Salimgarey Yanturin.

The spirit of the turbulent revolutionary events of 1905 penetrated into the calm atmosphere of the Gusmania madrasah. Some shakirds and caliphs begin to communicate with local revolutionaries. Khabibulla Akhtyamov, Khatmulla Fazylov tried to acquaint the shakirds with the outside world, the events taking place outside the walls of the madrasah. Plays are written and performances are staged. Within the walls of the madrasah, magazines began to be published: the literary and political Ittifak edited by Ziya Ummati, the satirical Chemetkech edited by M. Amirov and Kh. Karimov. A group of intelligentsia (S. Yanturin, B Nazirov, Ziya Kamali), dreaming of opening a higher educational institution, leaves Usmaniya and organizes the Ga-liya madrasah. And the other group (L. Khakimov and his associates), disagreeing with the reformist spirit that lived in Usmaniya. leaves its walls and opens the "Hakimiya" madrasah with the aim of introducing the methods of teaching Bukhara madrasahs there.

In 1907, after the death of the founder of the madrasah Khairulla Usmanov, the imam-khatib of the 1st cathedral mosque Zhigangir Abyzgildin became the head of the madrasah. From that time on, the madrasah to some extent loses its former significance and again turns into an ordinary spiritual educational institution. The number of shakirds is gradually decreasing. In 1914, 180 people studied at the madrasah.

The madrasah is divided into 3 classes: preparatory (ibtidan), 1st (rushdi) and 2nd (igdadiya).

Classes were conducted in ordinary classrooms, the same as in Russian educational institutions: there were standard desks, blackboards, geographical maps. The geography program included general information about the parts of the world, the geography of Russia and European countries, mathematical geography with astronomy. But the central place in the educational process was given to Muslim theological subjects and the Arabic language. The Arabic language was studied so well that those who graduated from the madrasah could freely read books and newspapers in it, but it was difficult to speak due to lack of practice.

Later, the idea of ​​transforming it into a Tatar national gymnasium arises in the madrasah. The bearers of this idea (S. Maksutov, I. Alkin, I. Bikkulov), headed by Zh. Abyzgildin and the kazy of the 1st cathedral mosque G. Suleimanov, managed to implement it only in 1918 (with the beginning of the Czechoslovak revolt). The director of the national gymnasium, which was located in the building of the Gusmania madrasah until June 1919, was Zakir Shakirov.

After the liberation of Ufa from the Kolchakites, the national gymnasium was reorganized into a commune school. Orphans who lost their parents during the civil war were raised and educated here. It was a four-year elementary school with children studying according to the program of Soviet elementary schools.

After the end of the 1921/22 academic year, the school was transformed into an open Soviet primary school, where all interested children of the Bashkirs and Tatars were admitted. The school was named after the Bolshevik revolutionary Khusain Yamashev (1882-1912). Ismagil Ishmukhametov was appointed director of the boarding school, and Kashfi Mustafin was appointed head teacher. In the 80s, the building of the madrasah housed the advanced training faculty of the Bashkir State Pedagogical Institute. The building now houses a high school.

4. Modern education in Bashkortostan

At present, the education system of the Republic of Bashkortostan includes 5,730 institutions of various profiles, where more than 1.1 million children are educated and brought up.

It was not easy to maintain such a large-scale education system due to the limited possibilities of state budget financing. The President and the Government of the Republic took all possible measures to stabilize and strengthen the financial situation of the education system, its material and technical equipment.

Now the republic allocates for the maintenance of one student (pupil) from 3.3 thousand (in schools) to 35 thousand rubles (in orphanages) per year. Society cannot save on education, but education must use its resources efficiently, both allocated by the state and earned by educational institutions.

In the last decade, there have been qualitative changes in the education system. It freed itself from excessive centralization. The Law "On Education" guaranteed the autonomy of educational institutions, and a non-state sector appeared. The education system has become more flexible and varied. The opportunities of citizens of the republic in the free choice of educational institutions, general educational and professional programs have increased. Cooperation between higher and secondary schools became more productive, pedagogical science came to school.

In the last decade of the 20th century, thanks to the adoption of the Declaration on State Sovereignty, the republic actively developed an education model that takes into account the specific conditions and needs of the inhabitants of our multinational Bashkortostan. The number of national Bashkir, Russian, Tatar, Mari, Chuvash, Udmurt, Mordovian, Ukrainian schools increased by 1570. The network of national schools was especially developed in Abzelilovsky, Gafurysky, Miyakinsky and other regions.

Forming our own regional model of education, we are in a single Russian educational space, in which major changes are now brewing. New guidelines for reforming education are determined by the Strategy for the Social and Economic Development of Russia until 2010.

A separate discussion requires a rural school. More than 40% of students now study in rural schools. The rural school is a special concern of our President M. G. Rakhimov and the Government. Most of the schools built in the republic are rural. 90% of basic and secondary rural schools are located in typical buildings, have gas and electric heating. The architecture and design of the new rural schools are not inferior to those in the city. Indicative in this regard are the districts of Beloretsky, Blagovarsky, Zianchurinsky, Ilishevsky. Fedorovsky and others.

The quality of general education determines the level of education of the entire population. The expansion of the practice of variable education and innovative activity sets the task of measuring and objectively diagnosing the quality of education at all levels. The conditions for this are created by state educational standards.

The Ministry of Public Education launched work on organizing the diagnostics of the level of education: over the past three years, it has covered students of secondary schools in 46 districts and all cities of the republic in 16 school disciplines. There is a need to create a multi-level, permanent system for monitoring the quality of education. The most significant indicators of regional monitoring of the quality of education include such indicators as health, the ability to apply knowledge in vital situations, and creative skills.

An important role in the social rehabilitation and adaptation of pupils belongs to special education. The network of boarding schools and orphanages has been preserved and developed in the republic, republican and municipal educational institutions for minors in need of social assistance have been opened. Diagnostic, expert, consulting assistance is provided by psychological, medical and pedagogical consultations. There were centers for temporary stay of children, shelters. At the same time, foster care is becoming a more preferable form - the transfer of children to families.

New realities require the development of a network of specialized school educational institutions and special correctional schools, the provision of general education for children with disabilities, and the creation of conditions for them to receive professional education.

Under the conditions of the transitional period, the network of primary vocational education institutions was optimized while maintaining the student population. Personnel training is carried out in 74 professions and specialties. In 14 supporting institutions, young people are trained in various types of folk crafts. About 80% of graduates are sent to work in state-owned enterprises, less than 3% - in private ones. The content of education is being updated, the state standards of primary vocational education (hereinafter referred to as NPV) are being introduced into the educational process. New pedagogical technologies are being tested at nine experimental sites. The system performs an important function of social protection. Every year more than 800 orphans and children left without parental care receive vocational education in NGO institutions.

Today, 66,900 pedagogical workers, including 60,000 teachers, teach and educate children and youth in our institutions.

In the 1990s, the educational level of teachers increased. If in 1991 69.8% of teachers had higher education, then in 2000 - 73.8%. Among primary school teachers, respectively, 37.2% and 45.9%, which is no longer enough today. More than 15,000 people out of the number of working teachers received state and industry awards and honorary titles, 11.6% of teachers have the highest category, 27.7% - the first category.

Bibliography

1. Romankova L.I. Higher school: social technologies of activity. M.: NIIVO, 1999.

2. Psychology. Textbook. / Edited by A.A. Krylov. - M.: "Prospect", 2000. - 584 p.

3. Kolomiets B.K. Educational standards and programs: invariant aspects. M.: Research Center for Quality Problems in Training Specialists, 1999.

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Introduction.

Relevance. The rapidly changing socio-economic phenomena that are taking place today and all over the world, and the problems that a person will need to solve in the new XXI century, suggest the search for non-traditional ways to improve the fundamental factors that have a special impact on the formation of each individual personality. These factors include the education system in general and vocational education in particular.

Vocational education is one of the fundamental rights of the individual, enshrined in the Universal Declaration of Human Rights. The domestic system of vocational education is undergoing serious changes today. They are due to the changing socio-cultural situation, the orientation towards universal ideals, the reform of the entire education system, which is characterized by a change in paradigms and educational technologies. Naturally arising from this is the revision of the place and role of vocational education in the educational system of the country, the idea of ​​optimizing its structure and management, the formation of a personality-oriented pedagogical process, its content, forms, methods and technologies.

In this regard, the study and rethinking of historical experience is of particular importance, since the accumulated positive ideas of progressive teachers of the past, the experience of the activities of professional educational institutions and their management bodies will make it possible to critically comprehend and borrow all the most advanced for further improvement of the system of professional education. Conceptually holistic generalization and systematization, identification of the leading trends in the development of the vocational education system should serve as a scientific basis for an objective assessment of its current state and determination of prospects.

The purpose of our study is to reveal the historical and pedagogical development of higher pedagogical education in Bashkiria.

The object of our study includes higher pedagogical education.

The subject of our research is the process of formation and development of higher pedagogical education.

In accordance with the purpose, object, subject of research, the following tasks are distinguished:

1) to reveal and characterize the features of the formation of the first higher pedagogical education in Bashkiria;

2) use historiographic and archival-bibliographic methods;

3) summarize the studied literature.

The following methods were used in the study: theoretical (analysis, synthesis, abstraction, generalization, systematization); archival-bibliographic (bibliography).

The theoretical significance of our course work is to summarize, comprehend and evaluate past experience, revealing the specifics of the development of higher pedagogical education based on historical and pedagogical aspects and various research methods.

Chapter. History and development of education in Bashkiria.

1.1. The concept of education.

Any society exists only on the condition that its members follow the values ​​and norms of behavior accepted in it, due to specific natural and socio-historical conditions. A person becomes a person in the process of socialization, thanks to which he acquires the ability to perform social functions. Some scholars understand socialization as a lifelong process, linking it with a change of place of residence and team, and marital status, and with the advent of old age. Such socialization is nothing but social adaptation. However, socialization does not end there. It involves the development, and self-determination, and self-realization of the individual. Moreover, such tasks are solved both spontaneously and purposefully, by the whole society, by institutions specially created for this purpose, and by the person himself. This purposefully organized process of managing socialization is called education, which is the most complex socio-historical phenomenon with many sides and aspects, the study of which, as already noted, is being studied by a number of sciences.

The concept of "education" (similar to the German "bildung") comes from the word "image". Education is understood as a single process of physical and spiritual development of a person, a process of socialization consciously oriented towards some ideal images, towards social standards historically fixed in the public consciousness (for example, a Spartan warrior, a virtuous Christian, an energetic entrepreneur, a harmoniously developed personality). In this understanding, education acts as an integral part of the life of all societies and all individuals without exception. Therefore, it is primarily a social phenomenon, which is a purposeful process of education and training in the interests of the individual, society and the state.

Education has become a special sphere of social life since the time when the process of transferring knowledge and social experience stood out from other types of social life and became the business of persons specially involved in training and education. However, education as a social way of ensuring the inheritance of culture, socialization and development of the individual arises along with the emergence of society and develops along with the development of labor activity, thinking, and language.

Scientists involved in the study of the socialization of children at the stage of primitive society believe that education in that era was woven into the system of social production activities. The functions of training and education, the transfer of culture from generation to generation were carried out by all adults directly in the course of involving children in the performance of labor and social duties.

Education as a social phenomenon is, first of all, an objective social value. The moral, intellectual, scientific, technical, spiritual, cultural and economic potential of any society directly depends on the level of development of the educational sphere. However, education, having a social nature and historical character, in turn, is determined by the historical type of society that implements this social function. It reflects the tasks of social development, the level of economy and culture in society, the nature of its political and ideological attitudes, since both teachers and pupils are subjects of social relations. Education as a social phenomenon is a relatively independent system, the function of which is the systematic training and education of members of society, focused on the acquisition of certain knowledge (primarily scientific), ideological and moral values, skills, habits, norms of behavior, the content of which is ultimately determined socially. -the economic and political structure of a given society and the level of its material and technical development.

Education as a social phenomenon is also a system, which is characterized by the presence of invariant qualities inherent both in general and in each component. These qualities include: flexibility, dynamism, variability, adaptability, stability, predictability, continuity, integrity (B. G. Gershunsky).

1.2. Characteristics of the historiography of vocational education in Bashkiria.

Sh.K.Abzanov, G.Gazizov, G.Ibragimov, A.Salazkin and others were among the first researchers of the Soviet period covering the history of education in Bashkiria. . There are no special studies that reveal the issues of vocational education.

Since the mid-30s, dissertations and monographs of a historical and pedagogical nature have appeared that analyze the issues of the formation and development of the primary school in the region. One of the first in this series was K. Idelguzhin's dissertation “On the Question of the History of the Bashkir School”, written in 1935. In the 1940s, the work of A.K. Rashitov “The Primary School of Bashkiria in XX Years” was published. Dissertations by A.A. Enikeev “Russian-Bashkir elementary school in pre-revolutionary Bashkiria”. N.A. Selezneva "Non-Russian schools in Bashkiria in the second half of the 19th century and the beginning of the 20th century." A.F.Efirov's monograph "Non-Russian schools of the Volga, Urals and Siberia". In the studies of the 1930s and 1940s, an increase in the scientific level was noticeable; printed and archival materials were widely used in them.

Since the mid-1950s, the desire for a systematic study of the history of public education, the expansion of topics and the source base of research has become noticeable. The works of this period include publications by S.R. Alibaeva, A.Kh. Vildanova, T.M. Mamleeva, A.Kh. Makhmutova, S.M. Mikhailova, F.Kh. Mustafina, G.S. Kunafin, G.N. Fatikhova, A.I. Kharisova, B.Kh. Yuldashbaeva. Their works are devoted, first of all, to state general education, individual religious educational institutions, as well as the pedagogical views of specific educators. The authors use rich statistical and analytical material, but they also lack generalizing studies on the history of vocational education in the region.

The ideological attitudes and methodological approaches of the Soviet period did not allow researchers to fully highlight the positive contribution accumulated by vocational education and made by it to the development of all education in the pre-revolutionary period. This became an obstacle to a more complete and effective use of positive experience in the Soviet education system.

Quite productive in the formation of scientific knowledge about the history of the formation of pre-revolutionary Bashkiria is the modern period. The studies of this group include the following works: G.B. Azamatova, R.Z. Almaeva, L.Ya. Aminova, Z.Yu. Akhmadeeva, R.S. Ayupova, I.N. Baisheva, M.M. Bikbaeva, M.G. Valeeva, Yu.V. Yergina, G.D. Irgalina, F.S. Iskhakova, I.P. Malyutina, S.G. Mirsaitova, L.Sh. Suleymanova, R.A. Utyabay-Karimi, M.N. Farkhshatova, G.Kh. Khairullina and others. A positive role in understanding the history of education is played by the publication of the republican encyclopedia, which reflects certain information about the professional sector of the education system.

The historiographic review shows that the history of education in Bashkiria is not deprived of attention from researchers representing a very wide range of humanitarian knowledge. But, despite this, historiography does not give an exhaustive answer to many questions of a theoretical and concrete historical nature. There is not a single generalizing work in the research, in which the history of vocational education of the indicated period would be specifically and systematically considered.

1.3. History and dynamics of development of higher pedagogical education in Bashkiria.

On March 7, 1906, the City Duma heard a report from the Ufa city government on initiating a petition to transfer the Office of the Orenburg Educational District to Ufa and to open a teacher's institute in the city.

Both events, of course, were beneficial in terms of better staging and development of public education in the Ufa province. During their discussion, the issue of accommodating the office of the district was generally resolved relatively simply: the Ufa Real School, without any practical inconvenience, could at first allocate the necessary premises for this.

It turned out to be more difficult to solve the issue of building a building for a teacher's institute, since the city treasury was actually empty. The council saw its contribution to the opening of the institute in Ufa only in the real possibility of free allotment of the necessary city territory for the construction of a building. Sharing the conclusion of the council, and approving the report submitted by it, the City Duma determined "to instruct the Council to initiate, in accordance with the established procedure, a petition for the transfer of the Orenburg District Administration to Ufa and the opening of a teacher's institute in the city."

When considering the initiative of the trustee of the district, the Ufa provincial zemstvo assembly of nobles and assessors went much further, considering on March 23, 1906 the question of opening in Ufa "an educational institution of a higher type that could train teachers for secondary educational institutions and was equated with universities." Since for the opening of a university in Ufa at that time, of course, there was no way of a higher educational institution such as a pedagogical institute. It was to create such a university that the Ufa nobility agreed to “cede” to the Ministry of Public Education the 3-storey stone building just built for the boarding house-shelter of noble children, located on Telegrafnaya street, house 9 (now in this building on Tsuryupa street, 9 after its reconstruction the theater and art department of the Ufa Institute of Arts is located).

The documents stored in the Central State Archive of the Republic of Belarus make it possible literally by the day to follow the further comparative development of events. On May 3, 1906, the Administration submitted its petition dated March 7 to the Ufa Governor A.S. Klyucharaev. Which already on June 16 of the same year notified her that on May 12 the trustee of the Orenburg educational district informed him about the initiation of a petition to the Ministry of Public Education to transfer the Office of the Orenburg educational district to Ufa and to open a pedagogical institute in Ufa. At the end of May 1906, the minister expressed his consent to the adoption by the ministry of a house belonging to the Ufa nobility, for the construction of an "educational institution, gymnasiums and pro-gymnasiums, lower classes of male gymnasiums, as well as city schools" in it.

On June 30, 1906, the Ufa provincial zemstvo assembly at its XXXVIII extraordinary session heard a detailed report from the council “On the opening of a pedagogical institute in Ufa”. We bring to the reader’s attention a facsimile of the first page of the “Project of Regulations on the Pedagogical Institute in Ufa”, which, according to the plan of its developers, had as its goal “training teachers and teachers for women's gymnasiums and progymnasiums, for the four lower classes of male secondary educational institutions and for urban, regulation of 1872, schools. The course of study, and the Ufa Pedagogical Institute was supposed to be made two-year, consisting of 4 semesters. Teaching subjects were divided into compulsory (theology, logic, psychology, fundamentals of pedagogy and its history, general didactics, physiology, hygiene, Russian language and literature) and special. The latter were divided into 5 groups, Russian language and literature, history, mathematics and elements of astronomy, natural science (subdivided into biological and inorganic sciences) and foreign languages ​​(French, German and English subgroups).

“The draft regulation on the pedagogical institute in Ufa” assumed admission to the 1st course: a) girls who successfully completed 7 classes of women's gymnasiums and progymnasiums or equivalent educational institutions and studied one of the foreign languages; b) young people who have successfully passed the 6 classes of the male gymnasium, as well as graduated from real schools. All applicants had to pass verification tests in the Russian language, one of the foreign languages ​​and the subject that was chosen by the applicant as a future specialty. Persons who completed the full course of the Ufa Pedagogical Institute would have all the rights of those who graduated from other Russian educational institutions in the relevant specialty.

The Ufa Pedagogical Institute was supposed to graduate teachers of the Russian language, history, natural science and geography, mathematics, physics and physical geography, as well as new languages. It was assumed that the staff of the institute would consist of a director, an inspector, two of his assistants, fourteen teachers, three of their assistants, a secretary of the teachers' council, a teacher of hygiene, a librarian, his assistant, a laboratory assistant and a housekeeper. Preliminary calculations showed that the annual amount of expenses for the maintenance of the Ufa Pedagogical Institute will be 69,200 rubles, of which at least 5,000 rubles. should have been covered by tuition fees.

If the “Project of Regulations on the Pedagogical Institute in Ufa” proposed by the trustee of the district had been adopted, then the institute would really have become one of the few higher educational institutions of this kind in Russia. However, the discussion of the project showed that there was no money in the provincial treasury for its implementation, and if the Ministry of Public Education does not bear all the costs of maintaining the institute, then opening a pedagogical university in Ufa will be unrealistic. The contribution of the local nobility to the implementation of the project of opening such an institute in Ufa could not be more than a gratuitous donation in its favor of only a three-story stone building located at 9, Telegrafnaya Street.

The discussion of the "Project ..." also showed that the only type of higher education institution that could provide training for teachers in all the disciplines specified in the project should have been at least a university with two faculties and five departments. This in the conditions of Ufa was recognized as completely unrealistic. The Ufa nobility considered that even under the most favorable set of circumstances, it would not be possible to create an educational institution that would be higher in status than higher courses with a program of only one faculty. However, such a one-profile training of teachers did not at all meet the requirements of the educational district, which is experiencing an acute shortage of personnel for public education institutions.

After a long debate, it was proposed that § 1 of the "Project ..." be adopted in the wording: "The Pedagogical Institute has the task of training teachers for the junior (4th) classes of women's gymnasiums and pro-gymnasiums, for city schools according to the situation in 1872 and for elementary schools advanced". In this regard, do not require applicants to have compulsory knowledge of a foreign language, except in cases where one was chosen, as such, was chosen as a specialist, and it was proposed to replace the entrance exams with a competition of certificates.

In connection with all of the above, the final result of the discussion of the “Draft Regulations on the Pedagogical Institute in Ufa” was reduced to the following wording: “Believing that the Pedagogical Institute with a two-year term of study will provide teachers capable of meeting the requirements of the educational institutions listed above, the Provincial Council would consider recognizing project of the Trustee deserving before the Ministry of Public Education".

After it turned out that there were no financial means for opening a higher pedagogical institution in Ufa either locally or in the Ministry of Public Education, the enthusiasm of both the Ufa nobility and the city government first fell sharply, and then things took a different direction.

The question of opening an educational institution for the training of teachers was again raised only a year later (in August 1907), when a meeting of the heads of educational institutions in Ufa, considering the pressing problems of providing teaching staff, pointed out the urgent need to restore in the Okrug at least the teacher's institute that had previously operated in it. . At the same time, the following considerations were expressed: firstly, this institute should be restored not in Orenburg, but in Ufa, since the northern part of the educational district needed the training of professional teaching staff in the first place. Secondly, although it was still desirable to open a teacher's institute of an advanced type in comparison with the then existing institutions in Russia according to the "Charter of May 31, 1872" (ordinary type), the very urgent and urgent need for rapid training of personnel was recognized as so urgent that it was impossible to wait. At the same time, it was implied that the reform of the reorganization of ordinary teachers' institutes into institutions of an advanced type, which was expected in Russia in the near future, would automatically make the Ufa Teachers' Institute the same.

It was in this direction that the administration of the Orenburg educational district acted, which filed corresponding petitions with the Ministry of Public Education, first in September 1907, and then in February 1908. A certain obstacle in the implementation of this project was the decision of the Ufa Zemstvo Assembly, already mentioned above, to “concede” the building of the noble shelter on the street. Telegrafnaya, house 9, only on the condition that an educational institution such as a pedagogical institute is opened in Ufa.

On January 8, 1908, the Ufa City Duma instructed the council, in accordance with the established procedure, to file a petition for the opening in Ufa of "a city school of a higher type, which, being a continuation of the four-year city schools, would provide secondary education with the right to transfer to receive further education in higher educational institutions." In subsequent documents of the Duma dated February 20, March 18 and April 29, 1908, it rather modestly appeared under the name of "the third city four-year school according to the regulations of May 31, 1872." Petitioning for the opening of this school at the expense of the treasury (the required amount is about 70,500 rubles), the thought provided a city site free of charge for the construction of the building necessary for it. Wishing to open a new educational institution already in 1908, the city duma undertook to rent them before the construction of the corresponding premises, annually allocating 1,500 rubles for this purpose. All this testified to the importance for Ufa of a new educational institution, which, among other things, was intended for teaching practice for pupils of the graduating class of the future Ufa Teachers' Institute.

On January 24, 1909, the Ufa City Duma heard a detailed report from the council "On the opening of a teacher's institute in Ufa, and with it the third city four-year school." It was reported that the motions initiated earlier by the City Council were finally crowned with success. The estimate of the Ministry of Public Education for 1909 included a loan for the maintenance of a teacher's institute in Ufa from July 1 of this year, and the requested funds necessary for its complete equipment (library, furniture, appliances, manuals) were also fully allocated. With great satisfaction, the Duma stated that with the opening of the named institute “one of the few in Russia and the first educational institution in the entire local Educational District is emerging in our city, which should be reflected in the strengthening of Ufa as the educational center of the District.” Confirming all the financial and economic obligations assumed earlier, the city government agreed to allocate funds in the amount of 1500 rubles a year for three years before the construction of the building necessary for the placement of the teacher's institute and school, necessary for hiring the relevant premises. For the construction of the building, at the choice of the directorate of the institute, the Duma allocated free of charge one of the three plots of the city territory ranging in size from 2000 to 2400 square sazhens, as well as a plot of land for the production of rubble stone and water required for the corresponding construction. Since the institute and the school under it were supposed to train teachers not only for the educational institutions of Ufa, the city duma turned to the provincial zemstvo with a request to take an active financial part in the construction of the institute building.

On May 19, 1909, the City Council finally decided on the site for the construction of the building of the new educational institution, the church, by the measure, as indicated on the plan in the amount of 1924.7 square sazhens ... transferred to the Ministry of Public Education for the entire existence of the institute and the city four-year school. The selected site was a quadrangle with an area of ​​about 90 acres behind the almshouse estate, oriented deep into Nikolskaya Square towards Malo-Kazanskaya Street (now Sverdlov Street). There is a complete main site, later a two-story stone building was built, which already in Soviet times housed secondary school No. 2 of the city of Ufa for a long time, and since 1986, after its reconstruction, there is the Ufa Choreographic School. Rudolf Nureyev.

The history of the opening of the Ufa teacher's institute dates back to Order No. 15340 of the Ministry of Public Education of July 2, 1909 "On the opening of a teacher's institute in the city of Ufa:" allows to open a teacher's institute in the city of Ufa from July 1 of this year. It is added to this that the amounts due for the maintenance of the aforementioned teacher's institute were released to the jurisdiction of the educational district authorities according to the expenditure schedules of 1909.

Then the Ufa provincial leader of the nobility agreed to place the Teacher's Institute and the school under it on the 1st and 3rd floors of the building of the noble boarding house on the street. Telegraphnaya, house 9. Taking advantage of this, the Ufa City Duma, at its meetings on August 13 and 24, 1909, urgently considered the relevant financial issues to reimburse all expenses associated with the need to adapt the building provided by the nobles for the Teachers' Institute and the school, provided that they were already open from October 1 of the same year.

In connection with the opening of the Ufa Teacher's Institute, the Ministry of Public Education telegraphed to the trustee of the Orenburg District with a proposal to find a suitable candidate for the position of director. The choice fell on A. N. Lisovsky.

Already on August 16, 1909, the trustee informed the director of the Ufa Men's Gymnasium: “Subsequently, a telegraph presentation to the Governor of the Ministry of Public Education by a telegram dated August 14, No. 369022, notified me that the teacher of the Ufa gymnasium, Lisovsky, was sent to fulfill the duties of the Director of the Ufa Teachers' Institute.

Notifying Your Excellency of this for immediate proper orders."

The following entry appeared in A.N. Lisovsky's official list: "By the highest order of the civil department dated August 25, 1809, No. 64, he was appointed director of the Ufa Teachers' Institute from July 1, 1909."

On August 25, 1909, Order No. 64 was issued on the appointment of State Councilor A.N. Lisovsky No. 1 July ”director of the Ufa Teachers' Institute.

In his speech at the grand opening of the Ufa Teachers' Institute, which took place on October 4, 1909, its first director A.N. Lisovsky noted the great role of the Ufa nobility of the zemstvo and the city government, who did a lot for the institution, designed to meet the needs of the entire Urals, being "a hotbed of future sebols of the Okrug."

Note how about the opening of the Ufa Teachers' Institute was written in his report for 1909: “The Ufa Teachers' Institute was officially opened on October 4, on which date classes began. The opening took place after a solemn prayer of thanksgiving to the Lord God performed by His Grace Nathanael, Bishop of Ufa and Menzelinsky, co-served by the most honored city clergy.

At the end of the prayer service and after the proclamation of many years to His Imperial Majesty, the Sovereign Emperor and the entire reigning house, the Trustee of the educational district declared the Institute open. A telegram was immediately drawn up and sent on behalf of all those present, not on behalf of the Minister of National Education, expressing loyal feelings to the Emperor. On the report of the Minister of the aforementioned telegram to the Emperor, on the eighteenth day of last November, it was pleasing to inscribe with his own hand “I sincerely thank everyone”, these gracious words of the Sovereign Emperor were announced by the Director of the Institute to students on December 17 after a prayer before the teaching and evoked a feeling of joy and delight that resulted in in the repeated singing of the Hymn "God Save the Tsar" and the incessant "Hurrah!".

Of the 130 people who applied for admission to the first year of the Ufa Teachers' Institute in 1909, only 26 pupils were enrolled. There was not a single Tatar or Bashkir among them: for people of non-traditional Christian denominations, as well as Muslims, to enter the institute, special permission was required from the Ministry of Public Education, which was quite difficult to obtain at that time.

The number of students at the Ufa Teachers' Institute was set by the Ministry of Public Education at 75 people (25 people for each class). In fact, the number of students at the institute was by years: 1909 - 26 people, 1910 - 51, 1911 - 71. 1912 - 72, 1913 - 69, 1914 - 72, 1915 - 63, 1917 - 70. Only after the February Revolution of 1917, the number of people admitted to the first year was 121 people.

When it opened, the Ufa Teachers' Institute had the smallest number of full-time teachers. Even on October 7, 1910 (the second year of the institute's existence), there were only 6 people in the public service in the teacher's institute: director A.N. Lisovsky, teacher of Russian language and literature - N.F. Sysoev, mathematicians - I.S. Grushin, natural science P.P. Kinsemsky, graphic arts - V.S. Murzaev, singing - I.P. Ishpaykin, and in the city school with him - 4 teachers (Russian language, geography and history, arithmetic and geometry, natural science). All of them had a higher education (graduates of Novorossiysk, Yuriev, Kazan Universities, Kazan Teachers' Institute and Art School), and three had a high civil rank (state and court adviser).

As of January 1, 1913, the number of teachers at the institute was already 12 people (director, 4 full-time mentors, 8 teachers, doctor, clerk) and 2 teachers of the law (for hire). )