Editorial Reviews. About the Author. DELBERT H. LONG is Professor Emeritus, School of Education, University of Alabama, Birmingham./e. ROBERTA A. LONG .
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- Education System in Russia
- Education - Revolutionary patterns of education | leondumoulin.nl
- Before 1917
- Education system in Russia
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Education System in Russia
Try the Kindle edition and experience these great reading features: Customer reviews There are no customer reviews yet. Share your thoughts with other customers. Write a customer review. There's a problem loading this menu right now. In connection with the policy of rapid industrialization and collectivization of farmers and with the concentration of political power in the hands of Joseph Stalin , the Soviet educational policy in the s experienced remarkable changes.
In addition, the ideas of progressive education were rejected, and older Russian traditions began to be cultivated. During World War II the idea of Soviet patriotism emerged fully, penetrating the theory and practice of education.
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The principles of the outstanding educator Anton S. Makarenko , with their emphasis on collectivism , gained ground upon the former influence of Western educational thought. The institutions of higher learning were reshaped in the s, too. The number of students in institutions providing secondary specialized education, usually called tekhnikumy, rapidly grew from one million in —28 to 3.
The number of students in institutions of higher education vyssheye uchebnoye zavedeniye grew from , to , in the same period.
Education - Revolutionary patterns of education | leondumoulin.nl
The main characteristics of higher education that developed in this period remained unchanged for the next decades: In the period to , an average of , persons were annually subjected to such recruitment. The draft first affected those students who were unsuccessful academically in regular secondary schools and could not achieve even the seventh grade.
For youngsters of this kind and for people who could not continue general secondary education, schools for the working youth shkoly rabochey molodyozhi and schools for rural youth shkoly selskoy molodyozhi were established in —44 as part-time institutions. The main features of education policy, developed in the late s, remained in force after the war: After the death of Stalin in , changes in official policy affected both education and science.
The 20th Party Congress in paved the way for a period of reforms inaugurated by Nikita S. The Soviet reform influenced to a high degree similar reforms in the eastern European countries. The old idea of polytechnical education was revived, but mainly in the sense of preparing secondary-school students for specialized vocational work in industry or agriculture. Since the early s there had been a growing imbalance between the output of secondary-school graduates desiring higher education and the economic demands of skilled manpower at different levels.
The new structure of the school system after developed as follows: The connection of study and productive work was to be continued during the course of higher education.
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Great emphasis was laid upon the further expansion of evening and correspondence education , both at the level of secondary specialized education and at the level of the universities and other higher institutes. In the academic year —68, The reform of also brought a transformation of the former labour-reserve schools into urban vocational-technical schools or rural schools of the same type gorodskiye i selskye professionalno-tekhnicheskiye uchilishcha.
As a rule, these schools required the completion of the eight-year school, but in fact there were many pupils with lower achievements; the length of training ranged from one to three years, depending upon the type of career. Besides introducing polytechnic education and productive labour, the Khrushchev reforms emphasized the idea of collective education from early childhood.
Some party circles wanted this kind of boarding education for the majority of all young people, but development lagged behind planning, and the idea of full boarding education was later abandoned. The polytechnization of the Soviet school system as it took shape during the Khrushchev period turned out, in the course of its realization, to be a failure.
A revision of the school reform carried out between August and November brought about several important results: After hundreds of secondary schools for gifted pupils in mathematics , science, or foreign languages were developed in addition to the well-known special schools for music , the arts, and sports.
They recruited students mainly from the urban intelligentsia and were therefore sometimes criticized by adherents of egalitarian principles in education. Brezhnev assumed leadership after Khrushchev retired in A union republic Ministry of Public Education was established to augment the already existing central agencies for higher and secondary specialized education and for vocational-technical training. The main aim of educational policy in the s was to achieve universal year education. In it was claimed that about 97 percent of the pupils who graduated from the basic eight-year school continued their education at the secondary level.
An important step toward the realization of universal secondary education was the creation of secondary vocational-technical schools srednye professionalno-tekhnicheskiye uchilishcha in These schools offered a full academic program as well as vocational training. Preschool education for children under seven years of age was extended: August 30, Sold by: Related Video Shorts 0 Upload your video.
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Before 1917
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