Розвиток нижчої професійної освіти на Півдні України у ІІ половині ХІХ - початку ХХ століття

Abstract

Дисертація присвячена дослідженню вітчизняного досвіду підготовки кваліфікованих робітників у нижчих професійних навчальних закладах Півдня України у другій половині ХІХ – на початку ХХ століття. На основі аналізу джерельної бази схарактеризовано особливості розвитку системи закладів нижчої професійної освіти на Півдні України у другій половині ХІХ – на початку ХХ століття та систематизовано їх мережу за спрямуваннями (сільськогосподарське, комерційне, транспортне, промислове). Обґрунтовано періодизацію розвитку системи нижчої професійної освіти на Півдні України у визначених хронологічних межах та виокремлено три періоди: становлення (1851–1871 рр.), інтенсифікації (1872–1901 рр.), модернізації (1902–1920 рр.). Актуалізовано історико-педагогічний досвід підготовки кваліфікованих робітників та окреслено перспективи його впровадження в сучасну вітчизняну систему професійно-технічної освіти.

Диссертация посвящена исследованию отечественного опыта подготовки квалифицированных рабочих в низших профессиональных учебных заведениях Юга Украины во второй половине XIX – в начале ХХ века. На основе анализа источников охарактеризованы особенности развития системы учреждений низшего профессионального образования на Юге Украины во второй половине XIX – в начале ХХ века и систематизирована их сеть по направлениям (сельскохозяйственное, коммерческое, транспортное, промышленное). Обоснованно периодизацию развития системы низшего профессионального образования на Юге Украины в трех определенных хронологических периодах: становления (1851–1871 гг.), интенсификации (1872–1901 гг.), модернизации (1902–1920 гг.). Актуализирован историко-педагогический опыт подготовки квалифицированных рабочих и намечены перспективы его внедрения в современную отечественную систему профессионально-технического образования.

National experience of training the skilled workers at primary vocational schools of South Ukraine in the second half of the XIX – the beginning of the XX century was researched in the thesis. Features of the development of primary vocational education institutions of South Ukraine in the second half of XIX – the beginning of the XX century (the implication of ethnic minorities, local authorities and sponsors for the organization of training skilled workforce; the creation of specific professional and mono-professional schools; the domination training of qualified personnel navigation, gardening, crafts; autonomy in determining the content and the building of forms, methods and means of training and education) were determined their network in four directions such as agriculture (colleges, schools, forest schools); commercial (trading classes, schools, business courses); transport (nautical classes, schools, driver’s courses); industrial (trade schools and schools, primary technical schools, railway schools, craft schools, art-industrial schools and workshops, etc.) were systematized through the source-based analysis. Periodization of primary vocational education system in the South Ukraine was proved within defined chronological framework and singled out three periods: formation (1851–1871); intensification (1872–1901); modernization (1902–1920). The first period (1851–1871) was characterized as a period of the primary vocational schools formation in South Ukraine. It was accumulated in the region some experience in training skilled workers at primary vocational schools in such directions as transport, agricultural, commercial and industrial. However, the activities of educational institutions carried out on the basis of individual provisions (charters) ratified by the tsar or the government without the determination of the quantification level of schools (up to medium or primary). The educational, methodical and technical bases of primary vocational schools during the second period (1872–1901) in the South of Ukraine were developed intensively according to new legal acts signed by tsar’s government. The network of such institutions actively expanded due to the dynamic industry and trade development, rail networks constructions, new forms of agriculture. The third period (1902–1920) was the most active in primary vocational schools development and its modernization due to new challenges of the economy and production in Southern Ukraine. The normative and legal ensuring of the institutions of primary vocational education were revised, their network and reorganization were actively expanded; student groups were increased (including by obtaining professional education by females); the educational process, material and technical bases of vocational schools were constantly improved; forms, methods and means of training were also enriched at this time. The contents, forms, methods and means of training and education of students at primary vocational schools in South of Ukraine in the second half of XIX – at the beginning of XX century were analyzed. It is established that the content of education was not clear regulated and determined by the administration of a particular institution and not always envisaged studying general subjects. Various methods, forms and teaching tools were used in the training process. The incentives and penalties, development of common rules of conduct of parties, celebrations, wearing a uniform, and going to church were dominated during the training process. The constructive historical and pedagogical experience of skilled workers at primary vocational schools in South of Ukraine in the second half of XIX – at the beginning of XX century for its introduction in the current national system of vocational education are modified, such as the establishment of the most successful and self-sufficient vocational schools regional industry (mono-professional) training centers for skilled workers; the involvement in the distribution of state order for training of skilled workforce for private and departmental vocational schools; the introduction changes to the national tax legislation with the aim of laying effective tools in business tax incentives for qualitative cooperation with educational institutions of vocational education.