THE PROCESS OF INTRODUCING POLYTECHNICAL EDUCATION TO THE SCHOOL EDUCATION SYSTEM IN THE EARLY 1930s (BASED ON ARCHIVAL SOURCES OF ULYANOVSK REGION)

Abstract

Rapidly changing global conditions dictate the need to reform the education system. For this process to be effective, it is supposed to study the historical experience, in particular the positive experience of reforming the Soviet education system, which indicates the practical significance of the research work. The purpose of the research is to study the process of introducing polytechnical education to the Soviet school in order to identify problems, difficulties and practical methods of their overcoming that could be applied at the present stage. Materials and methods. The materials of local archival sources and the press were used; the methods of introducing polytechnical education into the secondary education, as well as their actual implementation in schools were analyzed. Of scientific interest is the factual material (archival documents, publications in the local press), which provides a favorable basis for studying the way the party policy was implemented locally. Study results. The structure of the executive branch was a guarantee that party policy would be implemented, but bureaucratization hindered this process, which in general terms is the analogue of current situation. The multilateral system of control in the school system (administrative, party and public ones) contributed to the fact that the introduction of polytechnical education passed quite effectively not only in the city, but in rural areas as well. In addition, involvement of schoolchildren in real work activities, as well as introduction of practical classes, had a positive impact on the process of introducing polytechnical education and optimizing the entire education system. Conclusions. Introduction of theoretical classes in vocational guidance, as well as practical lessons, can contribute to improving the general level of education in modern schoolchildren, their awareness about the diversity of professions, and increase the prestige of “working” specialties. The author provides a parallel analysis of the situation in the early 1930s and the current state of the educational system, showing new opportunities of prompts for solving modern problems in the educational system.