Modernization of the Education System in Ukraine in the Second Half of the 1860s and 1870s (On the Example of Educational Districts)
DOI:
https://doi.org/10.15407/uhj2021.06.029Keywords:
educational district, trustee, gymnasium, real school, inspector, pedagogical education, inspectionAbstract
The aim of the article is to analyze the peculiarities of the management of educational institutions of Kyiv, Kharkiv and Odesa educational districts in the second half of the 1860s – 1870s, particularly the characteristics of modernization changes.
Methodological basis was formed with historical and systemic (consideration of the studied processes as interconnected, separate types of educational institutions as part of a holistic education system), historicalcomparative (clarification of common and distinctive features of ministerial policy on the example of different regions) and historical-genetic (disclosure of managerial changes, description of their causal relationships) approaches.
Scientific novelty is determined by the study of the specifics of management and modernization of education, the characteristics of the implementation of ministerial policy on the example of educational districts of Ukraine. The emphasis on the peculiarities and consequences of the implementation of initiatives allowed to move away from the common stereotypical characterization of processes from a purely negative perspective and, at the same time, to pay attention to the politicization of decisions.
Conclusion. The accelerated socio-economic development has formed the society’s demand for growth in the network of educational institutions. Getting a good education has been seen as an effective method of selfrealization of the individual. Instead, the ministerial course has been under the influence of changing political conjuncture, limited financial resources, the tendency to centralize, and the strengthening of inspections. Russification processes dominated in the Ukrainian regions. On the Right Bank they combined fears of Polish influence. There was more attention to the trade and economic governorates of the South. On the Left Bank there was a high level of initiative of the local community. This contributed to the concentration of educational institutions in large administrative centers (Kyiv, Odesa, Kharkiv) and ineffective decisions about their location in remote provinces.
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