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What was the school in the USSR. Legislation on universal secondary education in the USSR

It is interesting to read the testimonies of Pavlenko or Chernov about how things really were with Soviet education. There is another case that makes one wonder. Once, in the presence of Anna Akhmatova, it was mentioned that Valentin Kataev was "after all, an intellectual." The poetess grunted and said that he was just lucky - he managed to unlearn at a pre-revolutionary gymnasium, where knowledge was given more extensive than in the USSR.

The Soviet government throughout the entire period of its existence gave education a practically leading role. Was it a strict necessity for the formation of the military-industrial complex, or did the Bolsheviks really seek to raise “dark Russia” from its knees, which would have remained “with four classes of a parochial school”? This is a topic for a separate discussion. In any case, the cultural revolution, carried out by the early revolutionary government, set itself a very wide range of tasks.

A special role was assigned to the school - an instrument of communist education and an important educational institution. Lenin said that the victory of the revolution can be secured only by the school, and the education of future generations will consolidate all the achievements of Soviet power. The Bolsheviks believed that only the masses of educated people would be able to build a socialist state.

The first stage of the existence of the Soviet education system was associated with the destruction of everything old and the elimination of the general illiteracy of the population. Former administrative structures were abolished, private educational institutions were closed, the teaching of ancient languages and religion was banned, and a “purge” was carried out to remove unreliable teachers from teaching. It was believed that everything left from tsarism was obsolete. Therefore, there were many negative phenomena: tsars, generals, Russian classics were removed from educational programs.

Was there free education?

The USSR had free education! This fact is very fond of mentioning the defenders of Soviet power, when there are not enough arguments. Yes, but it was far from always so, but only in the memory of these same adherents of the Soviets - grandparents, who were born after the end of the war. In fact, tuition fees were abolished only in 1956, that is, three years after the death of the leader of the peoples, and under Stalin paid education was the norm.

In this matter, both opponents and defenders of Soviet education are equally right. Paid education in the USSR began with Decree No. 638 of October 26, 1940. It was necessary to pay for knowledge not only in universities or special educational institutions, but also in high schools. Payment was abolished by a decree of the Council of Ministers of the USSR of 1956.

The program of Soviet Russia to eliminate the illiteracy of the population was adopted in 1919 by the Ministry of Education. According to the policy document, the entire population from 8 to 50 years old was required to learn to read and write in their native or Russian language. All literate persons were involved in the training on the basis of labor service. The measure was forced: according to statistics, only 29.3% of men and 13.1% of women were literate. In Central Asia, literacy was 5% and 6%, respectively, in Siberia - 12%.

In literacy schools, students were taught to write and count, understand fonts, be able to make notes necessary in everyday life and official affairs, write down percentages and whole numbers, and understand diagrams. In addition, the basic principles of building the Soviet state were explained to people. The educational program, introduced by the Ministry of Education, brought results: by 1939, the literacy of the population aged 16 to 50 approached 90%.

Changing the content and methods of teaching

Even before the introduction of paid education in the USSR, the new state determined the ways of forming the school. The Soviet school was divided into two stages. The duration of training at the first was 5 years, at the second - 4 years. All citizens received the right to education, regardless of nationality or gender. At the forefront was the unconditionality of secular education. Additional functions were assigned to educational institutions: production and educational.

In 1918, universities began to accept students without exams and without the need to provide a certificate of education. When enrolling, the peasants and workers, that is, the main social groups of the young state, had an advantage. The age limit for entering a higher educational institution was set at 16 years. The first priority was the fight against illiteracy.

In the second half of the 1920s, the number of educational institutions (including the number of seven-year schools in the USSR) and students increased, and regular funding for education was established. The whole system in its main features had taken shape by 1927. University entrance examinations were reintroduced, student enrollment was declining, but education was held back by a shortage of qualified teachers.

In 1930, the decree "On universal compulsory primary education" affected all children from 8 years old. From the 1930-1931 academic year, it was necessary to study for four years, and for teenagers who did not receive primary education, an accelerated course was established (1-2 years). All school curricula were revised, new textbooks were issued, teaching of history was restored, the timetable was introduced, and the lesson became the form of organization of the learning process. A new generation of talented teachers began to work in schools.

Tax on education and culture

Since 1931, a "cultural collection" was introduced, that is, a tax on education and culture. This is the first step towards paid education in the USSR. Peasants were required to pay annually 20-80 rubles per household. The villagers also paid for the education of their children, the collective farmers collectively paid for textbooks and notebooks, stationery, repair and construction of schools. It was a lot of money for the village.

"Change in tuition fees .." in 1940

The Council of Ministers of the USSR introduced paid education for high school students and university students. There was an official decision. From September 1, 1940, students studying in grades 8, 9, 10 of schools, or their guardians, had to pay tuition fees. For schools in Moscow and Leningrad, the capital cities of the republics, it was 200 rubles a year, and in all other settlements - 150 rubles a year. In universities, education cost 400 rubles a year in Moscow, Leningrad and the capitals of the republics, 300 rubles a year in all other cities.

How big was this money for Soviet citizens? Formally, with an average income of 400-500 rubles per month, tuition fees were not catastrophic. But if you look at the statistics, then real income was not enough, and mandatory bonded loans were additionally charged (20-25% of salary). Thus, high school education cost 4% of a parent's annual income per child, and university education cost 9% per year of study.

Paid education in the USSR was not only unbearable for most of the Soviet citizens. This was contrary to the 1936 Constitution. So in 1943 the Central Committee of the CPSU was forced to cancel payment on a national basis. The following are exempt from tuition fees:

Turkmens, Uzbeks and Kazakhs living in the Turkmen SSR;
Kabardians and Balkars studying at pedagogical institutes and living in the Kabardian SSR;
Kazakhs, Uzbeks, Tatars and Uighurs in the Kazakh SSR;
Tajiks, Kirghiz, Kazakhs, Jews, Uzbeks, Karakalpaks living in the Uzbek SSR.

The era of universal free education

In 1940, education was made paid. It became universal and really free only in the late fifties - the first half of the sixties. Since 1956, tuition fees in the USSR have been abolished.

“On strengthening the connection between school and life”

Under N. Khrushchev, an act "On strengthening the connection between school and life" was adopted, which actually forced to pay for school education. Labor service was introduced for students in grades 9 and 10. Two days a week, students had to work in agriculture or in production, and the results of their work went to pay for education. For admission to a higher educational institution, work experience of two years was now required. This reform was abolished immediately after the removal of Nikita Khrushchev. Education took its final modern form only under Brezhnev, that is, in 1966.

Education in the USSR

The system of public education in the USSR- the education system that began to take shape in Soviet times (Soviet Russia, USSR).

In 1973, in the USSR, expenditures from the state budget (excluding capital investments) for higher educational institutions amounted to 2.97 billion rubles, for technical schools, colleges and schools for the training of personnel of medium qualification - 1.79 billion rubles, for vocational education - 2, 09 billion rubles.

In 1975, there were 856 higher educational institutions (including 65 universities) in the USSR, in which more than 4.9 million students studied. In terms of the number of students per 10 thousand of the population of the USSR, it significantly surpassed such countries as Great Britain, the Federal Republic of Germany, France, Japan and others.

As of January 1, 1976, there were 6,272 vocational schools in the USSR with 3.08 million students.

At the beginning of the 1975/1976 academic year, there were 167,000 general education schools in the USSR with 48.8 million students. As of 1975, the training of teachers and educators was carried out at 65 universities, 200 pedagogical institutes and 404 pedagogical colleges.

Education in the Soviet Union was closely connected with the upbringing and formation of personality traits. The Soviet school was called upon not only to solve general educational problems, teaching students the knowledge of the laws of development of nature, society and thinking, labor skills and abilities, but also to form on this basis the communist views and beliefs of students, to educate students in the spirit of high morality, Soviet patriotism and socialist internationalism.

Story

The basic principles of education in the Soviet Union were formulated as early as 1903 in the Program of the RSDLP, announced at the II Congress of the RSDLP: universal free compulsory education for children of both sexes up to 16 years of age; liquidation of class schools and restrictions in education on national grounds; separation of the school from the church; teaching in one's native language, etc.

A serious problem was the illiteracy of a significant part of the population, especially the peasantry, while in Europe, this problem was solved back in the 19th century. The Soviet leadership considered the achievement of universal literacy one of the priorities. As Vladimir Lenin said - “We need a huge increase in culture. it is necessary to ensure that the ability to read and write serves to improve culture, so that the peasant gets the opportunity to apply this ability to read and write to improve his economy and his state..

In total, by 1920, 3 million people had been taught to read and write. The 1920 census on the territory of Soviet Russia recorded the ability to read in 41.7% of the population aged 8 years and older. At the same time, this census was not universal and did not cover such territories of the country as Belarus, Volyn, Podolsk provinces, Crimea, Transcaucasia, the mountainous regions of the North Caucasus, part of Turkestan and Kyrgyzstan, the Far East, as well as some areas of European Russia and Ukraine, Khiva and Bukhara .

Average number of years of education of the population older than 9 years:

1797	1807	1817	1827	1837	1847	1857	1867	1877	1887	1897	1907	1917	1927	1937	1947	1957	1967	1977	1987
0,127	0,148	0,179	0,222	0,270	0,320	0,367	0,435	0,516	0,592	0,762	0,930	1,112	1,502	3,376	5,442	6,048	6,974	7,861	8,833

1920s

In area primary education the main problem in the 1920s remained the eradication of illiteracy. In 1923, the Society "Down with Illiteracy" was created by decree of the People's Commissariat for Education. Over 1.2 million people united urban patronage organizations designed to help the countryside in the rise of culture. In order to speed up the educational program, it was necessary to increase the load on suitable school premises: despite the fact that by 1924 the number of students (with an absolute reduction in the population) could be brought almost to the level of 1914 (98%), the number of schools was only 83% of the pre-war level. The main influx of students during this period were homeless children, whose number reached 7 million people in those years. In 1925-28. as access to education was made available to all children of school age, universal compulsory primary education was introduced by orders of local Soviet authorities. So laws on universal education were adopted: in 1924 in the Ukrainian SSR; in 1926 in the BSSR; as well as in the ZSFSR and in some republics Wed. Asia in the late 1920s But only after the elimination of homelessness as a mass phenomenon (by 1928 - already only 300 thousand), by September 1930, there were grounds to state that universal primary education for children had actually been introduced.

Soviet schools are being rebuilt in accordance with the "Regulations on a unified labor polytechnic school." In the history of the formation of the USSR, the 1920s are characterized as the years of the search for bold and original solutions. Comprehensive education, the laboratory-team method, and the project method are widely introduced in schools. The languages of the majority of the population of the republics are taught in schools. In the 1920s, secondary education in the USSR lasted seven years. The next stage was vocational education, which included vocational schools, technical schools and institutes. In fact, the Soviet school system took shape by 1922: an elementary school (4 years of study), a basic seven-year general education school, and an upper stage of a general education school (a total of 9-10 years of study).

Great damage to the system of public education and the spread of literacy was caused by the First World War and the Civil War. Also, a large number of educational institutions were lost along with a number of territories with the highest level of literacy and education of the population (Poland, Finland, the Baltic States). Due to the constant lack of funds by the 1922/23 academic year, the number of schools decreased to 88,588 and the number of students decreased to 7,322,062. Only by 1926 did the number of schools increase to 111,046 and the number of students to 10,219,529). The situation was aggravated by famine and devastation in many areas of the economy; full funding for the education system was restored only by 1924, after which spending on education grew steadily.


1. Within the boundaries until 09/17/1939

In general, the number of students and teachers increased significantly during this period.

The number of teachers increased from 222,974 in 1922/23. to 394,848 in 1929/30 The number of students in all schools in the USSR increased from 7,322,062 in 1922/23 to to 13,515,688 in 1929/30 Of them:

in elementary schools from 5,993,379 in 1922/23 to 9,845,266 in 1929/30
in junior high schools from 736,854 in 1922/23 to 2,424,678 in 1929/30
in secondary schools increased from 591,645 in 1922/23. to 1,117,824 in 1929/30

The number of university students increased from 127,000 (including Poland) to 169,000 in 1927/28 compared to the pre-war year of 1914. In 1930 there were 272,000 students in the USSR. The number of institutions of higher learning increased from 91 in 1914 to 148 in 1927/28. (in 1930 272,000)

In addition, despite the fact that the scientific potential of the country was seriously undermined during social upheavals, it began to recover from the 1920s. The number of scientific workers has noticeably increased. By 1927, there were 25 thousand of them, that is, twice as many as before the revolution. In 1929, there were already 1,263 scientific institutions operating in the USSR (including 438 scientific research institutes and their branches).

In 1932, unified ten-year labor schools were introduced in the USSR.

In 1933-37, compulsory 7-year education was carried out in cities and workers' settlements. Already in the 1938/1939 academic year in the USSR, 97.3% of children who graduated from primary school went to study in secondary school.

In total, during this period, the number of students in the USSR in all schools increased from 13,515,688 in 1929/30. to 31,517,375 in 1938/39 Of them:

in elementary schools from 9,845,266 in 1929/30 to 10,646,115 in 1938/39.
in junior high schools from 2,424,678 in 1929/30 to 11,712,024 in 1938/39
in secondary schools from 1,117,824 in 1929/30 to 9,028,156 in 1938/39

The number of teachers increased from 384,848 in 1929/30. to 1,027,164 in 1938/39

The number of higher educational institutions in 1932/33 was 832, in which 504,000 students studied.

In general, significant progress has been made in public education. Thus, in the 20 years after the October Revolution in 1937, the number of students in the USSR in the 20 years after the October Revolution in 1937 increased by 3.5 times compared with the pre-war year of 1914 (in secondary schools by 20.2 times), and the number of higher educational institutions increased by 7.7 times.

By the end of the 1930s, significant success was also achieved in the fight against illiteracy: according to the 1939 census, the percentage of the literate population was 87.4%, and the gap in literacy between the rural and urban population was significantly reduced. In just 16 years (from 1923 to 1939) more than 50 million illiterate and about 40 million semi-literate people of different ages studied in the USSR. . Among the recruits, the problem of literacy was no longer standing. And the proportion of conscripts with higher and secondary education in 1939-1940. accounted for a third of the total number of those called. .

Statistics of change in the percentage of literate population:

		1917	1920	1926	1937	1939	1959	1970	1979
Rural population:	Husband.	53%	52,4%	67,3%	-	91,6%	99.1%	99.6%	99.6%
	Female	23%	25,2%	35,4%	-	76,8%	97,5%	99,4%	99,5%
	Total	37%	37,8%	50,6%	-	84,0%	98,2%	99,5%	99,6%
Urban population:	Husband.	80%	80,7%	88,0%	-	97,1%	99,5%	99.9%	99.9%
	Female	61%	66,7%	73,9%	-	90,7%	98,1%	99,8%	99,9%
	Total	70,5%	73,5%	80,9%	-	93,8%	98,7%	99,8%	99,9%
Total:	Husband.	58%	57,6%	71,5%	86%	93,5%	99,3%	99.8%	99.8%
	Female	29%	32,3%	42,7%	66,2%	81,6%	97,8%	99,7%	99,8%
	Total	43%	44,1%	56,6%	-	87,4%	98,5%	99,7%	99,8%

In the 1930s, the following decrees were issued regarding the Soviet education system:

1940s

In total, in the 1940/41 academic year, 34,784 thousand people studied in the schools of the USSR. Of them:

In the initial - 9786 thousand. In seven-year-olds - 12,525 thousand. In the middle - 12,199 thousand.

Number of teachers in 1940/41 amounted to 1237 thousand.

In the 1940/41 academic year, there were 3,773 secondary specialized educational institutions in the USSR with 975,000 students. Higher education in the USSR in the 1940-41 academic year was represented by 817 educational institutions with 812,000 students.

In 1940, a decree of the Council of People's Commissars of the USSR "On the establishment of paid tuition in senior classes of secondary schools and in higher educational institutions of the USSR and on changing the procedure for awarding scholarships" was issued. . According to this decree, from September 1, 1940, paid education was introduced in grades 8-10 of secondary schools, technical schools, pedagogical schools, agricultural and other special secondary institutions, as well as higher educational institutions.
For students in grades 8-10 of secondary schools, technical schools, pedagogical schools, agricultural and other special secondary institutions, the fee ranged from 150 to 200 rubles a year. Education in higher educational institutions cost from 300 to 500 rubles a year. In 1940, tuition fees averaged about 10% of the family budget (with one worker), in 1950 and further until the abolition of payment in 1954 - about 5%.

To encourage outstanding figures in science, technology, culture and organizers of production in 1939, on the 60th anniversary of Stalin, the Stalin Prizes were awarded annually, starting in 1941.

Taking into account the increased level of material well-being of the working people and the significant expenditures of the Soviet state on the construction, equipment and maintenance of an ever-growing network of secondary and higher educational institutions, the Council of People's Commissars of the USSR recognizes it necessary to lay part of the costs of education in secondary schools and higher educational institutions of the USSR on the workers themselves and in Decides in this regard:
1. Enter from September 1, 1940 in 8, 9, and 10 grades of secondary schools and higher educational institutions tuition fees. 2. Establish the following tuition fees for students in grades 8-10 of secondary schools: a) in schools in Moscow and Leningrad, as well as in the capital cities of the Union republics - 200 rubles a year; b) in all other cities and villages - 150 rubles per year.

Note. The specified tuition fees in grades 8-10 of secondary schools shall be extended to students of technical schools, pedagogical colleges, agricultural and other special secondary institutions. 1. Establish the following amounts of tuition fees in higher educational institutions of the USSR: a) in higher educational institutions located in the cities of Moscow and Leningrad and the capitals of the Union republics - 400 rubles a year;
B) in higher educational institutions located in other cities - 300 rubles per year ...

Number of students in the USSR during the Great Patriotic War:

1950s

Since the 1949/50 academic year, there has been a decrease in the number of students, since children born in the war years entered schools, when the birth rate in wartime conditions (especially in the territory occupied by the enemy and in the front line) decreased significantly.

In 1956, 35,505 thousand people studied in the USSR in various educational institutions (this number does not include 14.9 million students in schools for retraining and advanced training of personnel). Of them:

In general education schools - 30,127 thousand. In schools of the school system of labor reserves - 1,365 thousand people. In technical schools and secondary special uch. institutions - 2,012 thousand. In higher educational institutions - 2,001 thousand.

Number of teachers in 1950/51 amounted to 1,475 thousand; in 1955/56 - 1,733 thousand.

In 1950 there were 162,500 scientific workers in the USSR. By 1955 their number had grown to 223,900 and 2,950 scientific institutions (1,180 of them were research institutes and their branches).

The USSR census, conducted in 1959, showed that illiteracy among the country's population was almost completely eradicated.

1960s

Notes

THE USSR. Public Education // Great Soviet Encyclopedia
General education // Russian Pedagogical Encyclopedia. T. 1. M., 1993 URL: www.otrok.ru/teach/enc/index.php?n=3&f=82
// Great Soviet Encyclopedia M.: Soviet Encyclopedia. 1969-1978.
Myshko N. S. The growth of the educational level of the population of Kazakhstan during the period of building socialism (1917-1937) / dis. cand. ist. Sciences. Ust-Kamenogorsk 1984 - 201 p.
History of Russia in the XX - early XXI century / A. S. Barsenkov, A. I. Vdovin, S. V. Voronkova; ed. L. V. Milova - M.: Eksmo, 2006 S. 330, 400
Literacy / Russian Pedagogical Encyclopedia. T. 1. M., 1993; URL: www.otrok.ru/teach/enc/txt/4/page95.html
History of the census (part 3) - TERRITORIAL BODY OF THE FEDERAL STATE STATISTICS SERVICE FOR St. Petersburg and the Leningrad Region. Official website URL: http://petrostat.gks.ru/default.aspx
Kozlova L.A. "Without defending a dissertation." Status organization of social sciences in the USSR - Bolshevik philosophy. Ovcharenko V.I.
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Schools for adults / Great Soviet Encyclopedia ed. 3rd
Barsenkov A.S., Vdovin A.I. Russian history. 1917-2004. - Aspect-Press, M., 2005 (p. 180, 181)
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History of Pedagogy / History of Pedagogy N.A. Konstantinov, E.N. Medynsky, M.F. Shabaeva. "Enlightenment", Moscow, 1982
Cultural construction of the USSR. Statistical collection. / M.-L.: Gosplanizdat. 1940. S. 37
V.P. Dyachenko. History of Finance of the USSR (1917-1950)
The Soviet Union: Facts, Descriptions, Statistics.
National economy of the USSR in 1956 (Statistical collection) M. 1956 S. 221, 222, 223
History in numbers. B.N. Mironov. Table 11. P. 136
Kirillov V.V. History of Russia / M. 2007. S. 490
Achievements of Soviet power for 40 years in numbers / M. 1957, p. 273
Russian scientists and engineers in exile. M.: PO "Perspective", 1993. - The number of emigrants in 1918-1922 is estimated by various sources from 1.2 to 3 million people, including family members.
Saprykin D.L. Educational potential of the Russian Empire" - IIET RAN, M., 2009.
Barsenkov A.S., Vdovin A.I., History of Russia. 1917-2007 "- M.: Aspect Press, 2008 - p. 236
http://www.hrono.ru/vkpb_17/pril_1.html Resolutions and decisions of the XVII Congress of the CPSU (b)
Senyavskaya E. S.

A temple of knowledge, an important step in life, a forge of scholars and champions - this is all for the rants and texts of bad writers. The school is an ordinary building that accommodates students and teachers, but very, very different, no matter what they say. The school is an ordinary institution, filled with conflicts - big and small, serious and not worth a damn, inter-gender, interracial, inter-age, caste, fathers and children. But we learned from our school years the knowledge and ability to adapt in society, which today's youth often lacks, despite the presence of school psychologists. Life in life - that's what the Soviet school is.

School uniform

Blue suits for boys, brown dresses for girls. On weekdays, a black apron relied on brown dresses, on holidays - a white one. No space? And the apron? What they were! With ordinary wings, fluffy, pleated, ruffled, embroidered, with appliqué - for 50 girls you will not find a pair of the same. And there are pockets too!

By the mid-80s, the school uniform had changed. They introduced blue triplets for everyone: for boys - a trouser suit, for girls - with a skirt. It was a joy - it became possible to wear different blouses (as long as they were white), and many girls dressed in fashionable turtlenecks (who had them). Another plus is the length of the skirt. Who will cut the school dress? But tucking up a skirt is as easy as shelling pears - and ankle-length girls ran in mini, rolling up the fabric several times around the belt. Before and after the lessons in the toilet it was hard to breathe: in the morning the skirts were turned up, in the afternoon they were returned back.

An obligatory component of the Soviet school uniform (with the exception of October) - a pioneer tie - lived for exactly one academic year. After her, a fate awaited her, maybe not so honorable, but certainly more important from the point of view of a pioneer who plunged into vacation joys. Everyone had one joy - a pioneer camp.

Everyone knew that at the end of August it would come from their parents: someone would be deprived of cinema and sweets, they would not talk to someone, and someone would be whipped - it didn’t matter. A tie from year to year went to the slaughter: it turned into a repository of murals - those who were almost crazy expensive throughout the summer signed on the red triangle. It was an honor to receive an offer to sign a tie. It was a declaration of love, if we are talking about children of different sexes.

Parting, the teenagers thought that they would no longer wake up from grief, but as a maximum in November they did not remember the objects of friendship and, what is already there, love affection. And only the murals (if the parents had not completely ruined the tie) vaguely resembled wonderful moments - not even in the faces ... with a feeling.

Hierarchy

Protest. Unconscious, subconscious, denied, but protest - this is the only way to characterize the hierarchy within the class. The ringleader was also a loser - a favorite, an excellent student and a social activist - a stranger. There was a vacuum around the activists. They stewed in some kind of their own juice, very far from society.

This hierarchy arose in the middle of the path. The younger schoolchildren openly despised the losers, they did not want to sit at a desk with them (the punishment for wrongdoing is to put them next to the losers "to Kamchatka"). Starting from the 4th grade, the popularity of "Kamchatka" steadily strove upwards and by the 7th climbed to an unattainable height. "Kamchatka" turned into an elite place.

Election of the headman

Elections of the headman were also protests. Year after year, the class put on an inveterate hooligan - year after year the teachers rejected the candidacy, rewarding one of the excellent students with authority.

The confrontation turned out to be very interesting, but absolutely meaningless. The headman had a lot of duties, but no preferences (the honors students did not need them). The favorite of the class, perhaps under the threat of being sent to a colony, would begin to deal with organizational issues, and even then - he would not be able to fulfill at least half.

Who and when came up with the idea to make this position (if you can call it that) elective? From childhood, children were taught to be calm about ignoring their choice. Oddly enough, this did less harm than good - at least people were spared harsh adult disappointment in a much more important election.

School wall newspaper

Each class had its own broadcasting organ. The editorial board of the wall newspaper consisted of 2-3 especially caustic girls. There was also space around them, but not a vacuum - a different property: few people wanted to get on a young pen, and therefore they did not even try to offend journalists. And respected - genuinely. And they not only respected, but also helped, carrying “chestnuts” from school life (it was not at all necessary to fill the newspaper with stories only about cool characters).

Help was also material, especially on holidays. The New Year's wall newspaper was prepared by the whole class ahead of time. Christmas decorations used to be real - not soulless plastic balls, somehow painted, but glass with fine painting. Of course, not a single NG could do without broken glass. It was collected, proudly declaring to parents about the need to prepare a wall newspaper for the next NG, and kept for a whole year. Letters were written on whatman paper with glue, and then crushed broken balls were placed on this glue - it turned out festive, brilliant, bright, but not glamorous at all. They also carried herbariums for autumn newspapers - and they bloomed with the colors of a falling asleep forest. In such issues, no one was pulled through - they appreciated the help.

Basic military training lessons

Everyone loved them, and the “envepeshnik” was a god and a king. The only thing that overshadowed the comprehension of a favorite subject was theory. The CWP lessons were of 2 types: theory and practice. The practice was also not uniform: the boys already learned soldier drill at school, and the girls simply went crazy when it came to military drill - they whispered in the corners about their little girlish secrets, secretly tinting lips and eyelashes (especially bold - and nails).

But no one was released from the shooting. The children rejoiced - everyone loved to shoot without exception. A real rifle (albeit pneumatic) is an element of adulthood, and what teenager does not dream of growing up sooner?

There were also spots on the military "sun" - the Gaza team. It always sounded out of time (“envelopes” were cunning) and caused a lot of trouble, especially for girls: as soon as the command was given, it was necessary to quickly put on a gas mask. The military instructor stood with a stopwatch, and the children put on a rubber "elephant" - rubber tightly grabbed hair from pigtails and ponytails; fashionistas were visited by a desire to throw off lush bows along with braids - to cut their hair, that is, and not even under Mireille Mathieu, but as short as possible. Not a single scythe was damaged - already at recess, the girls forgot about the evil gas masks.

Waste paper and scrap metal

Definitely - there was no school in the country where they would not organize the collection of waste paper and scrap metal. If it was still possible to somehow manage waste paper, since everyone was used to it (of course: heaps of old newspapers gave the right to purchase good books; oddly enough, they were willing to share paper), then things were not so rosy with pieces of iron. The scrap was heavy, find it- even harder (there were practically no cars, where did the ownerless iron come from?).

However, the chest was opened simply - instead of lessonslabor / housekeeping, schoolchildren gladly went outside to study it for someone abandoned / lost metal. This was not always possible - the people were law-abiding and did not particularly scatter, but by some miracle they found this elusive scrap.

In the time of Andropov, the collection of anything instead of labor lessons had to be stopped - the supply of all students with certificates with the time stamped in them, apparently, turned out to be an unbearable burden.

Patronage of pensioners

The patronage of pensioners was popular, as was the collection of scrap metal - if you run to the store and pharmacy, wash floors and windows for grandparents, you had to take out the garbage at regular hours. Only future medalists and Komsomol organizers (Oh! They knew in advance that they would become such) were engaged in this at odd hours, for whom an excellent characteristic played almost decisive significance. The rest were frankly up to scratch, but they did everything with undisguised pleasure when they received exemption from a couple of last lessons: cleaning windows is better than sitting in a classroom and waiting for a call to the blackboard. And grandparents saw happy children's faces. Here is an example of strange relationships where it is impossible to separate good and evil.

RONO and GORONO

All the tricks with a crowbar and patronage, which led to victims in the form of lessons, had an underlying reason, but it was not at all a desire to accustom children to a conscious life and the need for physical labor (and this was, but not for everyone and to a much lesser extent), but accountability .

The district department of public education (if memory serves) and the city department of education, also public - a scourge. The scourge of teachers is first and foremost. The plan reigned everywhere - even in schools. A plan for academic performance, for correcting difficult (and if it were not difficult?), for kilograms of waste paper and scrap metal, for acceptance into pioneers, for extracurricular work. And for the sake of good reporting had to make sacrifices. Another adult lesson is the search for compromises.

From the author : now, from a height of years, I say - it was a scourge; the plan forced excellent, without exaggeration, teachers to hand out ready-made exam solutions, so long as academic performance did not fall, as long as those guys who were not subject to the subject due to the lack of natural inclinations could somehow pass it.

And let's remember what and how they taught in the Soviet school. Yes, we are not just nostalgic, but with a meaning. I’ll make a reservation right away: I’ll remember from my personal already leaky memory, I don’t specifically go into all sorts of reference books and pedivics, because if I mess up somewhere or forget something important, please, correct it. Let's go!

Oh at all

A young Soviet man went to school when he was 7 years old. Some parents tried to shove their child into teaching at the age of 6, but teachers treated this with coolness, because at 6 the child is not yet ready for systematic study, not only morally and psychologically, but also purely biologically.

The school week lasted from Monday to Saturday inclusive, there was only one day off - Sunday.

The academic year began strictly on September 1, the only exception is if September 1 fell on a Sunday (this happened to me in 1974 when I went to grade 2), then classes began on September 2. Actually, on September 1, there were almost no classes as such, especially in the lower grades, although everyone knew the schedule in advance and went to school with the necessary set of textbooks.

The whole school course was divided into three stages:

Primary school, grades 1 - 3

Secondary school, grades 4 - 8

Senior grades, 8 to 10.

Separately, we single out such a subject as "Labor" - labor training. In the primary grades, it was reduced to gluing all kinds of paper crafts and crafting and various kinds of designers, in the middle school, the boys mastered hammers and planers in the school workshop, and the girls mastered housekeeping.

1 - 3 classes

Grades 1 to 3 were in elementary school. During this period, children (US!) were taught elementary literacy and were given primary ideas about the world around them.

Initially, in the 1st grade there were 3 (in words - three) main subjects: writing, reading and mathematics, drawing, music, physical education and natural history were added to them, once a week there was always a class hour, where they discussed all sorts of intra-class affairs (they scolded losers, praised excellent students, appointed duty officers, etc., etc.).

Somewhere in a month or two after the start of studies, the subject "writing" was replaced by "Russian", and "reading" by "literature".

All classes were held in the same class, the only exception is physical education. While it was still (and when it was already) warm, they were engaged in physical education on the street, in cold weather - in the hall. In my particular school - in the assembly :-)

The composition of elementary school lessons did not change for all three years, except that only in the 2nd grade a foreign language was added. English was the most popular, but other languages were also studied in schools, including a variety of exotic ones. I don’t speak a full set of European ones, and I can’t vouch for Swahili, but I know people who studied Chinese, Turkish and Farsi during their school years (not optional, but as part of the general program).

All the main lessons were taught by one single teacher - the class teacher, there were separate teachers for music, drawing (and even then not always) and for a foreign language.

In the first class we were accepted in October. What was the deep essential meaning of this “organization” after so many years, I can’t say, but we wore the October badge and it was believed that the whole class was one October detachment. Well, in the third grade, upon reaching 9 years old, we were accepted as pioneers. This was already a much more meaningful step, it required at least to memorize the rules of the pioneers of the Soviet Union. Formally, it was possible not to join, and, according to the stories of teachers and acquaintances, such cases happened. As a rule, due to a severe form of christosis of the brain in parents.

The pioneers were accepted in different ways. The most popular option is in the native school, the most outstanding ones are on Red Square, in front of Lenin's Mausoleum. The most outstanding entrants were brought to this event from all over the country. I was awarded an intermediate option - in the Memorial Hall of the Lenin Museum. It turned out pathetic, I still remember.

4 - 8 grades

From the 4th grade, the life of a student changed dramatically. First of all, the class teacher changed. Secondly, now the lessons were in subject classes and the students moved from class to class. And of course, each subject had its own teacher.

The composition of objects also changed, first of all, new ones were added, and something was lost.

I can’t say for sure what was there under normal conditions in the 4th grade, because the school where I studied was experimental and because of the experimentation, a lot was done there through the back. And the peak of this "over the back" fell on my 4th grade. Further, either the right people received their dissertations, or the most zealous ones were inserted through the same ass up to the tonsils, but from the fifth grade everything more or less returned to normal.

In the 4th grade, EMNIP, geography and history appeared. History in the form of either the history of the USSR, or "Native History" - a short and very naive course in the history of Russia - the USSR, from the first Slavs to the last congress of the CPSU. In fact - a set of stories and anecdotes on the topic. Well, according to the level and age of the students. I also remember the Natural History textbook for grade 4, but we didn’t have the subject itself.

In the 5th grade there was already a full-fledged physical geography and a full-fledged history began. Biology also began: 5th - 6th grades (until the middle of the 6th grade) - botany, 6 - 7 - zoology.

History was taught in accordance with the periodization of the change of socio-economic formations (according to Marx and Engels): the ancient world - the primitive communal system and slave-owning states, the Middle Ages - feudalism, modern times - the domination of capitalism, modern times - since the October Revolution, development and approval socialist system. Emphasis was placed on the analysis of the class structure of society, the class struggle and social revolutions.

Physics began in the 6th grade, chemistry in the 7th grade, and human anatomy and physiology were studied in the eighth grade.

In some schools, specialization took place from the 8th grade: a biological class, a mathematical class, etc.

Also, somewhere from the 6th or 7th grade, I don’t remember exactly, the summer holidays were cut by one month: industrial practice relied on June. The specific implementation of this practice strongly depended on the particular school, its connections with scientific and industrial organizations, universities, etc. Often the whole "practice" came down to the fact that the children were driven to school, given the task of cleaning up and left to go crazy.

In the 8th grade, we crossed the 14-year mark, left the pioneer organization due to age, and many (but by no means all) joined the Komsomol. Here the Komsomol was already a completely conscious act. Everything there was already adult and individual: a statement, recommendations of 2 members of the Komsomol or one from the CPSU, a membership card and membership fees (for schoolchildren = 2 kopecks / month. For comparison = 2 boxes of matches or two glasses of soda without syrup in a street machine, or one conversation on the phone in a street machine). The procedure for joining the Komsomol was quite lengthy, Komsomol tickets were handed out in the district committee.

The prevailing opinion was that membership in the Komsomol simplifies admission to a university and, in general, career growth. In fact, many of my classmates entered the university without it. On the other hand, membership in the Komsomol was mandatory for some universities (the Higher School of the KGB, for example).

Grade 8 was a very important milestone: at the end of it, exams were held and students received a certificate. And according to the results of the certificate, there was a division: someone continued to study at school with an eye on the university, and someone went to master working specialties in vocational schools.

9th and 10th grades

There were changes in high school. There was no longer a Russian language, EMNIP, and chemistry was ending. But physics and biology were studied at a higher level. Biology was "General biology", with elements of genetics, ecology and evolutionary doctrine. I don’t really remember what there was in physics, but social science definitely appeared - the foundations of Soviet legislation, in fact.

History continued, the history of the USSR was studied in detail.

In the 10th grade, they passed astronomy, but for the most part they already passed by.

But the main thing that happened in grades 9-10 was preparation for entering the university. Tutors, additional classes, preparatory courses... Well, there is also such a factor as age and hormones. Boys and girls were already actively interested in each other. Therefore, there was practically no time left for school :-)

Well, everything ended with the Last Bell (May 25), final exams (very seriously! With a bad certificate about the university, you could immediately forget!) And on June 25, graduation balls were held.

The prom usually took place at school (which, IMHO, is essentially correct, because it's not just a youth booze, but a farewell to the school). It all started with the solemn presentation of certificates, then a feast. This feast was supposed to be non-alcoholic, and teachers and parents made sure that it was so. But, of course, it was impossible to keep track of everything, because some especially prominent personalities got drunk. But it was not a mass phenomenon. Classes, by the way, remained open (except for especially valuable and dangerous rooms, such as a library and a supply room with reagents in the chemistry room), so that former schoolchildren could once again feel nostalgic in their favorite classes.

The ball began in the evening and ended at dawn. And we, for the last time, left such native school doors. In a completely new, already adult, life ...

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Labor education yes, in different classes it was different. And in different schools too. In my school, in general, there was a complete profanity, and my friend learned to drive and after school he automatically got a license.

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Didn't you have vocational training in working specialties in a special combine in grades 9-10 - once a week?

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This was not the case in my experimental school. Perhaps due to the predominance of a very specific ethnic component among students and teachers. That's why I forgot to write about it. In others, yes, it was. But not only in factories and not only workers. My wife, for example, had an internship at school as a junior medical staff in one of the hospitals. They even received a nursing diploma along with a certificate.

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It was a good time. And we could learn to type on a typewriter. I really wanted to, but my friend dissuaded me. ALL my life I regret, because this is the skill I lack. And we went with her to the radio factory to twist the sockets. (((

Original post by WoleDeMort
And let's remember what and how they taught in the Soviet school. Yes, we are not just nostalgic, but with a meaning. I’ll make a reservation right away: I’ll remember from my personal already leaky memory, I don’t specifically go into all sorts of reference books and pedivics, because if I mess up somewhere or forget something important, please, correct it. Let's go!
Oh at all
A young Soviet man went to school when he was 7 years old. Some parents tried to shove their child into teaching at the age of 6, but teachers treated this with coolness, because at 6 the child is not yet ready for systematic study, not only morally and psychologically, but also purely biologically.
The school week lasted from Monday to Saturday inclusive, there was only one day off - Sunday.
The academic year began strictly on September 1, the only exception is if September 1 fell on a Sunday (this happened to me in 1974 when I went to grade 2), then classes began on September 2. Actually, on September 1, there were almost no classes as such, especially in the lower grades, although everyone knew the schedule in advance and went to school with the necessary set of textbooks.
The whole school course was divided into three stages:
Primary school, grades 1 - 3
Secondary school, grades 4 - 8
Senior grades, 8 to 10.
Separately, we single out such a subject as "Labor" - labor training. In the primary grades, it was reduced to gluing all kinds of paper crafts and crafting and various kinds of designers, in the middle school, the boys mastered hammers and planers in the school workshop, and the girls mastered housekeeping.
1 - 3 classes
Grades 1 to 3 were in elementary school. During this period, children (US!) were taught elementary literacy and were given primary ideas about the world around them.
Initially, in the 1st grade there were 3 (in words - three) main subjects: writing, reading and mathematics, drawing, music, physical education and natural history were added to them, once a week there was always a class hour, where they discussed all sorts of intra-class affairs (they scolded losers, praised excellent students, appointed duty officers, etc., etc.).
Somewhere in a month or two after the start of studies, the subject "writing" was replaced by "Russian", and "reading" by "literature".
All classes were held in the same class, the only exception is physical education. While it was still (and when it was already) warm, they were engaged in physical education on the street, in cold weather - in the hall. In my particular school - in the assembly :-)
The composition of elementary school lessons did not change for all three years, except that only in the 2nd grade a foreign language was added. English was the most popular, but other languages were also studied in schools, including a variety of exotic ones. I don’t speak a full set of European ones, and I can’t vouch for Swahili, but I know people who studied Chinese, Turkish and Farsi during their school years (not optional, but as part of the general program).
All the main lessons were taught by one single teacher - the class teacher, there were separate teachers for music, drawing (and even then not always) and for a foreign language.
In the first class we were accepted in October. What was the deep essential meaning of this “organization” after so many years, I can’t say, but we wore the October badge and it was believed that the whole class was one October detachment. Well, in the third grade, upon reaching 9 years old, we were accepted as pioneers. This was already a much more meaningful step, it required at least to memorize the rules of the pioneers of the Soviet Union. Formally, it was possible not to join, and, according to the stories of teachers and acquaintances, such cases happened. As a rule, due to a severe form of christosis of the brain in parents.
The pioneers were accepted in different ways. The most popular option is in the native school, the most outstanding ones are on Red Square, in front of Lenin's Mausoleum. The most outstanding entrants were brought to this event from all over the country. I was awarded an intermediate option - in the Memorial Hall of the Lenin Museum. It turned out pathetic, I still remember.
4 - 8 grades
From the 4th grade, the life of a student changed dramatically. First of all, the class teacher changed. Secondly, now the lessons were in subject classes and the students moved from class to class. And of course, each subject had its own teacher.
The composition of objects also changed, first of all, new ones were added, and something was lost.
I can’t say for sure what was there under normal conditions in the 4th grade, because the school where I studied was experimental and because of the experimentation, a lot was done there through the back. And the peak of this "over the back" fell on my 4th grade. Further, either the right people received their dissertations, or the most zealous ones were inserted through the same ass up to the tonsils, but from the fifth grade everything more or less returned to normal.
In the 4th grade, EMNIP, geography and history appeared. History in the form of either the history of the USSR, or "Native History" - a short and very naive course in the history of Russia - the USSR, from the first Slavs to the last congress of the CPSU. In fact - a set of stories and anecdotes on the topic. Well, according to the level and age of the students. I also remember the Natural History textbook for grade 4, but we didn’t have the subject itself.
In the 5th grade there was already a full-fledged physical geography and a full-fledged history began. Biology also began: 5th - 6th grades (until the middle of the 6th grade) - botany, 6 - 7 - zoology.
History was taught in accordance with the periodization of the change of socio-economic formations (according to Marx and Engels): the ancient world - the primitive communal system and slave-owning states, the Middle Ages - feudalism, modern times - the domination of capitalism, modern times - since the October Revolution, development and approval socialist system. Emphasis was placed on the analysis of the class structure of society, the class struggle and social revolutions.
Physics began in the 6th grade, chemistry in the 7th grade, and human anatomy and physiology were studied in the eighth grade.
In some schools, specialization took place from the 8th grade: a biological class, a mathematical class, etc.
Also, somewhere from the 6th or 7th grade, I don’t remember exactly, the summer holidays were cut by one month: industrial practice relied on June. The specific implementation of this practice strongly depended on the particular school, its connections with scientific and industrial organizations, universities, etc. Often the whole "practice" came down to the fact that the children were driven to school, given the task of cleaning up and left to go crazy.
In the 8th grade, we crossed the 14-year mark, left the pioneer organization due to age, and many (but by no means all) joined the Komsomol. Here the Komsomol was already a completely conscious act. Everything there was already adult and individual: a statement, recommendations of 2 members of the Komsomol or one from the CPSU, a membership card and membership fees (for schoolchildren = 2 kopecks / month. For comparison = 2 boxes of matches or two glasses of soda without syrup in a street machine, or one conversation on the phone in a street machine). The procedure for joining the Komsomol was quite lengthy, Komsomol tickets were handed out in the district committee.
The prevailing opinion was that membership in the Komsomol simplifies admission to a university and, in general, career growth. In fact, many of my classmates entered the university without it. On the other hand, membership in the Komsomol was mandatory for some universities (the Higher School of the KGB, for example).
Grade 8 was a very important milestone: at the end of it, exams were held and students received a certificate. And according to the results of the certificate, there was a division: someone continued to study at school with an eye on the university, and someone went to master working specialties in vocational schools.
9th and 10th grades
There were changes in high school. There was no longer a Russian language, EMNIP, and chemistry was ending. But physics and biology were studied at a higher level. Biology was "General biology", with elements of genetics, ecology and evolutionary doctrine. I don’t really remember what there was in physics, but social science definitely appeared - the foundations of Soviet legislation, in fact.
History continued, the history of the USSR was studied in detail.
In the 10th grade, they passed astronomy, but for the most part they already passed by.
But the main thing that happened in grades 9-10 was preparation for entering the university. Tutors, additional classes, preparatory courses... Well, there is also such a factor as age and hormones. Boys and girls were already actively interested in each other. Therefore, there was practically no time left for school :-)
Well, everything ended with the Last Bell (May 25), final exams (very seriously! With a bad certificate about the university, you could immediately forget!) And on June 25, graduation balls were held.
The prom usually took place at school (which, IMHO, is essentially correct, because it's not just a youth booze, but a farewell to the school). It all started with the solemn presentation of certificates, then a feast. This feast was supposed to be non-alcoholic, and teachers and parents made sure that it was so. But, of course, it was impossible to keep track of everything, because some especially prominent personalities got drunk. But it was not a mass phenomenon. Classes, by the way, remained open (except for especially valuable and dangerous rooms, such as a library and a supply room with reagents in the chemistry room), so that former schoolchildren could once again feel nostalgic in their favorite classes.
The ball began in the evening and ended at dawn. And we, for the last time, left such native school doors. In a completely new, already adult, life ...

In 1949, the transition to universal compulsory seven-year education was legally formalized. On the basis of the decision of the 19th Congress of the All-Union Communist Party of Bolsheviks (1952) on a gradual transition to universal secondary education and an increase in the construction of schools in cities and in the countryside by 70% compared with the previous five-year period, plans were drawn up in the Union and Autonomous Republics to further expand the network of secondary schools. In the post-war period, the schools for working and rural youth (evening and shifts) established in 1943 were greatly developed.

In the post-war years, a new type of school was created - a boarding school for children who lost one or both parents. Children of single mothers, war and labor invalids, orphans, as well as children for whose upbringing there were no necessary conditions in the family, were admitted to boarding schools.

On December 24, 1958, 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 beginning of the reform of the school, which lasted until the mid-1960s.

The main goal of the reform was the training of technically literate personnel for industry and agriculture. Instead of 7 years, a universal compulsory 8-year education was introduced, the transition to which was completely completed in 1963. Complete secondary education, the term of which was increased from 10 to 11 years, was envisaged to be carried out on the basis of combining education with work in a day or evening school, or in the technical school. Two days a week, senior day school students had to work in factories or in agriculture.
High school graduates along with the matriculation certificate received a certificate of specialty.

The network of evening and correspondence education was expanded, benefits were provided for admission to a university for those who had already worked in production for at least three years, and the possibility of out-of-competition enrollment of persons sent to universities by enterprises, collective farms and state farms was provided.

In practice, the slogan of linking the school with life was poorly realized. The mass transition of schools to industrial training did not take place due to the lack of jobs for schoolchildren. Only a small part of the graduates went to work in the specialty received at school. At the same time, the level of general educational preparation of students turned out to be significantly reduced.

Therefore, in 1964-1966. the school returned to 10 years of education while maintaining 8 years of education as compulsory. Vocational training remained only in those educational institutions that had the necessary material base.

Unjustifiably increased admission to universities and technical schools. Later, compulsory secondary education was introduced. At the same time, the number of medium technical personnel has noticeably decreased throughout the country. An overabundance of specialists with higher technical education led to the fact that they were used instead of technicians. The prestige of higher education has fallen markedly. In turn, this led to a redistribution of salaries.

On the wave of democratization of public life, increasing the socio-political activity of people in the second half of the 1950s. The pedagogical experience of A. S. Makarenko became the pivotal basis for the creative searches of innovative teachers. Created by an outstanding teacher, the technology for organizing and rallying a children's educational team was successfully applied by dozens of directors of schools and orphanages in Moscow and other cities. The problems of the development of the children's educational team were studied by prominent scientists and teachers of the 1960-80s: M.D. Vinogradova, L. Yu. Gordin, N. S. Dezhnikova, S. E. Karklina, I. A. Kairov, V. M. Korotov, B. T. Likhachev, I. S. Marenko, L. I. Novikova, I. B. Pervin, B. E. Shirvindt and others. scientists and researchers of the Scientific Research Institute of General Problems of Education established in 1970 as part of the Academy of Pedagogical Sciences of the USSR.

At the same time, A. S. Makarenko’s pedagogical teaching about the educational team was distorted to please the ideological canons of that time. In particular, the role of the children's collective in the upbringing of the personality has been hypertrophied. The state doctrine affirmed the priority of the collective-public over the personal-individual.

The multifaceted critique of collectivism in education, which became especially active in the early 1990s, nevertheless, did not play its transformative role. The awareness by many scientists and teachers of such negative consequences of collectivist education as the dependent position of the individual on the collective, which creates a threat to his individuality, the inability to form true moral freedom in the conditions of the collective, the removal from the child of the tension of personal responsibility, personal choice, transferring them to collective decision-making, collective irresponsibility and much more, has not yet become the basis for the final rejection of the idea of collectivist education. The collective today continues to be the “goal and means” of education, attempts to “harmonize” the collective and the individual do not stop, the search for the relationship between religious influence and harmony of the collective with the individual is actively conducted.

Such stability in assessments of the positive role of the collective and the vitality of ideas about it as the only form of cohesion and development of children have been preserved because criticism, analyzing the shortcomings of collectivist education, suggests such forms of organization of children that generally deny the idea of the collective or lead back to it in a roundabout way. , with the inevitable repetition of all its negative consequences.

An indicator of extremely negative assessments of the idea of educating a personality in a team was a lot of publications in the late 1980s and early 90s, the authors of which denied the entire system of Soviet collective education and accused it of complete failure. The leading place in this flow of publications was occupied by the “subverters” of A. S. Makarenko as the creator of the system of collective education in the USSR (Yu. P. Azarov and others). However, a balanced, constructive analysis of the history of the development of the theory and practice of collective education has shown that a disdainful attitude to the pedagogical experience of the past, to the history of pedagogical ideas and views is simply unacceptable. It is no coincidence that the experience and legacy of A. S. Makarenko became the subject of close study by researchers of the Makarenko-Referat laboratory established in 1968 at the University of Marburg.

The updated program of school education is presented in the official documents of the Russian Ministry of Education in the 1990s. 20th century The goal of the school is to contribute to the spiritual renewal of society. Abandoning authoritarian parenting, the school must provide personal attention to students.

The Law of the Russian Federation "On Education" (1992) created the foundations for a new regulatory framework for the reform and development of education, was the fundamental document that basically determined the policy in the field of education for a decade to come. In 1996, the law was adopted in a new edition. It was established that one of the state guarantees of the priority of the education sector is the allocation of at least 10% of the national income for the purpose of its development.

In the context of the socio-economic crisis, the steady decline in the share of budgetary financing of higher education has led to a trend in higher education institutions to increase funds from non-budgetary sources. The wide educational market, which is not controlled by the state, leads to a disproportion in the contingent of students, where the proportion of children of parents of high status and wealth increases.

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