Международный научный журнал «Аграрное образование и наука»

При содействии Университета науки и техники штата Айова

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ISSN 2309-7671

Key title:
Agrarnoe obrazovanie i nauka

Abbreviated key title:
Agrar. obraz. nauka

Agricultural school in the training system of the village (the mid 1940s – the first half of the 1950s) (on the materials of Ukraine)

A. F. Nikilev, doktor istoricheskih nauk, professor Dnepropetrovskogo natsionalnogo universiteta im. Olesya Gonchara

The article considers the activity of created in the post-war restoration conditions additional system of training institutions for collective farm production. There are analyzed of the causes of the emergence of the new structure, quantitative and qualitative characteristics of its activities to meet the leadership of the country objectives. It is shown that the provision of schools, the time for training of specialists were limited only by one year, of the listening contingent – only by the inhabitants of rural areas with a history of collective farming and of the level of education – by 7 classes. It is noted that for Ukraine the educational parameters were difficult due to the occupation and two waves of military operations on its territory in 1941–1944 and, in consequence, the significant of the population changes in the composition. The state of material-technical and educational-methodical base of educational institutions, teaching listeners in rural areas are analyzed. It is shown that, despite of the declaration of state importance of these schools, they have for the whole period of existence, they have constantly felt lack of funding in the material and technical, educational, production, technical and socio-humanities spheres. There were cases of delays with payment of wages to teachers. Students` scholarship did not provide even their nutritional needs. It is underlined that such state of schools wasn`t not increasing their popularity in rural residents, had a negative impact on quality indicators of schools and eventually on the implementation of the state program, which was put in the stage of the creation of this category of educational institutions. So the presence of a significant number of persons with a low level of education made the pedagogical collectives go to the underestimation of the level of teaching and assessment of students. The result was the preparation of specialists with a low level of qualifications. In the end only a small portion of graduating students worked in the profession. The rest after returning worked in the same capacity.

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