Education system in the USSR achievements and problems. Myths of Soviet Education

IN lately Many often ask themselves questions: Why do we have such a low level of education and why many graduates cannot answer even the most simple questions from the school program? What did after the collapse of the USSR with the previous education system? In the Soviet years, personnel training of future specialists was fundamentally different from the one that today reigned throughout the post-Soviet space. But the Soviet education system has always been competitive. Thanks to her, the USSR came out in the 1960s on the first lines in the ranking of the most educated states of the world. The country occupied a leading place for the demand of his people whose knowledge, experience and skills for the benefit of the native country has always been appreciated. What were they, Soviet science and Soviet education, if the personnel really should decide everything? In anticipation of the new school year Let's talk about the pros and cons of the Soviet education system, about how the Soviet school formed a person's personality.

"To master the science, to post new frames of the Bolsheviks - specialists in all sectors of knowledge, learn, learn, learning persistently, - this is the task now" (I.V.Stalin, speech on the VIII Congress of the WLKSM, 1928)

More than once different people In their own way, the words of Bismarca, who about the victory in the Battle of Sadovaya in 1866 in the war of Prussia vs. Austria said that she was won by Prussian People's Teacher. It was in mind that the soldiers and officers of the Prussian army were better formed better than the soldiers and officers of the opponent's army. Praphrasing his US President J.F. Kennedy, October 4, 1957 on the day of launch of the USSR of the first artificial satellite of the Earth, said:

"Cosmos We lost to the Russians for the school desk". The School of School prepared a huge number of young people who were able to master the complex combat technique as soon as possible, were able in a short time to pass accelerated courses in military schools and become well-friendly commanders of the Red Army and the patriots of their Socialist Fatherland. .

The West has repeatedly noted the successes and achievements of Soviet education, especially in the late 50s.

Analytical note of NATO on education in the USSR (1959)

In May 1959, Dr. Ts.R.S. (C.R.S. Congressional Research Service - the US Congress Research Service) Mainers prepared for the NATO Science Committee on the topic "Scientific technical education and personnel reserves in the USSR. " The following are excerpts from this report, notes in square brackets - ours.

"When the Soviet Union was formed by a little more than 40 years ago, the state had to face enormous difficulties. The crop of the Soviet south was destroyed by the invasion of locusts, as a result of which the food deficit and the low moral spirit of the population [notice - not a word about the so-called "Holodomor"]. Defense did not contribute to anything other than rational use of territorial and climatic conditions. The state lagged in education and other social spheresThe illiteracy was widespread, and almost 10 years old [and this is 1929] Soviet magazines and printed publications continued to report the same literacy rate. Forty years ago, it was hopelessly lacked trained personnel, to bring the Soviet people from a difficult situation, and today the USSR disputes the US right to world domination. This is an achievement that does not know equal in modern history ... "

"For many years, a significant proportion of trained personnel returns back to the education system to prepare even more specialists. Teaching is a well-paid and prestigious occupation. The net annual increase in trained personnel is 7% in the USSR (for comparison, in the United States - 3.5%, in the UK 2.5 - 3%). "

"A relevant teacher training program begins with each new stage of scientific and technological progress. Since 1955, programming teachers are prepared in Moscow State University. "

"At the level of post-diplomatic education, the USSR does not have lacks in professionals capable of managing government projects. In the highest and school education, everything indicates that the number of professionally trained graduates will not only easily remain at the same level, but can be increased. "

"Western experts, as a rule, envy the number and quality of equipment in Soviet educational institutions."

"In the West there is a significant tendency to adhere to extreme views in respect of the Soviet Union. His citizens, however, are not supermen and not a second-class material. In fact, these are people with the same abilities and emotions as everyone else. If 210 million people in the West will work simply with the same priorities and the same zeal as their colleagues in the Soviet Union, they will achieve similar results. States, independently competed from the USSR, wasted waste of their strength and resources in attempts to doomed to failure. If it is impossible to constantly invent methods that are superior to the USSR methods, it is worthwhile to think about borrowing and adapting Soviet methods. "

And here's another opinion of Western politics and businessman about Stalin's politics:

"Communism under Stalin won the applause and admiration for all Western nations. Communism under Stalin gave us an example of patriotism, which is difficult to find an analogy in history. Pursuit of Christians? Not. There is no religious persecution. The doors of churches are open. Political repression? Yes of course. But now it is already clear that those who were shot, would have betrayed Russia to the Germans. "

Now you can confidently assert that education in the USSR was at the highest level, which is confirmed by the conclusion of Western analysts. It, of course, did not meet international standards in many. But now we understand well that this is the problem of "standards". For now we have the world's best standards. Only here are the most capable representatives of our youth, trained in accordance with this standards, do not pull on our Soviet standards at all on competent. So-so ... solid triples. Therefore, there is no doubt that the case is not in Fursenko's ministers or Livanov, that modern problem lies purely in the system itself.

As to be a Soviet education system, which was so respected in the West, and the methods of which were borrowed both in Japan and other countries.

There are still disputes about whether the education system is indeed better in the world. Someone agrees with confidence, and someone talks about the destructive impact of ideological principles. No doubt, propaganda existed, but including due to propaganda, the illiteracy of the population was eliminated in record time, the education was publicly available, and such quantities Nobel Laureaatov And the winners of international Olympiads, how many of them were annually in Soviet times, there was not still. Soviet schoolchildren defeated international olympiads, including naturally science disciplines. And all these achievements arose despite the fact that general education In the USSR, it was established later than in Western countries practically for a whole century. The famous teacher Novator Viktor Shatalov (born in 1927) said:

"In the post-war years in the USSR, the cosmic, the defense industry rose. All this could not grow from nothing. Everything was based on education. Therefore, it can be argued that our education was not bad. "

Pluses really had a lot. We will not talk about the massaciousness and availability of the school level of education: today this principle is preserved. Let's talk about the quality of learning: this property of the Soviet past love to compare with the quality of learning in modern society.

Availability and inclusion

One of the most significant advantages of the Soviet system school Education It was available. This right was enshrined constitutionally (Article 45 of the USSR Constitution of 1977). The main difference between the Soviet system of education from American or British was the unity and coherence of all units of education. A clear vertical system (initial, secondary school, technical school, university, graduate school, doctoral studies) made it possible to accurately plan the vector of their learning. For each stage, uniform programs and requirements were developed. When moving parents or changing schools for any other reason, there was no need to re-study the material or try to delve into the system adopted in the new educational institution. The maximum of trouble that could deliver the transition to another school is the need to repeat or catch up 3-4 topics for each discipline. Textbooks in the school library were issued free and were available to everyone.

It is mistaken to believe that in the Soviet school, all students had the same level of knowledge. Of course, the overall program must be learned by everyone. But if a teenager is interested in some separate subject, he was given all the possibilities for his additional study. In schools there were mathematical circles, mugs of lovers of literature and so on.

However, profile classes, and profile schools, where children received the opportunity to in-depth to study certain items that were the reason for the special pride of parents, who were trained in a mathematical school or school with a language bias. It brought up in parents and children a sense of their own exclusivity, "elitism". It is such children in many ways "ideological bones" of the dissident movement. In addition, even in ordinary schools, by the end of the 1970s, the practice of hidden segregation was formed when the most capable children fall into "a" and "b" classes, and the class "G" is a kind of "sump", what practice in today's schools already It is considered the norm.

Fundamentality and versatility of knowledge

Despite the fact that in the Soviet school there was a powerful number of leading items, among whom was Russian, biology, physics, mathematics - the study of disciplines that give a systematic representation of the world was mandatory. As a result, the student left the school bench, having almost encyclopedic knowledge. These knowledge became the strong foundation at which it was possible to subsequently raise a specialist for almost any profile.

The key to qualitative education was the synchronization of the knowledge gained in different subjects through ideology. Facts recognized by students in physics lessons echoed with the information obtained in the study of chemistry and mathematics, were linked through the ideas dominant in society. Thus, new concepts and terms were introduced in parallel, which helped to strudule the knowledge and form in children a holistic picture of the world, although ideologized.

Availability of incentive and involvement in the educational process

Today, teachers beat the alarm: schoolchildren have no motivation for study, many high school students do not feel responsibility for their own future. In Soviet times, it was possible to create motivation due to the interaction of several factors:

• Estimates on subjects complied with the knowledge gained. In the USSR, they were not afraid to put two and three even for the year. Statistics on classes, of course, played a role, but did not have paramount importance. The two-year doors could leave for the second year: it was not only a shame in front of other children, but also a powerful incentive to take care. It was impossible to buy an assessment: I had to learn, because in another way to earn an excellent result was impossible.
• The system of patronage and custody in the USSR was an indisputable advantage. The weak student did not remain one on one with his problems and failures. The excellent student took him under his care and was engaged, while the dual did not succeed. For strong children, this was also a good school: to explain the subject to another student, they had to work in detail the material, to study the optimal pedagogical methods themselves. The system of the champion (and rather the help of older younger) raised many Soviet scientists, teachers who later became laureates of prestigious international awards.
• Equal conditions for all. The social status and the financial situation of the student's parents did not influence the results at school. All children were in equal terms, studied according to one program, so the road was open to all. School knowledge was enough to enroll in the university, without hiring tutors. Mandatory distribution after the institute, though perceived as an undesirable phenomenon, but guaranteed the work and demand of the knowledge gained and skills. This position after the 1953 state coup. 1953 began to change slowly and, by the 1970s, children of partitioners became more "equal" - "those who are equally" received places in the best establishments, many physico-mathematical, language schools thus began to degenerate into "elitial "Where could not be a negligent student, just to remove it, because his dad was a" big man. "

• The emphasis is not only training, but also to education. Soviet school covered free time The student was interested in his hobbies. Sections, extracurricular activities that were mandatory, almost did not leave time for an aimless time and gave rise to interest in further learning in various fields.
• The presence of free optional classes. In the Soviet school, except for the mandatory program, optional was regularly conducted. Classes on additional disciplines were free and accessible to everyone, who had time and interest them.
• Material support Students - scholarships accounted for almost a third of the country's average wage.

The combination of these factors gave rise to a huge stimulus for study, without which Soviet education would not be so effective.

Requirements for teachers and respect for the profession

The teacher in the Soviet school is an image with a high social status. Teachers respected and belonged to their profession as a valuable and socially significant work. The films were filmed about the school, the songs were greeted, representing teachers in them as intelligent, honest and highly moral people who need to be equal.

Being a teacher was considered honorable

For this there were grounds. The teacher's personality in the Soviet school was presented with high demands. People who graduated from universities and who had inner vocation teach children to teach children.

This situation remained until the 1970s. Teachers had relatively high salary even compared to qualified workers. But closer to the "restructuring" the situation began to change. A decrease in the authority of the personality of the teacher contributed to the development of capitalist relations. Installation on the material values \u200b\u200bthat have now become achievable, made the profession of the teacher of the unfavorable and discern, which led to the leveling of the true value of school marks.

So, Soviet education was based on three major "whales":

• encyclopedic knowledge achieved by versatile learning and synchronization of information obtained as a result of studying various objects, albeit through ideology;
• the presence of a powerful incentive in children to school, thanks to the champion of the elders over the younger and free out-of-school classes;
• respect for teacher labor and school institute as a whole.

Looking at the Soviet education system with the "bell tower" of modernity, some disadvantages can be noted. We can say that they are something like a brick, which we, after many years, could add to the temple of science built by the country.

Let's look at some disadvantages that are better seen at a distance ..

Emphasis on the theory, and not to practice

Famous phrase A. Raikina: "Forget everything you were taught in school, and listen ..." Not on scratch was born. It is hidden in reinforced study of the theory and the lack of ties of knowledge gained with life.

If we talk about the system of universal mandatory education in the USSR, it exceeded the education systems of foreign countries (and above all - developed capitalist) in the latitude of the thematic spectrum and the depth of the study of objects (especially mathematics, physics, chemistry, other industries). Based on the secondary education of very high quality (according to the world standards of that era), the USSR universities were given to students knowledge of not directly applied, but mostly of the knowledge of a fundamental nature, from which all directly applied knowledge and skills arise. But the Soviet universities were characterized by the general vice of the Western type education system, characteristic of her from the second half of the XIX century

Lack of "industry philosophies"

The total vice of Soviet and Western education systems is the loss of canons of professional activity: therefore, what can be called "the philosophy of design and production" of those or other technospaine, "the philosophy of operation" of certain devices, "Philosophy of Health and Rendering medical care" etc. Applied philosophies - in the training courses of Soviet universities was not. The courses called "Introduction to the Specialty" in their most did not cover the problems of this kind of philosophy, and to reach it, as practice shows, only units could only come from the entire mass of university graduates and even after many years after receiving diplomas.

But the understanding of these issues in the overwhelming majority of cases did not find expressions in publicly available (at least in the environment of professionals) texts:

• partly because smallly understood this problem for most of them were occupied by their professional business and did not find time to write a book (textbook for students);
• but among those who were understood, those who consciously support their monopoly on knowledge and conjugate skills, as such monopolism lay on their high status in the social hierarchy, in the hierarchy of the relevant professional community and ensured that or other informal power;
• and partly because this genre of "abstract literature" was not in demand by publishers, especially since such "philosophy of work" could largely contradict the ideological plants of the office of the Central Committee of the CPSU and the bureaucrats of the authorities of the authorities (in the professional field) of executives .

In addition, those who were able to write this kind of books, in their most, did not occupy high leadership positions, as a result of which they were not always "by rank" in such a kind of topic in the conditions of a troplex building of the post-Thalinsky USSR. And those who were "by rank", in the post-residential times were mostly bureaucrats, which are not able to write this kind of vital books. Although the authorship of the bureaucrats were sometimes published books that claimed to fill this gap, but they were essentially grafoman.

An example of this kind of graphomancing is the book advertised to the present by many notices, the Book of Commanded of the USSR Navy from 1956 to 1985 S.G. Gorshkova (1910 - 1988) "Sea Power of the State" (Moscow: Milivdat. 1976 - 60,000 Ex., 2nd Extracted Edition of 1979 - 60,000 Ex.). Judging by her text, it is written by a team of narrow specialists (by submariners, supervisors, aviaters, gunsmiths and representatives of other generics and fleet services), which did not perceive the development of the fleet as a whole as the construction of a complex system intended for solving certain tasks in which all elements must be presented in the necessary quantities and relationships of the functions assigned to each of them; Systems that interact with other systems generated by society and with a natural environment.

S.G. Gorshkov himself unlikely to read the book "his" book, and if he read, then according to the dementia of the careerist did not understand the vital insolvency and mutual incompatibility of many provisions expressed in it by the authors of different sections.

Before understanding the issues of the development of the country's naval rectification, expressed in the works of Admiral Fleet of the Soviet Union I.S. Isakov (1894 - 1967), s.g. Gorshkov was very far that it had an extremely harmful effect on the defense capability of the USSR and the development of it Navy For those 30 years, when S.G. Gorshkov headed the USSR Navy.

Those who are prejudiced that under the leadership of this year Gorshkova was built a mighty fleet, it should be understood that every fleet is a collection of ships, coastal strength and services, but not any collection of ships, coastal and services, even with their numerous and diversity, is really a fleet. The last and took place in the USSR, when the commander of the Navy was S.G. Gorshkov, and it was very ruined for the country and not very effective in militarily.

Non-interference in technical issues of ideological bureaucracy

"How could it happen that the crushing took such broad sizes? Who is to blame for this? We are to blame for this. If we were the work of the management of the economy, if we had moved much earlier to the study of the technique of business, to master the technique, if we were more often and intended to intervene in the management of the economy, the pests would not have possible to harm so much.
It is necessary to become expertsselves, the owners of the case ourselves, it is necessary to turn face to technical knowledge - this is where life pushed us. But neither the first signal nor even the second signal was provided yet by the necessary turn. It's time, it's time to turn face to face technique. It's time to discard the old slogan, who squeezed the slogan about non-interference in the technique, and become experts themselves, connoisseurs of business, to become the full owners of the economic case. "

The slogan on non-interference in technical issues in the practice of managing the time of the civil war and the 1920s meant that "politically ideological", but a small and non-knowledgeable technique and technologies, a person could be appointed as a leader, as a result of which under his leadership turned out to be "politically immature "And potentially counter-revolutionary professionals. Further, such a manager put the tasks in front of him who were given the higher leaders in front of him, and his subordinates, in turn, relying on their knowledge and professional skills, should have ensured their decision. Those. For "politically ideological," the first stages of the full function of managing the enterprise (either the structure of other purposes) were provided in the work in the case, and the subsequent stages were for subordinate professionals.

• If the head of the collective and professionals were conscientious or at least honest, and as a result - ethically compatible in general matter, then in this version, the enterprise management system has been workable and benefited both parties: the head studied the case, subordinate professionals expanded the horizons, retracts into political life And they became citizens of the USSR (in the sense of the word "citizen", understandable from the poems of N.A. Nekrasov "Poet and citizen") de facto, and not just de jure.
• If the head or professionals turned out to be ethically incompatible due to unscrupiance and dishonority of at least one of the parties (at least the "ideological" manager, at least professionals), then the enterprise management system has more or less lost performance that entails the consequences that could be legally qualified As a wreath or leader, or professionals, or everyone together (such an article was in the criminal codes of all the Union republics).

As such a system worked in practice in a military case, see the story of the marinist writer, and earlier - a professional military seaman L.S. Sobolev (1898 - 1971, was non-partisan) "Exam". In this story, the "Spirit of the Epoch" is presented in many aspects accurately, but from the point of view of Liberals - slanderous. However, the same "Spirit of the Epoch" was "on a citizen", because the system "politically ideological leader - subordinate professionals - specialists, apolitical and idle" (the same as Professor Nikolai Stepanovich from the story of A.P. Chekhov "boring History ") worked on a citizen.

In essence I.V. Stalin in a quoted speech set a task: since one "ideological conviction right of socialism" for business executives is not enough, their ideological conviction should be practically expressed in the development of the relevant technical knowledge and the application of these knowledge to identify and resolve the problems of economic security of the Soviet state policy In all its components: in global, external, internal; Otherwise, they are hypocrites covering their "ideological convictions" - the tribal is a real permit.
And now we turn to the speech I.V. Stalin "New situation - new tasks of economic construction" at a meeting of business executives on June 23, 1931 (extinguishing fatty - ours):

"... We cannot already do the very minimum of the engineering and technical and team forces of the industry, which we accounted before. It follows from this that the old foci of the formation of engineering and technical forces is already not enough that it is necessary to create a whole network of new foci - in the Urals, in Siberia, in Central Asia. We need to now provide themselves three times, five more engineering and technical and team forces of the industry, if we really think to implement the Socialist Industrialization Program of the USSR.
But we need not all kind of team and engineering and technical forces. We need such team and engineering forces that are able to understand the policies of the working class of our country, are able to assimilate this policy and are ready to implement it. at conscience» .

At the same time, I.V. Stalin did not recognize the party and its members of the monopoly on the possession of conscience and business qualities. In the same presentation there is such a fragment:

"Some comrades think that leadership positions in factories, and only party comrades can be put on the factories. On this basis, they often rub capable and initiative non-partisan comrades, putting forward parties for the first place, albeit less capable and uninitative. There is nothing to say that there is nothing more stupid and the reactionary, with the permission to say, "politicians". It is hardly necessary to prove that such "politics" can only discredit the party and push away from the party of non-partisan workers. Our policy is not at all to turn the party to a closed Casta. Our policy is that there is an atmosphere of "mutual trust" between the party and non-partisan workers, the atmosphere of "mutual verification" (Lenin). Our party is strong in the working class, by the way, because it holds such a policy. "

In the post-Thalinsky times, if you relate to this fragment, the personnel policy was stupid and reactive, and it was as a result of her at the top of the authorities turned out to be M.S. Gorbachev, A.N. Yakovlev, B.N. Yeltsin, V.S. Chernomyrdin, A.A. Sobchak, G.Kh. Popov and other activists restructuring reformers and not able to put them in place V.S. Pavlov, E.K. Ligachev, N.V. Ryzhkov and many other "opponents of restructuring" and bourgeois-liberal reforms.

Mentioning conscience as the basis for the activities of each person, and above all - managers - in the context of building socialism and communism contrasts with the expression of another political figure of that era.

"I liberate a person," says Hitler, "from the degrading chimera, which is called conscience. Conscience, like education, man cries. I have the advantage that no considerations of theoretical or moral order do not hold me. "

Quote itself from the report I.V. Stalin at a ceremonial meeting of the Moscow Council of Deputies of the Workers on November 6, 1941, dedicated to the 24th anniversary of the Great October Socialist Revolution.
But A. Hitler is not an innovator in denial of conscience. Nietzsche

"Have I ever been a remorse of conscience? My memory keeps silence on this score "(T. 1. S. 722," Evil Wisdom ", 10).

"A remorse of conscience is the same stupidity as the dog's attempt to spray the stone" (ibid. P. 817, "Wanderer and his shadow", 38) "

As a result, F. Nietzsche and cumshot life in the madhouse.

Communism translated from Latin to Russian - community, community; In addition, in Latin, this is a word sample with "Communication", i.e. With the connection, including with the information link between people and not only between them, but the root of the word "conscience" is the same "Communication" - "news". In other words:

"Communism - The community of people on the basis of conscience: everything else in communism is a consequence of the unity of conscience from different persons. "

Low level of training in foreign languages

The lack of experience with media gave rise to the study of languages \u200b\u200bbased on stamps, which did not change in textbooks from year to year. Soviet schoolchildren after the 6th years of studying foreign people could not talk on it even within everyday topics, although grammar knew perfectly. Inaccessibility of training foreign literature, audio and video recordings, the lack of the need to communicate with foreigners took the study of foreign languages \u200b\u200binto the background.

Lack of wide access to foreign literature

The iron curtain created a situation in which to refer to foreign scientists in student and academic works was not only ashamed, but also dangerous. The lack of fresh information gave rise to some conservation methods of training. In this regard, in 1992, when Western sources became affordable, the school system seemed obsolete and requiring the Reformation.

Lack of home education and external

It is difficult to judge, it's good or bad, but the lack of opportunity for strong disciples to hand over the external objects and go to the next class slowed down the development of future advanced frames, equalized them with the main mass of schoolchildren.

Non-alternative joint training boys and girls

One of the dubious Soviet innovations in education was the mandatory joint training of boys and girls instead of a pre-revolutionary separate education. Then this step was justified by the struggle for women's rights, lack of personnel and premises for the organization of individual schools, as well as the widespread training for joint training in some leading countries of the world, including in the United States. However, the latest research in the same United States show that separate training increases the results of students by 10 - 20%. Everything is simple enough: in joint schools, boys and girls are distracted by each other, conflicts and incidents occur markedly; The boys up to the last school classes are lagging behind in training from the Girls of Christmas, since the male body develops slower. On the contrary, when separate learning, it is possible to better take into account the behavioral and cognitive features of different floors to improve performance, the self-assessment of adolescents is more dependent on academic performance, and not from some other things. Interestingly, in 1943, the cities introduced separate training of boys and girls, which after the death of Stalin was again liquidated in 1954.

Degradation of the medium vocational education system in late USSR

Although in the USSR in every way the man was in advance and promoted the working professions, in the 1970s the system of secondary vocational education in the country began to explicitly degrade, even though the noticeable advantage that had young workers in terms of salaries. The fact is that in the USSR they tried to provide universal employment, and therefore in PTU massively they who did not enter the universities of duals and triens, and also enforcedly put young criminals there. As a result, the average quality of the contingent of students in PTU has fallen sharply. In addition, the career prospects of vocational schools were much worse than in the previous era: a huge number of qualified workers was prepared during the industrialization of the 1930-1960s, the best places were occupied, and young people became harder to break up the top. At the same time, the services of services were extremely poorly developed in the USSR, which was associated with serious restriction of entrepreneurship, and after all, the sphere of services creates the greatest number of jobs in modern developed countries (including places for people without higher or vocational education). Thus, alternatives in employment, as at the present time, was not there. Cultural and educational work in PTU turned out to be delivered badly, students "Ptiverhniki" became associated with hooliganism, drunkenness and a general low level of development. "Will you go bad at school - you will go to vocational school!" (PROFESSIONAL SCHOOL) - Approximately the parents told the parents with negligent schoolchildren. The negative image of vocational education on working specialties is still held in Russia so far, although qualified turaries, locksmiths, milloverings, plumbing are now among highly paid professions whose representatives are in short supply.

Perhaps the time will come, and we will return to the experience of the USSR, having mastered its positive parties, taking into account the modern requirements of society, that is, at the new level.

Conclusion

Analyzing the current culture of our society as a whole, it can be concluded that the society historically established on Earth give rise to three levels of people in people.

First level

People who mastered a certain minimum of common socially significant knowledge and skills, who do not know how to develop independently (based on literature and other sources of information) and produce new knowledge and skills for them from scratch. Such people are able to work only in professions that do not require any specialized qualifications, or in mass professions, which can be expanded without any work and time to master on the basis of a universal educational minimum.

They are most unprofitable, since they practically do not have free time and are not able to enter other areas of activity other than those who are somehow mastered and in which they were probably not in their will.

Level two

We have mastered the knowledge and skills of the "prestigious" professions, in which relatively short-term employment (everyday or episodic) provides sufficiently high income, which allows you to have some free time and dispose of them at its discretion. In their most, they also do not know how to independently master and produce "from scratch" new knowledge and skills for them, especially outside the sphere of their professional activities. Therefore, their non-free begins when the profession has developed by them depreciates, and they, without knowing how to quickly master any other than a fairly high-speed profession, rolled into the first group.

At this level, in the cultures of most civilized societies, individuals are provided with access to knowledge and skills that allow them to enter the scope of public management as a whole significance, while remaining conceptually nonsense. The term "conceptual power" should be understood in two: first, as the type of power, which gives society the concept of his life in the continuity of generations as a whole (i.e., determines the goals of the life of society, ways and means of their achievement); Secondly, as the power of the concept of society.

Level Third

Knowing themselves to develop previously developed and produce "from scratch" new for them and society knowledge and skills of public as a whole significance and exploit them on a commercial or any other socio-status basis. Their incomplete begins when they, without thinking about the objectivity of good and evil, about the difference between their meaning, fell consciously or unconsciously into permissiveness and begin to create an objectively unacceptable evil, as a result of which they are faced with the flow of their activity of certain circumstances that restrain their activity - Up to killer. These factors can be both intrasal and generally, and may have a scale both personal and wider - right up to the global one.

Exit to this level is due to the development including management knowledge and skills, including those necessary for gaining and implementing conceptual power. In the conditions of societies in which the population is divided into commoner and the ruling "elite" in which an even narrower social group is reproduced from generation to generation, carrying one or another internal closed management tradition, the output to this level is blocked by the system as universal and " elitar education. It is possible to enter it either in either self-chemistry (rare self-taught) are capable of entering it), or as a result of belonging to certain clans of those who carry the internal traditions of management or election of the individual with these clans to include it in their ranks. This blocking is not spontaneous-natural, but represents a purposefully built system-forming cultural factor, in the action of which the protection of its monopoly is expressed on the conceptual authority of certain clan groups, which allows them to exploit the rest - managementically incapacitated - society in their own interests.

Freedom gaining level

The level of freedom is one of the only one: the person acting on conscience is aware of the objective difference of good and evil, their meaning, and on this basis, accepting the side of good, acquires the ability to master it independently and produce "from scratch" new for him and society knowledge and skills In advance or at the rate of development. For this reason, he gains independence from corporations, monopolizing certain socially significant knowledge and skills on which the social status of their representatives is based. It should be noted that in religious world population conscience - a congenital religious sense of man, "connected" to its unconscious levels of the psyche; It is based on the basis of a person and God's dialogue, if a person does not shy away from this dialogue itself, and in this dialogue God gives each evidence of his being in full compliance with the principle of "Practice - the truth criterion". It is for this reason that conscience in religious world-world is a means of distinguishing objective good and evil in specifics of the society under greatly the current life of society, and good person - a person who lives under the authority of the dictatorship of conscience.

In atheistic world viewing, nature and source of conscience are not known, although the fact of activity in the psyche of many people by some schools of atheistic psychology is recognized. On conscience and freedom in the specified sense, we can talk about a reasonable fact, without going into discussion of the theological traditions of the historically established concepts of religion, if the circumstances do not have the circumstances; Or if you have to explain this problem to atheists-materialists, for which the appeal to theological issues is a deliberate sign of the inadequacy of the interlocutor, or atheistam idealists, for whom disagreement of the interlocutor with the tradition of religious, a deliberate sign of obsession and Satanism.

Accordingly, this - out-economic and non-scientific technical on its being the task is the task of changing the current globalization concept on the righteous concept system universal mandatory and professionally specialized education in the country was oriented under the leadership of I.V. Stalin to ensure that everyone is able and wants to learn, gained knowledge, allowing them to reach at least the third level of non-free, including acquiring conceptual power.

Although the gradation of the non-vital levels shown above and the phenomenon of conceptual power in Epoch I.V. Stalin did not realize, nevertheless, it was about this that he wrote directly in the terminology of that era, and it can be unambiguously understood from his words:

"It is necessary ... to achieve such a cultural growth of society, which would provide all members of society to the full development of their physical and mental abilities so that members of society have the opportunity to get an education sufficient to become active public development figures ...".

"It would be wrong to think that such a serious cultural growth of members of society could be achieved without serious changes in the current situation of labor. For this you need to shorten the working day at least to 6, and then up to 5 hours. This is necessary so that members of society get enough free time required for comprehensive education. For this, it is necessary, further, introduce the generally binding polytechnic learning necessary to ensure that members of society be able to freely choose a profession and not be chained for life to one profession. For this, it is necessary to further improve the living conditions and raise the real salary of workers and employees at least twice, if not more than a direct increase in monetary salary, and especially by further systematic reduction in prices for mass consumption.
These are the main conditions for the preparation of the transition to communism. "

The real democracy, which is based on the availability of knowledge and skills, allowing the full management function in relation to society, is impossible without developing quite wide layers in all social groups of art of dialectics (as a practical cognitive-creative skill) as a basis for developing conceptual authority.

And, accordingly, dialectical materialism entered the USSR standard as an average (subsequently with universal) and higher education, because of which a certain number of students in the process of acquaintance with Diamat produced in herself a personal culture of dialectical knowledge and creativity, even with The fact that the dialectic in "Diamata" was crossed by G.V.F. Hegel: coated to three "laws" and is submented by some logic, in what form they were perceived by the classics of Marxism - K. Marx, F. Engels, V.I. Lenin, ld Bronstein (Trotsky).

However, the exit to the level of freedom, the USSR education system did not ensure the totalitarian domination of Marxism, which perverted the world and introduced it to the conflict with conscience, which also contributed to the principle of "Democratic Centralism", which was at the heart of the internal discipline of WCP (b) - CPSU, Komsomol and Pioneer Organizations, Soviet trade unions, which has become a tool for the subordination of the majority of not always a righteous will and in the essence of the mafia discipline of the governing minority.

But at these vices, the education system in the USSR still did not interfere in the implementation of a breakthrough to freedom who lived under the authority of the dictatorship of the conscience and treated Marxism and the internal discipline of the party and controlled by the management of the Party of public organizations as a historically transit circumstance, and to conscience - As an increditative basis, on the attitude towards which the essence and fate of any personality and all society are being built.

And ensuring the effectiveness of the education system as a means of innovative development of the economy with a leading pace and economic support of the country's defense capability is a means of decision of the above-mentioned I.V. By Stalin, the main task: so that everyone can become active personal development figures.

If we talk about the development of the Russian education system in the future, then on the basis of the above, it can be expressed only in the construction of a system of universal compulsory education capable of bringing a student to the only level of freedom in a certain sense and motivating to achieve this result of all Health does not interfere with mastering curriculum.

At the same time, education (in the sense of providing access to the development of knowledge and skills and assistance in their development), it is not alternatively related to the education of the younger generations, since the exit to the only level of freedom is not only the ownership of certain knowledge and skills, but also the unconditional self-evisition of the will of the personality of her conscience, and this is the theme of the upbringing of each child personally, respectively, the specifics of his life circumstances.

Afterword

Teachers of Soviet school gave basic knowledge of their subjects. And they were enough for a graduate school independently (without tutors and bribes) entered the higher educational institution. Nevertheless, Soviet education was considered fundamental. The general education level meant a wide range. In the USSR there was not a single graduate of the school, who would not read Pushkin or did not know who Vasnets.

In the end, I would like to make an essay of the Soviet schoolchild about the Motherland. Look! So knew how to write our moms and grandmothers. 1960-70 years in the USSR ... and it is written not by a ballpoint handle, but feathers!

Congratulations to you all happy knowledge!

"We all thought it was us so stupid"

In my humble opinion, the stories about the "best in the world of Soviet education" are the same myth as the myth of the "best Soviet meal in the world."

Education in the USSR was very different - sometimes not bad, sometimes even good, and sometimes - just disgusting.

The most important thing is that it was not the same for all residents of the country and his quality had both geographical and temporary differences.

If you try to evaluate Soviet education, then, of course, we need to separately consider different historical periods. If you try to imagine the whole picture entirely, it will be a sinusoid. There were their ups and falls for quite objective reasons - hunger, devastation after the civil war, a short-term takeoff during the NEP period, then repression, war, again destroy and hunger, the fight against "rooted cosmopolitans", take off during the period of thaws, then gradual degradation during the period Brezhnevsky stagnation.

The ascending trend "Sinusoids" of Soviet education lasted about the mid-seventies, after which gradual degradation began, which, alas, did not end up to this day.

In addition to the "Epochal" differences were and geographical. The difference in education between Russia, Ukraine, Belarus and Baltic States, on the one hand, and the Central Asian and Caucasian republics - on the other, was colossal. Corruption and feudalism of the latter played a huge role.

Corruption penetrated all spheres of life in the Caucasus and in Central Asia, and the education system was not an exception. It all began with a kindergarten, continued in high school, and at the level of prestigious universities bribes reached cosmic sizes. For example, for admission to the Tashkent Medical Institute, at the beginning of the eighties, "took" 10,000 (ten thousand) Soviet rubles - and this is at the average salary of 100 rubles per month!

To understand the ratio of values \u200b\u200b- a two-bedroom cooperative apartment cost 5,500 rubles. That is, almost two two-bedroom apartments needed to give a favorite dietyko to get the opportunity to learn to the doctor.

Clear business, "Kukhukina Kids" in the Medin Institute could not do, at least they were geniuses from birth.

To me in Tashgosmi in 1983, it was incredibly lucky - then the whole Uzbek SSR, all these bribery and wool bonders, a huge group of investigators from Moscow under the leadership of famous Gdlyan and Ivanov. So, taking this opportunity, I give them a low bow for myself and those who induced them (for a short time), order gave a chance to enter the university for knowledge, and not "by Blatu".

There was no social equality in secondary education.

I myself studied for ten years in an ordinary school in the working ghetto on the outskirts of Tashkent. With those knowledge that I received there, there was nothing to do in the prestigious university and dream. EnglishFor example, we have practically not taught from the 5th grade - just did not have a teacher! The teaching of physics was "no" - at first it was led by mathematicheart, then, in high school, found "subject", which herself did not understand anything, but lees were led.

We all thought that we were simply stupid that we could not understand such a complex object as physics, while I did not start studying with the tutor and did not understand that our physicica simply does not know the mathematics in the desired volume. And what physics without mathematics?

Actually, if not for tutors that my mother would have paid for, I would not see me a medical institute as my ears.

By the way, the tutors were worth not to say that it is expensive, but not cheap. One occupation accounted for 3-5 rubles, and this, on a second, day earnings at the average salary per 100 rubles per month. So children from low-income families did not have chances.

Of course, in the RSFSR, the Ukrainian SSR picture was somewhat different. But still a graduate of the rural school was not in equal terms with a graduate of the metropolitan elite school with an in-depth study of everything in the world!

But in the Central Asian republics, the gap between the city and the village was still disastrous. From his classmates-Uzbeks who came from the regions, I learned that they were spent on agricultural workers for 3-4 months each year! This is not during the summer holidays, but during the school year! You can imagine what level of "secondary education" was in the republic.

By the way, for coming from the regions was the so-called "regional section" - they had their own, a separate competition, for several points lower than for applicants from the capital of the republic. But it is so, flowers. The fun started when they passed through the competition and began to learn. It turned out that most of them do not know the Russian language, and all the teaching from the first course was kept strictly in Russian (entrance exams they handed over Uzbek)!

How honestly told me, the whole first course they did not understand what we were talking about lectures and seminars! Of the four hundred people, there were 320 people in my course, i.e. 80%. It is so many places allocated for applicants from the regions.

Justice should be said that among my Uzbek colleagues were their Lomonosov, who, despite initially unequal starting opportunities, were not worse than Europeans by the end of the institute. But such, unfortunately, it was a bit. And not because the Uzbeks are dumber, in no case, and simply because, with a prevail in the national republics, social elevators do not work and universities do not fall on the mind and knowledge, but by Blat. Therefore, the smart guys there were only in a happy chance.

In the future, already working as a doctor, I had the opportunity to repeatedly make sure that all this leads to any tragic consequences.

For example, when I passed the clinical residency on surgery in the most advanced at that time in Central Asia Institute of Breast Surgery (the Tashkent branch of the All-Union Scientific Center of Surgery), I saw the employee who managed to perform the "feat" to perform a neglection of the chest That side! These are "national personnel" produced Soviet universities.

There are a lot of stories, and the whole horror is that people who have become the doctors "according to Blat" people.

Of course, in the Soviet education and science there were spheres in which we achieved considerable success. Women did not extend to give birth to smart children, and in industries that did not imagine interests for corrupt officials, such children could break through. These were primarily the fundamental industries - mathematics, physics, chemistry, etc. It was possible to enter the physics without bribes even in Central Asia and the Transcaucasia - because it was difficult to learn, and the specialties were not "bread" - compared with legal, medical, trading and such universities.

However, in the RSFSR, the Ukrainian SSR, the Belarusian SSR, where the shadow economy was not as developed as in the Southern and Southeastern National Republics, a career of a scientist or a university teacher was quite attractive, as science and higher education were well-funded by the state. Thanks to this, the USSR has kept the leading position in mathematical and physical scientific disciplines. A considerable role was played by the needs of the military-industrial complex.

But despite the high achievements in the field of fundamental sciences - Russian Education lagging behind engineering. Communist rulers in their spares "catch up and overtake" the West, primarily the United States, walked along an extensive path, i.e. They chased in the amount of damage to the quality of trained personnel.

During the years of Brezhnev stagnation of engineers in the USSR, they cooked as incubatorial chickens. A huge number of universities prepared engineers for various sectors of the national economy, and it was possible to do there without a contest. In many such non-external universities, it was possible to do with "Troika". But the work after the end was not too attractive - the salary is low, career growth is rather sluggish. In those years, an expression "as a simple engineer" appeared.

In fact, in the USSR, there was almost a three-millionth army of "engineers", which for the most part were not the engineers, since there were no full-fledged engineering tasks. For example, in the entire history of the "scoop" did not create a single car "from scratch" - all models, both passenger and cargo, were Western.

Exceptions could be found in the same military-industrial complex, which traditionally rejected the best resources - cash, raw materials, and, of course, personnel. In the creation of weapons, the USSR was quite successful, although not all technologies were created by domestic engineers - a lot of "scoop" stole in the West.

But since it was the merits of Soviet intelligence, and the activities of it was shut-off secret, the state awards "for creating new military technologies" received any KB (design bureaus).

Despite the degradation of Soviet education, it was not the reason for the collapse of the USSR. For 25 years, after the collapse of the USSR, Russian education degraded immeasurably more, however the Russian Federation did not fall apart.

I believe that one of the main reasons for the collapse of the USSR was the death of social justice and social elevators. After all, the USSR primarily kept on the Darm or semi-person work of workers and peasants, which were motivated by massive propaganda. When our people for three generations saw the discrepancy between the fact that he was promised by the Communists, and the fact that there is in reality, he stopped to "enhance the idea" and became more and more sick. Well, the extinction of social justice led to a negative selection: not the best, intelligent, honest, and Hapugi and careerists came to the leadership positions. So the USSR turned into a "scoop", and then collapsed.

But that is another story.

Soviet Education In certain circles, it is customary to be the best in the world. In the same circles, it is customary to consider the modern generation lost - they say, these young "victims of the exam" are not withstanding any comparison with us, who passed the horn of Soviet schools by technical intellectuals ...

Of course, it is true that there is far away from these stereotypes. The certificate of the end of the Soviet school is also a sign of the quality of education, except in the Soviet sense. Indeed, some people who studied in the USSR affect us the depth of their knowledge, but at the same time many other no less affect us the depth of their ignorance. Do not know Latin letters, do not be able to add simple fractions, physically not understand the simplest written texts - alas, for Soviet citizens it was an option for the norm.

At the same time, the Soviet schools had both undeniable advantages - let's say, the teachers then had the opportunity to freely put two and leave the "non-pulling" students for the second year. This whip created that the mood needed to study, which is so lacking now in many modern schools and universities.

Smoothly turn to the essence of the post. At the "Certificate of Patriot" the efforts of the authors team, a long time ago already a crowned article about the advantages and minuses of Soviet education. Publish this article here and ask you to join the discussion - and if necessary, even add and fix the article right on the "Directory", the benefit of this Wikiproject, which is available for editing everyone:

This article discusses the Soviet system of education in terms of its advantages and disadvantages. The Soviet system followed the task of education and personality formation worthy of implementing for future generations the main national idea of \u200b\u200bthe Soviet Union is a bright communist future. This task was subject not only to the teaching of knowledge about nature, society and the state, but the upbringing of patriotism, internationalism and morality.

\u003d\u003d Pluses (+) \u003d\u003d

Massiness. In Soviet times, for the first time in the history of Russia, almost universal literacy was achieved, close to 100%.

Of course, even in the era of the late USSR, many people of the older generation had only 3-4 class of education behind his back, because everyone could pass a full course of school learning because of war, mass relocations, the need to go early to work. Nevertheless, almost all citizens have learned to read and write.
For a mass education, thanks to the Tsarist Government, which for 20 pre-revolutionary years has practically doubled the level of literacy in the country - by 1917, almost half of the population was competent. The Bolsheviks, as a result, received a huge number of competent and prepared teachers, and they had only remained a second time to double the share of competent people in the country, which they did.

Wide access to education for national and linguistic minorities. During the process of the so-called deenipation of the Bolsheviks in the 1920s and 1930s. For the first time introduced education in the languages \u200b\u200bof many small peoples of Russia (often, in terms of creating and implementing alphabets and writing for these languages). Representatives of the outbound peoples were able to communicate to a diploma first in their native language, and then in Russian, which accelerated the elimination of illiteracy.

On the other hand, this very corregeneration, partially twisted in the late 1930s, managed to make a considerable contribution to the future collapse of the USSR on national borders.

High availability for most people (universal free secondary education, very common higher). In Tsarist Russia, education was associated with class limitations, although as its availability increases, these restrictions weakened and blurred, and by 1917, with money or special talents, representatives of any class could receive good education. With the arrival of the Bolsheviks, the estate restrictions were finally removed. The initial, and then the secondary education became universal, and the number of students in higher educational institutions has grown multiple times.

High Motivation of Pupils, Respect Society for Education. Young people in the USSR really really wanted to learn. In the Soviet environments, when the right of private ownership was seriously limited, and entrepreneurial activities were practically suppressed (especially after the closure of artels during Khrushchev), education was the main way to move into life and start well earned. There were few alternatives: it was not enough for the Stakhanovian handheld labor health, but for a successful party or military career, it was also necessary to increase their level of education (illiterate proletarians were gained without regard to the first decade after the revolution).

Respect for teacher and teacher's work. At least until the 1960s and 1970s, while the USSR was the elimination of illiteracy and the formation of a system of universal secondary education, the teacher's profession remained one of the most respected and popular in society. The teachers walked relatively competent and capable people, besides, motivated idea to take enlightenment into the masses. In addition, it was a real alternative to hard work in a collective farm or production. A similar situation was in the highest school, where, in addition, in the days of Stalin, there were very good salaries (already in Khrushchev, however, the salaries of the intelligentsia were reduced to the level of workers and even lower). About the school composed songs, filmed films, many of which entered the Golden Foundation of Patriotic Culture.

A relatively high level of initial training received to higher educational institutions. The number of students in the RSFSR on the exhaust of the Soviet era was at least twice lower than in modern Russia, and the proportion of young people in the population was higher. Accordingly, under the similarity of the population in the RSFSR and in the modern Russian Federation, the competition for each place in Soviet universities was two times higher than in modern Russian, and as a result of the contingent, a better and capable one was gained. It is with this circumstance that the complaints of modern teachers on a sharp drop in the level of preparation of applicants and students are associated primarily.

Very high quality higher technical education. Soviet physics, astronomy, geography, geology, applied technical disciplines and, of course, mathematics, no doubt were at the highest world level. The very number of outstanding discoveries and technical inventions of the Soviet era speaks for itself, and a list of world-famous Soviet scientists and inventors looks very impressively. However, and here it is necessary to say a special thank you very much pre-revolutionary Russian science and high school, which served as a solid basis for all these achievements. But it is impossible not to admit that the Soviet Union succeeded - even despite the mass emigration of Russian scientists after the revolution - to fully revive, continue and develop a domestic tradition in the field of technical thought, natural and accurate sciences at the highest level.

Satisfying the colossal request of the state to new frames in the conditions of a sharp growth of industry, army and science (due to large-scale government planning). During the mass industrialization in the USSR, several new industries were created and significantly, many times and dozens of times, an increase in production in all sectors. For such impressive growth, it was necessary to train many specialists who could work with the most modern technique. In addition, it was necessary to replenish significant personnel losses as a result of revolutionary emigration, civil war, repression and the Great Patriotic War. The Soviet education system has successfully coped with the preparation of many millions of specialists on the hundreds of specialties - due to this, the most important government challenges related to the country's survival were solved.

Reparatively high scholarships. The average scholarship in Latest USSR was 40 rubles, while the engineer's salary was 130-150 rubles. That is, scholarships reached about 30% of wages, which is significantly higher than in the case of modern scholarships, which are quite large only with excellent students, graduate students and doctoral students.

Developed and free out-of-school education. Thousands of palaces and houses of pioneers, stations of young technicians, young tourists and young naturalists, many other circles operated in the USSR. Unlike most today's circles, sections and electives, Soviet extracurricular education was free.

The world's best sports education system. The Soviet Union from the very beginning paid great attention to the development of physical education and sports. If sports education only originated in the Russian Empire, then in the Soviet Union it came to the advanced position in the world. The success of the Soviet sports system is well visible on the results at the Olympic Games: the Soviet team constantly occupied the first or second place at every Olympics since 1952, when the USSR began to participate in the International Olympic Motion.

\u003d\u003d Cons (-) \u003d\u003d

Low quality humanitarian education due to ideological restrictions and stamps. Almost all humanitarian and public disciplines in schools and universities of the USSR were in one way or another were loaded by Marxism-Leninism, and during the life of Stalin - also Stalinism. The concept of teaching the history of Russia and even history ancient Mira lay " Short course stories of the WCP (b) "according to which world history It was presented as a process of ripening the prerequisites for the 1917 revolution and the future of building a communist society. In the teaching of the economy and politics, the main place was held by Marxist political economy, in teaching philosophy - dialectical materialism. These directions themselves are worthy of attention, but they were announced the only true and correct, and all the others were declared either their predecessors or false directions. As a result, huge layers of humanitarian knowledge were either completely fallen out of the Soviet education system, or were presented dosage and exclusively in the critical vele as "bourgeois science". The history of the party, Political Economy and Diamat were mandatory objects in Soviet universities, and in the Longsovtsky period, they were among the least favorite students (as a rule, they were far from the main specialty, torn off from reality and are relatively complex, so their study is mainly It was reduced to the memorization of template phrases and ideological formulations).

Evidence of the history and distortion of moral landmarks. In the USSR, school and university teaching of history was characterized by an outlining of the royal period in the history of the country, and in the Rabnes period, this outline was much more large-scale than the post-pre-triggering evidence of Soviet history. Many pre-revolutionary state figures were announced by the "tsarism servants", their names were dealt with history textbooks, or mentioned in a strictly negative context. And vice versa, candid robbers, like a wall of razin, declared "folk heroes", and terrorists, such as the killers of Alexander II, were called "freedom fighters" and "best people." In the Soviet concept of world history, there was extremely much attention to the whole oppression of slaves and peasants, all sorts of uprisings and rebellions (of course, these are also important topics, but by no means less important than the history of technology and military business, geopolitical and dynastic history, etc.) . The concept of "class struggle" was imposed, according to which representatives of the "exploitative classes" were to be subjected to persecution or even destruction. From 1917 to 1934 History in universities was not taught at all, all the historical faculties were closed, traditional patriotism was condemned as "great-maintenance" and "chauvinism", and instead the "proletarian internationalism" was put on. Then Stalin sharply changed the course towards the revival of patriotism and returned a story in universities, but the negative consequences of the post-revolutionary denial and distortion of historical memory are still felt: many historical heroes were forgotten, in several generations of people, the perception of history has a sharply broken during the periods before the revolution and after Many good traditions are lost.

The negative impact of the ideology and political struggle for academic personnel and individual disciplines. As a result of the revolution and civil war in 1918-1924. Of the RSFSR, about 2 million people were evigaled (so on. White emigration), and most of the emigrants were representatives of the most educated layers of the population, including extremely much emigrated scientists, engineers and teachers. According to some estimates, at that time, about three quarters of Russian scientists and engineers died or emigrated. However, before the First World War, Russia ranked first in Europe in the number of students in universities, so that the country remained a lot of specialists prepared in the royal time (although, in most, rather young professionals). Due to this, the acute lack of teaching personnel that arose in the USSR managed in most industries to successfully fill out by the end of the 1920s (partly due to an increase in the load on the remaining teachers, but mainly due to the strengthened preparation of new ones). Subsequently, however, Soviet scientific and teaching staff were seriously weakened during the repression and ideological campaigns held by the Soviet authorities. The geneticism is widely known, because of which Russia, at the beginning of the 20th century, formerly one of the world leaders in biological science, by the end of the 20th century, passed into the discharge of lagging behind. Due to the introduction of ideological struggle to science, many outstanding scientists of humanitarian and public areas (historians, philosophers and economists of Nemarxistsky, Linguists who participated in Discussions on marrism, as well as Slavists, and Slavists are injured; Visantologists and theologians; Orientalists - many of them were shot on false accuse Spyage to Japan or other countries because of their professional relationships), but also affected representatives of natural and accurate sciences (Mathematics of Luzin, Pulkovo case of astronomers, Krasnoyarskoy geologists). As a result of these events, whole scientific schools were lost or depressed, and in many areas there was a noticeable lag from world science. Excessively ideologized and politicized was the culture of the scientific discussion, which, of course, had a negative effect on education.

Restrictions on access to higher education for individual populations. In fact, the possibility of obtaining higher education in the USSR of the 1920s and 1930s. The so-called devalents were deprived, including private traders, entrepreneurs (using hired work), representatives of the clergy, former policemen. Children from the families of the nobles, merchants, clergy often faced obstacles when trying to get a higher education in the pre-war period. In the Union Republics of the USSR, representatives of title nationalities received preferences at admission to universities. In the post-war period, the percentage rate on admission to the most prestigious universities was grossly introduced against Jews.

Restrictions on familiarization with foreign scientific literature, restrictions on the international communication of scientists. If in the 1920s. In Soviet science, a pre-revolutionary practice continued, involving very long-term foreign business trips and internships for scientists and best students, ongoing participation in international conferences, free correspondence and unlimited receipt of foreign scientific literature, then in the 1930s. The situation began to change to the worst. In particular, in the period after 1937, and before the war, the presence of foreign relations was simply dangerous for life and career of scientists, since very many then were arrested on sibrified accusations in espionage. In the late 1940s. During the ideological campaign to combat cosmopolitanism, it came to the fact that references to the work of foreign authors began to be regarded as a manifestation of "low-planness in front of the West", and many were forced to accompany such references with critical and template condemnation of "bourgeois science". Also condemned the desire to be printed in foreign journals, and, most unpleasant, almost half of the leading scientific journals of the world, including editions like Science and Nature, were withdrawn from free access and sent to special. This "turned out to be in hand the most mediocre and unprincipled scientists," for whom, "a massive separation from foreign literature facilitated its use for the hidden plagiarism and issuing him for the original study". As a result, in the middle of the 20th century, Soviet science, and after her education, Under conditions of limited external relations, they began to fall out of the global process and "boiling in their own juice": it was much more difficult to distinguish with world-class scientists from compilers, plagiarifiers and false taught, many achievements of Western science remained unknown or little-known in the USSR. In the post-residential period "Soviet science was fixed only in part, as a result there is still a problem of the low quotability of Russian scientists abroad and insufficient acquaintance with advanced foreign studies.

Relatively low quality teaching foreign languages. If in the West in the post-war time, the practice of attraction to the teaching of foreigners - native speakers was established, as well as the practice of a large-scale exchange of students, in which students could live in another country in another country and to explore the spoken language, the Soviet Union lagged significantly in teaching foreign languages \u200b\u200bfrom - The closure of the boundaries and the almost complete absence of emigration from the West in the USSR. Also on the censorship considerations was limited to the Soviet Union of Foreign Literature, Films, Song records, which did not contribute to the study of foreign languages. Compared to the USSR, in modern Russia, the ability to study languages \u200b\u200bis much more.

Ideological censorship, autarky and stagnation in artistic education in late USSR. Russia at the beginning of the 20th century and early USSR were among the world leaders and modes of modes in the field of artistic culture. Avant-garde painting, constructivism, futurism, Russian ballet, Stanislavsky system, the art of cinema is and much more caused admiration for the whole world. However, by the end of the 1930s. The variety of styles and directions was changed by the dominance of the exhaustable socialist realism, it was very worthy and interesting style, but the problem was an artificial suppression of alternatives. The support was proclaimed on his own traditions, while attempts to new experiments began to condemn ("Supbar instead of music"), and the borrowings of Western cultural techniques are subject to restrictions and persecutions, as in the case of jazz, and then rock music. Indeed, not in all cases, experiments and borrowing were successful, but the scale of condemnation and restrictions were so inadequate that it led to the presenlation of innovations in art and to a gradual loss by the Soviet Union of World Cultural Leadership, as well as to the emergence of "underground culture" in the USSR.

Degradation of education in the field of architecture, design, urban planning. In the period of the Khrushchev "Combating Architectural Excesses", the entire system of architectural education, design and construction was seriously affected. In 1956, the Academy of Architecture of the USSR was reorganized and renamed the Academy of Construction and Architecture of the USSR, and in 1963 it was also closed at all (until 1989). As a result of the era of the late USSR, it became the time of decline in the design and an increasing crisis in the field of architecture and the urban environment. The architectural tradition was interrupted and was replaced by the soulless construction of uncomfortable microdistrict, instead of a "bright future" in the USSR, built "gray present".

Canceling the teaching of fundamental classical disciplines. In the Soviet Union, the school program was excluded such an important thing as logic (it was studied in pre-revolutionary gymnasiums). The logic was returned to the program and released a textbook only in 1947, but in 1955 they again removed, and, with the exception of fizmat-lyceum and other elite schools, the logic of schoolchildren in Russia still do not teach. Meanwhile, logic is one of the foundations of the scientific method and one of the most important items, which gives skills to distinguish truth and lies, to conduct discussions and confront the manipulation. Another important difference between the Soviet school program from the pre-revolutionary gymnasic was the abolition of the teaching of Latin and Greek. Knowledge of these ancient languages \u200b\u200bmay seem useless only at first glance, because they have built almost all modern scientific terminology, medical and biological nomenclature, mathematical notation; In addition, the study of these languages \u200b\u200bis a good gymnastics for the mind and helps to develop the discussion skills. Several generations of outstanding Russian scientists and writers who worked before the revolution and in the first decades of the USSR were raised in the tradition of classical education, which included the study of logic, Latin and Greek, and practically a full refusal of all this was hardly a positive effect on education in the USSR and Russia.

Problems with the upbringing of moral values, partial loss of the educational role of education. The best Soviet teachers always insisted that the purpose of education is not only the transfer of knowledge and skills, but also the upbringing of moral, cultural person. In many ways, this task was able to solve in the early USSR - then it was possible to solve the problem of mass children's carelessness and adolescent crime, which established after the civil war; It was possible to raise the cultural level of significant masses of the population. However, in some respects, Soviet education not only did not cope with the upbringing of morality, but in something even aggravated the problem. Many educational institutions of pre-revolutionary Russia, including church education and institutes of noble maidens, directly set themselves the main task of raising a moral person and prepare him either by the role of the spouse in the family, or to the role of "brother" or "sisters" in the community of believers. Under the Soviet power, all such institutions closed, they did not create specialized analogues, the upbringing of morality was entrusted to the usual mass school, separating it from religion, which was replaced by the propaganda of atheism. The moral purpose of Soviet education was no longer upbringing a decent member of the family and community, as it was before, but the upbringing of a member of the working team. For the accelerated development of industry and science, it may have been not bad. However, such an approach could solve the problems of a high level of abortion (for the first time in the world legalized in the USSR), a high level of divorce and the overall degradation of family values, a sharp transition to low-rise, increasing mass alcoholism and extremely low on world standards of life expectancy in Latest USSR.

Almost complete elimination of home education. Very many outstanding figures of Russian history and culture received a home education instead of school, which proves what education can be very effective. Of course, this form of education is not available for everyone, and either for relatively secured people who can hire teachers or just for intelligent and educated people who can devote quite a long time to their children and personally go with them school Program. However, after the revolution, home education in the USSR was not encouraged at all (in many ways, according to ideological reasons). The external system in the USSR was introduced in 1935, but for a long time it was calculated almost exclusively on adults, and full opportunity External learning for schoolchildren was introduced only in 1985-1991.

Unlternative sharing boys and girls. One of the dubious Soviet innovations in education was the mandatory joint training of boys and girls instead of a pre-revolutionary separate education. Then this step was justified by the struggle for women's rights, lack of personnel and premises for the organization of individual schools, as well as the widespread training for joint training in some leading countries of the world, including in the United States. However, the latest research in the same US shows that separate training increases the results of students by 10-20%. Everything is simple enough: in joint schools, boys and girls are distracted by each other, conflicts and incidents occur markedly; The boys up to the last school classes are lagging behind in training from the Girls of Christmas, since the male body develops slower. On the contrary, when separate learning, it is possible to better take into account the behavioral and cognitive features of different floors to improve performance, the self-assessment of adolescents is more dependent on academic performance, and not from some other things. Interestingly, in 1943, the cities were introduced separate training of boys and girls, which after the death of Stalin was again liquidated in 1954

System of orphanages in late USSR. At the time, in Western countries in the middle of the 20th century, they began to massively close children's homes and arrange orphans in families (this process was generally completed by 1980), in the USSR, the system of children's homes was not only preserved, but even degraded by Compared with presenter time. Indeed, in the time of combating carelessness in the 1920s, according to the ideas of Makarenko and other teachers, the chief element of the re-education of former homeless workers was, while the pupils of labor communities were given the possibility of self-government, in order to produce independence and socialization skills. This technique gave excellent results, especially with the fact that the majority of the streets still had any experience of family life before the revolution, civil war and hunger. However, later due to the ban on child labor from this system in the USSR refused. In the USSR, by 1990 there were 564 orphanages, the level of socialization of children's houses pupils was low, very many former orphans fell into the ranks of criminals and marginals. In the 1990s. The number of orphanages in Russia almost tripled, but in the second half of the 2000s, the process of their liquidation began, and in 2010. He is close to completion.

Degradation of a secondary vocational education system in late USSR. Although in the USSR, the human labor in every way and promoted the workers professions, by the 1970s. The system of secondary vocational education in the country began to clearly degrade. "Will you go bad at school - you will go to vocational school!" (PROFESSIONAL SCHOOL) - Approximately the parents told the parents with negligent schoolchildren. In Ptop, they were taken by the universities of two young criminals who did not enrolled in the universities, and all this is on the background of a comparative excess of workers' specialists and the weak development of the service sector due to the lack of developed entrepreneurship (that is, alternatives in employment, as now, then not It was). Cultural and educational work in PTU turned out to be delivered poorly, students "PTU-Schnika" began to be associated with hooliganism, drunkenness and a general low level of development. The negative image of vocational education on working specialties is still held in Russia so far, although qualified turaries, locksmiths, milloverings, plumbing are now among highly paid professions whose representatives are in short supply.

Insufficient education of critical thinking among citizens, excessive unification and paternalism. Education, like the media and soviet culture In general, we were brought up in the citizens faith in a powerful and wise party, which only leads for themselves, cannot lie or do large mistakes. Of course, faith in the strength of their people and the state is an important and necessary thing, but for the sake of supporting this faith, it is impossible to go too far, systematically grind the truth and sustain alternative opinions. As a result, when during the years of restructuring and publicity, they gave freedom to these alternative opinions when they began to massively emerge earlier facts about the history and modern problems of the country, huge masses of citizens felt deceived, lost confidence in the state and to all of what they were taught in School in many humanitarian subjects. Finally, citizens were unable to confront frank lies, myths and media manipulations, which eventually led to the collapse of the USSR and the deep degradation of society and the economy in the 1990s. Alas, but the Soviet educational and social system could not educate a sufficient level of caution, critical thinking, tolerance to alternative opinions, the culture of discussion. Also, the formation of a context sample did not help to bring up in citizens sufficient independence, the desire to personally solve their problems, and not wait for you for you or someone else. All this had to learn from the bitter post-Soviet experience.

\u003d\u003d Conclusions (-) \u003d\u003d

In assessing the Soviet education system, it is difficult to come to a single and comprehensive conclusion due to its contradictions.

Positive moments:

Final elimination of illiteracy and ensuring universal secondary education
- world leadership in the field of higher technical education, in natural and accurate sciences.
- the key role of education in providing industrialization, victory in the Great Patriotic War and scientific and technical advances in the post-war period.
- High prestige and respect for the profession of teacher, a high level of motivation of teachers and students.
- High level The development of sports education, wide promotion of sports activities.
- emphasis on technical education made it possible to solve the most important tasks for the Soviet state.

Negative moments:

Rapping from the West in the field of humanitarian education due to the negative impact of the ideology and foreign policy situation. Especially strongly used to teach history, economics and foreign languages.
- excessive unification and centralization of school and, to a lesser extent, university education together with its small contacts with foreign world. This led to the loss of many successful pre-revolutionary practices and to the growing lag from foreign science in a number of directions.
- Direct wine in the degradation of family values \u200b\u200band the total fall of the morals in the late USSR, which led to negative trends in the development of demographics and public relations.
- Insufficient education of critical thinking among citizens, which led to the inability of society to effectively resist manipulations during the information war.
- art education suffered from censorship and high refinery, as well as from obstacles to mastering foreign techniques; One of the most important consequences of this - decay of design, architecture and urban planning in the late USSR.
- That is, in his humanitarian aspect, the Soviet education system ultimately not only did not make it helped to solve the key objectives for preserving and strengthening the state, but also became one of the factors of the moral, demographic and social decline of the country. What, however, does not cancel the presence of impressive achievements of the USSR in the field of humanitarian sciences and art.

PS.. By the way, about logic. The textbook of logic, as well as other entertaining materials on the art of conducting a civilized discussion, can be found here.

Myth: The Soviet education system was perfect

This myth is actively replicated by the Communists and simply Yaro Nostalgiting by the USSR. In fact, Soviet education was relatively strong in the field of natural sciences, mathematics and engineering, as well as sports. However, in most other spheres it was relatively weak, both compared with Western counterparts of that era and compared with modern education:
History, economy, philosophy and other humanitarian disciplines in the USSR were extremely ideologized, their teaching was based on the deeply obsolete Marxist paradigm of the XIX century sample, while the newest foreign achievements in these areas were largely ignored - or were filed exclusively in a negative key as "Bourgeois science." In general, students of Soviet schools and universities were pretty pretty simply simplified and distorted humanitarian picture of the world.
Foreign languages \u200b\u200bin the Soviet school were taught on average for a very low level. Unlike Western countries, in the USSR, there were practically no possibilities to invite language teachers, at the same time access to foreign literature, films and songs in the original language were difficult. Almost the exchange of students, allowing to seriously raise the level of language proficiency during their stay abroad.
In artistic education, in architecture and design in Latest USSR, there was a rather sad situation that it is clearly seen to the deterioration of the architectural appearance of Soviet cities in the 1960s - 1980s., As well as on the mass desire of Soviet citizens to buy foreign things - qualitatively And beautifully made.
If someone seems that all these humanitarian directions are not important, then it is worth noting that it is because of the underestimation, due to the insufficient or improper development of these areas, the Soviet Union is so easily collapsed.

Myth: Problems in the education system began in the era of perestroika and collapse of the USSR

In reality, certain problems in the Soviet education system were always, and the main crisis phenomena with which it had to deal with modern Russia, began to grow even in the late USSR and were noticeable in the 1970s and 1980s.
Until the 1960s. Before Soviet education, there was a key task: to train as much workers, engineers and scientists to ensure the needs of the country in specialists and work force during fast dortistitis, as well as to fill the colossal losses of educated people and qualified workers caused by civil War, white emigration, great Patriotic War, as well as repressions. Moreover, workers and specialists needed to prepare with a large margin in case new war And new human losses (in the same way, duplicating enterprises and production sites in case of war were built in the USSR). In the then conditions of a serious lack of frames of any graduates of universities and vocational schools, very quickly "tired with their hands," arranging to work on various great construction sites, new factories, design bureaus. Very lucky, and they came to an interesting and important work, could make a good career. At the same time, the quality of education was not critical: everything was in demand, and it was often necessary to manage directly at work.
In about the 1960s. the situation has changed. The pace of urbanization and industrial growth in the country decreased sharply, the industry and science managed to be saturated with frames, and their overproduction in the conditions of a long peaceful period lost meaning. At the same time, the number of vocational schools, universities and students by that time had time to grow sharply, but if earlier they were super-secured, now the state could no longer provide all as attractive work places as before. New branches were created in insufficient quantities, in old key positions were firmly occupied, and the old men of Brezhnev times were at all in a hurry to give way of young people.
Actually, precisely then, in recent decades, the USSR, problems began to grow in education, which can be summarized as follows:
A sharp increase in the contingent of universities and vocational schools, the resulting step in the average level of students and the fall in the possibilities of the state to ensure all the good jobs (the obvious decision would be to develop the service sector, the permission of entrepreneurship to create new jobs, the development of self-employment opportunities - but by virtue of its specificity, the Soviet state Could not or did not want to go to such steps).
The fall social role Teachers and teachers, reducing wages in the field of education in late USSR (if in 1940 the salary in the Soviet education system was 97% of the average industry, then in 1960 - 79%, and in 1985 - only 63%) .
The rise of the backlog from the West for a number of disciplines caused by the closeness of the borders and the ideological intervention of the state into science.
These problems went to the inheritance of modern Russia, were partially solved, partially aggravated.

Myth: Soviet education better coped with the education of a person

From the point of view of the nostalging in the USSR, Soviet formation brought up a person and the Creator, and modern Russian brings up the bins, consumers and merchants (it is not entirely clear why the latter refused to be at the same time people and creators).
But is it so good in the USSR raised people?
Soviet education raised entire generations of alcoholics - from the 1960s to the 1980s. The consumption of alcohol in the country has grown more than three times, with the result that since 1964 in the RSFSR stopped growing life expectancy in men (as opposed to Western countries), alcohol mortality and alcohol crime increased dramatically.
Soviet education raised the society of people who since the late 1960s. It stopped reproduced - the number of children on a woman fell to less than 2.1, as a result of which the number of subsequent generations became less than that of previous. At the same time, the number of abortions in the USSR exceeded the number of born children and calculated numbers of about 4-5 million per year. The number of divorces in the USSR was also colossal, and remains those in Russia so far.
Soviet education has brought up a generation of people who destroyed the USSR and relatively easily refused much of what they were previously taught.
Soviet education raised people, massively replenished ranks of organized crime in the 1980s and 1990s. (and in many respects, earlier).
Soviet education raised people who easily believed the set of charlatans of the time of restructuring and the 1990s: entered into religious sects and neophechistic organizations, carried the latter money into financial pyramids, read and listened to various frishes, and so on.
All this indicates that with the upbringing of a person in the USSR, to put it mildly, not everything was perfect.
Of course, the matter is not only in the education system, but also in other aspects of the public situation. However, Soviet education could not reverse this situation and largely contributed to its formation:
- not enough critical thinking;
- insufficiently encouraged the initiative;
- Patennalism and excessive support for authorities were actively singing;
- there was no adequate education in the field of family and marriage;
- ideological frameworks narrowed the world;
- Many negative public phenomena were silent, instead of studying them and deal with them.

Myth: Capitalism - the main cause of problems in education

From the point of view of communist critics, the main cause of problems in education is capitalism. It is not only about the commercialization of education and the overall approach to the education of a person, but in general, about the capitalist device of society and the economy, which allegedly is in a deep crisis, and the crisis in education is just one of the manifestations of this.
The capitalist crisis of society and education may think as a global or first of all as an intraolesee - allegedly, Russia, Russia, and the divided capitalists, Russia can no longer afford capitalism and capitalist education.
From the point of view of Marxists, the main types of crisis associated with capitalism are a crisis of overproduction and a crisis associated with the lack of resources. The first is caused by the excessive production of goods that consumers cannot or do not want to consume, and the second - lack of resources for the production and support of the achieved standard of living in a constantly growing capitalist economy (resources include land and labor). Both types of crises forced capitalists to reduce consumption among the country's population and at the same time begin the war - for new sales markets or for new resources. Now the West is in a state of the double crisis, and therefore Russia is in danger - partly due to the fact that its resources want to get started, and partly because she herself adopted capitalism instead of socialism.
The global crisis really takes place, but all these constructions connecting it with the opposition of capitalism and socialism, as well as with the problems of education, pretty shaky and dubious.
First, the crises of overproduction and lack of resources have a place in socialism - for example, the same overproduction of workers and engineers in the late USSR, or a crisis of a shortage of good teachers foreign languages (More well-known examples are overproduction of tanks and children's shoes in late USSR).
Secondly, in the current global crisis, Russia has very high chances to resist how thanks to the Soviet military heritage (strong army and military-industrial complex) and thanks to the royal heritage in the form of a huge territory with rich resources.
Thirdly, the exit from the crisis is not necessarily associated with war - to master new resources or create new markets can help develop technology. And there are a good chance of both the West and Russia.
It is also worth remembering the obvious fact: the Western system of education (the branch of which is Russian, and behind it and the Soviet system) were created precisely in the conditions of capitalism in the era of the new time. As for the Soviet system, it is a direct continuation of the education system in the late Russian Empire, which was created in the context of capitalism. At the same time, although the education system covered only a part of society by 1917, but it raised rapidly, and in the middle of the XIX century in Russia there was an excellent higher and engineering education, and in the early 1910s. Russia has become a European leader in the number of graduate engineers.
Thus, there is no reason to oppose capitalism and qualitative education. As for attempts to explain the degradation of education not just capitalism, but capitalism in the crisis stage, how has already been said, crises occur in socialism.

Myth: Russian education has changed dramatically compared to the Soviet

From the point of view of critics, education reforms incredibly changed educational system In Russia and led to its degradation, and only a few last remnants of Soviet education still survive and keep everything afloat.
But is it so far a modern Russian education went from Soviet? In fact, for the most part, Soviet education in Russia has been preserved:
Russia has the same class-grade system, as in the USSR (initially borrowed from German schools of the XVIII-XIX centuries).
School specialization remains.
The division of education on the initial, complete and incomplete average, secondary special and higher education is preserved (at the same time, higher education was largely translated from 5-year training on the bachelor's system + graduate - 4 + 2 years, but by and large it has changed little ).
Almost all the same items are taught, only a few new ones were added (at the same time, programs were very modified by some humanitarian subjects - but, as a rule, for the better).
Strong traditions in teaching mathematics and natural sciences are preserved (compared to most other countries).
In general, the same assessment system and the same system of work of teachers remained, although reporting and bureaucracy (introduced to improve control and monitoring and monitoring was noticeably increased, but in many respects it turned out unnecessary and burdensome, for which it is rightly criticized).
The availability of education has been preserved and even increased, and although about a third of students are now players, as well as paid a significant part of extracurricular education. However, there is nothing new compared to the Soviet era of this: paid education for students and high school students operated in the USSR in 1940-1956.
Most school buildings remained the same (and their repair obviously did not worsen).
Most of the current Russian teachers were prepared in the USSR either in the 1990s before reforms in education.
The exam was introduced, which is the most noticeable difference between the Russian system from the Soviet, but it is worth emphasizing once again that this is not some kind of learning method, but simply a more objective method of testing knowledge.
Of course, in Russia, various experimental schools appeared in a noticeable quantity, in which the organization and methodology of teaching is significantly more different from Soviet samples. However, in most cases we are dealing with slightly modified and modernized schools of the Soviet Sample. The same is true for universities, if we exclude frankly profanational "diploma" institutions (which since 2012 began to actively close).
Thus, in general, Russian education continues to follow by Soviet examples, and those people who scold Russian education are essentially scolding the Soviet system and the results of its work.

Myth: Returning to the Soviet education system will solve all problems

First, as shown above, there were many problems and weaknesses in the Soviet education.
Secondly, as shown above, Russian education as a whole is not so far away from Soviet.
Third, key modern problems russian education Started in the USSR, and there were no solutions for these problems.
Fourth, a number of modern problems are associated with the development of information technologies, which in the USSR at such a level were simply absent, and the Soviet experience would not help here.
Fifth, if we talk about the most successful period of the work of the Soviet education (1920s - 1950s), since the society has changed more seriously, and in our time it is necessary to solve other problems. In any case, reproduce those socio-demographic conditions in which Soviet successes are possible, now it is impossible.
Sixth, education reforms really carry a certain risk, but the conservation of the situation and refusal of reforms is a deliberate way to defeat. There are problems, and they must be solved.
Finally, objective data show that the problems of modern Russian education are largely exaggerated and, with varying degrees of success, gradually solved.

Our country is rapidly changing and this process has been going for almost thirty years. All changes: society, economy, people, and, of course, the changes affected and such an important part of society as education.
How certain changes affected the life of a separate person, not worth talking a lot.
Let's compare the education system Soviet Union and modern Russia.
Preschool education
Pre-school education in the USSR was the first, and perhaps one of the most important steps in the formation of a Soviet citizen. And there is nothing surprising in the fact that kindergartens built the whole country. As a result, the system existing in that period preschool education covered all the children from the moment of birth before the seven age. Already at the age of two, young mothers could attribute their kids to Nurserie. From three years old baby passed into kindergartenWhere we went to seven years, but the nurseries were also somewhat, which united both organizations in themselves.


Despite many social problems of that time, the pre-school education system of the USSR not only ensured the competent education of children, but also helped the young mother to lead an active life.


At the time of restructuring, due to a decline in the birth rate and the emergence of such a concept as a "natural decline of the population", many buildings of pre-school education moved to private hands. As a consequence of this process, many deprived of a similar institution in step accessibility, and to discourage a child daily to the preschool institution - an overhead event. As a consequence, many grandparents retired and nursing grandchildren.


Fortunately, the last few years, this situation begins to be corrected and new, modern kindergartens, equipped with the latest technology, and the old gardens are reconstructed. But the problem of lack of places is still quite acute, moreover, the rampant corruption led to the fact that even if in the kindergarten next to your house there are free places, to get there without expensive gifts or the provision of financial support is very difficult. In addition, monthly fees appeared for various needs, although kindergartens, like schools about which we will talk further to fully receive our financing.


General education (school)
How many piercing braids and glasses beaten. Nevertheless, many people, it is the school that causes the warmest memories of childhood. First love, first kiss and other things from adult life were open in school. In the USSR, due to the large area of \u200b\u200bthe country, there were several types of schools, which were divided into initial training from 1 to 3 class, eight-year-old - 1 - 8 classes and decisions, providing a full cycle of education. Naturally, such a system was to provide monotonation of education, whatever the child could go from one school to another without any problems.


Schools - boarding schools and "extells" played an important role in the school education system, which allowed parents not worrying for their children and work for the country's benefit.
Important moments in the school system was a system of medals. Graduates of the senior stage, which received semi-annual, annual and exam marks "excellent", was given a gold medal, and having one "good" marker - silver. In addition to moral satisfaction, the medal gave benefits upon admission to the university according to the traditional form.


Currently, school training takes 11 years and the main goal of learning - admission to the university. At the end of the school, students surrender a single state exam (EGE), which in mathematics and Russian is obligatory. The remaining graduates choose themselves based on their needs. With the introduction of the exam, all benefits, such as medals, have lost sense and were canceled. The issuance of medals is made only as a moral incentive.


The EGE system causes many complaints from both the teachers and parents. The last time is not rare cases when the children ended the life of suicide to lick this exam. In addition, in the opinion of many specialists, this exam does not displays real knowledge, because the last two years of study at the school students are training specific tasks of tests, and do not develop comprehensively.
Unfortunately, the quality of secondary education in Russia leaves much to be desired. In 2009, Russia for the quality of education occupied only 41th place out of 65 possible finding below such countries as Turkey and the UAE.


Naturally, you should not forget about corruption. Infinite schools, financial assistance to the school for medals and other extortion became an ordinary phenomenon in the education system of modern Russia.


Out-of-school education
The basis of extracurricular education in the USSR was a pioneer organization and at the beginning of 1971 there were more than 4,000 palaces and houses of pioneers, more than 1,000 stations of young technicians, almost 600 stations of young naturalists and other circles covering a variety of activities. Any schoolboy could choose a circle of interests, because classes were free. In addition, classes in such organizations could not only pass leisure, but also to train the child to real professions and gain knowledge that would be useful in the future


It is not necessary to talk about free circles and sections in modern Russia. For everyone will have to pay, and even the electives in individual schools also exist solely on a commercial basis.
Secondary vocational education
To replenish working personnel in the USSR, vocational schools were created, which allowed not only to gain knowledge, but also to master the working specialties, which, usually did not need highly qualified specialists.


In modern Russia, most of the technical schools have been transformed into colleges. The name has changed, but the essence remains the same. Technical schools and colleges are trained in the specialties in which secondary vocational education can be obtained for 3 years, and in separate specialties - 2 years.
Higher education
Perhaps, one of the achievements of the Soviet education system is a higher education, which could be considered the best in the world for that period of time. The higher education system was represented by institutions and universities, and if the first mostly specialized in the preparation of technical specialists, the second category of universities was focused on the preparation of humanitarian and teachers.
In addition to direct training, university professionals in the USSR had an extensive scientific research base, which allowed to engage in scientific and innovative activities.


We think that one should not say that higher education in the USSR was free, and students were paid to students based on their assessments. The average scholarship in the USSR was 40 rubles. Is it much? Given that the engineer's salary was 130 - 150 rubles, students could afford to live quite well.
In addition, it was in the USSR that a system of absentee education was originated. First in the world! Despite the fact that between the USSR and political opponents did not rare the exacerbation of relations, the USSR education system, especially in engineering and technical specialties, was the leading position in the world.


Unfortunately, the restructuring, whose fruit we caught so far, actually completely destroyed the highest education, which it was in the USSR, and in 2003 the Bologna Education system was introduced throughout Russia, which was based on interesting abstracts, but in fact - completely destroyed the higher education system, which was created in the USSR. The main difference between the new system from the past is the introduction of two levels in the higher education system. The first level last 4 years and as a result graduates receive a bachelor's degree, the second level - the magistracy last 2 years. But the majority of students conclude their training at the first stage, because budget places in the magistracy in certain specialties are not provided, and the cost of learning is extremely large


By the way about the cost of training. The last few years have a tendency to a significant reduction in budget places, and not many families in Russia can post a round sum for learning a child.
Currently, scholarships are paid to students who passed the next session without three. There are several types of scholarships:
- State social scholarship is 730 rubles per month;
- State academic scholarship - 1340 rubles per month;
- state scholarship graduate students is 6,000 rubles per month;
- State scholarship of doctoral students is 10,000 rubles per month.
As you understand, the voiced amounts are clearly insufficient to the residence of the student, so one way or another parents have to help their children who entered the university on a budget basis.


Specialties that are not provided for budget places is not clearly expensive for the average Russian family. Thus, the year of study on the humanitarian specialty begins from 70 thousand rubles, technical from 100 thousand rubles. Of course, the cost of learning depends on the university and its prestigiousness, and we led the voiced figures for a provincial university. So, in contrast to the time of the USSR, higher education has become for many luxury, which cannot be allowed.

In the past 10 years, a huge number of universities have appeared, which do not even have their own premises and teachers working on a permanent basis. "Studying" objects, as well as the receipt of the diploma lies in timely payment. Nevertheless, such "specialists" work in various fields, including medicine. Fortunately, in recent times, struggle began with such organizations, and licenses are promptly annulled.


Despite all the current problems, the hope that higher education, and the entire system of education in modern Russia will not only reaches the level of education in the USSR, but also will distort it. Hope is, and actions aimed at it - no.


And how do you feel about modern education? Can it ever compete with Soviet?