THE EVOLUTION OF THE SYSTEM OF SECONDARY VOCATIONAL EDUCATION IN CHUVASHIA (1920s – 1950s)

DOI: 10.47026/1810-1909-2024-1-96-103

УДК 94(470)

ББК 63.3

Ivan A. SEMENOV

Key words

secondary vocational education, Chuvashia, colleges and technical schools, agricultural education

Abstract

In the realities of modern times, a big problem for Russia is the shortage of young professional personnel. Important suppliers of workers are secondary vocational educational institutions. In order to understand how the process of “growing” in-demand specialists occurs, researchers are faced with a number of pressing questions. First of all, it is necessary to find out which educational institutions train personnel in what areas and professions? Therefore, the purpose of this study is to study the development of the secondary vocational education system in the 1920s – 1950s using the example of one of the constituent entities of the Russian Federation – the Chuvash Republic.

Materials and methods. The scientific and theoretical basis of the article is headed by the scientific principles of historicism, objectivity, social approach, alternativeness, which fundamentally reflect the study of various processes taking into account the dynamic development and interaction of elements.

Research results. An independent stage in the development of the education system and secondary vocational education was associated with the proclamation of Soviet power in the country and the creation of the Chuvash Autonomous Region in 1920. In Chuvashia, there was a need to create independent educational institutions. Technical schools became the most relevant type of educational institutions. In the 1930s. There is an increase in the number of secondary specialized educational institutions, which contributed to the growth in the number of specialized personnel. The training of new specialists was carried out at enterprises in Chuvashia, as well as at special courses. The impetus for increasing the rate of training of workers from among the Chuvash population was the opening of factory apprenticeship schools and workers’ faculties. In the 1940s Schools for working youth were created, and evening schools for rural youth began to function.

Conclusions. In modern conditions, secondary vocational education is a sought-after level of education, within which personnel are trained in applied professions, which Chuvashia clearly needs. It is no coincidence that over the more than 100-year period of its development, the republic has created a whole complex of secondary specialized institutions, most of which continue to produce specialists. The first such institutions began to form in the 1920s and 1930s. This period included many difficulties in the education system, which was largely due to the lack of professional teachers and difficulties in the logistics of the social sphere. The period of the end of the Second World War created a new impetus for the opening of vocational education organizations, which was associated with the restoration of the state’s economy. By the early 1950s. There were 22 such educational institutions in the republic, which became an important link in the education system of Chuvashia.

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Information about the author

Ivan A. Semenov – Head of the 3^rd Year of the 1^st Faculty (Military-Political Work and Journalism), Military University named after Prince Alexander Nevsky of the Ministry of Defense of the Russian Federation, Russia, Moscow (semvanya@mail.ru).

For citations

Semenov I.A. THE EVOLUTION OF THE SYSTEM OF SECONDARY VOCATIONAL EDUCATION IN CHUVASHIA (1920s – 1950s). Vestnik Chuvashskogo universiteta, 2024, no. 1, pp. 96–103. DOI: 10.47026/1810-1909-2024-1-96-103 (in Russian).

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