Abstract

The research considers evolution of industrial development and the educational policy of Russia of the first third of the 20th century. The authors investigate interrelation between processes of concentration of production, labor and professional education at the stage of the ending second technological "Large wave" (industrialization). The study purpose is to consider transformation of the system of higher business education as a social project of a new era – the era of mass production, mass labor and mass education. The research objectives are: to determine industrialization processes of production and society of Russia in 1890s-1930s, to define massification tools in the early Soviet epoch, to analyze experiments in the sphere of higher business education in Russia in 1918-1932. Research methodology consists of proceedings of Carlota Pérez and comparative historical analysis of industrial and educational changes. The main research results is justification of the “military-revolutionary” stage of industrialization in Russia, which was followed by social experiments in the sphere of higher business education that in the late twenties was replaced by “accelerated socialist” industrialization with mobilization planning and unidirectional specialized planned economic education.

Highlights

  • Creation of a training system of professional personnel in the economic sphere is a social result of the first technological revolutions

  • Economic historians are interested in industrial development in the context of economic growth, industrial revolution, its scientific and technical potential, market and administrative models, transformation of social and economic systems of countries, regions and the world in general

  • The feature of Russia was the fact that the process of militarization of the society did not stop after the end of the World War I

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Summary

Introduction

Creation of a training system of professional personnel in the economic sphere is a social result of the first technological revolutions. A higher educational institution plays a major public role at the key (focal) moments of the history. They act as "adapters" of technological changes (social and cultural function) and "drivers" of innovative and technological development (scientific and technical function and distribution of new knowledge). Economic historians are interested in industrial development in the context of economic growth, industrial (technological) revolution, its scientific and technical potential, market and administrative models, transformation of social and economic systems of countries, regions and the world in general. Historians of education investigate the dynamics, types, the structure of educational institutions, the principles and the methods in the context of the state educational and cultural policy

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