Higher education of polytechnic profile in Germany and ukraine at the beginning of the XX century: comparative analysis

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The article analyzes the fact that the unstable development of physical science in European territories has actualized the development of the profile education, the implementation of scientific and thematic research, which also affected the domestic production «progress». The patriotic high school was in all contexts unprepared for such a «coup» in the country’s practical work, as the production boom was far ahead of the figure of skilled personnel potential. However, the worldview of the state government structures and representatives of the manufacturing sector regarding the further development of the state significantly differed. The first ones, not wanting to spend the proper amount of funds on educational financing, in every way argued their financial steps as an economic «helplessness» of the state, while the latter, on the contrary, actively sought opportunities to support the proper development of profile education. It is argued that step-by-step germination of technological sprouts of high school on the domestic ground reached the depths of its roots with the best educational traditions of the European part of the world, simultaneously acquiring unique shapes of content and forms. The so-called «step-by-step» gradation of the teaching staff with a scientific degree (in particular, private tutors, extra-ordinary and ordinary professors), whose roots reached the aforementioned foreign country, were widely popular in domestic higher schools. It is noted that at the beginning of the XX century, the territory of the Dnieper was marked by the crystallization of valuable educational projects based on the local higher technical schools, which, in total, was produced by the ideological domination of pedagogical skills in the teaching and circles. The emergence of each new project was not left out of the attention of the domestic and world community, since it contained the features of innovation and progressiveness based on the existing socio-cultural realities. It has been outlined that systematic attempts of leading imperial structures and, later, Soviet power to interfere with the educational process prevented the implementation of more than one promising and progressive domestic project. It was emphasized that the very essential aspects of the higher education functioning, which were strictly controlled by the responsible state institutions, were as follows: financial (in relation to the transfer of funds to institutions); and qualificational (compliance with the direct correspondence between the current requirements of the labor market and the basic training objectives; approval of academic degrees).