Development Of Public Education Research Articles

Development of Public Education in the Use of Plastic in Food on Health and Environment in High School of Agribusiness at Bengkulu City

The background of this of using plastic for food packaging. Materials classified as plasticizers include types such as polyvinyl chloride (PVC) and bisphenol-A (BPA), with Styrofoam also falling into the category of plastics often used for food containers despite their adverse effects. High school Agribusiness Dangau Datuk Bengkulu possesses skills in food production, maintenance, and distribution, yielding processed foods such as ice cream, ground coffee, and various other products. Vocational students market their processed products using plastic packaging. Therefore, the aim of this initiative is to impart knowledge on the use of plastic packaging in food products and its effects on health and the environment. This endeavor can enhance community abilities, particularly those of vocational students who have filled out questionnaires, numbering around 20 people. The activities are conducted through coaching methods, which involve coordination with partners, counseling, demonstrations, and promoting sustainability. Counseling materials encompass the functions of packaging for food products, types of packaging, plastic as a food product packager (including types and raw materials), the impact of using plastic packaging on health and the environment, and tips for safely utilizing plastic packaging. The educational activities proceeded smoothly, with enthusiastic participation from the attendees. The evaluation results indicated a positive and beneficial impact, ensuring that all participants acquired knowledge about the use of plastic packaging. Consequently, participants are now equipped to select appropriate packaging for the food products they produce.

ПРОСВЕТИТЕЛЬСКАЯ ДЕЯТЕЛЬНОСТЬ ПРАВОСЛАВНЫХ КЛИРИКОВ В СЕЛЬСКИХ ПРИХОДАХ ХАКАССКО-МИНУСИНСКОГО КРАЯ (ВТОРАЯ ПОЛОВИНА XIX - НАЧАЛО XX в.)

The paper examines the influence of Orthodoxy on the education of the inhabitants of the Khakass-Minusinsk region in the second half of the 19th - early 20th centuries. Based on archival documents of the funds of churches and Steppe Dumas of the National Archive of the Republic of Khakassia, the general and regional features of the educational activities of the Russian Orthodox Church, the author reveals the educational potential of Orthodox clerics and their role in the development of public education among the Khakass population.

Развитие народного образования в Каркаралинском районе в 20–30-е годы ХХ века: успехи, проблемы, перспективы

В статье на основе значительного комплекса архивных материалов, включающих как архивные фонды центральных государственных архивов Республики Казахстан, так и фонды областных и районных архивов, рассмотрены основные мероприятия по созданию системы школьного образования в Каркаралинском регионе в 1917–1941 годы. Предпринята попытка проследить преобразования в системе образования, выявить количественные и качественные показатели, характеризующие становление и развитие народного образования в крае. Дан анализ состояния школьного образования на примере развития русских и казахских школ, выявлены основные характеристики, роль и место школ первой ступени и школ второй ступени. Обращено внимание на то, что создание системы образования сопровождалось мероприятиями по ликвидации безграмотности и малограмотности среди взрослого населения Каркаралинского региона через систему ликбезов, красных юрт и др. Прослежена роль интернатов в системе образования, обращено внимание на их особую важность в условиях кочевого образа жизни, который был характерен для значительной части населения изучаемого региона в 1920–30-е годы. Показана роль педагогического техникума в формировании учительских кадров, необходимых для работы в школах города Каркаралинска и Каркаралинского района. Анализ количественных показателей развития системы образования в регионе на протяжении двух десятилетий позволил сделатьвывод о поступательном развитии школьного образования, о постоянном росте количества учащихся, прежде всего, казахской национальности в школах первой ступени.

Народное образование в Царицыне–Сталинграде в 1917–1929 годах: становление, трудности, результаты

The article analyzes the process of formation and development of public education in Tsaritsyn-Stalingrad from 1917 (from thecreation of the state commission for education in Soviet Russia) to the end of the 1920s (the results achieved in the eradication of illiteracy among the urban population, its vocational training). The activities of the city council and the section of public education are highlighted, difficulties in eliminating illiteracy, creating the material and technical base of educational institutions, and training qualified personnel are identified.

Elimination of illiteracy in the 20-30s of the 20th century as a social and political project of the Soviet Government: philosophical aspect

Elimination of illiteracy in the 20-30s of the 20th century as a social and political project of the Soviet Government: philosophical aspect

НАЧАЛЬНОЕ ОБРАЗОВАНИЕ В РОССИЙСКОЙ ИМПЕРИИ ПОРЕФОРМЕННОГО ПЕРИОДА: ДЕЯТЕЛЬНОСТЬ ЗЕМСТВ И ЗАКОНОДАТЕЛЬНАЯ РЕГЛАМЕНТАЦИЯ

The purpose of the article is to review the activities of zemstvos in the implementation of state social policy in the development of public education. The reforms carried out by Emperor Alexander II in the second half of the XIX century caused the need for qualified labor, competent specialists in various fields of state and public life: military, industrial, cultural, scientific. Modernization of education required the speedy resolution of such issues as accessibility, mass education, cardinal improvement of the educational process, improvement of the organizational and economic mech-anism of management of education as an element of state social policy. As a result, the authors draw conclusions that zemstvos faced organizational and financial difficulties in the development of primary public education. The activities of zemstvos in the field of education were not of a systemic nature and were under strict state con-trol. Only after amendments were made to the legislation and the expansion of the zemstvo powers for the development of education, it was possible to significant-ly increase the number of zemstvo schools, the number of students, including girls, and reduce the level of illiteracy of the population.

ПРОБЛЕМИ МАТЕРІАЛЬНО-ТЕХНІЧНОЇ БАЗИ ЗАКЛАДІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ В УМОВАХ ВОЄННОГО СТАНУ В УКРАЇНІ

The article presents the results of a comparative analysis of material and technical support of general secondary education institutions (GSEIs) of Ukraine in the period 2016/2017–2021/2022 academic years. The article analyses scientific publications of domestic scientists on the problems of modernization of school education on the basis of updating the technical arsenal of teaching aids, optimizing the implementation of existing state programs aimed at informatization, computerization and updating of the material and technical base of educational institutions. The authors also studied the foreign experience in the development of public education. The article outlines a list of regulatory and legislative acts on which the formation and development of the material and technical facilities of GSEIs are based. The information base of indicators of material and technical support was created using general scientific and special research methods on the basis of processed information of statistical summary tables (namely, № D-4 "Data on facilities of general secondary education institutions and the use of modern information technologies" (without special GSEIs) by institutions of the Ministry of Education and science of Ukraine, other ministries and agencies and private institutions and № 76-RVК "Summary report of general secondary education institutions") and operational information of the Ministry of Education and Science of Ukraine. In connection with the beginning of the Russian military aggression against Ukraine, changes have occurred in the organization of the educational process of general secondary education, in particular, the procedure for the formation of the contingent of students and teachers. At the same time, the condition of material and technical support components has changed as a result of the loss and damage to the education infrastructure. The article proposes to introduce additional indicators for assessing the state of the general secondary education system in wartime conditions. Key indicators of GSEIs facilities were analysed, including total and rented school space, leased space, number of classrooms and distribution of classrooms per student, and number of classrooms by region, terrain type (urban localities, rural areas) and types of institutions (primary schools, gymnasiums, lyceums) to identify the problems of material and technical support of GSEIs and further identify ways of their solution. The post-war condition of the material and technical base of general secondary education should be the subject of further study.

Works of the brothers N. and G. Volk-Karachevsky as a source from the history of the Zemstvo Liberal Movement in the North of the Left-bank of Ukraine (60-80th ХІХ сentury)

The article analyzes the creative heritage of members of the opposition aristocratic front of northern Ukraine – the works of the brothers N. and G. Volk-Karachevsky, the absolute majority of which are being introduced to international scientific circulation for the first time. The author comes to the conclusion that the discovered set of works of the brothers N. and G. Volk-Karachevskyi is a unique primary source from the history of the Zemstvo liberal movement in the north of Left Bank Ukraine (60-80s of the 19th century). The main issues of N. Volk-Karachevskyi’s works were the development of public education and the progress of agriculture. Nikodym Nikodymovych insisted on the priority free education of the poorest strata of the population – the peasantry, especially former serfs. In the field of agricultural production, the well-known liberal advocated the imperatives of urgent irrigation of the land fund of the Russian Empire, the formation of a purposeful strategy of Zemstvo institutes to improve the economic situation of the peasantry, the introduction of the positions of Zemstvo agronomists and technicians with appropriate official status and financial support, a strategic reference point for the perspective of the union of the peasantry, the liberal nobility and democratic intelligentsia in the struggle against the regime of Russian absolutism. The small number of publications by N. Volk-Karachevskyi were devoted to the problems of the development of the agricultural industry, which were little known at that time. The oppositionist insisted on the need to borrow the progressive experience of the countries of Western Europe, such as France, where a powerful system of agricultural education was built: from primary and higher education institutions to specialized scientific institutions. It is necessary to note separately the manifestation of the national enzyme in the journalism of the authors. Articulated allusions to the history of the statehood of the so-called Little Russia – the imperial name of a part of Ukrainian ethnic lands; their past economic and industrial glory; careful, but transparent wishes regarding the use of the dominant language in the territory of northern Ukraine, clearly indicate that the ethnic component occupied not the last place in the programmatics of the researched current of the liberation movement in the Russian Empire of the second half of the 19th century. In general, the discovered works of the brothers N. and G. Volk-Karachevsky clearly reflect the social program of the Zemstvo liberal party of the Northern Left Bank and illustrate the political and ideological imperatives of the opposition aristocratic front of the region.

РАЗВИТИЕ ШКОЛЬНОГО ОБРАЗОВАНИЯ В КРЫМСКОЙ АССР В 1920-Х ГОДАХ

The article analyzes the main trends in the development of public education in the Crimean ASSR in the interwar period. The beginning of the 1920s was characterized by fundamental transformations in the school system. Gymnasiums and colleges were replaced by new types of educational institutions ‒ Soviet labor schools of the first and second levels. The 1920s were a time of large-scale pedagogical experiments. The classroom-lesson system of organizing the educational process was replaced by the brigade-laboratory method, the system of projects, the Dalton plan. The school has acquired a secular character, the composition of the teachers has changed quite significantly. One of the most difficult problems in the work of schools was the lack of budgetary funding. Lack of funds led to the fact that a third of school-age children were outside the educational institutions.

Worker of public education and spiritual enlightenment: A.P. Cheruvimov in Samara (XIX – early XX centuries)

The article is devoted to the study of social and cultural factors in the development of public education, the formation of a professional group of its workers and organizers in Russia in the last quarter of the XX early XX centuries. The particular attention is paid to the relationship between school, society and church. The methodological basis of the research was the theory of modernization and the techniques of the biographical method. In the article on a large source base the administrative-pedagogical and public-educational activities of A.P. Cheruvimov in the Samara Region, aimed at developing new forms of the school organization while preserving national spiritual traditions, were investigated. As a result of his efforts the successful secondary educational institution in the form of the Samara Real School was created in the provincial city and an effective channel was created to support needy students through the Society for the Promotion of Education was created too. Cheruvimov's contribution to the works of the Aleksievsky Orthodox brotherhood, aimed at supporting parish schools and at the religious and moral education of residents, has become significant and fruitful. For two decades on a voluntary basis he served in the brotherhood in the responsible position of the Chairman of the Council with a wide range of the real responsibilities. His example shows a figure of Russian modernization, whose personal desire for his own social mobility and the promotion of the progressive cultural trends was combined with the traditional religious foundations and the conservative political views. This example demonstrates that the social movement in imperial Russia took place in more complex forms than the paradigm of opposition between the progressive and reactionary forces, which was established in historiography and often was reduced to the social origin or position of persons belonging to one political camp or another.

The plague of privatization: A futures analysis of the zombification of education

The article re-imagines the current developments of Swedish education into a possible future. Historically, education was organized and funded by the state; however, reforms towards privatization in the 1990s implemented school choice, private schools and a tax-financed voucher system with the option of turning profits on education. A new judicial decision enforced the withholding of data on private ownership and economic spending in education from the public, as transparency was deemed to damage the competitiveness of private schools. Hence, generating profits and business advantage are prioritized over public interests as the organization and provision of education is progressively shaped by privatization. These changes are what prompted us to consider ‘what if all education was privatized’?The first part of the article reviews important developments in public education towards privatization and introduces our theoretical framework. The second part draws on aspects of speculative fiction in a dystopian scenario of an imagined educational apocalypse. The scenario starts in contemporary times and ends in 2121 where the education system is dominated by a financial conglomerate called Nescience Ltd. In this technologically advanced society, artificial intelligence systems have replaced educational institutions and teachers. Expensive tuition and fees have made people indebted to Nescience while learning is transformed into the manufacturing of alienated labourers. To understand these economic transitions and the position of Nescience as a knowledge provider in the future, we use the concept of ‘zombification’ to theorize the infection of privatization in the educational sector.

The role of public and private initiatives in the development of public education in Minusinsk District of Yenisei Province in the late XIX – early XX centuries

The subject of this research is public and private initiatives of the population in the development of public education in the Minusinsk District of Yenisei Province in the late XIX – early XX centuries. The goal consists in studying the role of public and private initiatives in the development of public education in the territory of Minusinsk District of Yenisei Province over the period under review. The article employs the cultural-historical and historical-geographical methods; historiographical framework is comprised of the materials of pre-revolutionary periodical press (the newspaper “Eastern Review”), statistical data of Reviews of Yenisei Province, archival documents of the Minusinsk State Archive, and published documentation. Special attention is given to charitable activity of such individuals as I. G. Gusev, V. A. Danilov, F. F. Devyatov, N. M. Martyanov, I. M. Sibiryakov, and others in the sphere of public education. The article reviews the role of the Board of Regents of Minusinsk Women's Professional Gymnasium and Minusinsk Society for the Monitoring of Elementary Education on the issue of literacy of the local population. The conclusion is made that the autonomous socially important activity of the representatives of merchantry and peasantry, as well as nongovernmental organizations, contributed to an increase in the number of schools, improvement of financial situation of educational institutions of Minusinsk District, and attraction competent pedagogues to the Siberian province.

Russian Orientalists On Public Education In The City Of Chimbay

The article examines the development of public education in the city of Chimbay - in the northern administrative center of Karakalpakstan. In particular, statistics are provided on the number of mosques and madrasahs, as well as the number of students.

Social conditions of Kazakhstan in the development of education in the late XIX – beginning of XX centuries

This article examines the social conditions of Kazakhstan in the development of education in the late XIX – early XX centuries. During this period, the social, economic, cultural prerequisites for the development of public education are distinguished. Socio-political conditions determined the tendencies in the development of education in the Kazakh steppe: the desire to preserve the national-historical heritage of the culture, language and literature of the Kazakh people, the formation of national identity and the desire for a universal beginning in education, expressed in the study of Russian culture, history, language as a means of familiarization to world civilization. The authors took into account the socio-political conditions at the basis of schools and pedagogy for teaching children in the Kazakh steppe. The turning point in the social progress of the Kazakh people was prepared by the most important political events in his life, which influenced the formation of education in Kazakhstan. The authors also deduced some historical data of the education system of the Kazakh people during the period of completion of the accession of Kazakhstan to Russia. Historical facts reveal social conditions, origins and features of the formation and transition to the system of public education. Public education at that time tried to secure the future of the people through education. The general elimination of illiteracy was based on the creation of a network of educational and training organizations, radical transformations of the system and structure of school institutions. The created educational system was intended for the entire population of Kazakhstan without restrictions on gender, age status, nationality. In order to effectively implement the new educational program, active work was going on to create new textbooks and train qualified teaching staff. As a result, in the sphere of public education there have been certain shifts towards the increase of schools and other educational institutions, the elimination of illiteracy in Kazakhstan.

Children with Disabilities and Equity in Education: Connecting Standards and Practice to Law and Ethics

Some of the most controversial education policy concerns and methods of practice have been over Special Education. Students between the ages three to twenty-one with disabilities compromise 13% of student enrollment between prekindergarten and twelfth grade (U.S. Department of Education, National Center for Education Statistics, 2013) (Appendix A, Table 1,2,3). From the late eighteenth century to current times, the legal system and court case outcomes have played a major role in the development of public education in America. The Supreme Court’s 1954 ruling in Brown v. Board of Education not only ruled racial segregation as unconstitutional, but became a landmark case that opened the doors for court involvement in refining educational policy concerning Special Education. Standards of practice, which have evolved through the years, began to take form to support educational leaders in how they approached adhering to laws and policy concerning the education of students identified as special needs learners. Chief Justice Earl Warren who spoke for the Supreme Court of the United States in Brown v. Board of Education (1954), stated: In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms (Brown v. Bd. of Educ., 347 U.S. 483, 1954).This case dispelled the notion that education could be offered to any group under the premise of separate but equal that had earlier been established in Plessy v. Ferguson (1896). Plessy v. Ferguson (1896) is a landmark United States Supreme Court decision in the jurisprudence of the United States, upholding the constitutionality of state laws requiring racial segregation in public facilities under the doctrine of “separate but equal” (Maidment, 1973).

ПЕРВЫЕ ОБЩЕОБРАЗОВАТЕЛЬНЫЕ ШКОЛЫ ИРКУТСКА: ИСТОРИКО-ПЕДАГОГИЧЕСКИЕ АСПЕКТЫ РАЗВИТИЯ

Introduction. The paper addresses the issues of the establishment and development of the first general educational institutions in Irkutsk. These are the City (“Gradskaya” in old Russian) School and the Main National School that functioned in the late XVIII – early XIX centuries. The topic of the education development in Irkutsk in this period is of interest to the history of pedagogy, as it demonstrates the forms and methods of teaching and learning in Russia in their historical aspect, shows the uniqueness of school work, the position of the school, teacher, and student in a Siberian city-the provincial center of the country. Based on the available archival materials and those made available for the scientific use, the quantitative and social structure of students in different periods of the development of the city first comprehensive schools, the quantitative and social structure of teachers are presented, a comparative analysis of the development of general education in large cities of Siberia is carried out, and a conclusion is made about the leading position of Irkutsk. The study aims to cast light on the activities of the first general education schools in Irkutsk as the center of the vast East Siberian region in close connection with the development of public education in Siberia. Materials and methods. The study relies on the comparative analysis of historical sources and reconstruction of the historical period. The results of the study. The activity of the first Irkutsk educational institutions in the late XVIII – early XIX centuries is presented. The following trends are to be emphasized: the improvement in the quality of student knowledge, quantitative growth in the number of students, general enhancement of the education and literacy in Irkutsk residents. The results of the schools’ activities are presented. The first educational institutions of the city prepared, mainly, employees, officials, teachers, and gave general basic knowledge. The paper indicates the social structure of students. The teaching staff, who had a pedagogical education, is characterized. It is worth noting that the personal approach is applied to describe the process of functioning of the first general educational institutions in Irkutsk, which allows us to outline the trends in the study on the emergence of the Siberian intelligentsia. In terms of the number of students in the three main public schools opened in Siberia, Irkutsk had the highest. Furthermore, despite the quantitative fluctuation in students in general, their number grew. The paper concludes that the development of public education in Irkutsk in the late XVIII – early XIX centuries ranked fi rst in Siberia. Therefore, it is no mere chance that Irkutsk school was the first in Siberia in 1805 to be transformed into a gymnasium, playing a significant role in training literate people. Keywords: City (“Gradskaya” in old Russian) school, the Main National School, the composition of students and teachers, education, the quality of student knowledge, the training program, student performance

Education in the Volga Federal District in the second half of the 19th-20th centuries

The article attempts to present a holistic view of the theory, practice and history of the development of public education in the modern Volga Federal District in the chronological framework of the second half of 19-20th centuries. In order to achieve the presented goal of the research, we used theoretical methods (analysis, synthesis, generalization, modeling, abstraction, classification, systematization, periodization) and historical and pedagogical methods of research, namely, comparison and contrast (comparativist), historical and structural and historical and typological. Within the geographical framework of the Volga Federal District as a complex sociocultural region with the cohabitation and interaction of different nationalities and confessions, the history of education in a holistic form has not been considered before. The authors proposed modern scientific and pedagogical methodological approaches to the analysis of the history of education of the region represented: pedagogical axiology, pedagogical regionalism, pedagogical comparativism, pedagogical synergetic, systemic-activity approaches. For the first time, the theory and practice of public education in the modern Volga Federal District are considered in the context of a unified historical and pedagogical process (without the traditional division into pre-revolutionary and Soviet stages). In addition to theoretical results of the historical and pedagogical research and practical: the formation of a bank of archival materials on the history of education in the republics and regions of the Volga Federal District; publication of the textbook “History of Public Education in the Volga Federal District”; publications in peer-reviewed journals devoted to the study of educational development in the Volga Federal District; organization and conduct of the Pedagogical Festival of Student Science of the Volga Federal District republics; as well as the preparation and production of a series of television programs about the history of the development of public education in the republics and regions of the Volga Federal District.

From the History of the Development of Public Education in the Russian Empire in the Late 19th - Early 20th Centuries (Illustrated by the Example of Altai)

The article is dedicated to the history of the development of public education in Altai in the late 19th and early 20th centuries. The authors focus on the process of establishing primary and secondary schools and vocational education institutions in the region. Economic processes (the decline of mining production in Altai, the intensification of resettlement processes in the region) and sociocultural changes in the country and the region - the growth of the number of educated people in Siberia and democratization of the education system in the Russian Empire as a whole - are considered as objective conditions for the development of education. The authors show the role of the public in the formation of primary schools in Altai. Speaking about the development of primary education in the region, such as the resettlement process, the authors of the article referred to the analysis of the activities of schools in the context of changing ethnic and religious composition of students and to the characterization of the educational policy of the State with regard to migrants of non-Russian origin. Studying the process of formation of gymnasium education in Altai, the authors focused on the opening of a men's gymnasium in Barnaul, considering that this event became a landmark for the development of the city. According to the authors’ opinion, studying the process of opening this gymnasium makes it possible to understand the dialectic of relations of the state and the society, the center and the regions. The article gives special attention to studying the impact of the military situation on the activities of educational institutions, for solving new tasks operating in wartime. In the end of the article, it was concluded that power institutions pursue utilitarian goals in the implementation of educational policy in remote regions.

SPECIFICITY OF THE STATE OF PUBLIC EDUCATION IN WEST KAZAKHSTAN REGION IN THE PRE-REVOLUTIONARY PERIOD

The article presents archival materials that reveal the essence of the formation and development of public education in the West Kakhakhstan region in the pre-revolutionary period, reveals the historical and educational processes of its formation. When studying archival materials, the author comes to the conclusion that the social composition of students justified the class character of the public education system, namely: the children of officials, clergy, merchants, rural and urban bourgeoisie, rich Cossacks, nobles in General made up a fairly large stratum in secondary schools.

THE CONTRIBUTION OF THE SPIRITUALITY TO THE EDUCATION AND ENLIGHTENMENT OF CHILDREN

The article examines the role of the spirituality in the education and enlightenment of children. The emphasis is placed on the contribution of the spirituality to the activities and development of the educational system of Ukraine, the influence, role and interaction of the church with education.The history of the Christian Church’s upbringing, education, and outreach is inseparable from the history of its monasteries and churches, which were the center of faith, morality, and spirituality, the property of which is a significant scientific and cultural potential that is worthy of study and attention. The activities of the parish schools of Orthodox monasteries and churches of Ukraine, as the most widespread spiritual-religious and educational centers, have made a significant contribution to the education, upbringing and education of children and the people as a whole. The functioning of these institutions is inseparable from the life and activities of the clergy.Teachers and community activists, while analyzing the activities of parochial schools, recognized that the clergy were more competent and more interested in the success of education. The authority of the priest in the village was very high, the peasants believed in him, so they believed in the school in which the priest worked, or the school that worked under his leadership. Church-parish school took into account the opportunities of peasant children, was closer to the villagers, as it relied on the deep religiosity of the common peopleIt should be noted that the clergy were both the bearer and preacher of patriotism, so from different provinces of Ukraine there were reports of the desire of the clergy and believers to introduce Ukrainian language teaching in parish schools and spiritual seminaries, to raise issues before the spiritual leadership in order to have a full spiritual education. schools taught Ukrainian history, culture, literature.The clergy’s contribution to the education and enlightenment of children is difficult to overestimate. In some periods of Ukrainian history, nearly 80% of the population has been educated by the Church. Given the Orthodox Church’s extensive experience in the spiritual and moral upbringing of the population, as well as its role in the development of public education, a proper assessment of the Orthodox Church’s educational potential will help to address existing issues regarding its possible participation in the modern school, as well as identify other areas of Church cooperation and state institutions.