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Educational Reforms in the Soviet Union. Special Studies in Comparative Education, Number Fourteen

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Educational Reforms in the Soviet Union. Special Studies in Comparative Education, Number Fourteen DOCUMENT RESUME ED 311 579 EA 021 350 AUTHOC Long, Delbert TITLE Educational Reforms in the Soviet Union. Special Studies in Comparative Education, Number Fourteen. INSTITUTION State Univ. of New York, Buffalo. Comparative Education Center. PUB DATE Nov 85 NOTE 69p. AVAILABLE FROMPublications Division, Comparative Education Center, 428 Baldy Hall, SUNY at Buffalo, Amherst, NY 14260 ($6.00 postpaid). PUB TYPE Reports - Descriptive (141) EDRS PRICE MFO1 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Change Strategies; Curriculum Development; *Educational Change; *Educational Development; *Educational Improvement; Elementary Secondary Education; Foreign Countries; Organizational Change IDENTIFIERS *Soviet Education; *USSR ABSTRACT The Soviet school system is, and has been since its inception, a vital instrument of state policy. The Soviet political leaders of the 1980s, in an effort to improve their educational system, are implementing into the academic program the basic Eoviet educational principles of:(1) promoting Communist Party policies; (2) coordinating school work with youth, community, and political organizations, and with industrial and agricultural enterprises; (3) combining polytechnical labor education, aesthetic education, and general education with moral education; (4) equating moral education with the Lenin communist ethical system; and (5) uniting academic and ethical knowledge with socially useful applications. School structure changes are included in the reform effort. First, children will complete 11 years of general education beginning at age 6. Second, vocational schools will be consolidated into one institution. And third, all students must acqutz a skill proficiency in some common occupation. To accomplish these goals, a large number of talented people must be encouraged to enter the teaching profession, classrooms must be provided with technological equipment, and substantial funds must be provided. Examining the SoNiet efforts at educational reform will provide valuable insights about imaginative educational methods and means in another society whose ends are so very different. (126 references) (KM) * Reproductions supplied by EDRS are the best that can be made * from the original document. Educational Reforms in the Soviet Union Delbert Long Special Studies in Comparative Education CO PORATIYE ION E R FACULTY OF EDUCATIONALSTUDIES STATE UNIVERSITY OF NEWYORK AT BUFFALO PERMISSION TO REPRODUCE THIS Number Fot If-teen MATERIAL INMICROFICHE ONLY U S DEPARTMENT OF EDUCATION OFIce of Educatmnal Research and improvement HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Kms document has been reProduc d as ,P_aeslagd16_ ecoved from the person or orgamlatioo onotnatIng .t BEST COPY AVAILABLE Mawr cha +els nave peen made to anprove reprodoctIon01/111.i TO THE EDUCATIONAL RESOURCES PomIs vlee or opmloos stated In tIl.s deco INFORMATION CENTER (ERIC)." mint do not necessarily represent -fIrcia1 FJ JERI posltton or policy 0. EDUCATIONAL REFORM IN THE SOVIET UNION Delbert H. Long 0 Comparative Education Center First Printing, November, 1985 3 Contents Introduction Philip G. Altbach Educational Reform in the Soviet Union 1 Structure of the Public School System 9 Polytechnical Labor Education 12 Problems 25 Instructional Process: Content and Methodology 27 Improvement of Textbooks and Teaching Methodology 35 Recruitment and Training of Teachers 38 Problems 41 Conclusions 44 Introduction Educational Reform in the Soviet Union is the 14th inour Occa- sional Papers series and the first one by an author, Professor Delbert Long of the University of Alabama at Birmingham, who has not Lien directly associated with the Comparative Education Center at SUNY- Buffalo.We felt that Professor Long's subject, educational reform in the Soviet Union, deserves the kind of thorough attention that isexem- plified in this paper.Debate concerning the nature and implementation of a thoroughgoing series of reforms is now taking place in theSoviet Union and these discussions have implications for current controversy about similar questions in the United States.One of the major current Soviet concerns is for the links between education and workand the adaptation of education to a rapidly changing labor market.In this regard, this echoes American worries about how education isto fit a changing economy and job market.Developments in Soviet education have not been highlighted in the Western educationliterature, not even in the field of comparative education, and it isimportant that we keep abreast of new trends in this important country.It is, in a way, hope- ful that even a country with a centrally planned economicsystem has acknowledged problems in tailoring education to the jobmarket and to vocational needs.It is also significant that the currentwave of reform i 5 in the Soviet Union has received such high level attention. Delbert Long provides an excellent overview of one of the most important de- bates regarding Soviet educational policy and practice to take place in several decades. His analysis has relevance to discussionsinthe United States as well. Philip G. Altbach Director, Comparative Education Center ii 6 Educational Reform in the Soviet Union II On 28 August 1918 the founder of the Soviet state, Vladimir Ilyich Lenin, proclaimed that a public school system "divorced from life and politics is lies and hypocrisy" and that the new school system must be "part of the struggle for overthrowing the bourgeoisie."'This behest did not fall on deaf ears.The Soviet school system is, and has been since its inception, a vital instrument of state polic.y.It is used by the Communist Party leaders not only to provide the state with the trained manpower necessary to make it anever greater industrial and military power, but to mold youth into adults who do not questionthe right of Party' leaders to control all property, control all institutions, control all forma of mass media--in essence, to control the thoughts, feelings, and actions of people.In giving the school system such an awesome responsibility, it is little winder that Soviet leaders from Lenin to Gorbachev have given careful attention to educationalmatters and have mounted periodic campaigns to reform their country'seducational system. The first such campaign was initiated almost immediatelyafter Lenin and his Bolshevik followers seizedpower in 1917.The tsarist school system inherited by the Bolshevikswas clearly inappropriate for arevolutionarystatefoundedoncommunistpriiiciples. Many Bolsheviks considered it a c'espicable institution.They condemned the 1 7 2 hostile relationshipbetween students and teachers andthe excessive amount of homeworkand harsh punishment, unreasonableexaminations, rotelearning anddri11.2 But whatmostraisedtheireof the Bolsheviks was their adamant convictionthat the tsarist school system was an elitist,dual-track,religious- and academic-dominatedsystem that served exclusively the interests ofthe privileged classes.3 The tsarist general education systemwas quickly dismantled and replaced with a single-track,secular "United Labor School" that, in theory if not always in practice, introduced free and compulsory generaland technical educa- tion ("instruction in the theory andpractice of the principal branches of production") for all boysand girls up to the age of seventeen; eliminated textbooks, homework,grades, examinations, corpo- ral punishment, and teacher-dominatedlessons; based its moral upbringing of childrenon comm mist; rathr:r than religious, ethics; replaced lectures withmore active, progressive methods of instruction.4 The progressive method of instructionmost enthusiastically promot- ed by the Commissariat of Enlightenment(Narkompros) and its Commis- sar, Anatoli K. Lunacharsidi, was the complextheme.Complex themes, such as "Work in the Home" and "MyCommunity," were supposed to be socially significant and relevantto the child's environment and personal needs and interests.Each theme was to be studied underthe broad headings of labor,nature, and society.Proponents of the complex 3 theme assumed that the 3Rs and knowledge ofthe academic disciplines would be pickedup incidentally during thestudy of one of the themes. Students in the UnitedLabor School were alsoto be taught simple labor skills and were expected to engage in suchsocially useful laboras planting shrubs aroundthe school and caring forthe school vegetable garden. School childrenwere to have a voice in runningthe school and teachers were to be theirfriends and helpers.5Such a school was supposed to reflectsome of the educational ideas ofMarx and Engels and of such progressiveRussian and Americaneducators as, respec- tively, Konstantin D.Ushinsky and John Dewey. By the mid 1920s, thelaissez faire educationalsystem established by the Narkomprosbegan to receive sharpcriticism from parents, teachers, labor leaders, andParty members.As a result, from 1924 to 1928 certain modificationsin the United LaborSchool were made that enhanced the systematic organization and teaching ofbasic knowleage.6 But, with the inaugurationof the first five-yearplan in 1928; which stressed rapid industrialization of the country, and thesubsequent ral- lying of young peopleto help meet the objectivesof the plan, these modifications were held inabeyance during the so-called"Cultural Rev- olutionPeriod" (1928-1931). During theCulturalRevolution,the project method was widely utilized in the schools.This method was based on the assumptionthat students wouldgain knowledge while working with other studentsand
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