Реформа в системе образования в России

Education reform of 1864

The education reform of 1864 took place in several stages, which eventually reformed all education systems in Russia. Primary, general and secondary education were reformed. The main dates of these reforms:

* June 18, 1863 - the "University Charter" was adopted.

* July 14, 1864 - the "Regulations on Public schools" were adopted.

* November 18, 1864 - the "Charter of gymnasiums and progymnasiums" was adopted.

Because of the University Charter, the education reform is often referred to as the Alexander 2 Reforms of 1863-1864. In any case, we are talking about changing the education system of the Russian Empire, and below we will look at what exactly has changed, as well as the functioning of the education system in the country.

Reforming primary schools

On July 18, 1864, the "Regulations on Public Schools" were adopted. The main feature of this provision was the abolition of the state and church monopoly on education. After the reform of the education system, primary schools could also be opened by public institutions and private individuals. The period of study in primary school did not exceed 3 years.

Primary schools were now of the following types:

* Sunday.

* Parish churches.

* Zemstvo.

* Private.

* State.

Reforming the secondary school

On November 19, 1864, the "Charter of Gymnasiums and progymnasiums" was adopted. It was the gymnasiums that were the main link of the secondary school. All gymnasiums were divided into 2 types: classical and real. The classical ones were prepared for admission to higher education institutions, and the real ones were prepared for technical educational institutions.

In all gymnasiums, the term of study was 7 years. After 1871, the period of study in classical gymnasiums was 8 years. In fact, the education reform of 1864 divided people into classes according to the type of education received: classical gymnasiums – people with higher education, real gymnasiums - industrialists and merchants.

An important feature of the reform is that absolutely anyone in the Russian Empire could enter the gymnasium. However, in fact, education was still available only to nobles, since the cost of studying in gymnasiums was very high, and most of the population could not afford it.

In 1862, female gymnasiums appeared for the first time in Russia. Thus, for the first time in the history of the country, women received the right to secondary education. However, it is necessary to make a reservation – the training program in women's gymnasiums was much inferior to men's gymnasiums.

Reforming higher education

On June 18, 1863, the University Charter was adopted. The reform of education under Alexander 2 actually began this year with this document, and continued in 1864. The main thing in the new charter is that autonomy was returned to universities. Each university had a "council of professors", which elected the rector and dean. It was the rector, the dean and the council of professors who were fully and solely responsible for education:

* Made decisions on the admission and dismissal of teachers.

* Approved the training program.

* Approved and edited curricula and disciplines.

* Solved all financial issues.

At the same time, the possibility of obtaining higher education for women appeared in Russia. Female gymnasiums, of course, did not give the right to enter an ordinary university, so higher women's courses were created in the country. They could be trained in Moscow, St. Petersburg, Kiev and Kazan. Further reforms opened the way for women to enter ordinary universities, but even so they were accepted there under a special status - free students. This reform in the field of enlightenment from 1864 was the impetus.

Significance for the country

The education reform of Alexander 2 pursued two main goals:

1. Make education accessible to everyone.

2. Eliminate the monopoly on education.

3. To restore order in the system of gymnasiums and progymnasiums.

The advantages and disadvantages of reforms in the field of education should be interpreted from the point of view of the achieved result and goals. The second point of the goals was secondary and not fundamental. "Private" schools eventually appeared, but they did not take root and soon disappeared completely. As for the other goals, they were achieved on paper, but not in reality. The universality of education affected only primary schools (grades 3). Even secondary schools, gymnasiums, were inaccessible to 90% of the population due to the high cost of education. Naturally, higher education was therefore also inaccessible. Therefore, in this reform, it is necessary to clearly distinguish between what was on paper and what actually happened.

There was also a time bomb in the reforms – the complete independence of universities. In fact, they were not controlled by the state: their own rules, their own distribution of funding, independently in determining the program and subjects of study, independence in choosing personnel. This was later actively used by revolutionaries and those who today can be called liberals.