Number of universities in the USSR and Russia

Compiled by I.A. Pashinyan by: Enikeeva S.L., Pankratova V.P. Organizational and economic aspects higher education in Russia. M., 1998. P. 7-8.

in non-humanitarian universities 70%), and every second scientific development is under administrative control (in non-humanitarian universities every third) 10.

The Russian school had enough administration before. According to prominent teachers, including P.F. Kapterev, the Russian school before the revolution of 1917 was constantly under the strong control of the state and the church. As a result, she stopped being herself and forgot about the student. He and his like-minded people believed that the pedagogical process is carried out according to its own internal laws and its own goals. In the field of education, it is necessary to get rid of excessive control and detailed programs imposed from above. Freedom is needed in choosing forms of education and training, in ways internal organization school life. Monitoring the work of a school can only concern its results. Only then will the pedagogical process develop in accordance with the main goal, which is the improvement of the individual."

The bureaucratic elements are most clearly visible to students who encounter them every day (various types of records, registrations, requirements for graduates, etc.). But it is precisely this routine that allows the university to effectively cope with its tasks 12.

Sociology of education: applied aspect. M, 1997. P. 193.

Sulimoe V. Russian school at the beginning of the 20th century and during the civil war // History. Weekly supplement to the newspaper “First of September”. 2000. No. 37.

Managing change in educational organizations. Sociological perspectives, strategies and case studies / J.V. Baldridge (ed.). Berkeley (Cal.), 1975.

In the USSR, the Institute of Education included the following components:

A developed system of kindergartens and preschool education;

Universal education up to the eighth grade;

General secondary education for the most prepared schoolchildren, vocational education for the rest;

Poorly developed adult education system;

Higher education for a small group of high school graduates 13 .

Main advantage Soviet system- high level of basic education, as a result of which the USSR reached high level literacy compared to countries with the same GDP per capita. Planned control from the center, standardization of the training of school teachers, programs and textbooks ensured equality of people in access to secondary education, almost complete literacy, basic numeracy, and good mathematical skills. Special schools for gifted children provided an even higher level of training in mathematics, natural sciences, foreign languages, sports and the arts. Educational standards in some medical specialties were at the world level. At the same time, ideological control over the teaching staff suppressed academic freedom, limited the diversity of ideas, approaches, and theories in the humanities and social sciences, and promoted dogmatism in teaching. It is not surprising that the country was at the world level in the field of natural sciences, but lagged significantly behind in the field of social studies. Poor training in the field economic sciences affected the quality of large-scale reforms of the early 1990s, called “shock therapy.”

Experts see the main problems in the educational system in the USSR as the following: political interference, excessive specialization, insufficient stimulation of effective educational activities, duplication of educational institutions, premature determination of a child’s future profession, inequality of access to the best schools and universities, poor organization scientific research and insufficient attention to issues of education, vocational training and retraining of adults 14.

Despite these shortcomings, Russia inherited from the USSR a fairly developed system of education and training, which in many respects is on par with the developed countries of the world (Table 10).

The state in relation to the educational institution, if we're talking about about modern Russia, performs three functions:

regulatory authority for the entire education system as a whole;

founder or owner various levels and components educational system;

a set of territorial entities, responsible for the integrity of local educational systems.

13 Serikova T.L. Institute of Education and its transformation in the process of reforming Russia
skoy society // Where does it go Russia?.. Crisis of institutional systems: Century, decade, year:
Under general ed. T.I. Zaslavskaya. M., 1999. pp. 331-344.

14 Ibid. P. 343.

Table 10Training of specialists in state universities x Russian Federation 15

	1996	7997	1998	7999	2000
Number of students - total	2802,4	3046,5	3347,2	3728,1	4270,1
	326,1	474,4	728,3	1021,3	1468,3
at the expense of the budget	2476,3	2572,1	2618,9	2706,8	2801,8
full-time education	1777,1	1901,7	2039,9	2213,0	2441,6
including full cost reimbursement	148,0	207,2	302,0	412,6	575,1
at the expense of the budget	1629,1	1694,5	1737,9	1800,4	1866,5
Admission of students - total	674,3	748,3	831,8	946,4	1140,1
including full cost reimbursement	123,8	183,0	287,5	382,1	553,3
at the expense of the budget	550,5	565,3	544,3	564,3	586,8
full-time education	422,1	459,9	492,6	539,1	621,8
including full cost reimbursement	52,3	81,8	123,1	159,8	225,9
at the expense of the budget	369,8	378,1	369,5	379,3	395,9
Graduated specialists - total	415,1	436,2	470,6	514,6	578,8
including full cost reimbursement	20,2	36,9	61,6	88,5	126,9
at the expense of the budget	394,9	399,3	409,0	426,1	451,9
full-time education	276,3	294,5	314,9	330,1	356,2
including full cost reimbursement	6,0	13,7	22,3	27,3	35,5
at the expense of the budget	270,3	280,8	292,6	302,8	320,7

When carrying out any of them, the state relies on the legislative framework. By 1999, a legal framework had been basically created - a federal package of legislative and regulatory acts regulating education issues. It consisted of 462 documents. The fundamental law was “On Education”, which at the federal level delineated the competence and responsibility in the field of education between central, regional and local(municipal) governing bodies. A fundamentally new management tool, compared to the Soviet period, was a series of agreements between the Ministry of Education and the constituent entities of the Federation. Soremennaya organizational structure education management, according to administrative and legal documents of the Russian Federation, is presented in table. eleven.

Russia inherited a well-developed education system from the USSR, which was entirely financed by the state. This turned out to be the Achilles heel of domestic education. Economic crisis of the 90s. led to a significant reduction in budgetary capacity at both the federal and regional levels. In 1995, the state spent on

www.edu.ru).

Table 11Organizational structure and levels of education management in the Russian Federation 16

Management level	Government	Note
Federal	Ministry of Education
Regional	Department of Education	Possible structures: Department of Education under the Government of the region, territory, republic; Education Committee; Department of Public Education; Ministry of Education of the Republic, etc.
Municipal	Municipal	Possible structures: City (town, village, etc.) education committee; City Department of Education; Department of Education under the city administration, etc.
Levels of education system management
Founders of educational institutions	Federal level	Regional level	Municipal level
Education levels	Initial professional	Initial professional (in 19 regions)	Preschool
	Secondary vocational	Secondary vocational	Overall average
	Higher professional	Vocational training for adults

education is only 4.3% of GDP, and now this figure is even less. The share of extra-budgetary funds in the financial support of universities, taken on average in a single fund of financial resources, ranges from 7 to 55%" 7. As a result, the need arose to change the scheme of financing education, expand its sources, optimize the structure of educational expenditures and, perhaps, first of all, cost optimization. Along with state universities, commercial ones appeared.

The reforms that have taken place in our society have also affected the education system. They touched upon almost all of its elements - the content of education, methods and forms of training, methods for assessing results, management structures, financing, etc. Despite the reduction in budget funding, since 1992 the number of universities has increased (by 15%); the number of students in them, which decreased in the early 1990s, at the end of the decade almost reached the level of the mid-1980s. 18 Higher education in Russia has overcome the recession of 1992-1995. In terms of the number of students (207 people per 10 thousand population) and graduates (30 people per 10 thousand population), it is still in the group of developed countries 19 .

University like social institution changes its tasks over time. If under Soviet rule the social composition of students generally coincided with that of

16 Management of the education system ( www.edu.ru).

17 Report on Human Development in Russia for 1998. M., 1998.

18 See: Russian Statistical Yearbook. M, 1998.

19 Report on human development in Russia for 1998. M, 1998.

social composition of the population, which allowed the university to serve as a channel of vertical mobility for all segments of society, then in the 90s. he actually closed himself within the boundaries of the intelligentsia.

In an industrial society, the consumer of knowledge - schoolchildren and students - moved to the places where its producers - scientists and teachers - are concentrated. In other words, from the periphery, villages and small towns to the center, large cities. But in the 1990s. Russia has been comprehended economic crisis, population mobility has decreased sharply. Few people have sufficient funds to send their children to capital cities. Distance learning has become widespread, allowing clients to receive high-quality services without leaving their place of residence. Oddly enough, the change in the educational situation in the country, caused by the most severe economic conditions, coincided with an objective historical trend: in post-industrial society producers and sellers of knowledge move to where their consumers are located (Fig. 32).

Rice. 32. The relationship between subjects and objects of the learning process in two types of society

B21

Education in modern countries is a very broad and highly developed differentiated multi-level social system (subsystems of society) of continuous improvement of the knowledge and skills of members of society, playing a vital role in the socialization of the individual, his preparation for obtaining one or another social status and performing corresponding roles, in stabilization, integration and improvement of social systems. Education plays a very important role in determining the social status of an individual, in reproduction and development.

ties of the social structure of society, in maintaining social order and stability, implementing social control 20 .

Education, along with the army, church and industry, is one of social mobility elevators. Having acquired knowledge and high qualifications, it is much easier to make a career in modern society than it was in pre-industrial and industrial society, and also if a person did not possess them.

In pre-revolutionary Russia, as in the vast majority of civilized states, the school played a significant role in the process of social mobility, the erosion of class barriers in society, and the emergence of new social strata. But whenever a threat arose, the state took measures to prevent the breakdown of class barriers, in particular, it limited access to school, especially higher education, to people from unprivileged classes. Social background

remained a kind of “sieve” that did not allow entry into the upper strata of society. Since ancient times and to this day, education as a social institution has been the main mechanism with social testing, selection and distribution of individuals into social strata and groups. The education system was entrusted with the functions of social control over the processes of intellectual, moral, physical development younger generation. And the vocational education system, in addition, also functions to control the distribution of the generation entering an independent working life among various cells of the social structure of society: classes, social groups, strata, production teams 21 .

Thus, education is one of the main channels of social mobility, playing an important role in the social differentiation of members of society, their distribution both among social strata and within these strata. The position of an individual in society and the opportunities for his successful advancement up the career ladder are determined by the quality of the education received, which is largely related to the prestige of the educational institution.

The way it is. An uneducated person cannot get a well-paid and responsible job, no matter what his social background. The educated and the uneducated have unequal life chances, but the situation can always be corrected by improving your qualifications, you just need to apply individual conditions. What distinguishes inequality in education from other types of inequality, say, inherited inequality, is that it places a person in a temporary unprivileged position. But if you were born the son of a king or a hereditary nobleman, then this is forever. Nothing can be done about such inequalities based on prescribed statuses.

20 Tadevosyan E.V. Sociology: Textbook. allowance. M., 1999. pp. 261-262.

21 Astakhova E.V. Higher education as a factor of social mobility in modern society
stvo // Methodology, theory and practice of sociological analysis of modern society.
Sat. scientific works Kharkov sociological readings for 2001. Kharkov, 2001.

Of course, you can always find workarounds by getting a high-paying job that does not require an education certificate. But such places are rare, and besides, being in such a social position for a long time is risky: either the next inspection with certification will come, or your competitors will bypass you, or you have made a serious mistake due to your illiteracy. The second time it is much more difficult to find a loophole. Even the falsification of educational documents and the purchase of a fake diploma indicate the increased importance of education as a channel of vertical mobility. Today everyone strives to catch the departing train at any cost.

It must be taken into account that the relationship between the two variables - level of education and level of income - is not so obvious, and in some societies it is even problematic. A philologist or general practitioner is much more educated than any of the “new Russians” who have succeeded in business. But they receive completely different amounts. In such situations, you need to know -

before choosing a university, the market value of future education. It will determine life chances. The profession of economist and lawyer has so far been in greatest demand in our country, accordingly In fact, competitions for entry into specialized universities are higher. But now the labor market is becoming oversaturated with such specialists. On the contrary, the market price of engineering education is rising.

In a society with a stable and prosperous economy, there is a strong correlation between the level of education and wages. For example, in the USA, workers who have only completed high school earn on average 1.5-2 times less than their peers with a bachelor's degree, and almost three times less than doctors. The picture is approximately the same in European countries. Each step up the educational ladder is well rewarded, because the perception of higher education not only as a social good, but also as the highest spiritual value, is firmly rooted in society.

Education acts as a factor in the reproduction of the social and professional structure of society. In addition, it is a channel for social movement and social mobility. The more democratic and open a society is, the more education “works” as an effective social “elevator”. It allows a person from the lower strata in the hierarchical structure of society to achieve a high social status 22.

Judging by data on the social origin of students (occupation and profession of fathers), more than half of university students in the mid-1990s. came from families of the intelligentsia (engineers, designers, economists, financiers, lawyers, legal scholars, military personnel, teachers, teachers, scientists, creative workers, doctors, businessmen, executives). The proportion of representatives among students is increasing

Volkov Yu.G., Mostovaya I.V. Sociology in questions and answers. M., 1999. P. 346.

a rapidly emerging layer of entrepreneurs, the proportion of people from the humanitarian, scientific, engineering and technical intelligentsia is increasing. While the trend continues in the 21st century. two thirds of university students will be recruited from the families of the intelligentsia 23 . Thus, a modern university is aimed mainly at the “self-reproduction” of the intelligentsia class.

The university, designed to prepare potential intellectual workers, previously drew students from all walks of life, today this is done mainly from the intelligentsia. This is called deformation professional selection to universities. According to experts, a clear bias towards the intelligentsia leads to mutual isolation of social classes and strata, gives rise to a feeling of social injustice and lack of equal chances for vertical mobility among workers and employees.

Education represents one of the leading sectors of the economy. It was functioning in the mid-90s. 68.4 thousand Russian state secondary schools, 7.5 thousand vocational schools, 2.6 thousand secondary specialized and 569 higher educational institutions, in which more than 26 million people simultaneously studied and 6 million workers were employed 24.

Any university or school can be considered as an organization for the production of services, consisting of fairly autonomous elements - faculties, departments, laboratories, 25 classes (Table 12).

A higher school that creates highly qualified educational services accumulates significant labor, material and financial resources. In terms of the number of employees, it is at the level of labor-intensive industries, and in terms of specific gravity skilled workers surpasses any branch of material production.

Distinctive feature Institute of Higher Education in the USSR - a system of centralized distribution of graduates. The USSR State Planning Committee drew up draft long-term plans, and the USSR State Economic Commission drafted annual plans for the training of specialists with higher education and secondary specialized education in groups of specialties for each ministry (department) of the USSR and the Union republic in accordance with the needs of the national economy. Young full-time specialists were sent to work in the specialty they acquired in an educational institution, directly to production: to workshops and plots, to MTS, collective and state farms, to hospitals and medical stations, schools, as well as to design bureaus, laboratories and technological departments of enterprises. They were required to work at their workplace for at least 3 years, during which the enterprise administration was prohibited from using young specialists in the management apparatus, as well as transferring them to jobs not related to their specialty 26. From 1970 to

23 Sheregi F.E., Kharcheva V.G., Serikov V.V. Sociology of education: applied aspect. M., 1997.
pp. 36-37.

24 Social statistics: Textbook. / Ed. member-corr. RAS I.I. Eliseeva. M., 1997. P. 302.

25 Smolentseva A.Yu. Organizational approach to studying university problems (foreign experience) // Socio
logical research. 1999. No. 6. P. 83.

26 Higher school. Basic resolutions, orders and instructions / Under. ed. L.I. Karpova.
V.A. Severtseva. M., 1957. P. 206.

Table 12Types of educational services, levels of education and types of educational institutions

Types of services	Levels of training	Educational establishments
Training of personnel with higher and secondary specialized education	With higher education	Academies, universities, institutes, conservatories, higher schools
With secondary specialized education	Technical schools, medical, pedagogical, musical, theatrical, choreographic, nautical schools
Training and advanced training of workers and other workers	Training of workers	Vocational and technical schools and schools, schools and training schools for masters
Advanced training of specialists	Institutes and advanced training courses for specialists with higher education
General education	For adults	Evening (shift) general education schools
For children	Primary, junior high and secondary schools, secondary music, art and dance schools; schools and boarding schools for children with mental and physical disabilities
Preschool education	Kindergartens, nurseries, kindergartens (plants), playgrounds,
Providing social services to children without parental care	Orphanages, children's reception centers

In 1989, the number of distributed young specialists increased from 6.8 million to 15.9 million 27 .

Depending on the number of areas of study for students in modern Russia, there are the following types of universities: universities, academies and institutes. Training in them is carried out in full-time, part-time (evening) and correspondence forms, as well as in the form of external studies. A single state educational standard applies to everyone. University graduates can have the following qualifications: bachelor, diploma, master in the relevant areas of training (specialties), and the corresponding educational programs can be implemented both continuously and in stages.

A graduate who has passed the final state certification in an accredited educational program, the university issues a state document (diploma) about the level of education and (or) its qualifications.

The general management of the university is carried out by an elected representative body - the academic council. The term of office of the Academic Council is 5 years. The Academic Council includes the rector (chairman), vice-rectors, and also, by decision of the academic council of the university, deans of faculties. Other members of the academic council are elected by the general meeting (conference) of the university. The rector directly manages the activities of the university. His position is elective, term of office is 5 years.

27 FSS Statistical Bulletin for 1995. M., 1995.

Why do you think people strive to get higher education? (% of the number of respondents)

The volume and structure of admission of students to the first year of a state university are dictated by admission targets, which are established annually by the relevant federal executive body under whose jurisdiction the university is located. In addition to assignments for admitting students, the university has the right to train specialists under relevant contracts with payment of the cost of training by individuals and (or) legal entities.

The largest contingent of students study at universities. At the same time, the distribution by specialty looks like this: technical specialties are in first place in terms of the number of students, pedagogical specialties are in second place, followed by natural sciences and humanities. As of January 1, 2001, there are 1,249 civilian universities operating on the territory of the Russian Federation, including: 564 federal state universities, 34 state universities of the constituent entities of the Russian Federation, 18 municipal universities, 635 non-state universities. This level of the educational system of the Russian Federation has undergone particularly significant changes in recent years - both quantitative and qualitative. Number of people willing

enrollment in universities continues to grow. In 2000, the average competition among applicants to universities was 300 people per 100 places 28 .

The number of higher education institutions has increased sharply in recent years, especially at the expense of non-state and affiliated institutions, and this requires close attention to the assessment and control of the quality of education. The general admission of students to state higher educational institutions in enlarged groups of specialties is characterized by the following data: engineering and technical - 31%, economics - 26, humanitarian - 19, pedagogical - 8, natural sciences - 6, medical - 3, agricultural - 4, crops and art - 2%. At the turn of the millennium, the demand for specialties in economics and law universities began to decline, but the need for managers of a new generation increased. At the same time, the emerging trend continues recent years to renewed interest among applicants in technical specialties 29 .

Qualitative changes also include the emergence of diplomas for different qualifications, the emergence of new specialties and new forms of education. For example, the number of new academic disciplines (not on the state list) exceeded 200 - from computer technology to taxation, clinical psychology and international corporate finance.

The education system in Russia is currently undergoing radical changes that affect all its elements and links. Along with state educational institutions, alternative ones, including private ones, are emerging. In 1996, there were about 200 non-state universities in the country, with 135.5 thousand students studying (in total, there were 2802.4 thousand students in the country’s universities at that time). According to the Ministry of General and vocational education RF, in 1999 there were about 600 universities in Russia. More than 300 Russian universities are private higher education institutions. 286 bear the proud name “university”, 188 - even more

the proud one is “academy” and only 123 are just institutes. The possibilities for choosing variable forms of education are expanding. In parallel with the free education system, there is paid education in all levels - from kindergartens to universities. True, in Moscow alone there are 38 universities that do not have state accreditation. None of them has the right to grant deferments from conscription and issue diplomas state standard.

Education in non-state (commercial) universities is available today mainly to people from families of entrepreneurs, intellectuals and employees (Table 13). It is this type of educational institutions (as well as privileged paid educational groups and faculties, primarily legal and economic) that are becoming the source of the new Russian elite (receiving a better and more prestigious education).

Russian education. Federal portal ( www.edu.ru). 29 Ibid.

Table 13 Training of specialists in non-state universities 30

	1996	7997	1998	1999	2000
Reception	54.9	66.3	81.1	112.6	134.1
Contingent	162.5	201.8	250.7	344.9	470.6
Release	13.1	21.5	30.2	40.2	56.2

She begins to prepare for her social mission, it must be said, in advance - almost from the birth of the child, accurately calculating his further career steps. By and large, education for a significant part of the intelligentsia is not at all a value in itself (although for many it remains such), but a means of preparing for a successful job. Data from VTsIOM (headed by A.G. Levinson) show that secondary education in its pure form is increasingly losing value in the eyes of schoolchildren and their parents 31 . The school is listed only as a preliminary stage for entering a university. But what is even more surprising is that a significant number of respondents do not stop there: they even consider higher education as a preliminary stage. A step towards a business career or, at worst, to a second higher education.

The normal functioning of social institutions is a benefit for society, and incorrect functioning is a colossal evil. When a social institution successfully fulfills the tasks assigned to it, we talk about the functions of the institution, and when it fails to cope with them, we talk about dysfunctions.

Schools and universities pose numerous tasks for students, including mastering educational material, awareness of moral goals, mastery of basic skills. But the ability to think always tops the list. The teacher and lecturer are obliged to teach it to the younger generation. However, this is only the case in theory. Although the development of thinking occupies an important place in school and university curricula, creative thinking, according to Russian and American experts, is not purposefully taught by anyone. This is supported by a number of studies based on observation of classroom activities. John Goodlad, author of A Place Called School (1983), concluded that teachers rarely help their students make connections between facts and ideas. He noted: only 1% of the teacher’s explanations prompt teenagers to respond in a way that contains reasoning or own opinion. His assumption coincides with dozens of other studies.

Student testing results indicate the inability of most teachers to teach analytical thinking skills. Academic aptitude tests conducted in the United States from 1963 to 1993 showed that the aptitude index had fallen over twenty years. Decreased especially noticeably logical thinking and application of knowledge 32 .

If the institute works as it should, then it has many more advantages than disadvantages. And vice versa. Pros, or functions, strengthen, stabilize and develop society. Cons, i.e. dysfunction, it is weakened.

3(1 Russian education. Federal portal ( www.edu.ru).

31 For more details see: Filippov V. Utopia of education // Otechestvennye zapiski. 2002. No. I.

32 Elias A. How to teach a child to think // Prospects for humanitarian education in secondary education
school. M., 1992. S. 47-63.

Polytechnic institutes

multidisciplinary colleges that train engineers for various sectors of the national economy - mechanical engineering, instrument making, energy, metallurgical, chemical, mining, oil industries, transport, communications, construction, etc. They are created in large industrial areas to provide them with highly qualified engineering personnel in relevant specialties. In 1975, there were 62 graduate institutes in the USSR, including 26 institutes that had the right to accept doctoral and candidate dissertations for defense: Belorussian [founded (dating back to 1933)], Voronezh (1956), Gorkovsky. A. A. Zhdanov (1930), Gruzinsky named after. V.I. Lenin (Tbilisi, 1922), Donetsk (1921), Yerevan named after. K. Marx (1930), Kazakh named after. V.I. Lenin (1934), Kalininsky (1930), Kaunas (1950), Kiev named after. 50th anniversary of the Great October Revolution (1898), Krasnodar (1943), Kuzbass (Kemerovo, 1965), Kuibyshev named after. V.V. Kuibyshev (1930), Leningradsky named after. M. I. Kalinin (1902), Lvov (the oldest printing house in the country, founded in 1844), Novocherkassk named after. Sergo Ordzhonikidze (1907), Odessa (1918), Rizhsky (1958), Saratov (1960), Tallinn (1918), Tashkent named after. A. Biruni (1933), Tomsk named after. S. M. Kirov (1896), Tula (1963), Ural named after. S. M. Kirov (Sverdlovsk, 1920), Kharkov named after. V.I. Lenin (1885), Chelyabinsk named after. Lenin Komsomol (1943); 11 institutes that accept candidate's dissertations for defense: Azerbaijan. Ch. Ildyma (Baku, 1950), Vladimir (1964), Volgograd (1930), All-Union Correspondence (Moscow, 1932), Far Eastern. V.V. Kuibysheva (Vladivostok, 1918), Irkutsk (1930), Kishinevsky named after. S. Lazo (1964), Mari im. A. M. Gorky (Yoshkar-Ola, 1930), Perm (1960), North-Western correspondence (Leningrad, 1930); as well as Altai named after. I. I. Polzunova (Barnaul, 1959), Dagestan (Makhachkala, 1970), Kirov (1962), Komsomolsk-on-Amur Evening (1955), Krasnoyarsk (1956), Kursk (1964), Lipetsk (1973), Novgorod ( 1973), Omsk (1942), Orenburg (1971), Penza (1944), Stavropol (1971), Tajik (Dushanbe, 1956), Togliatti (1967), Turkmen (Ashgabat, 1963), Ukrainian correspondence (Kharkov, 1958), Ulyanovsky (1957), Fergana (1967), Frunzensky (1954), Khabarovsky (1958). Many P. and. have branches, faculties, departments, training and consulting centers at large industrial enterprises, construction sites, industries, including in other cities. For example, Chelyabinsky P. and. has evening faculties at the Chelyabinsk tractor and metallurgical plants, in the cities. Miass, Zlatoust, evening branches in the cities. Kopeisk, Kyshtym, Novy Zlatoust. In most P. and. Engineers are trained through full-time, evening and correspondence courses. Duration - 5-6 years. Graduates defend their diploma project and receive, in accordance with their chosen specialty, the qualifications of a mechanical engineer, an energy engineer, a technologist, a hydraulic engineer, an economist, etc.). For success in training 14 P. and. awarded the following orders: Georgian - the Order of Lenin and the Red Banner of Labor; Kiev, Leningrad, Lvov, Kharkov - the Order of Lenin; Belarusian, Far Eastern, Donetsk, Kalininsky, Novocherkassk, Odessa, Riga, Ural - the Order of the Red Banner of Labor; Tomsky - the Order of the October Revolution and the Red Banner of Labor. See also articles on individual branches of technical education, for example Mining education, Construction education .

socialist revolution

S.K. Kantenik.. 1969-1978 .

Great Soviet Encyclopedia. - M.: Soviet Encyclopedia

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Training of engineers and technicians for industry, construction, transport, communications, agriculture and forestry. (Training of qualified workers for the national economy is carried out in the system of vocational technical... ... Universities train highly qualified specialists, scientific and teaching personnel for various sectors of the economy, science and culture; conduct scientific work of a theoretical and applied nature, which is the basis for the training of specialists;... ...

A set of systematized knowledge and practical skills that allow solving theoretical and practical problems in the training profile, using and creatively developing modern achievements science, technology and culture. Under the term "In... Universities train highly qualified specialists, scientific and teaching personnel for various sectors of the economy, science and culture; conduct scientific work of a theoretical and applied nature, which is the basis for the training of specialists;... ...

MEDICAL INSTITUTIONS- higher medical educational institutions in the USSR that train doctors in the following specialties: general medicine, pediatrics, sanitation and hygiene, dentistry, medical biochemistry, medical biophysics, medical cybernetics, as well as specialists with higher pharmaceutical education - pharmacists.

Before the Great October Socialist Revolution, the training of medical personnel in Russia was carried out in higher medical institutions. educational institutions, concentrated mainly in Central Russia and in Ukraine: honey. faculties of Moscow, Kharkov, Yuryev (Derpt), Kazan, Kyiv, Vilnius, Novorossiysk (in Odessa), Saratov, Warsaw (later Rostov) universities; Psychoneurological Institute in St. Petersburg, higher courses for women in Moscow, Kyiv and Odessa, women's medical. institutes in St. Petersburg and Kharkov, as well as the Military Medical Academy (see). Throughout Siberia and the Far East there was only one higher medical school. educational institution - medical faculty at Tomsk University. IN Central Asia, Kazakhstan, Transcaucasia, Belarus there was not a single higher medical school. educational institution.

For all honey. Faculty of Arts in Russia on the eve of the Great October Socialist Revolution trained approx. 8600 students, annual graduation rate was approx. 1000 doctors. The training of such a number of doctors did not correspond at all to the need for medical care of the country's one hundred and sixty million population in the presence of a high level of morbidity and frequent epidemics. According to the medical curriculum. Faculty, which was approved back in 1884, prepared a “doctor”, i.e. a doctor, from whom Ch. arr. providing treatment help. Sanitary and preventive disciplines occupied an insignificant place in the curriculum and programs.

The period from 1918 to 1924 became the period of formation of higher medical science. schools, the first stage in the development of higher medical education. education in the country. Under extremely difficult conditions of civil war and foreign intervention, new medical facilities were opened. faculties in the RSFSR, in Ukraine and in other republics: in 1918 - in Astrakhan, Voronezh (as part of the university transferred from Yuryev in 1918), Nizhny Novgorod (now Gorky), Simferopol, Tiflis (now Tbilisi); in 1919 - in Baku, Irkutsk; in 1920 - in Smolensk, Tashkent, Krasnodar, Yekaterinburg (now Sverdlovsk), Omsk; in 1921 - in Minsk; in 1922 - in Moscow, Yerevan. By the mid-20s. Admission to higher medical schools has increased significantly. educational institutions, and the output of doctors increased. Already in 1928, there were 25 higher medical schools operating in the country. educational institutions in which 26.1 thousand people studied.

The rapid pace of socialist reconstruction of the country has put forward the task of training new proletarian specialists, bringing theoretical training closer to practice, specializing educational institutions along industry lines and bringing the education system in line with the economic regionalization of the country. In accordance with the resolution of the Central Executive Committee and the Council of People's Commissars of the USSR dated July 23, 1930 on the reorganization of higher educational institutions, technical schools and workers' departments of medicine. Faculty of high fur boots, subordinate to the People's Commissar of Millet, were transformed into independent medical institutions. institutes were transferred to the jurisdiction of the People's Commissars of Health of the Union republics. Reorganization carried out in the higher medical system. education made it possible to expand the enrollment of students in medicine. institutes, to bring the training of doctors in line with the needs of healthcare.

Fundamentally important in the work of higher medical education. Schools of that time were created in honey. institute of new forms of training of doctors - specialized faculty. In 1934, in accordance with the resolution of the Central Executive Committee of the USSR “On the training of doctors” in all medical and medical institutions. Medical faculties were organized, in 14 medical universities - pediatric ones, and in 10 institutes - sanitary and hygienic faculties. A 5-year training period was established for all departments. Since 1936 in medical. institutes of the country began to organize independent dental and pharmaceutical departments for the training of dentists and pharmacists.

During the first five-year plans, the training of medical personnel was significantly expanded, with special attention being paid to the deployment of a network of higher medical institutions. educational institutions in the union republics of Central Asia, in a number of autonomous republics of the RSFSR, in economically rapidly developing regions. Thus, in 1930, M. and. in Samarkand, Donetsk, Khabarovsk and Ivanovo; in 1931 - in Almaty; in 1932 - in Ashgabat, Ufa, Makhachkala and Vinnitsa, and in 1933 - in Izhevsk. In 1930-1931 The medical center, closed in 1924, was reopened. faculties in Sverdlovsk, Simferopol, Nizhny Novgorod. Thus, by 1934 there were 49 operating medical centers in the country. Institute (approx. 48 thousand students).

By 1940, there were already 72 medical centers in the country. and pharmaceutical, institute, and the number of doctors (at the end of 1940) reached 155.3 thousand people. and became 5.5 times more than in pre-revolutionary Russia.

During the Great Patriotic War, the number of M. and. reduced to 56; some of them were evacuated from the areas of military operations to the interior of the country: the 1st MMI functioned in Ufa, the 1st Leningrad - in Krasnoyarsk, Kiev - in Chelyabinsk, Vitebsk - in Yaroslavl, Voronezh - in Ulyanovsk, etc. The teaching staff of the evacuated institutes took an active part in providing medical care to wounded and sick soldiers of the Soviet Army, civilian population. Some universities temporarily stopped their work (Rostov, Stavropol, Kursk, etc.). However, in 1943, after the liberation of enemy-occupied territories, most universities were re-evacuated. Since January 1944, Kursk, Smolensk and Crimean honey began to operate. in-you. In Krasnoyarsk, Chelyabinsk, Yaroslavl and a number of other cities where there was no medical research before the war, new higher medical schools were organized on the basis created during the war. educational establishments.

In accordance with the decree of the Council of People's Commissars of the USSR dated December 1, 1944, “On measures to improve the training of doctors,” in the period from 1945 to 1948, M.’s transition was carried out. for a 6-year period of study (medical, pediatric and sanitary hygiene departments).

After the Great Patriotic War, the number of M. and. continued to increase. Particular attention was paid to the development of a network of higher medical institutions. educational institutions in new large industrial and agricultural districts of the country - in the Urals, Siberia, the Far East and the republics of Central Asia, as well as in the Non-Black Earth Region of the RSFSR. During the period from 1950 to 1960, 16 new M. and. were discovered in the country. (in Aktobe, Andijan, Barnaul, Blagoveshchensk, Grodno, Vladivostok, Kalinin, Karaganda, Kaunas, Kemerovo, Lugansk, Riga, Ryazan, Semipalatinsk, Ternopol, Chita) and 2 honey. faculty at the Yakutsk and Petrozavodsk high fur boots. During 1966-1967 At the Chuvash, Mordovian and Kabardino-Balkarian high fur boots, honey was organized. f-you. in 1972, pediatric department of Tashkent med. the institute became the Central Asian Pediatric Medical Institute.

In 1977, there were 83 medical institutes and 9 university departments in the USSR, in which St. 320 thousand students. Such a scope of honey. education in the country made it possible to basically solve (so far in quantitative terms) the problem of providing the population with medical personnel (see Medical personnel).

Network of higher medical institutions operating in the USSR. educational institutions is presented in the table.

The Decree of the Central Committee of the CPSU and the Council of Ministers of the USSR “On measures for the further improvement of public health care” (1977) provided for measures to improve the training of doctors and pharmacists, expand and strengthen the material base of pediatric medical departments, and create pharmaceutical, medical and pharmaceutical departments in some union republics. -tov and farm, in-comrade.

In accordance with the rules for admission to higher educational institutions of the USSR, approved by the Ministry of Higher and Secondary Special Education of the USSR, in medical sciences. The institute accepts persons under the age of 35 who have completed secondary education or a diploma of completion of a secondary specialized educational institution. Those entering medical school in-you rent entrance exams in the following disciplines: native language and literature (essay), biology, chemistry and physics. Applicants who graduated from high school with a gold or silver medal, as well as graduates of secondary specialized educational institutions with a diploma with honors, take only one exam at the discretion of the admissions committee; If they pass this exam with “excellent” marks, they are exempt from the rest of the exams. Admission to medical universities is carried out through competitive selection based on the results of entrance exams, while persons with at least 2 years of practical work experience have a priority right to enroll in a university.

In accordance with the resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR “On the organization of preparatory departments at higher educational institutions” (1969) in order to create the necessary conditions for admission to universities for working and rural youth, as well as soldiers demobilized from the army and to increase the level of their general educational training in Preparatory departments have been organized in a number of large medical universities since 1969. In 1978, they were already functioning in 72 medical centers. in-tah. At the preparatory departments of M. and. Junior medical staff are also accepted: orderlies and junior nurses for patient care (up to 40% of the admission plan for the departments). Admission is carried out in the areas of industrial enterprises, collective farms, state farms, military units and healthcare institutions. The academic year at the preparatory department lasts 8 months. Students of the departments who have successfully passed the final exams are enrolled in the 1st year of M.I. without passing entrance exams. The Institute is doing a lot of work on prof. orientation of youth: “Young Medic” clubs have been opened for schoolchildren and working youth, Open Days are held, the teaching staff of the institutes conducts propaganda work at enterprises, on state and collective farms, in military units and schools.

Teaching medical students in-tah free; OK. 74% of total number students and M. and. receive a stipend from contributions from the state budget. In accordance with the resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR “On measures to further improve the material and living conditions of students of higher education institutions and students of secondary specialized educational institutions” (1971), the amount of student scholarships in MA and. significantly increased.

By decisions of the USSR Government, a number of personal scholarships have been established for particularly successful students who combine excellent studies with extensive social and research work.

Nonresident students are mainly provided with housing in comfortable student dormitories. M. and. are provided with canteens and buffets, 72 medical universities have their own sports and recreation camps; Through state and trade union organizations, students are provided with vouchers to sanatoriums, holiday homes and tourist centers. Some institutes operate dispensaries where health-improving activities are carried out without interruption from studies.

All M. and. at the place of their territorial location they are subordinate to the ministries of health of the union republics, honey. Faculty of Universities - Republican Ministries of Higher and Secondary Specialized Education and are supported by their budget. The largest of them are directly subordinate to the Ministry of Health of the USSR and are the basis for testing new principles and methods of training health care personnel. All M. and. work on the basis of a single charter and uniform curricula approved by the Ministry of Higher and Secondary Special Education of the USSR and the Ministry of Education and Science of the USSR. Centralized management of higher medical institutions. educational institutions of the country in organizational and educational-methodological terms is carried out in the M3 of the USSR by the Main Directorate of educational institutions. Its function also includes long-term planning of medical training. personnel and development of the medical network. institute." In 1973, to improve the management of higher medical educational institutions in the country and coordinate their activities, the M3 of the USSR created an advisory body on the development of higher medical education in the country - the Council for Higher Medical School. Between higher medical educational institutions The country's institutions carry out a wide exchange of work experience. All-Union meetings on higher medical education are held every five years, and republican meetings are held annually in a number of union republics.

In accordance with the medical preparation profile. institutes have from 1 to 5 departments (dental, pharmaceutical). In addition, in the 2nd Moscow and Tomsk med. The institute has organized medical-biol, departments that train specialists to work in the central research laboratories of institutes, research institutions, computer centers and wedge laboratories. At 26 med. the institute has departments for improving and specializing doctors and pharmacists; in the coming years, such facilities will be created back in 18 M. and.

The main educational and scientific department of M. and. (medical faculty of the university), which directly carries out educational, methodological, educational and research work, as a rule, in one, less often in several related disciplines, is the department.

The number of departments at the institute is determined by the curriculum. Management of the activities of all faculty and departments of medicine. is carried out by the rectorate of the institute, which includes the rector of the institute, vice-rectors (for educational, scientific and administrative work), deans of the faculty. Rector of medical The institute bears personal responsibility for the activities of the institute as a whole to the relevant Ministry of Health.

In each M. and. under the chairmanship of the rector, a special governing body is created - the Institute Council - to consider the main issues of the university's activities: educational and methodological, ideological and educational, scientific research, economic, etc. The Institute Council competitively elects scientists to positions of teaching staff. In accordance with the resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR “On measures to further improve the certification of scientific and scientific-pedagogical personnel” (1974), in most M. and. Specialized councils have been created for the defense of dissertations for the academic degrees of Doctor and Candidate of Sciences.

M. and. have highly qualified scientific and pedagogical personnel. In 1977, in higher medical schools. educational institutions worked St. 38 thousand scientific and pedagogical workers (including over 3 thousand doctors of science and more than 20 thousand candidates of science). In higher medical educational institutions have the following staff positions teaching staff: head of the department, professor of the department, associate professor of the department, assistant (teacher) of the department, in some cases positions of senior teachers are established. The number of teaching staff of a university is determined by the staffing table of the institute and the number of students studying there at the rate of 1 teaching staff unit per 9-10 students on average. Competitions for filling teaching staff positions are held every 5 years. As a rule, the competition for the position of head of the department and professor of the department includes persons who have the academic degree of Doctor of Science and the academic title of professor; for the position of associate professor - persons who have an academic degree of candidate of science and the academic title of associate professor; for the position of assistant, senior teacher - persons with a candidate of science degree, as well as persons with higher education who have shown a penchant for teaching and research work.

For the training of scientific and pedagogical personnel in 80 M. and. There are postgraduate studies (see Postgraduate studies, adjunct studies) - full-time (with a break from work) and part-time (without a break from work). During my postgraduate studies in medicine. institute, a graduate student is required to pass the minimum candidate exams in philosophy, a foreign language, in the specialty being studied, carry out scientific research and write a dissertation for the degree of Candidate of Sciences. In addition, in M. and. there is a system of scientific internship and one-year postgraduate study; To complete work on doctoral dissertations, teachers are transferred to senior research positions.

To improve the level of teaching skills and exchange experience in teaching in 8 M. and. countries, in accordance with the resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR “On measures to improve the training of specialists and improve the management of higher and secondary specialized education in the country” (1966), advanced training departments for teachers of medical universities were created. Teachers are sent to these departments once every 5 years.

Organization of educational methodological work on modern level- the main task of M. and. To provide High Quality educational process, development of students' independent work skills and the ability to practically apply acquired knowledge in medical science. provided the following types educational work: lectures by professors and associate professors; practical training in clinics, laboratories, seminars, independent work in laboratories, clinics, classrooms and libraries; term papers under the guidance of teachers; industrial practice in clinics, clinics, laboratories, etc.; consultations with professors, associate professors and assistants. The scope of requirements for students when studying each academic discipline is determined by the curriculum approved by the Main Directorate of Educational Institutions M3 of the USSR.

The academic year is divided into two semesters: autumn and spring, each of which ends with an examination session. Preclinical training of students is carried out in educational and laboratory buildings of the institutes, equipped with the necessary instruments and visual aids. Only during the ninth five-year plan for M. and. built by St. 30 educational and laboratory buildings. Klin, student training is carried out in a number of universities (1st Moscow, 1st Leningrad, Irkutsk, Kazan, Kuibyshev, Rostov, Saratov, Tomsk, etc.) on the basis of institute clinics. Most M. and. The most modern multidisciplinary and specialized clinics are used as wedges and bases. The activities of medical universities in medical and professional institutions are regulated by the Regulations on the Clinical Hospital (see Clinic).

Control over the quality of educational and methodological work in M. and. carried out by subject methodological commissions and central methodological councils of the Institute. On a national scale, this work is carried out by central problem-solving educational and methodological commissions under the Main Directorate of Educational Institutions M3 of the USSR. The accumulated experience in organizing methodological work is summarized at all-Union and republican educational and methodological conferences.

In accordance with the resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR “On measures to further improve healthcare and develop medical science in the country” (1968) in M. and. a personnel training system has been established with early profiling in the main clinical specialties in the sixth year (subordination) with subsequent one-year specialization on the basis of large medical-professionals. institutions - internship (see). In 1973, the transition to a system of primary two-year specialization for graduates of medical and pediatric departments was completed; in 1975 this system was introduced into dentistry. f-tah M. and. Graduates of San.-Hig. and pharma, ph-tech after graduation, undergo an internship at the place of assignment. In accordance with the resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR “On measures to further improve higher education in the country” (1972) M. and. switched to training according to new curricula (see Medical education).

Along with the training of specialists, a lot of research work is carried out in the country's medical universities on the most pressing medical problems. science and practical health care. Planning of scientific research in M. and. is carried out in accordance with the tasks set in the national economic plans of the USSR, according to the instructions of the State Committee of the USSR Council of Ministers for Science and Technology, according to the plans of the Academy of Sciences and the Academy of Medical Sciences of the USSR, as well as the republican ministries of health (see).

Research work is carried out both on state budget topics and on economic agreements with enterprises and organizations. Special place in the organization of scientific research work in M. and. occupy central research laboratories created in 47 Moscow and. (see Central Research Laboratory). New form The organization of research work is to combine the topics of research institutes with the topics of single-disciplinary medical departments. Inst. In 1978, in the system of higher medical education. 30 departments and research institutes operate on this principle. In honey In-takh scientific research work of students has received widespread development. In all institutes, scientific student associations and councils for student research work have been created; in a number of universities, student design bureaus and student research laboratories have been organized. Every year the country holds an All-Union competition for the best scientific student work in the field of medicine. Sciences, for the winners of which 5 medals of the USSR Academy of Medical Sciences and prizes were established. All-Union scientific student conferences are held in large university centers and collections of student scientific works are published.

In educational work, the organization of Marxist-Leninist education and the ideological training of students is of great importance. In accordance with the resolution of the CPSU Central Committee “On work at the Moscow Higher Technical School. N. E. Bauman and Saratov State University named after. N. G. Chernyshevsky on improving the ideological and theoretical level of teaching social sciences" (1975), in M. and. sequential study of the social sciences course was introduced throughout the entire period of study. All work on the communist education of students is carried out according to unified plans designed for the entire period of study at the university, in which all forms of teaching and educational work are organically connected. Widespread in M. and. received the “Students for Public Health” movement, work in student construction teams and the practice of social and political work.

Due to the increasing role of honey. deontology in medicine Institute since 1976 introduced the teaching of an interdepartmental course on the basics of medical deontology and medical ethics (see Medical Deontology, Medical Ethics). An important event, marking the special place and role of the doctor in our society, was the introduction of the Oath of the Doctor of the Soviet Union (see), approved by the Decree of the Presidium of the Supreme Soviet of the USSR on March 26, 1971, which is taken by all graduates of M. and. countries.

Graduated from M. and. A student is considered to have completed the entire curriculum, passed all tests and exams provided for by the curriculum, and passed state exams. Graduate of M. and. a diploma of a doctor or pharmacist and a badge of completion of higher medical education are issued. educational institution.

Training of medical personnel abroad - see Medical education.

Table. LIST OF MEDICAL AND PHARMACEUTICAL INSTITUTIONS OF HIGHER EDUCATION IN THE USSR

* The year of organization of a medical institute or medical faculty, subsequently transformed into a medical institute, is indicated.

** Opened on the basis of a university transferred to Voronezh from Yuryev (now Tartu, Estonian SSR).

*** Opened on the basis of the Leningrad Dental Institute, transferred to Kalinin.

**** opened on the basis of the 4th Moscow Medical Institute, transferred to Ryazan,

Name, city	Year of foundation*	Faculties (departments of medical faculties of universities)
Medical and Pharmaceutical Institutes M3 USSR and Min.
honey. prom. USSR		Vitebsk Medical Institute, Vitebsk
Medical, pediatric
Crimean Medical Institute, Simferopol		Medical, pediatric, dental
1st Leningrad Order of the Red Banner of Labor Medical Institute named after. acad. I. P. Pavlova (see Leningrad 1st Medical Institute)", Leningrad		Medical, dental
Leningrad Chemical and Pharmaceutical Institute, Leningrad		Pharmaceutical chemical-technical
1st Moscow Order of Lenin and Order of the Red Banner of Labor Medical Institute named after. I. M. Sechenov (see Moscow 1st Medical Institute)", Moscow
Novosibirsk Medical Institute, Novosibirsk		Medical, pediatric, dental
Rostov Medical Institute, Rostov-on-Don		Medical, pediatric, sanitary and hygienic
Central Asian Medical Pediatric Institute, Tashkent		Pediatric
Kharkov Medical Institute (see); Harkov city
Tselinograd Medical Institute, Tselinograd		Medicinal
Medical and pharmaceutical institutes M3 RSFSR
Altai Medical Institute named after. Lenin Komsomol, Barnaul
Arkhangelsk Medical Institute, Arkhangelsk		Medical, pediatric, dental
Astrakhan Medical Institute named after. A. V. Lunacharsky, Astrakhan		Vitebsk Medical Institute, Vitebsk
Bashkir Medical Institute named after. 15th anniversary of the Komsomol, Ufa		Medical, pediatric, sanitary and hygienic, dental
Blagoveshchensk Medical Institute, Blagoveshchensk		Medicinal
Vladivostok Medical Institute, Vladivostok		Medical, pediatric, sanitary and hygienic
Voronezh Medical Institute named after. N. N. Burdenko, Voro-		Medical, pediatric, dental
Gorky Medical Institute named after. S. M. Kirova, Gorky		Medical, pediatric, sanitary and hygienic
Dagestan Medical Institute, Makhachkala		Medical, pediatric, dental
Ivanovo Medical Institute, Ivanovo		Vitebsk Medical Institute, Vitebsk
Izhevsk Medical Institute, Izhevsk		Vitebsk Medical Institute, Vitebsk
Irkutsk Medical Institute, Irkutsk		Medical, sanitary and hygienic, dental, pharmaceutical
Kazan Order of the Red Banner of Labor Medical Institute named after.		Medical, pediatric, sanitary and hygienic, dental
S. V. Kurashova (see Kazan Medical Institute), Kazan		Medical, dental
Kalinin Medical Institute, Kalinin		Medical, pediatric, sanitary and hygienic, dental
Kemerovo Medical Institute, Kemerovo		Medical, pediatric, dental
Krasnoyarsk Medical Institute, Krasnoyarsk		Medical, pediatric, dental
Kuban Medical Institute named after. Red Army; Krasnodar city
Kuibyshev Medical Institute, Kuibyshev		Kursk Medical Institute, Kursk
Medicinal, pharmaceutical		Pediatric
Leningrad Order of the Red Banner of Labor Pediatric Medical Institute, Leningrad		Leningrad Sanitary and Hygienic Medical Institute (see);
2nd Moscow Order of Lenin Medical Institute named after. N. I. Pirogov (see Moscow 2nd Medical Institute)", Moscow		Medical, pediatric, biomedical
Moscow Order of the Red Banner of Labor Medical Dental Institute named after. N. A. Semashko, Moscow		Medical, dental
Omsk Order of the Red Banner of Labor Medical Institute named after. M. I. Kalinina, Omsk		Medical, pediatric, sanitary and hygienic, dental
Orenburg Medical Institute, Orenburg		Vitebsk Medical Institute, Vitebsk
Perm Medical Institute, Perm		Medical, pediatric, sanitary and hygienic, dental
Perm Pharmaceutical Institute, Perm		Pharmaceutical
Pyatigorsk Pharmaceutical Institute, Pyatigorsk		Pharmaceutical
Ryazan Medical Institute named after. acad. I. P. Pavlova, Ryazan		Medical, sanitary and hygienic, pharmaceutical
Saratov Order of the Red Banner of Labor Medical Institute, Saratov		Vitebsk Medical Institute, Vitebsk
Sverdlovsk Order of the Red Banner of Labor Medical Institute, Sverdlovsk		Medical, pediatric, sanitary and hygienic, dental
North Ossetian Medical Institute, Ordzhonikidze		Vitebsk Medical Institute, Vitebsk
Smolensk Medical Institute, Smolensk		Medical, pediatric, dental
Stavropol Medical Institute, Stavropol		Medical, pediatric, dental
Tomsk Order of the Red Banner of Labor Medical Institute (see Tomsk Medical Institute)", Tomsk		Medical, pediatric, pharmaceutical, biomedical
Tyumen Medical Institute, Tyumen		Medical, pediatric, pharmaceutical
Khabarovsk Medical Institute, Khabarovsk		Medical, pediatric, pharmaceutical
Chelyabinsk Medical Institute, Chelyabinsk		Vitebsk Medical Institute, Vitebsk
Chita Medical Institute, Chita		Medical, dental
Yaroslavl Medical Institute, Yaroslavl		Vitebsk Medical Institute, Vitebsk
Medical and pharmaceutical institutes M3 of the Ukrainian SSR
Vinnitsa Medical Institute named after N. I. Pirogov, Vinnitsa		Vitebsk Medical Institute, Vitebsk
Voroshilovgrad Medical Institute, Voroshilovgrad		Medicinal
Dnepropetrovsk Order of the Red Banner of Labor Medical Institute, Dnepropetrovsk		Medical, pediatric, sanitary and hygienic, dental
Donetsk Medical Institute named after. A. M. Gorky, Donetsk		Medical, pediatric, sanitary and hygienic, dental
Zaporozhye Medical Institute, Zaporozhye		Kursk Medical Institute, Kursk
Ivano-Frankivsk Medical Institute, Ivano-Frankivsk		Medical, dental
Kyiv Order of the Red Banner of Labor Medical Institute named after. acad. A. A. Bogomolets (see Kiev Medical Institute); Kyiv		Medical, pediatric, sanitary and hygienic, dental
Lviv Medical Institute (see); Lviv
Odessa Medical Institute named after. N. I. Pirogov (see Odessa Medical Institute)", Odessa		Medical, pediatric, dental
Poltava Medical Dental Institute, Poltava		Medical, dental
Ternopil Medical Institute, Ternopil		Medicinal
Kharkov Pharmaceutical Institute, Kharkov		Pharmaceutical
Chernivtsi Medical Institute, Chernivtsi		Vitebsk Medical Institute, Vitebsk
Medical institutes M3 of the Byelorussian SSR
Grodno Medical Institute, Grodno		Medicinal
Minsk Order of the Red Banner of Labor Medical Institute (see Minsk Medical Institute)", Minsk		Medical, pediatric, sanitary and hygienic, dental
Medical and pharmaceutical institutes M3 of the Uzbek SSR
Andijan Medical Institute named after. M. I. Kalinina, Andijan		Vitebsk Medical Institute, Vitebsk
Samarkand Medical Institute named after. acad. I. P. Pavlova, Samarkand		Vitebsk Medical Institute, Vitebsk
Tashkent Order of the Red Banner of Labor Medical Institute (see Tashkent Medical Institute)", Tashkent		Medical, sanitary and hygienic, dental
Tashkent Pharmaceutical Institute, Tashkent		Pharmaceutical
Medical institutes M3 of the Kazakh SSR
Aktobe Medical Institute, Aktobe		Vitebsk Medical Institute, Vitebsk
Alma-Ata Medical Institute (see); Almaty		Medical, pediatric, sanitary and hygienic, dental, pharmaceutical
Karaganda Medical Institute, Karaganda		Medical, pediatric, sanitary and hygienic, dental
Semipalatinsk Medical Institute, Semipalatinsk		Vitebsk Medical Institute, Vitebsk
Medical Institute M3 of the Georgian SSR
Tbilisi Order of the Red Banner of Labor Medical Institute (see Tbilisi Medical Institute)", Tbilisi		Medical, pediatric, sanitary and hygienic, dental, pharmaceutical
Medical Institute M3 of the Azerbaijan SSR
Azerbaijan Medical Institute named after. N. Narimanov (see Azerbaijan Medical Institute); Baku		Medical, pediatric, sanitary and hygienic, dental, pharmaceutical
Medical Institute M3 of the Lithuanian SSR
Kaunas Medical Institute (cm); Kaunas		Medical, dental, pharmaceutical
Medical Institute M3 of the Moldavian SSR
Chisinau Medical Institute (see); Chisinau		Medical, pediatric, sanitary and hygienic, dental, pharmaceutical
Medical Institute M3 of the Latvian SSR
Riga Medical Institute (see); Riga		Medical, pediatric, dental, pharmaceutical
Medical Institute M3 of the Kirghiz SSR
Kyrgyz Medical Institute (see); Frunze		Medical, pediatric, sanitary and hygienic, dental
Medical Institute M3 of the Tajik SSR
Tajik Medical Institute named after Abu Ali ibn Sina (see Tajik Medical Institute); Dushanbe		Medical, pediatric, dental
Medical Institute M3 of the Armenian SSR
Yerevan Medical Institute (see); Yerevan		Medical, pediatric, sanitary and hygienic, dental, pharmaceutical
Medical Institute M3 of the Turkmen SSR
Turkmen Medical Institute (see); Ashgabat		Medical, pediatric, dental
Universities with medical faculties
Vilnius State University named after V. Kapsukasa, Vilnius		Medical, pediatric, sanitary and hygienic departments of the Faculty of Medicine
Kabardino-Balkarian State University, Nalchik		Medicinal
Mordovian State University named after. N. P. Ogareva, Saransk		Medicinal
Petrozavodsk State University, Petrozavodsk		Medicinal
Tartu State University (see); Tartu		Medical, pediatric, dental, pharmaceutical departments of the Faculty of Medicine
Uzhgorod State University, Uzhgorod		Medicinal
Chuvash State University named after. I. P. Ulyanova, Cheboksary		Medicinal
Yakut State University, Yakutsk		Medicinal
Peoples' Friendship University. P. Lumumba, Moscow		Medicinal

Bibliography: Ermakov V.V. Higher medical education in the USSR, M., 1967; Isakov Yu. F. and Grachev S. V. Higher medical school at a new stage, Sov. healthcare, No. I, p. 35, 1977; Ch i k i n S. Ya. et al. Healthcare and training of medical personnel in the USSR, M., 1980.

5 (100%) 1 vote

The number of schoolchildren, students of higher and secondary specialized educational institutions was constantly growing even during the war. During the years of the Great Patriotic War of 1941-1945.

Our higher school graduated 182.6 thousand highly qualified specialists who, together with all the people, made the USSR into a world superpower.

Every day, buses depart from Red Square at short intervals and take visitors on a tour of Moscow. The guides will tell you many tales. They will also tell you that Moscow schoolchildren made products for submarines during the war.

And the guide, who conscientiously memorized the text, did not realize that during the war schoolchildren went to school even in besieged Leningrad, and parts for the front were made not by schoolchildren, but by students of vocational schools, since the manufacture of parts or even entire assemblies and products was part of their training program.

They made them in Peaceful time, just not for the production of weapons, but for the production of peaceful products. But the myth that during the war schoolchildren stood at the machines prevails in our insufficiently enlightened society.

Our guides do not know that to train skilled workers, factory apprenticeships (FZU) were created back in 1920. The duration of training at that time was 3-4 years, since the majority of teenagers studying were illiterate and therefore professional education combined with general education. As illiteracy was eliminated in the country, the duration of training, depending on the profession acquired, ranged from 6 to 18 months.

On October 2, 1940, a decree of the Presidium of the Supreme Soviet of the USSR “On State Labor Reserves of the USSR” was issued.

This decree established:

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1. vocational schools with a 2-year course for training skilled workers - metal workers, metallurgists, chemists, miners, oil workers and other professions;
2. railway schools with a 2-year training period for training qualified railway transport workers;
3. factory training schools with a 6-month training period (FZO) for training workers in mass professions.

Students of all these schools are state dependent ( free education, provision at the expense of the state of food, clothing, shoes, linen, textbooks and teaching aids and hostel). Uniforms were provided for students in vocational and railway schools.

The decree of October 2, 1940 established that annually from 800 thousand to 1 million working and collective farm youth are conscripted (mobilized) to study in vocational and railway schools and FZO schools. Graduates of these schools are required to work at state enterprises for 4 years from wages on a universal basis.
By a resolution of the Council of People's Commissars of the USSR of October 2, 1940, the Main Directorate of Labor Reserves under the Council of People's Commissars of the USSR was created to manage the preparation and distribution of state labor reserves, which was transformed in 1946 into the Ministry of Labor Reserves of the USSR. Republican, regional, regional and city labor reserve departments have been created locally.

During the Great Patriotic War alone, 2 million workers in complex and mass professions were trained in these educational institutions. During training, vocational schools produced defense products.

On the education of workers, the remarkable teacher A. S. Makarenko, in one of his articles, specified the task of education as follows: “We want to educate a cultured Soviet worker. Therefore, we must give him an education, preferably a secondary one, we must give him qualifications, we must discipline him, he must be a politically intelligent and committed member of the working class. We must instill in him a sense of duty and the concept of honor, in other words, he must feel the dignity of himself and his class and be proud of it, he must feel his responsibilities to the class... He must be cheerful, cheerful, fit, capable of fighting and building, capable of living and love life, he should be happy. And he should be like this not only in the future, but also on every day of his life.”

Article 45 of the 1977 USSR Constitution stated: “Citizens of the USSR have the right to education. This right is ensured by the freeness of all types of education, the implementation of universal compulsory secondary education for youth, the widespread development of vocational, secondary specialized and higher education based on the connection of learning with life, with production: the development of correspondence and evening education; providing government scholarships and benefits to students; free distribution of school textbooks; the opportunity to study at school in their native language; creating conditions for self-education.”

Specialized secondary technical education graduates of schools in the republics of the USSR received training in technical schools. They were accepted to study at technical schools on a competitive basis; applicants passed entrance exams in certain types of subjects studied at school. Technical schools were industrial, transport, agricultural and other sectors of the national economy. The duration of training in technical schools was 4 years. Secondary specialized pedagogical, musical, medical and other types of secondary specialized education were received in schools.

The state provided monthly scholarships to students of technical schools and colleges in all republics. Students from other cities and those who came from rural areas were provided with a hostel. Those graduating from technical schools defended their diploma projects, and the schools passed state exams to state qualification commissions. Graduates of schools and colleges had the right to enter higher education institutions after working for at least 3 years practical work according to your specialty. Those who graduated from educational institutions with honors had the right to enter higher educational institutions without working for 3 years.

Graduates of technical schools worked as technicians, production site foremen, and in some cases as shop managers; graduates of pedagogical schools, as a rule, taught in primary schools, and music teachers in music schools. Medical schools trained paramedical personnel for clinics and hospitals in the country's republics.

By 1970, the network of higher educational institutions in the USSR had grown 8 times, and the number of students had grown 41 times in 1970/71. academic year exceeded 4 million 580 thousand people. The growth of universities in the Union republics is especially indicative. For example, in Belarus, Uzbekistan and Kazakhstan before the revolution there was not a single higher educational institution. In the 1970/71 academic year there were 28 of them in the Byelorussian SSR, 40 in the Uzbek SSR, and 45 higher educational institutions in the Kazakh SSR. Unfortunately, today most residents of the former USSR republics do not know this.

Higher education institutions, especially universities, were major scientific centers. The teaching staff in them, along with educational work, carried out extensive scientific work, in which students also took part. Almost all universities had scientific student societies.

In 1975, there were 856 higher education institutions (including 65 universities), with over 4.9 million students studying. In terms of the number of students per 10 thousand population, the Soviet Union significantly surpassed such developed capitalist countries as Great Britain, Germany, France, Japan and many others. etc.

The largest number of students in the 1975/76 academic years studied at universities of industry and construction - 1950 thousand people. and education - 1415.3 thousand people. The Soviet state paid great attention to educating the people and spent an amount of money on training teachers commensurate with the cost of training industrial specialists.

The falsifiers of our history will not say that at the indicated time, people from 134 countries studied in higher and secondary specialized educational institutions of the USSR. In 1975, 44 thousand foreign citizens studied at universities and technical schools; The USSR annually sent more than 17 thousand professors, teachers, graduate students, and students abroad and received the same number from other countries.

School graduates received higher education at institutes and universities. They accepted applicants to institutes and universities on a competitive basis, depending on the points they scored when passing the entrance exams. The number of applications submitted, as a rule, was many times greater than the number of places. As a result, under the existing system, the most gifted children were admitted to institutes.

There were benefits for those who had served in the army, those who had worked in production, and for other categories of applicants, but even with such derogations, the system excluded mediocre applicants or those who did not have the necessary knowledge from entering higher educational institutions. Each higher educational institution passed entrance exams depending on the profile, but Russian language and literature were taken upon admission to any institute or university.

In our time, paid education has opened the way to mediocrity in higher educational institutions, which, without a doubt, reduces the professional level of teachers, doctors, engineers and workers in other professions that require higher education. Institutes are placed in conditions where schools decide who they should admit, and responsibility for the quality of training of specialists rests with the institute. Such decisions are contrary to common sense and the interests of society.

In pre-revolutionary Russia, only very few women received higher education at higher women's courses and at several public higher educational institutions. Women were not allowed into universities and state-owned higher technical educational institutions. In all republics of the Soviet Union, all higher education institutions were equally open to both men and women. Already in the 1940s, each union republic had its own universities (one or several). In the Ukrainian SSR there were 7 of them, in the Uzbek and Lithuanian SSR - 2 each, and in the remaining union republics - one each.

Very few educational institutions were awarded university status in the Soviet Union. Lomonosov Moscow University occupied and occupies a special place among the universities of the USSR in terms of its historical past and the role it played in the cultural development of our Motherland, in the number and diversity of faculties, in the number of students and the abundance of highly qualified professors.

In 1914 there were 95 higher educational institutions in Russia, and in 1939 in the USSR there were 750 higher educational institutions. Their number continued to grow in accordance with the needs of the national economy, education, and culture for specialists with higher education.

In 1946 the Ministry of Higher Education was formed. All educational institutions were organizationally, educationally and methodologically subordinate to the Ministry of Higher Education. In economic and financial terms, most technical institutes were subordinate to their ministry. For example, aviation institutes were subordinate to the Ministry of Aviation Industry. This allowed the industry ministries in charge of production in educational institutions to take more into account the needs of the industry for specialists of the required profile, pay higher scholarships to students and, in general, allocate more funds for the learning process

The great Soviet power, even in the most difficult times, cared about the future of the country, its citizens, its young people.

During the Great Patriotic War, despite the difficult conditions caused by the war, Soviet higher educational institutions did not stop or disrupt their work to train the personnel necessary for the country to support the front, industry, transport, Agriculture, health care, education. Many higher educational institutions were evacuated to the interior of the country and continued their educational and research work in new places.

In the period from 1941/42 to 1945/46 academic years, the number of schoolchildren and students of higher and secondary specialized educational institutions increased annually. The number of students decreased only in one of the war years - in 1942.

The number of schoolchildren increased from 17 million 765 thousand to 17 million 966 thousand schoolchildren in 1943/44 and 26 million 094 thousand in the 1945/1946 academic year. I have not provided data on the growth in the number of schoolchildren in the 1944/1945 academic year, since a significant increase in the number of schoolchildren in this academic year was associated with the admission of children to school from the age of seven, and before that children were admitted to school from the age of eight.

The number of students in higher educational institutions during the war years increased from 313 thousand people. up to 730 thousand people, secondary specialized educational institutions - from 415 thousand people. up to 1 million 8 thousand people

During the years of the Great Patriotic War, our higher school graduated 182.6 thousand highly qualified specialists.

This is how, under J.V. Stalin, the USSR was elevated to a world superpower. The young builders of communism, brought up under Stalin, solved the problems facing the country: together with the entire Soviet people, they defeated the enemy, twice surpassing him in weapons production, and ensured security for decades Soviet people in the face of an aggressive and technologically advanced West.

It is generally accepted that Soviet education was much better than the current one. And there is also a myth that it was the best in the world. Of course, one can argue with this, but in the USSR there were universities whose diplomas were really “quoted.” And sometimes not only in our country.

Higher education in the Soviet way

International university rankings were introduced only in 2003. But graduates of prestigious technical universities of the Soviet Union have traditionally been in demand abroad. After perestroika, many of our scientists and programmers were able to find work in large Western companies. True, first you still had to manage to get into the “right” institute or university. Even excellent knowledge sometimes did not help here. And the point is not that prestigious faculties were accepted through connections. There was, for example, an unspoken selection based on nationality. Thus, Jews were reluctantly accepted into the Faculty of Mechanics and Mathematics at Moscow State University, and at the Moscow Higher Technical School. Bauman, since future professions were related to the defense industry, and Jews were considered politically “unreliable.” MGIMO primarily accepted people from “proletarian” families. Humanities education was valued less than technical or natural science education, because it was based2 on communist ideology. For example, they studied the work of only those poets and writers who were ideologically “correct.” History was taught only in a socialist interpretation. However, specialties related to foreign languages ​​were in demand. And it’s not surprising: after all, knowledge of English, French, and German made it possible to travel abroad.

The best universities of the USSR

So, which universities in the USSR were still considered the best, according to the criterion of level of knowledge?

Moscow State University named after M.V. Lomonosov (Moscow State University, founded in 1755) MSU has always been the most prestigious institution of higher education in the country. Here traditionally there were the highest passing scores for applicants. Mathematicians, physicists, chemists, biologists, programmers, economists, lawyers, philosophers, historians, philologists, journalists, psychologists graduated from the walls of Moscow University... And a diploma from Moscow State University has always been a sign of quality - at least within the USSR. Leningrad State University (Leningrad State University, now St. Petersburg State University, founded in 1724) This is the oldest university in Russia, which has always been one of the centers of national science and culture. From its walls came such luminaries of science as I. P. Pavlov, L. D. Landau,3 G. Ya. Perelman. Today, St. Petersburg State University is the first and only this moment a Russian university that is part of the prestigious Coimbra Group, which unites the most significant European universities.

MGIMO (Moscow State Institute international relations, founded in 1944) MGIMO as an independent educational institution was transformed from the international faculty of Moscow State University. It was always not easy to enter here, because representatives of the most elite professions were trained here - diplomats, attachés, military translators, international journalists. By the way, MGIMO was included in the Guinness Book of Records as the university where they teach the most foreign languages. [C-BLOCK]

MVTU named after. N. E. Bauman (Moscow Higher Technical School, now Moscow State Technical University, founded in 1830) “Baumanka” in Soviet times was considered one of the best technical universities in the country. Here you could study a large number technical specialties, including mechanical engineering, aeromechanics, energy, construction, chemical technology. In 1948, the Faculty of Rocketry was created at the Moscow Higher Technical School, with which the activities of the General Designer and founder of Soviet cosmonautics S.P. Korolev are closely connected. Nowadays, MSTU heads the Russian Association of Technical Universities and is the owner of the “European Quality” award for compliance with high international standards training.

MEPhI (Moscow Engineering Physics Institute, founded in 1942) Now it is called the National Research Nuclear University. The Moscow Mechanical Institute of Ammunition (MMIB) was founded for the needs of the front; its initial task was to train military specialists. In the Soviet Union, MEPhI was the most popular university offering physics education. They were very seriously involved in nuclear research, and graduates of this university were subsequently “restricted to travel abroad.” On its basis there were branches, technical colleges and schools in different cities countries. I would like to emphasize that these universities continue to be among the top five now, in the post-Soviet era, which can serve as an indicator of the objectivity of assessing their high level.