FORMATION OF ENGINEERING EDUCATION IN RUSSIA AFTER REVOLUTION OF 1917–1945 YEAR
The successful development of the economy of any country depends on the quality of education, therefore, one of the priority problems for Russia is to improve the quality of engineering education. Research into the formation and development of engineering education in Russia allows us to identify t...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN RU |
| Publicado: |
Science and Innovation Center Publishing House
2020
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/3bb3e343a8e44c44926bc2cda346dd7c |
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| Sumario: | The successful development of the economy of any country depends on the quality of education, therefore, one of the priority problems for Russia is to improve the quality of engineering education.
Research into the formation and development of engineering education in Russia allows us to identify the strengths of each period of development of higher education, which, as a result, will help improve the quality of engineering education. This article examines the system of higher engineering education in Russia for the period from the 1917 revolution to the outbreak of World War II.
The revolution and the ensuing civil war suspended the development of engineering at the beginning of this period, which was due to the emigration of highly qualified engineers and students of engineering and technical universities abroad. As a result of political changes, workers and peasants were attracted to study at a higher technical school. As a consequence, it improved the quality of school education in the natural sciences as well as the training of highly qualified engineering staff in universities is inseparable from the school training in mathematics, physics, chemistry. In universities, much attention was paid to practical training, industrial practice was introduced into the curriculum. The engineering profession was prestigious and in demand in Russia.
The analysis of the results obtained showed that the goal, nature of training and education always depend on the goals and objectives facing the state at this stage and the state educational policy. The reform of engineering education, due to ideological motives, held back development. |
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