HISTORY OF DEVELOPMENT OF SECONDARY EDUCATION IN KAZAKHSTAN (1950-1980)

Abstract

The purpose of the article is to study the history of the development of secondary education in Kazakhstan from 1950 to 1980. analyze the significance of various reforms that contributed to the formation of the foundation of today's Kazakhstani secondary schools. The novelty of the study lies in the fact that the course of secondary education was determined by means of a comparative analysis based on identifying common and distinctive features in the level and methods of organizing secondary education among the peoples of the USSR. The article examines the reforms of the 1950-1980s adopted to improve compulsory secondary education. The study identified the study of secondary education in the specified period and its place in science, as well as its place and function in the public education system. As a result, the history of the development of secondary education in Kazakhstan was analyzed from the point of view of today. Thanks to the study of the secondary education system of the Republic of Kazakhstan during this period, it was comprehensively differentiated as a result of the reforms adopted by the center in the field of public education. In addition, the article examines reforms in the field of cultural and educational work aimed at forming a system of universal compulsory secondary education in the 1950-1980s. It is believed that its adoption served as the basis for the formation of systemic secondary schools that exist today in our country.

During the study, it was established that the reforms related to secondary education in the USSR provided for a unified propaganda of communist ideology among the peoples through the management and control of the education system, which was uniform throughout the territory of the Union. During the mass industrialization in the USSR, several new industries were created, and the scale of production in all industries increased significantly - from several to tens of times. This contributed to the development of secondary vocational education in the country. In addition, it was necessary to replenish the losses of personnel after the Great Patriotic War. To solve this problem, the primary task was to encourage the country's youth to obtain secondary specialized education.