Establishment and Development of Vocational School in Ukraine (the second half of the XIX century - 1919): Axiological and Historical-Pedagogical Aspects

Abstract

The article reveals axiological and historical-pedagogical aspects of the formation and development of the vocational school in Ukraine from the second half of the XIX century until 1919. Conducted analysis of axiological and historical-pedagogical aspects of the formation and development of the vocational school in Ukraine in the second half of the nineteenth century - 1919 has proved that this period is characterized by significant axiological and structural transformations of the then educational sphere. On the one hand, this was manifested in the strict control and despotic imperial policy, which instructed imperial officials to ruthlessly destroy any manifestations of educational democracy and the development of national educational trends in Ukraine, and on the other hand, society's demands and time to develop a new, more democratic, education system which had to be based on preparing young people for life. The article reveals the main ideas and approaches that formed the basis for the development of a vocational school in the territory of Ukraine. It has been established that in the specified period, the ideas of free and vocational education of students became especially popular in Ukraine among the progressive segments of the population. The particular value of these ideas for Ukrainian teachers was that they were based on the principles of democratic and humanistic nature, which opened up significant opportunities for teachers in the way of democratization of the educational process, updating the content, forms and methods of teaching and educating students. These ideas and approaches, along with the requirement of universal access to education, formed the basis for the development of a single vocational school during the years of Ukrainian statehood, which provided for the development of the value-based educational ideas within the then national educational paradigm. It is concluded that, despite all the difficulties in the formation and development of the vocational school in Ukraine within the period under study, we can safely say that vocational school itself and the ideas underlying it were essential and valuable for the Ukrainian society at that time.