Lecture 3.

Literature on the topic

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Gaponova, G.I. Improving the professional competence of a teacher high school as a means of realizing the potential resource of the educational environment of a university [Electronic resource] / G.I. Gaponova // Access mode: teoria-practica.ru/-7-2012/pedagogics/gaponova.pdf, free (access date: 10/27/2012).

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Korzhumbayeva, M.B. and others. Professional competence of a teacher of a higher educational institution [Electronic resource] / M.B. Korzhumbayeva and others // Access mode: www.rusnauka.com/4_SWMN_2010/Pedagogica/58105.doc.htm, free (access date: 10.27.2012).

Kraevsky, V.V. Pedagogical methodology: new stage[Text]: textbook / V.V. Kraevsky, E.V. Berezhnova. - M.: Academy, 2006. - 400 p. (access date: 10/27/2012).

Malinin, V.A. Education paradigm in context [Text] / V.A. Malinin. – Nizhny Novgorod: Bulletin of the Nizhny Novgorod University named after. N.I. Lobachevsky, 2012. - No. 3 (1). – pp. 25-29.

Education as a social phenomenon and pedagogical process [Electronic resource] // Access mode: http://www.prepodi.ru/news/1222-novosti?showall=1, free (access date: October 24, 2012).

Pedagogy[Text]: textbook / Ed. P.I. Faggot. - M: Pedagogical Society of Russia, 1998. - 640 p.

Reforming higher education in Kazakhstan and the Bologna process: information materials for practical actions [Text]. - Almaty, 2009 - 120 p.

Sharipov,F.V. Professional competence of a university teacher [Electronic resource] / F.V. Sharipov // Access mode: www.hetoday.org/arxiv/VOS/1_2010/72_77.pdf, free (date of access: October 28, 2012).

In the second half of the 19th century, educational activities unfolded in the Russian Empire in general and in the Tauride province in particular, in which the local intelligentsia took an active part. During the implementation of the education reform of 1863, there was an increase in the number of educational institutions.

The primary education system that developed in the Tauride province at that time included parochial and zemstvo schools, city schools, literacy schools, Sunday schools, primary public schools (one-class and two-class, rural and urban), and higher primary schools. Only the latter provided completed primary education. It also included departmental schools of the Ministry of Public Education (professional and national), as well as private schools.

According to A. Kucherganskaya, three quarters of zemstvo schools had a three-year period of study and were single-unit, enrolling no more than 50 students, the rest of the zemstvo schools had a four-year period of study and were two-unit, enrolling more than 50 children with 2 teachers.

As A. Dyakonov notes, on the territory of Crimea, state national primary schools were created for children of Christian, Muslim and Jewish faiths. All schools organized by the government for “foreigners”, which were located in the Southwestern region of the Russian Empire, were subordinate to the department of the Ministry of Public Education on a general basis; At the same time, the right to supervise religious education was retained by the clergy of a given religion. The curriculum of the designated institutions included the following subjects: the Law of God, the Russian language, calligraphy, native language, arithmetic, Russian history and geography, basic information on natural history, singing and drawing. The Law of God, unlike other subjects, was taught in the native language. Teachers of schools for “foreigners” had to be Russian and have the right to carry out teaching activities.

The Regulations on Primary Public Schools (1874) noted that for schismatic students, Jews, Lutherans, and Catholics, attendance at lessons on the Law of God was optional.

At the end of the 19th century, in the Crimean districts of the Tauride province there also existed ministerial primary Russian-Tatar schools, but they were not popular among the Crimean Tatars, since the study of the native and Russian languages ​​was not at a high level.

Development of primary education in Crimea at the end XIX beginning The 20th century differs significantly from other regions in the specificity of its ethno-religious identities. The ethno-confessional situation on the territory of Crimea in the second half of the 19th – early 20th centuries was quite complex. Multifaceted studies of the history of Crimea prove that with the dominance of one of the ethnic groups of the peninsula, various state systems, in any considered time period of history, Crimea remained multinational.

The end of the 19th – beginning of the 20th century was a period of growth in the study of the history of the ethnic groups of the peninsula. Scientific research into the ethnography of the peoples of Crimea was carried out, and research into their history, culture and way of life was also organized. These studies partially reflected issues of primary education : Crimean Tatars, Krymchaks, Crimean Armenians, Bulgarians, Crimean Greeks, Crimean Germans.

The origins of the formation of the primary national public school system, in which almost all representatives of the ethnic groups of the multinational Crimea studied, were outstanding Crimean educators and humanists. Among them it should be noted: E.L. Markov, I.I. Kazas, I. Gasprinsky, A.N. Dyakonov, Kh.A. Monastyrly, I.P. Derkachev, G. Aivazovsky, A.I. Markevich.

When opening new educational institutions, the inspector of public schools was required to report on all educational institutions available in the area, indicating the national composition of the students. These reports are available in all essays on public education in the Tauride province since 1880. The attention of the Ministry of Public Education to this issue was noticeable. The number of students of non-Orthodox religion in different places is represented by data that was systematically collected from all public schools and compiled according to a specific printed template. Among the data, in particular, there were tables in which the heads of institutions noted the number of male and female children of Orthodox, Roman Catholic, Armenian and other Christian faiths, as well as Jewish, Muslim and other non-Christian faiths.

The system of organizing religious education in the second half of the 19th century - the beginning of the 20th century. for children of non-Orthodox faiths, it provided for: 1. inviting religious teachers to educational institutions where children of non-Orthodox faiths studied together with Orthodox students to teach separate groups of students of non-Orthodox faiths; 2. opening of special educational institutions for children of non-Orthodox faiths.

In general, the procedure for opening and operating schools for children of non-Orthodox faiths was determined by the following documents: Regulations of May 26, 1869 for the Southwestern Territory; “Rules of schools for foreigners” (“Rules of foreign schools”), published in 1870; regulations of primary schools in 1874

National primary educational institutions played a big role, since all representatives of ethnic groups, various confessions, various segments of the Crimean population received education in them, but the Christian Orthodox (Russians, Ukrainians and Belarusians, Greeks, Bulgarians, Armenians) and East Slavic (Russians, Ukrainians and Belarusians) population.

In the Tauride province there was a diverse and multifaceted, but not centralized and unified system of ethno-confessional primary educational institutions. They were private, mainly in parishes or national societies and existed due to voluntary donations. The Turkic-speaking peoples of Crimea (Tatars, Karaites and Krymchaks) had their own private and public confessional educational institutions in sufficient numbers. Jewish, Armenian, Greek, Bulgarian and German societies opened their schools. The Germans, Czechs and Estonians, no matter what their economic situation, when settling in a new place, first of all cared about establishing houses of worship and schools. The need for literacy seems to be firmly ingrained in their minds.

The vast majority of the population of Crimea belonged to one of three monotheistic religions: Christianity, Islam and Judaism. If we consider the religious affiliation of the inhabitants of the peninsula, the following religious educational institutions stand out:

I. Christian denominations : Christian religious primary schools different types and directions: a) Orthodox – theological seminary, diocesan school, parish schools and literacy schools; b) Catholic - Roman Catholic parochial schools, Armenian Catholic primary parochial schools; V ) Protestant – Evangelical Lutheran schools, Mennonite educational institutions; d) ancient eastern – Armenian-Gregorian parochial schools; e) Old Believers primary educational institutions.

II. Judaic confession: Jewish religious primary educational institutions of various types and directions: a) Karaite religious educational institutions - midrashim; b) Krymchak religious educational institutions - cheders; c) Jewish religious educational institutions - Talmudtors and Heders.

III. Islamic confession: Crimean Tatar primary educational institutions - mektebe and madrasah.

Since 1871, according to a special regulation, Russian primary schools were established for the Tatars at their expense, and a Tatar teachers' school was opened in Simferopol. Until 1905, only 34 such schools were opened. Teaching in these schools was conducted in Russian, the teachers were predominantly non-Muslims, the native language was almost not studied, and the teaching of religious doctrine was reduced to the utmost.

The revolutionary year 1905 can be noted as a turning point in the matter of public education of Muslims. The leaders of the cultural-national movement of the Crimean Tatars made every effort to raise education among the Tatar population. First of all, successful steps were taken in transforming the mektebe into the so-called new method mektebe, and then Muslim public organizations began to open in Crimea mektebe-rushtie, that is, advanced schools, teaching general education subjects. Such rushtiye appeared in the cities of Simferopol, Bakhchisarai, Karasubazar and Yevpatoria and the villages of Saraimin, Derekoy and Corbekli. In addition, Muslims achieved the publication of rules that allowed teaching in the Tatar language in foreign schools for the first two years. As a result, the number of students began to grow rapidly. Thus, by January 1, 1905, there were 988 Tatar children in Russian schools, and by January 1, 1913, the number of students began to reach 2,583, that is, it almost tripled.

The reaction that came after 1905 could not but affect educational institutions. The Russian government again resorted to its favorite methods of fighting education. The government again began to put all sorts of obstacles to the Tatars opening new schools, persecution of new-method mektebes began, and the inspection of public schools made every effort to distort teaching in mektebe and, at all costs, narrow their programs and subordinate them to the influence and control of the obedient archaic Mohammedan spiritual rule. At the same time, searches, arrests and expulsions of Tatar teachers began again, curricula were cut, textbooks were confiscated, individual mektebes, Tatar cultural and educational societies were closed, and so on.

As for the mektebe-rushtiye, the open campaign of the Russian authorities against these centers of enlightenment ended in their complete defeat. By 1909, almost all mektebe-rushtiye were closed by the government, and Tatar newspapers were forced to close at the same time. In addition, the local provincial administration, in accordance with circular orders from Petrograd, took measures to prevent Muslim congresses aimed at discussing educational issues.

A significant contribution to the reform of the national-confessional Crimean Tatar school was made by Ismail Gasprinsky (1851-1914), an outstanding educator, public and cultural figure. He developed a method primary education Crimean Tatars, based not on the letter-subjunctive principle, but on the sound principle, where each letter corresponded to a specific sound. The first national Crimean Tatar school using the sound method was opened by I. Gasprinsky in 1884 in Bakhchisaray. I. Gasprinsky wrote popular textbooks, including the first secular textbook for the Crimean mektebe. For teachers I. Gasprinsky wrote methodological development"Rekhber Mualimin", which introduced them to the basics of Jadidist principles of learning.

As noted by E. Abibullaeva, in the mektebs (primary Tatar schools) of Crimea, I. Gasprinsky introduced a lesson system. Children were divided into classes - groups a certain year education, studying certain subjects. Teachers were offered new system survey of students, up to demonstration exams. The duration of study in new schools was usually 3 years. Students, in addition to the basics of religion and their native language, received first skills in arithmetic, civil history, geography, literature. The quality of training has increased significantly. I. Gasprinsky’s methods were successfully used not only in Crimea. The pedagogical ideas of I. Gasprinsky fully reflect the problems of the development of multinational culture and education of the Crimea at the end of the 19th – beginning of the 20th centuries.

Ethnically, these educational institutions had great diversity. Several nationalities could have one or more religious affiliations. Thus, the Germans had Lutheran and Roman Catholic schools, which were run by the clergy, as well as Mennonite educational institutions, which since 1869 were under the jurisdiction of the Molochansky Mennonite School Council. Or, for example, one small Armenian people only in Crimea had two Christian church directions: Armenian-Gregorian and Armenian-Catholic, and maintained their own church schools at all parishes.

If we look at the data on the development of ethno-confessional public education in the Tauride province at the turn of the 19th – 20th centuries and turn to quantitative indicators, we will see that ethno-confessional public education was at a very high level and satisfied the needs of the population of the Tauride province of different faiths. Thus, by 1882 there were only 930 primary national schools. Of these, there were 340 Russian schools for representatives of East Slavic ethnic groups of the Christian Orthodox faith; Russian Old Believer Molokan - 6; Bulgarian Christian Orthodox – 30; Greek Christian Orthodox – 8; Crimean Tatar Muslims – 314; German Protestant and Catholic - 186, Jewish Judaic schools - 31; Karaite Judaism - 7; Armenian Gregorian and Catholic – 5; Czech Protestant – 2; Polish-Lithuanian Catholic – 2; Estonian Protestants – 1.

S. Shuklina indicates a growth trend primary schools at the beginning of the twentieth century. It was such that by January 1910 there were 248 of them in cities and 1,406 in villages. There were 548 of these zemstvo schools, and according to 1906 data, all educational institutions in the province arose on private or public initiative. Peasant children also studied in city schools; for example, in Feodosia there were 139 peasants, 217 burghers, in Yalta 649 peasants, 955 burghers. If we take into account the multi-stage education system of that time, then access to a higher educational institution, as a rule, could be possible for a person who graduated from a gymnasium.

It is interesting to trace the trend of growth in the number of students from rural areas in order to get an idea of ​​the level of education of the peasantry as the support of the state, designed to preserve the inviolability of the monarchy. According to 1903 data, the number of primary schools, for example, in the Feodosia district - 46, Simferopol - 32, Evpatoria - 12, Sevastopol city administration - 23, and literacy schools were not included in this network.

The growth trend in the number of primary schools was such that by January 1910 there were 248 (15.1%) in the cities and 1,406 (84.9%) in the villages of the province. Of these, there were 548 zemstvo schools, and according to data after 1906, all educational institutions in the province arose on private or public initiative “to satisfy the urgent need for secondary education.” Peasant children also studied in city schools; for example, in Feodosia there are 139 peasants, 217 burghers, in Yalta 649 peasants, 955.3 burghers

If we take into account the multi-stage education system of that time, then access to a higher educational institution, as a rule, could be possible for a person who graduated from a gymnasium. Primary schools, according to the programs of the Ministry of Public Education, provided knowledge of the Law of God, Church Slavonic and Russian reading, writing, arithmetic and, if possible, church singing. In addition, they could teach drawing, manual labor, crafts, needlework, gardening, gardening, and gymnastics. . Teaching was carried out in Russian, but in schools attended by children of foreigners, the use of local dialects was allowed, but not more than 1 year of study. .

The normal course of primary public schools lasted 3 years, and the costs of their maintenance were borne by city governments, and money also came from various sources: in 1908, for example, 41.8% from the treasury, 31.4% from cities , 6.8% - from the zemstvo, 0.5% - from private individuals. Moreover, the tuition fee, which existed in all schools, amounted to 17% of the educational institution’s costs for students.

By this time, a practice had developed where up to a third of the total number of students received benefits in the form of shoes and dresses, textbooks and breakfasts. Expenses for education in primary schools included the arrangement of Christmas trees, excursions, replenishment of school libraries and museums, benefits for “insufficient students,” materials for drawing and handicrafts. In addition, additional real educational opportunities for poor children were provided by scholarships of various origins - they were provided by public organizations and private individuals.

Considerable efforts by local governments made it possible to cover 91% of the costs of maintaining primary schools in Simferopol in 1909. In primary schools for non-believers - Jewish, Karaite, Tatar children - and in primary schools in charitable shelters, free education was provided.

In studying the issue of the education system and the level of literacy of the population of the Tauride province in the 1910s, one cannot ignore the issue of national composition: after all, 27 nationalities were represented in the provincial city alone. Simferopol, for example, according to the native language of the population, was half Russian (53%), 19.7% of residents considered Tatar their native language, and 16% considered Jewish. The degree of proficiency in Russian was of great importance when choosing an educational institution; after all, just recently, in 1897, less than half (47.6%) of the residents of Simferopol were literate, and in the next 10 years a practice developed when Russian became the preferred language in educational institutions at all levels. In a certain sense, knowledge of the Russian language facilitated access to secondary or higher educational institutions for representatives of all nationalities.

We have to admit that in the minds of several generations of our fellow citizens, the idea of ​​the education system in Tsarist Russia as an insignificant phenomenon that could not cope with its overwhelmingly difficult task of raising the level of culture of the population was deposited. However, S. Shuklina’s research at least to some extent refutes this unflattering reputation of Russian society at the beginning of the twentieth century.

The development of public primary education in Crimea during this period proceeded faster than in the northern districts of the Tauride province. Among the students were children from different national groups and faiths. Since the 70s. XIX century The Tauride provincial zemstvo actively contributed to the growth of the number of schools. The largest number of students studied in primary public schools. City schools provided a higher level of education, although they also belonged to the primary education system.

Unlike the northern districts of the Tauride province, the network of primary schools in Crimea was formed more intensively. Compared to mainland counties, in Crimea, in percentage terms, the number of students and teachers in primary schools grew faster, and the number of refusals to enroll in primary schools was insignificant. There were fewer students per teacher in the Crimean districts than in the northern districts. The formation of women's primary education took place in Crimea.

The condition of schools in material and educational terms was recognized as “good” and “excellent”. The salaries of teachers in Crimea were higher than in the northern districts. The teaching staff of primary schools was replenished by graduates of the Feodosia Teachers' Institute. Educational institutions were limited in funds, but starting in the 50s and 60s, the financial situation improved.

The development of a network of primary schools in the Russian Empire by the beginning of the twentieth century (and in Crimea in particular) made it possible to introduce universal primary education. This process was interrupted by the First World War.

UDC 342.55

Rusanova Svetlana Yurievna

Candidate of Legal Sciences Senior Lecturer of the Department of State and Civil Law Disciplines Crimean Branch of the Krasnodar University of the Ministry of Internal Affairs of Russia

MUNICIPAL FORMATIONS IN THE REPUBLIC OF CRIMEA: FEATURES OF CREATION AND DEVELOPMENT TRENDS

The article examines the concept of a municipality and highlights its characteristic features. An analysis is carried out of the legal regulation of the implementation of local self-government in the Republic of Crimea, as well as the prospects for the development of municipalities in the new subject of the Russian Federation.

Key words: local government, municipality, Republic of Crimea, territorial community, residents of the municipality.

Svetlana Rusanova

Senior lecturer of the Department of public administration

and civil-legal disciplines

Crimean Affiliate of Krasnodar University of the Ministry of Internal Affairs of

the Russian Federation

MUNICIPAL FORMTIONS IN THE REPUBLIC OF CRIMEA: FEATURES OF THE DEVELOPMENT AND TRENDS

The article discusses the concept of the municipality, its distinctive features stand out. The analysis of the legal regulation of the local government in the Republic of Crimea, as well as prospects for the development of municipalities in the new subject of the Russian Federation.

Keywords: local government, municipality, Republic of Crimea, territorial community, the inhabitants of the municipality.

The democratic shifts that have been taking place in Russia in recent years have led to a tendency to restore the activity of self-regulation and development of municipalities, strengthening their economic independence and desire to actively participate in the affairs of local life. The entry of the Republic of Crimea into the Russian Federation as a subject necessitated the transformation of the local government system, the adoption of relevant regulations and optimization of the structure of municipal government. It is these aspects that determined the relevance of scientific research on this issue, because these processes require not only political, legal and economic protection of municipalities in the Republic of Crimea, but also ideological and scientific justification for their creation, functioning and further development.

The concept of a municipality has been the subject of scientific research in the studies of many scientists. This problem, for example, is devoted to the works of M. Drahomanov, M. Grushevsky, R. Lashchenko, S. Shelukhin, etc. A large number of scientific studies by foreign, in particular American, researchers also consider the issues of definitions of a municipality, however, revealing this concept through the definition of “local society” (community). Moreover, in the social sciences of the United States, a whole direction has been formed related to the “research of local communities.”

In legal science, a “territorial community” is understood as a group of people whose members are “connected by the bonds of a common relationship to the territory in which they live, and by the bonds of relations arising from the fact of living in a common territory.” Further development of the concept of “territorial community” was found in the works of Vydrin I.V., Zaslavskaya T.I., Ryvkin R.V., Mezhevich M.M., Rusanova S.Yu. and others.

a community of people living in a certain territory and united by common interests.

Further analysis of the legal doctrine in the field of local self-government allows us to supplement the list of specific features of municipalities. M. Baymuratov and V. Grigoriev, in their definition of this concept, focus on the fact that local society is “a totality individuals permanently residing in a certain territory and are connected by territorial-personal connections and connections of a systemic nature.” According to A. Batanov, a municipal formation is “a territorial community consisting of individuals - residents, permanently residing, working in the territory of a village (or a voluntary association of several villages into a community), a town or city, who directly or through the municipal structures formed by them resolve issues of local importance, have common communal property, own in the given territory real estate, pay utility taxes and are connected by territorial and personal connections of a systemic nature.” . The study of the concept and characteristics of a municipality conducted by Yu. Surmin is systematic in nature. In it, the author identifies the characteristics of a municipality through the prism of the concepts “social territorial community”, “territorial community”, “local community”. By his definition, a municipality is an autonomous social superstructure organized by constant collective activity; local community is a certain independent element of society, which includes residents of this area and which is distinguished by local integrity; a socio-territorial community is a union of citizens united on a territorial basis - bearers of local connections and relationships, formed into a unique public entity on the basis of socio-territorial disagreements.

Summarizing the above views, we can conclude that the concept of “municipal entity” in the research of scientists is determined by different approaches and characteristic features, but in total they all differ in significant differences in its definition. At the same time, the legislator also did not pay much attention to this issue, enshrining in regulations only the main features of territorial entities.

Thus, this issue requires thorough scientific development, since the municipality is the main subject of the science of local self-government, the starting point in the system of local self-government, its primary subject, the bearer of its powers and functions. It is this that forms the grassroots territorial community of residents and is the most general subjective basis of local self-government.

We also note that the definition of a municipality allows us to classify its characteristics into basic and additional. The main features include territorial unity, permanent residence, formation and functioning within the framework of current legislation, the presence of common interests in activities, autonomy of authority in resolving local issues, psychological awareness of residents of belonging to membership in a municipal entity, etc. Additional features include include payment of utility taxes, ownership of real estate in the territory of the municipality, etc.

The definition of a municipality must be contained in its main local act - the Charter of the municipality. Unfortunately, an analysis of the current charters of municipalities shows that at the local level there is no single normative definition of its concept. Moreover, many of the charters define a municipality only through the prism of its types, by analogy with Federal Law No. 131-FZ. So, we believe that this gap negatively affects the legal status of the municipality as a multidimensional, multifaceted phenomenon acting in

as an integral subject of local self-government. Therefore, each municipal entity must establish its own essence in its charters.

The concept of a municipal formation is relatively new to Russian legal science. The definition of “municipal entity”, both in the works of scientists and in current legislation, is characterized by different approaches and qualifying features.

The current Constitution of the Russian Federation does not define a municipal entity. The federal law of October 6, 2003 No. 131-FZ “On the general principles of the organization of local self-government in the Russian Federation” also contains a rather narrow formulation, defining a municipal formation as an urban or rural settlement, municipal district, urban district, urban district with intracity division, intracity district or intracity territory of a city of federal significance. Thus, the legislative definition of the concept of a municipality is based only on the territorial-settlement criterion, without taking into account the specific features of such an organization of the population.

Many scholars advocate a simplified concept of municipality. In particular, in the legal literature, a municipality is defined as “a self-governing association of citizens at the place of residence”, “a socially organized group of people who live relatively compactly in a certain space and are united by solving problems at the place of residence”, “a local community based on self-government and separated from government agencies", "local community as a set of residents permanently residing in this territory, including foreigners", "people living within certain territorial boundaries and united by common interests" and so on.

With such a simplified attitude to the concept of a municipality, in our opinion, the socio-legal essence of this phenomenon is lost, which should include the concept of population as a community of residents (local community), united by joint activities, interests and goals to meet the needs associated with everyday life and the environment accommodation, recreation, training, communication.

An important sign municipality is socio-demographic interaction, that is, neighborly relations, general rules and norms of behavior, a sense of belonging and participation in events in society. I.V. Vydrin, in this context, considers a territorial collective as “a social community, which consists of the boundaries of the common residence of citizens, is based on socially necessary, socially determined activities that are carried out by a group of people united by common interests in the political, socio-economic and cultural spheres of life “, this is “an association of people at their place of residence with many formal, impersonal and informal, personally colored connections between them.” At the same time, operating with such categories, he draws attention to the expediency of the value-emotional side of the legal regulation of the content of the concept of a municipal entity, its use with an appeal not only to the consciousness, but also to the feelings of people.”

With the development of domestic and foreign research in the field of local self-government, the author’s approaches become more complex, and more and more definitive accents are placed. M. Baymuratov and V. Grigoriev note that a municipal formation is “a set of individuals permanently residing in a certain territory and connected by territorial-personal connections of a systemic nature.”

In the same vein, the definition of a municipality is given by A. Batanov, characterizing it as “a territorial community consisting of individuals - residents, permanent residents, working for

territory of a village (or a voluntary association into a common community of several villages), a town or city, which directly or through municipal structures formed by them resolve issues of local importance, have common communal property, own real estate in a given territory, pay municipal taxes and are bound by territorial and personal connections of a systemic nature.” M. Beschastny considers a municipality as “a community of residents united through natural settlement and permanent residence within one or several settlements with a single administrative center, which, in accordance with current legislation, has the right to resolve issues of local importance within the limits of current legislation.”

An important “niche” in the comprehensive disclosure of the essence of a municipality is occupied by the position of N. Orzikh, who considers it as the primary subject of local self-government - “the only social substrate in the territory that has its own interests,” which includes “citizens, foreigners and stateless persons permanently residing or working in a given territory, as well as paying local taxes and fees or owning real estate.”

Based on the foregoing, we can conclude that so far the concept of a municipal entity has not received either a unity of thought in science or an optimal legislative definition. Summarizing all the developments in this area of ​​research, we can highlight a list of the main features that should reflect the concept of a municipality, these are: the general territory of existence (which may include residence, work, ownership of real estate); common interests in solving life issues; social interaction in the process of realizing these interests; psychological self-identification of each member with society; joint communal property; payment of utility taxes.

The entry of the Republic of Crimea into the Russian Federation as its independent subject determined the need to transform the entire complex of legislation into the framework of the Russian legal system. Undoubtedly, this also affected the sphere of local self-government. Moreover, the adoption of legislation on the fundamentals of local self-government in the Republic of Crimea led to the transformation of the entire system of municipal structure of the peninsula.

Article 8 of the Constitution of the Republic of Crimea stipulates that local self-government is recognized and guaranteed on the territory of the Republic on the basis of autonomy and independence from state authorities. The Constitution of the Republic of Crimea, by analogy with the federal Constitution, contains a separate chapter devoted to consolidating the foundations of local self-government in Crimea, but this chapter does not contain the concept of a municipal entity.

On August 8, 2014, Law of the Republic of Crimea No. 54-ZRK “On the fundamentals of local self-government in the Republic of Crimea” was adopted, which also does not contain a definition of a municipality, but contains a reference norm to Federal Law No. 131-FZ.

Thus, in our opinion, it is rational to amend the current legislation of the Republic of Crimea, supplementing it with a broader interpretation of the concept of a municipal formation as a social-territorial association of individuals - residents permanently residing in the territory of a rural area - founded in accordance with the legislation of the Russian Federation and the Laws of the Republic of Crimea or urban settlement, as well as a city district or municipal district and having autonomous powers to resolve issues of local importance.

General principles territorial organization local government, including the procedure for the creation, transformation and liquidation of municipalities are enshrined in Chapter 2 of Federal Law No. 2 131192

Federal Law. In accordance with Article 10 of the said regulatory act, the territorial organization of local self-government is established and amended by the laws of the constituent entities of the Russian Federation in accordance with the requirements of federal legislation. Law of the Republic of Crimea No. 54-ZRK “On the fundamentals of local self-government in the Republic of Crimea” in Chapter 2 defines the principles of the territorial organization of local self-government in the Republic of Crimea, defining the features of granting municipalities the status of an urban settlement, rural settlement, urban district, municipal district. This chapter also defines the procedure for establishing and changing the boundaries of municipalities, as well as methods for transforming municipalities.

On June 4, 2014, Law of the Republic of Crimea No. 15-ZRK “On establishing the boundaries of municipalities and the status of municipalities in the Republic of Crimea” was adopted. This Law determines the status of municipalities in the Republic of Crimea. 11 cities have been granted the status of urban district and a list of settlements included in them has been established. This Law also allocates 13 municipal districts with the establishment of a list of urban and rural settlements included in their composition, as well as with the determination of the administrative center.

Simultaneously with the Law of the Republic of Crimea No. 15-ZRK, the Law of the Republic of Crimea No. 16-ZRK “On the structure and name of local government bodies in the Republic of Crimea, the number, terms of office and the date of elections of deputies of representative bodies of municipalities of the first convocation in the Republic of Crimea” was adopted. This Law establishes the mandatory structure of local government bodies of municipalities first formed in the Republic of Crimea in accordance with the Law of the Republic of Crimea “On establishing the boundaries of municipalities and the status of municipalities in the Republic of Crimea”, as well as the number of deputies of representative bodies of city districts, urban and rural settlements . For example, among urban districts the most

a large number of deputies is established for the city of Simferopol - 38 deputies, among urban settlements - for Bakhchisarai - 22 deputies, for rural settlements in the amount of 7 to 15 deputies.

The development of municipalities in the Republic of Crimea does not stand still. Thus, in 2015, a concept was developed for the unification of the municipal formation of the urban district of the city of Simferopol and the municipal formation of the Simferopol district of the Republic of Crimea with the aim of creating a single municipal formation with effective system management implementing the state policy of active macroeconomic development of the Crimean territory and improving the quality of life of the population at the local level. The transformation of this territory will solve not only housing problems and problems of industrial construction, but also improve the quality of transport interchanges, public infrastructure, and improve the quality of public services.

Summarizing the results of our research, it should be noted that the municipality is the lower level of the territorial organization of the population for solving the most important and current issues local life. The formation of settlements in the Republic of Crimea was carried out anew, radically changing its territorial limits of its previous existence. Today there is a process of development and transformation of the created municipalities, the consequence of which will be not only a change in the legal regulation of municipal authorities in Crimea, but also a transformation of the lives of the residents themselves - members of the municipalities.

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Vesetiu Ekaterina Viktorovna
Humanitarian and Pedagogical Academy (branch)
Federal State Autonomous
educational institution of higher education
"Crimean Federal University named after V.I. Vernadsky", Yalta

Vezetiu Ekaterina Viktorovna
Academy of the Humanities and Pedagogics (branch)
V. I. Vernadsky Crimean Federal University, Yalta

Annotation: The article is devoted to the study of the problem of socio-economic development of the Republic of Crimea in the context of the state regional policy of the Russian Federation. The article analyzes the concepts of “region”, “regional policy”, “regional development”. The study presents the main directions and goals of the state regional policy of the Russian Federation at the present stage, and identifies the main aspects of the socio-economic development of Crimea within the framework of the regional policy of the republic and the state.

Abstract: The article is devoted to studying problems of socio-economic development of the Republic of Crimea in the context of the state regional policy of the Russian Federation. The article analyzes the concept of "region", "regionalism", "regional development". The study presents the main directions and objectives of state regional policy of the Russian Federation at the present stage, the main aspects of socio-economic development of the Crimea in the framework of the regional policy of the Republic and the state.

Keywords: region, regional policy, regional political systems, regional development, concept of regional development, strategic directions of regional development, socio-economic development, Republic of Crimea.

Keywords: regional policy, regional political systems, regional development, the concept of regional development, strategic directions of regional development, socio-economic development, the Republic of Crimea.

In historical retrospect, the Crimean Peninsula was a territorial base for the development of numerous states. At the present stage, Crimea is one of the subjects of the Russian Federation, which significantly influences the ways and directions of the political and socio-economic development of the region.

Before turning to the study of the features of the socio-economic development of the specified subject of the Russian Federation, we will consider the essence of a number of concepts.

So, from the point of view of conceptual positions, the term “region”, according to T.M. Shovgenova, is a multi-level structure, including many complex elements, a large number of diverse connections, characterized by the circulation of large flows of material, financial and information resources that determine its internal dynamics.

According to the definition of N.T. Avramchikova, regional policy is “a relatively new, but very important element of the system of regulatory government intervention in the economy. In many ways, its manifestation and formation is the result of large-scale changes in the socio-economic and political life Western community in the post-war period, in particular, its political democratization."

The need to develop regional political systems, contributing to the socio-economic growth and stability of the constituent entities of the Russian Federation, is caused by processes characterized by the transformation of social and economic relations, and therefore the role of the state in relation to issues of regulating economic processes in the regions is decreasing.

The development of individual strategies for the socio-economic development of regions will strengthen the overall economic condition of the country. This idea is shared by R.G. Abdulatipov, emphasizing that the huge scale of the country’s territory and the unique diversity of “natural-climatic, geopolitical, ethno-confessional and geopolitical conditions make the need to develop an effective regional policy an imperative for national development.”

Taking into account the above, we can conclude that the development of the Crimean region may have individual characteristics, taking into account the specifics historical development, geographical, economic, industrial and other features of the peninsula, however, it must still be carried out in the context of a national regional policy. In this regard, let us turn to the consideration of the main conceptual provisions of Russian regional policy, which are relevant at the present stage.

The modern regional policy of the Russian Federation is developing in a number of directions, the main ones, according to Yu.S. Nekhaychuk and D.V. Nekhaychuk are:

— economic policy that involves mitigating regional economic imbalances;

— social politics, which consists in smoothing out regional differentiation in living standards, as well as a general improvement in the quality of the social environment;

— demographic policy aimed at implementing state regulation of the natural and mechanical movement of the population;

— environmental policy, which implies improving the environmental situation in the region.

As the core of regional policy, these researchers consider the implementation of “economic goals of regional development, since the mechanisms for achieving the necessary social, demographic and sociological conditions are inevitably associated with the availability of a sufficient amount of financial resources and the use of financial and economic incentives.”

Based on the analysis of theoretical sources devoted to the study of problems of regional development in Russia, it is possible to identify key directions for improving state regional policy. We include:

— increasing the role of regional aspects in the country’s socio-economic policy;

— improving the socio-economic aspects of state regional policy.

The Republic of Crimea is a relatively new region within the Russian Federation. On the one hand, the socio-economic development of the region is financed from federal funds, on the other hand, Crimea also has its own potential, allowing for the dynamic development of the republic.

Taking into account state support and Crimea’s own potential, we can conclude that the socio-economic development of this subject of the Russian Federation depends on the correct development and implementation of strategic directions for regional development.

The Concept for the development of the Strategy for the socio-economic development of the Republic of Crimea for the long term indicates the main goal of the region’s development, namely: “creation innovation system sustainable social, economic and environmental development to ensure a high level and quality of life for the population and guests of the Republic of Crimea."

Today we can talk about the presence in the region of industries characterized by a focus on innovation. However, at the present stage of development of Crimea, numerous changes are required, involving the introduction of innovative technologies in the leading socio-economic spheres of Crimea, in particular, in the development of agriculture, industrial enterprises and tourism.

The leading directions of socio-economic development of Crimea today are:

— development of financial and banking structures;

— development and modernization of agriculture;

— expansion of the service sector and tourism destinations;

— gradual reform of the social sphere;

— development anti-corruption policy and implementation of relevant activities;

— improving social organizations by focusing them on the innovative nature of their activities.

Summarizing the above, we conclude: regional policy in Crimea is aimed at increasing the socio-economic level by taking into account the basic conceptual provisions of the state’s regional policy.

The development and implementation of domestic policy in Crimea is based on the innovative concept of regional development, the provisions of the state regional policy of the Russian Federation, as well as taking into account the historical, demographic, environmental, economic, geographical and other features of the republic.

Bibliography

1. Abdulatipov R.G. Federalization of Russia and the relationship between regional and national policy/ Ethnopolit. Herald. – 2005. – No. 1. – P. 5-21.
2. Avramchikova N.T. Modern regional policy: the experience of foreign countries // Bulletin of the Siberian State University of Science and Technology named after Academician M. F. Reshetnev. – 2008. – No. – pp. 185-191.
3. Concept for developing a Strategy for the socio-economic development of the Republic of Crimea for the long term. URL: http://mlnek.rk.gov.ru /file/File/2015/docs/strateg/strateg_konc/strateg_konc.pdf (access date: 02/10/2016).
4. Nekhaychuk Yu.S., Nekhaychuk D.V. Strategic planning as a tool of regional policy: Crimean aspect // Symbol of science. – 2015. – No. 8. – P. 107-118.
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development of public preschool education in Crimea at the end of the 20th - beginning of the 21st century (1991-2010)

Historical features and stages of development of public preschool education in Crimea

A feature of the development of the Ukrainian history of preschool education and, accordingly, the formation of the theory and practice of preschool education in Crimea is that the problem was formed not in the sphere of a specific national area, but through the experience and values ​​of the traditions of other cultures, namely preschool pedagogy Russia and the West. [Golovan T.M. Stages of formation and development of preschool institutions in Crimea in the second half of the 19th - early 20th centuries // Pedagogy as a resource for the development of modern society: Proceedings of the International Scientific Conference on February 7-9, 2007: in 2 volumes. Pedagogy / Edited by A. A. Romanova. - Ryazan: RSU named after. S.A. Yesenin, - 2007 - T.1. - p.68]

The formation of public preschool education in Crimea, as an integral link in the system of lifelong education, dates back decades and significant historical events that played a big role.

From the moment of its formation, preschool education in Crimea reflects all the changes taking place in the education of Ukraine. It is necessary to pay tribute to all the changes taking place in the context of democratization and humanization of education. However, Crimea has its own historical regional features of the development of public preschool education, when in the second half of the 19th - early 20th centuries it became established on such a multinational territory. They are reflected both in the typology of preschool institutions and in the features of the organization, content, forms and methods of their activities.

So, at the beginning of the 20th century, the state took over the functions of financing, organizing and managing preschool institutions. The Soviet period in the development of public preschool education is characterized by the unification of not only the types of preschool institutions, but also a unified approach to software for preschool institutions, a stereotypical approach to the organization pedagogical process, training of personnel for the preschool education system. Public preschool education at that time was not considered from the position of the state as a self-sufficient and self-significant system. The main goal of preschool institutions was to prepare children for school. And accordingly, the orientation of teachers’ activities is primarily towards equipping preschoolers with a system of knowledge, skills and abilities. [Golovan T.M. Possibilities of using the experience of preschool institutions in Crimea in the second half of the 19th - early 20th centuries in the context of modernizing the modern system of preschool education in Ukraine. - p.2 http://docs. google.com/viewer? a=v&q=cache: d1ny9W2ERFoJ: www.nbuv.gov.ua/Portal/soc_gum/pspo/2008_19_3/doc_pdf/Golovan%27]

Thus, in 1956, on the basis of the decree “On measures for the further development of preschool institutions, improving the education and medical care of preschool children,” a new type of preschool institution was created - a nursery-kindergarten. It was designed to provide education and training for children of both early and preschool age. In accordance with this, a unified program for raising children of early and preschool age was developed. Doctors - N. Aksarina, N. Shchelovanov and others - took an active part in its creation. Close interaction between teachers and doctors was expected in organizing the work of a new type of preschool institutions. However, in real life this scientific idea has not found its full embodiment. The problem of health improvement physical education children in mass preschool institutions general type and was solved as a whole, without relying on the principle of homogeneous differentiation.

Sanatorium preschool institutions solved the problems of health improvement, treatment and physical development of children more successfully, but there were few such institutions. And they were intended primarily for the treatment and education of sick children.

In preschool institutions of the late 20th century, complex forms of educational work with children prevailed. On the one hand, the state approach ensured the mass enrollment of preschool children in preschool institutions and their accessibility to the population, and on the other hand, the view of kindergarten as an appendage of the school was cultivated. Accordingly, the approach to teaching and raising children was also unified. The problems of raising sick and weakened children have almost disappeared, although there were separate types of preschool institutions for this category of children, but their number was insufficient. The existing unified program for preschool institutions also made the approach to teaching and raising healthy children common. Differentiated forms and methods of working with gifted or capable children were not practiced in preschool institutions; an individual and personal approach was not encouraged in accordance with the inclinations, interests, inclinations, health status and gender of the children. In essence, a collective educational and disciplinary model of education was practiced in preschool institutions. The existing relationship between the management system and science is full of contradictions and limitations. Most often, research was limited to certain areas, but did not take into account the historical processes of the development of education in the regions.

Democratic changes began only in the 90s of the 20th century, with the creation of an independent Ukrainian state. In the 90s, along with the theoretical and methodological substantiation of the essence of preschool education in pedagogical research, there was an urgent need to clearly identify the structure, types of preschool institutions, and expand their significance in the preparation of the younger generation. At the same time, the process of a sharp reduction in the number of preschool institutions began, for reasons, primarily of an economic nature. [Golovko M. The first institutions of public preschool education in Ukraine (the second half of the 19th century - the beginning of the 20th century) // Humanization of the educational process. - Slavyansk. - 2010 - p.54]

Pedagogical partnerships, which were formed in big cities states. They popularized the idea of ​​public education of preschool children and contributed to the dissemination of scientific views on the upbringing and education of preschool children.

Thus, the well-known partnership “Kindergarten” in Simferopol back in 1872, under the initiative of I. Ivanov, opened an institution of “day care for the education and training of preschool children - a kindergarten.” Later, in 1895, children's shelters-nurseries "District Nurseries" were opened in Yalta. In Kerch in 1897, the Froebel kindergarten, organized by the "Nursery" partnership, began its activities. Day nurseries, opened in 1896 in Simferopol, in 1900 in Sevastopol and in 1902 in Evpatoria, operated on the basis of the principles of folk kindergartens, and their goal was to combat child homelessness, general and comprehensive development children and assistance to working parents.

A significant role in the organization of preschool institutions belonged to charitable and national pedagogical partnerships. Organized in 1899 by O. Kalinina, the Kerch Child Care Partnership initiated the opening of a kindergarten on Pushkin Square for physical games, exercises and activities; Simferopol partnership "Children's Aid", founded in 1905. Schneider, contributed to the opening and operation of children's playgrounds in the cities of Simferopol and Saki for many years.

Some paid private kindergartens existing at that time worked in conjunction with an elementary school, such as the Frebel kindergarten - an experimental school founded in 1905 in Kerch and the kindergarten - experimental school E. Nerger, opened in 1914 in Simferopol.

All kindergartens existing at that time were opened with funds from private individuals or pedagogical partnerships. [Golovko M. The first institutions of public preschool education in Ukraine (the second half of the 19th century - the beginning of the 20th century) // Humanization of the educational process. - Slavyansk. - 2010 - p.56]

In the period from 1945 to 1991. In Crimea, a system of public preschool education for young children was created, which played a positive role in shaping the personality of the country's future citizens.

Before the Great Patriotic War In Crimea, there were 113 permanent nurseries in cities and 281 in rural areas, with a total number of places in them of 14,927. During the Nazi occupation, the network of kindergartens and nursery groups was completely destroyed. Its restoration and a completely different stage in the development of preschool education began after the liberation of Crimea in 1944. However, it was not without problems. The difficulty of this period was that after the deportation of the Crimean Tatars and other peoples of Crimea, a large number of settlers from Ukraine and the RSFSR simultaneously arrived on the peninsula. The first wave of which arrived in 1944 - and amounted to 50 thousand people of the working population, the second wave occurred in 1950-1954. and brought with it 57 thousand people. [Shevtsova N.P. Problems of development of the system of children's nurseries in Crimea: history and modernity. - Simferopol: Crimean Engineering and Pedagogical University, 2006 - p.12]

In connection with this historical fact, the need for preschool institutions has increased sharply. So, by 1950, the number of nurseries in Crimea reached 50% of 1940, but the number of places was 2.5 times less than before the war. Many nurseries were located in poorly equipped premises, often with just a dirt floor, and did not have special equipment, furniture, beds or simply the most necessary things in educational activities.

Thus, according to an inspection of the state of preschool education in the region for 1952, it was noted that there were nurseries in which there were 12 beds, 8 pillows, and 2 mattresses for 22 children. However, there were also those in which even this was not the case. And they used to a greater extent what their parents brought. The nutrition of children, especially in rural areas, did not meet the standards either in terms of quantity or variety of products.

The issue of providing nurseries with qualified personnel was also acute. But according to data for 1958, it was noted that 2 thousand nurses who did not have special education worked in the nurseries of Crimea. In rural nurseries, the overwhelming majority of workers did not even have a general secondary education.

Departmental disunity also hampered the development of the preschool education system: nurseries were subordinate to the Ministry of Health, and kindergartens were under the system of the Ministry of Public Education. And accordingly, there was no acceptability in educational work between these types of children's institutions. This created additional difficulties in their further development. And this situation remained until the end of the 50s. [Shevtsova N.P. Problems of development of the system of children's nurseries in Crimea: history and modernity. - Simferopol: Crimean Engineering and Pedagogical University, 2006 - p.17]

In June 1959, Resolution No. 949 of the Central Committee of the Communist Party of Ukraine and the Council of Ministers of Ukraine was issued “On measures to further expand the network of preschool institutions and medical care for preschool children.” The resolution was aimed at uniting nurseries and kindergartens into a single preschool institution - a “nursery-kindergarten”.

In accordance with the Resolution, it was planned to create an additional 33,300 places for children by 1965, of which 1,300 were for young children.

From that moment on, the construction and organization of preschool institutions received close attention from party and government bodies.

And so by 1962, 37,800 places had been created. The construction of integrated preschool institutions in rural areas was especially intensive. However, this was not enough. Many groups of both early and preschool age were overcrowded. At the same time, the successes achieved in Yalta (the construction plan was 185.5% full), Simferopol, Krasnogvardeysky, Krasnoperekopsky, Razdolnensky and other areas were especially noted. In the region as a whole, the implementation of the plan was 110.4%. [Shevtsova N.P. problems of development of the system of children's nurseries in Crimea: history and modernity. - Simferopol: "Crimean Engineering and Pedagogical University, 2006 - p.24]

In addition to new construction, funds were sought in the region to expand the network of preschool institutions by releasing and refurbishment of administrative and other buildings. Thus, in Simferopol, after the building of the Communist Party of Ukraine was re-equipped, a kindergarten for 135 places was opened, in Dzhankoy the building of a state bank was converted into a “nursery-kindergarten”, and in Evpatoria - a health resort, etc.

By the end of the 60s, most budget preschool institutions had all the necessary equipment to organize the lives of children. The situation with teaching staff has also improved.

The situation with personnel for nursery groups was more complicated. Thus, by the mid-70s, 43% of nurse educators in preschool institutions did not have a medical education. But since there was a process of gradual transfer of nurseries to the education system, it was not profitable for the regional health department to increase the volume of training of medical workers. And yet, in the early 80s, the qualitative composition changed to positive side and was no longer 43%, but reached 53.1%.

A major role in the development of the nursery-kindergarten system in Crimea was played by the “Kindergarten - New Building” program adopted in the 70s, according to which every new residential area must be provided with preschool institutions in accordance with accepted standards. In 1976, the Plenum of the Crimean Regional Committee of the Communist Party of Ukraine considered the issue “On the tasks of the regional party organization for the further development of the network of preschool institutions.” In particular, the goal was set - by the end of the five-year plan, to build 235 preschool institutions, which were designed for 50 thousand places. [Essays on the history of the Crimean regional party organization. - Simferopol: "Tavria", 1998 - p.231]

But despite the accepted conditions for the merger, by the 80s there still remained a significant number of nurseries that were part of the regional health department. And disunity in the management of different types of children's institutions affected the recruitment of groups of children. As a result, the proportion of young children in consolidated preschool institutions was reduced (18.8% instead of 30-40%).

The complete unification of nurseries and kindergartens in Crimea occurred by the mid-80s. By this time, 983 preschool institutions of all departments operated in the Crimean region, 65% of children attended them. We can note the successes in enrolling children in preschool education in Kerch, Feodosia, Pervomaisky, Sovetsky, and Razdolnensky districts. At the same time, in Alushta, Yalta, Saki, and the Krasnoperekopsky district, during these years there was a tendency toward a decrease in the enrollment of children in preschool institutions. In total, 9,500 children were on the waiting list for preschool institutions in Crimea.

The period of the 90s in relation to the field of preschool education can be called a crisis. And all the data show that preschool education in various regions of Crimea depended largely on subjective factors. These include the level of civic position of the leadership of the district state administration and local governments, their understanding of the role of preschool education in human development, the level of their resistance to the desire to improve financial affairs in the districts by reducing the network of preschool institutions. If in Crimea in 1992 there were 936 preschool institutions with 55,000 places, of which 23,000 places were allocated for young children. [Shevtsova N.P. Problems of development of the system of children's nursery institutions in Crimea: history and modernity. - Simferopol: "Crimean Engineering and Pedagogical University", 2006. - p.27]

Features of the preschool education system of Crimea at the end of the 20th - beginning of the 21st century

An analysis of the historical experience accumulated in the field of preschool education indicates that the most favorable conditions for the development of public preschool education were created in those countries where the state program was aimed at this.

The Ukrainian SSR, until 1991, was one of the republics of the USSR with the most developed system preschool education. Political and socio-economic changes that occurred in Ukraine at the end of the 20th century negatively affected the state of preschool education. From 1990 to 2000, 7.3 thousand preschool educational institutions stopped operating in the state. The preschool education system suffered especially great losses in rural areas. Appendix 2. [Shevtsova N.P. Development of a network of preschool institutions in the Crimean region in the 20th century // Crimean Engineering and Pedagogical University. - Simferopol, 2006. - mode of access to the resource - http://www.rusnauka.com/7. _DN_2007/Pedagogica/20469. doc. htm]

Appendix 2. Preschool institutions of the Autonomous Republic of Crimea and the number of children enrolled in education.

Restored in 1991, the Autonomous Republic of Crimea inherited a well-organized education system with an extensive network of educational institutions that mainly satisfy the needs of the population in preschool, school and out-of-school education.

As you know, the First Congress of Crimean education workers was held in November 1992, at which issues of national education were discussed.

Also, taking into account the rapidly changing demographic situation, the Supreme Council of Crimea in 1992 instructed the Council of Ministers of Crimea and the education department to develop the “Concept of National Education” in the Autonomous Republic of Crimea. Already by January 1, 1993, the draft Concept was developed, discussed at the congress of educators in Crimea and presented to the congress of educators in Ukraine.

In accordance with the status of autonomy, in the period until 1996, regulatory legal acts regulating the activities of educational institutions were in force in Crimea: the Constitution of the Autonomous Republic of Crimea, the Law of the Republic of Crimea “On Education”, the Regulations on the Certification of Pedagogical Workers of the Autonomous Republic of Crimea and more than 50 other regulations were in force -legal documents, which made it possible to support the education and development system before the adoption of the Law of Ukraine “On Education” in 1996. Since 1991, the number of preschool institutions has decreased significantly. However, the basic principles of preschool education were preserved. [Shevtsova N.P. Problems of development of the system of children's nursery institutions in Crimea: history and modernity. - Simferopol: "Crimean Engineering and Pedagogical University", 2006. - p.9]

Changes in the social, economic, and social life of Ukraine, as well as the demographic situation, required a restructuring of the main directions of the preschool education system in the Autonomous Republic of Crimea.

Dynamics of changes in the network of preschool institutions in the period 1991-2001. shows its decrease from 937 to 684 institutions. Of the 2 53 repurposed, reorganized preschool institutions, 40% of the buildings are used for educational needs, 60 buildings are empty, which sanitary standards prohibited for use.

It should be noted that, first of all, preschool institutions located in adapted buildings were closed. So in 1991 out of 937 secondary care institutions, 218 (or 23%) buildings did not meet sanitary requirements. Currently, only 59 preschool educational institutions (8.5%) are not located in standard premises.

The reduction in the network of preschool institutions did not have negative consequences on the preschool education system.

In the Autonomous Republic of Crimea there are 684 preschool institutions, in which 36,322 children are educated, of which 30.4 thousand are in the city, 6 thousand preschoolers are in the village. With a decrease in the birth rate from 28 thousand in 1991. up to 15 thousand in 2000 The existing network fully satisfies the needs of the population. For the last 5 years there has been no waiting list; preschool educational institutions can additionally accept free places 16 thousand school-age children. [Ways and prospects for the development of preschool education in the Autonomous Republic of Crimea // MES AR Crimea - http://minobr. crimea-portal.gov.ua/rus/index. php? v=5&tek=71&par=66&l=&art=674&date=]

During the period from 1996 to 2001, unfortunately, not a single preschool institution was put into operation in the Autonomous Republic of Crimea. In order to preserve the network of preschool institutions, in 2001 the process of transferring departmental kindergartens to communal ownership continues. At the end of 2001, the number of municipally owned preschool institutions was 400, which, according to data, was one and a half times higher than the number of departmental preschool institutions.

The existing network of preschool institutions at that time met the needs of the population. Preschool institutions were able to admit an additional 16.7 thousand children.

However, at the end of 2001, for various reasons, 286 institutions were not working, which accounted for more than 42% of the total number. And nine out of ten idle gardens were located in rural areas.

The issue of the language in which children were raised in kindergartens remained problematic in Crimea. 4.3 thousand teaching staff were involved in raising children. But the level of education of teachers in preschool institutions in rural areas was significantly lower than in the city. In cities, every third worker had higher education, in rural areas - every fifth.

Also, at the end of 2001, there was a tendency to create in Crimea 12 specialized kindergartens and 68 preschool institutions with special purpose groups, in which almost 10% of preschool children were raised and educated.

However, since Crimea is a multinational peninsula, the problem of creating preschool institutions for Crimean Tatars has arisen. AND positive result was founded in 1990, when for the first time in Crimea, three groups with the Crimean Tatar language of instruction and education were opened on the basis of Russian-language kindergartens. In 1991, their number increased to 12, in 1992 - 24, in 1993 - 40, in 1994 - 38. However, by 2003, the number of Crimean Tatar groups had decreased to 21 groups, which were attended by 325 children of Crimean Tatar nationality. [Kadzhametova S. Problems of education of the Crimean Tatar people in Crimea // From the report “Problems of legal integration of deportees”. - Simeiz. - May 19-21, 2003 - http://qirimtatar. narod.ru/maarif_obzor. htm]

According to the Ministry of Education and Science of the Autonomous Republic of Crimea, at the beginning of 2005 there were 624 kindergartens in Crimea, of which only 414 kindergartens were operating, or just over 66%.

According to statistics, out of 210 non-functioning preschool institutions, 141 institutions were in communal ownership, 53 were not suitable for further operation. In this regard, the Minister of Education and Science of Crimea appealed to local authorities to reconsider their entire attitude towards preschool care and education.

In 2002-2004, the number of children in groups with Ukrainian language education (from 1013 children in 2000 to 1488 children in 2004).

The number of teaching staff increased by 2.5%. There are 4,196 teachers working in preschool educational institutions, of which 38.3% have higher pedagogical education; in 20003, this figure was 36.5%.

Work began on the implementation of the innovative program for the development and education of young children “Zernyshko”.

By 2006, in the Autonomous Republic of Crimea there were 36 thousand places in preschool institutions. There were 4.1 thousand children in line to receive them. In particular, there were 2,400 children in Simferopol, 600 in Greater Yalta, and 500 in the Krasnoperekopsky district. But a particularly great need is the lack of places for children of early preschool age. [Shevtsova N.P. Problems of development of the system of children's nursery institutions in Crimea: history and modernity. - Simferopol: "Crimean Engineering and Pedagogical University", 2006. - p.11]

Statistics from the Ministry of Education and Science of the Autonomous Republic of Crimea help to track the dynamics of the number of children in preschool institutions of the Autonomous Republic of Crimea. This statistic is presented in Appendix 3. [Preschool institutions of the Autonomous Republic of Crimea in 2006, statistical bulletin/Ed. O.L. Pityurenko - Simferopol: Main Department of Statistics in the Autonomous Republic of Crimea. - 2007 - p.9]

Appendix 3. Dynamics of the number of children in preschool institutions of the Autonomous Republic of Crimea

If you trace the statistics in the field of preschool education in the Autonomous Republic of Crimea, you will notice that in some aspects the indicators fell, and in some, on the contrary, they increased in their development. So in 2000, the number of preschool institutions in cities was 288 institutions with the number of places for children in them for 32,921 people, but in rural areas this figure is somewhat different, the number of preschool institutions was 396 institutions, with the number of places for only 19,274 people. In 2002, this figure was in the city - 272 institutions and with the number of places for 30,807 people, in rural areas - 383 institutions and with the number of places for 16,172. That is, over several years the dynamics of the decline was quite large. In 2006, the figure fell again and amounted to only 250 institutions with a number of places for 29,938 people in cities, and 355 institutions and 20,949 places in rural areas. The only positive trend can be seen in the increase in the number of children attending preschool institutions. So in the city their number in 2000 was 30,463 people, in 2001 - 31,399 people, in 2004 - 31,531, in 2006 - 34,044 people. In rural areas, the number of children attending preschool institutions is much lower, but there is a constant growth trend.

So in 2000 their number was 5859 people, in 2002 - 5549, in 2004 - 6474, in 2006 - 8360 people. This trend allows us to suggest further ways of developing preschool education both in urban settlements and rural populations. Appendix 4. [Preschool institutions of the Autonomous Republic of Crimea in 2006, statistical bulletin/Ed. O.L. Pityurenko - Simferopol: Main Department of Statistics in the Autonomous Republic of Crimea. - 2007 - p.9]

Number of institutions
In urban areas
In the countryside
There are places in them
In urban areas
In the countryside
Number of children in institutions
In urban areas
In the countryside
Number of children per 100 places
In urban areas
In the countryside
Additionally in Ukraine

Appendix 4. Preschool educational institutions of the Autonomous Republic of Crimea.

If we compare with Ukraine as a whole in terms of the number of children enrolled in preschool institutions, the indicator stops at 51% of the total number. Appendix 5. [Preschool institutions of the Autonomous Republic of Crimea in 2006, statistical bulletin/Ed. O.L. Pityurenko - Simferopol: Main Department of Statistics in the Autonomous Republic of Crimea. - 2007 - p.12]

Appendix 5. Enrollment of children in preschool institutions by region of Ukraine in 2006.

After 2006, in preschool education in the Autonomous Republic of Crimea, there has been a gradual increase in both the number of functioning preschool institutions and the number of children enrolled in them.

However, until recently, a big problem in the field of preschool education remained parents’ lack of understanding of the system for queuing up for kindergarten. But after the Department of Education and Science created an electronic register of children in need of preschool education, this problem moved aside.

And its place was taken by the problem of the lack of masses in preschool institutions, despite all the measures taken to increase the number of kindergartens, nursery groups and other preschool institutions.

Therefore, in order to ensure an organized process of training and education, solving urgent problems of the industry, the implementation of the resolution of the board of the Ministry of Education and Science of Ukraine dated August 22, 2008 No. 296 “On approval of measures to improve the quality of education in the Autonomous Republic of Crimea for 2008/2011”, decisions of the board of the Ministry of Education and Science ARK dated August 27, 2008, it was decided to consider the further development of preschool education as a priority; improving the quality of teaching services; implementation of the Development Program for Preschool Institutions for 2008-2011; improve educational work by reducing the negative impact of the social environment on children. It was called upon to monitor the state of preschool education, and also to increase the percentage of enrollment in preschool education for children of the appropriate age. Also, the heads of preschool institutions should include the Basic Program for the Development of Preschool Children in the annual work plan of preschool institutions. Take measures to resume the work of previously closed preschool educational institutions, providing funds for these purposes in the budgets of cities and districts, according to the list of preschool educational institutions subject to restoration (attached). Ensure that at least 75% of children receive preschool education. [Resolution No. 296 of 06/03/2008 “On approval of measures to improve the quality of education in the Autonomous Republic of Crimea for 2008-2011” // Council of Ministers of the Autonomous Republic of Crimea, Simferopol. - http://search. ligazakon.ua/l_doc2. nsf/link1/AP080296.html]

In recent years, the Ministry of Education of the Autonomous Republic of Crimea has been working aimed at updating the infrastructure of preschool education, which could provide a wide range of educational services, taking into account the age and individual characteristics of children, the needs of the family and society.

Currently, the number of preschool children with disorders of psychophysical development has sharply increased. For this category of children, 13 special kindergartens and 69 preschool institutions with special purpose groups have been opened in Crimea, where 2878 children are raised and educated, or 9% of the total number of preschoolers attending preschool educational institutions. But this number of kindergartens is far from optimal; additional opening of specialized groups on the basis of departmental institutions is required. The issue of opening revolves primarily around insufficient funding for educational institutions and the fact that parents of children attending special groups are exempt from paying for kindergarten.

The issue of attracting young children (up to 3 years old) to preschool education institutions is relevant. The analysis shows that out of 36.4 thousand preschool children, only 5 thousand are children under 3 years old. Increasing early age groups and opening short-term groups will make it possible to fill the empty places for children who have left for school.

As a positive fact, it should be noted the intensification of the process of accepting departmental preschool educational institutions into communal ownership. [Ways and prospects for the development of preschool education in the Autonomous Republic of Crimea // MES AR Crimea - http://minobr. crimea-portal.gov.ua/rus/index. php? v=5&tek=71&par=66&l=&art=674&date=]

Preserving the network of preschool institutions and transferring them to the balance of local budgets requires special attention and constant monitoring on the part of educational authorities, as does ensuring the constitutional right of children to education and upbringing in their native language. This is especially true in areas densely populated by national minorities.

With the adoption of the Law of Ukraine "On Preschool Education", conditions appeared for improving the state of affairs in this area. Now every child of the 5th year of life must have compulsory preschool education through various forms of receiving it in accordance with the Basic Component of Preschool Education. The state guarantees the accessibility of education through a variety of forms of receiving it, sending government subsidies for the maintenance of children in preschool educational institutions, and providing social and pedagogical patronage to families.

The network of preschool educational institutions did not change noticeably in 2010 and amounted to 602 preschool educational institutions. Of these, 482 institutions operate, covering 52,550 children (59.6% of the total number of preschool children).

3 preschool educational institutions also resumed their functioning: in the village. Golubinka, Bakhchisarai district, in the village. Belinskoye, Leninsky district, in the village. Verkhnekurgannoe, Simferopol district (on the basis of the Verkhnekurgan secondary school).

In 2010, preschool education, through various forms, covered 99.5% of 5-year-old children (18,746 children). Which is significantly higher than the level of previous years.

There are 90 children per 100 places, including 119 children in the city and 51 children in the village. The average cost of maintaining one child per day is 46.1 hryvnia. Natural nutritional standards are met by 85%.

Of the 482 emergency departments, 365 operate according to priority areas(artistic and aesthetic - 48, physical education and health - 88, music - 40, humanitarian - 63, others, including environmental - 126).

For children with disabilities in psychophysical development, there are 11 special kindergartens and 61 preschool educational institutions with special groups, where 2833 children are educated and educated.

Due to changes demographic situation 29 preschool educational institutions that were closed over 10 years ago urgently need to reopen. Today, the waiting list for children's educational institutions in cities is 13,935 children; in rural areas this figure is much lower and amounts to 2,759 children. [Ways and prospects for the development of preschool education in the Autonomous Republic of Crimea // MES AR Crimea - http://minobr. crimea-portal.gov.ua/rus/index. php? v=5&tek=71&par=66&l=&art=674&date]

Due to the lack of places, it is necessary to develop a comprehensive program for the development of preschool education. Such a program was proposed by S. Kruglov. Developed on behalf of the city state administration. Its program for the development of preschool education includes five main sections - five strategic directions for expanding the number of kindergartens and providing places in them. This is, firstly, the opening of additional groups in existing preschool educational institutions, secondly, the return of preschool educational institutions, currently used for other facilities, to the existing network and the resumption of their work, the reorganization of existing educational institutions into preschool educational institutions, the optimization of preschool educational institutions of compensatory and combined types, the opening of short-term stay groups for children of five years of age on the basis of general education institutions.

This action plan is designed for five years, and its implementation will expand the capabilities of kindergartens.

If we compare this program with the development of preschool education in Sevastopol. Then it will be possible to expand the number of places in kindergartens by almost three thousand additional places.

In Sevastopol there is a resource of buildings to return them to the kindergarten system. For example, the primary classes of school No. 9 and gymnasium No. 2 are located in the buildings of former kindergartens No. 115 and No. 117. The gradual transfer of junior classes to the main school building will make it possible in a few years to restore the activities of preschool institutions with significant capacity.

A full-fledged kindergarten in the village needs to be restored. Frontline, it is necessary to resume the work of preschool institution No. 70 in the Balaklava region. One of the reserves for increasing the number of places in kindergartens is the reorganization of small rural schools into a “kindergarten-school” complex. Work on the reorganization of schools No. 48, 51 and 56 is already underway.

Currently, the possibilities of organizing groups for short-term stays of children in kindergartens and on school premises are being considered. And it is planned that such short-term stay groups will begin to function in January 2011.

Solving the above problems is possible subject to the intellectual and financial efforts of local authorities executive power and local governments through the implementation of the Regional Program for the Development of Preschool Education until 2015. [Kruglov S. Regional program for the development of preschool education // Sevastopol news. - No. 120. - p.4]

However, throughout Crimea there is an intensive process of development of preschool education.

Conclusion on Section II

Historical features of the development and establishment of preschool education in the Crimea played a big role in the development of preschool education in Crimea in modern conditions.

And an analysis of the historical experience of organizing preschool education in Crimea allows us to conclude that the system of preschool education in the Autonomous Republic of Crimea was founded a very long time ago, and its main origins and principles have survived to this day, and it is on them that new systems and methods of preschool education are now being built.

Although in its development there were crisis periods, such as the 90s of the XX century.

At the same time, despite the crisis, the preschool education system in Crimea has prospects for development. The main factor that confirms this is the gradual growth of its importance in the life of the people.

Therefore, we can note the fact that despite all the obstacles that arise in the process of preschool education, this system finds ways and loopholes to correctly solve problems and ways for further development.

Description of the presentation by individual slides:

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History teacher of the Municipal Budgetary Educational Institution “Shelkovichny Secondary School” Bayrashevskaya Z.S. “THE SYSTEM OF PRIMARY EDUCATION IN THE CRIMEA IN THE II HALF OF THE 19TH – THE BEGINNING OF THE 20TH CENTURY.”

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Education is the wings that allow a person to rise to a high intellectual orbit. N.I. Miron Relevance of the topic. The Republic of Crimea is today in a state of great transformation. The current situation requires reasonable, deeply thought-out actions in all sectors of the country’s life, including in the field of education, which is directly related to the socio-economic, political, and spiritual development of society. The Crimean land is multinational. The study of trends in the development of education in the second half of the 19th and early 20th centuries makes it possible to more clearly present the problems of public education and helps to combine both all-Russian and local features into one system.

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The purpose of the work is to study the development of the education system in Crimea in the second half of the 19th – early 20th centuries. The set goal involves solving the following tasks: - To give an idea of ​​the primary education system in Crimea in the second half of the 19th century; - talk about educational institutions in Crimea at the beginning of the twentieth century; -investigate the development of school affairs during the revolution and civil war.

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Work structure. The work consists of an introduction, four chapters, a conclusion, appendices and a list of used sources and literature. The scientific basis of the research was the monographs and articles of scientists - Crimean scholars, materials of the State Treasury Institution of the Republic of Crimea "State Archive of the Republic of Crimea".

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SECTION I. Features of primary education in Crimea in the second half of the 19th century The primary education system included parochial and zemstvo schools, city schools, literacy schools, Sunday schools, primary public schools (one-class and two-class, rural and urban), higher primary schools. Only the latter provided completed primary education. Three quarters of the zemstvo schools had a three-year period of study and were single-unit, enrolling no more than 50 students, the rest of the zemstvo schools had a four-year period of study and were two-complex, teaching more than 50 children with 2 teachers.

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At the end of the 19th century, in the Crimean districts of the Tauride province there were also ministerial primary Russian-Tatar schools, but they were not popular among the Crimean Tatars, since the study of the native and Russian languages ​​was not at a high level. Development of primary education in Crimea in late XIX the beginning of the 20th century differs significantly from other regions in the specificity of its ethno-religious idiosyncrasies. The ethno-confessional situation in Crimea was quite complex. National primary educational institutions played a big role, since all representatives of ethnic groups, various confessions, various segments of the Crimean population received education in them, but the Christian Orthodox (Russians, Ukrainians and Belarusians, Greeks, Bulgarians, Armenians) and East Slavic (Russians, Ukrainians and Belarusians) population.

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According to the religious affiliation of the inhabitants of the peninsula, the following religious educational institutions are distinguished: I. Christian denominations: Christian religious primary educational institutions of various types and directions a) Orthodox - theological seminary, diocesan school, parish schools and literacy schools; b) Catholic – Roman Catholic parish schools, Armenian Catholic primary parochial schools; c) Protestant – Evangelical Lutheran schools, Mennonite educational institutions; d) ancient eastern – Armenian-Gregorian parochial schools; e) Old Believer primary educational institutions. II. Jewish confession: Jewish religious primary educational institutions of different types and directions: a) Karaite religious educational institutions - midrash; b) Krymchak religious educational institutions - cheders; c) Jewish religious educational institutions - Talmudtors and Heders. III. Islamic confession: Crimean Tatar primary educational institutions - mektebe and madrasah.

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1.3. Reflection of the 1905 event on educational institutions Successful steps were taken in transforming the mektebe into the so-called new method mektebe, and then Muslim public organizations began to open mektebe-rushtie in Crimea, that is, advanced schools, teaching general education subjects. Such rushtiye appeared in the cities of Simferopol, Bakhchi-Saray, Karasubazar and Yevpatoria and the villages of Saraimin, Derekoy and Corbekli. In addition, Muslims achieved the publication of rules that allowed teaching in the Tatar language in foreign schools for the first two years. As a result, the number of students began to grow rapidly. January 1, 1905 - 988 Tatar children in Russian schools, January 1, 1913 - up to 2,583, i.e. increases almost threefold.

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A significant contribution to the reform of the National Confessional Crimean Tatar School was made by Ismail Gasprinsky (1851-1914), an outstanding educator, public and cultural figure. He developed a methodology for the initial training of the Crimean Tatars, based not on the letter-subjunctive principle, but on the sound principle, where each letter corresponded to a specific sound. The first national Crimean Tatar school using the sound method was opened by I. Gasprinsky in 1884 in Bakhchisaray. I. Gasprinsky’s methods were successfully used not only in Crimea. The pedagogical ideas of I. Gasprinsky fully reflect the problems of the development of multinational culture and education of the Crimea at the end of the 19th – beginning of the 20th centuries.

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Ethno-confessional public education was at a very high level and satisfied the needs of the population of the Tauride province of different faiths. Thus, by 1882 there were only 930 primary national schools. Of these: Russian schools for representatives of East Slavic ethnic groups of the Christian Orthodox confession - 340; Russian Old Believer Molokan - 6; Bulgarian Christian Orthodox – 30; Greek Christian Orthodox – 8; Crimean Tatar Muslims – 314; German Protestant and Catholic - 186, Jewish Judaic schools - 31; Karaite Judaism - 7; Armenian Gregorian and Catholic – 5; Czech Protestant – 2; Polish-Lithuanian Catholic – 2; Estonian Protestants – 1.

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SECTION II. Educational institutions in Crimea at the beginning of the twentieth century At the beginning of the twentieth century, a tendency for the growth of primary schools appeared. In January 1910, there were 248 of them in cities and 1,406 in villages. There were 548 of these zemstvo schools. Peasant children also studied in city schools; for example, in Feodosia there were 139 peasants, 217 burghers, in Yalta 649 peasants, 955 burghers. Access to a higher educational institution, as a rule, could be possible for a person who graduated from a gymnasium. The normal course of primary public schools lasted 3 years, and the costs of their maintenance were borne by city governments, and money also came from various sources: in 1908, for example, 41.8% from the treasury, 31.4% from cities , 6.8% - from the zemstvo, 0.5% - from private individuals. Tuition fees, which existed in all schools, amounted to 17% of the educational institution's costs for students.

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SECTION III. DEVELOPMENT OF EDUCATION DURING THE PERIOD OF REVOLUTION AND CIVIL WAR. 3.1. Organization of adult education. 1917 – 1920 - the period of revolution and Civil War The process of teaching literacy continues on the peninsula. Proof of this is the “Resolutions of the Evpatoria District Council for Public Education and correspondence with it about the organization and work of the Council, invitations to meetings. 08.08.1918-March 1919.” The Evpatoria District Zemstvo Government, attaching great importance to the task of teaching literacy to adults, according to the resolution of the Zemsky Assembly, decided to open evening classes for adults from January 1919.

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3.2.Training of teaching staff. The implementation of plans and recommendations for educating the population, both children and adults, was not possible without the training of teaching staff. Particular attention was paid to the education of children, as it was necessary to ensure their comprehensive development. Therefore the pressing question current moment was the creation of courses that would give students those necessary knowledge, without which work in a normal school is not possible. Based on this, the Section Board folk teachers organized courses with the following program: 1. Natural history with practical work. 2. Geography (Crimean studies). 3. History (Primitive culture). 4. Drawing and sculpting. 5. Manual labor: a) bookbinding, b) cardboard making, c) illustrative work, 6. Gymnastics. 7. School hygiene.

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SECTION 4. DEVELOPMENT OF NATIONAL SCHOOLS IN THE CRIMINAL ASSR IN THE 20s OF THE XX CENTURY. Crimea has always been distinguished by the diversity of its national composition. Therefore, the issue of creating national schools during the period of cultural construction of the 20s of the twentieth century was one of the most pressing. Organizational management of the work of schools was carried out by the People's Commissariat of Education of the Autonomous Soviet Socialist Republic. The leadership of the People's Commissariat for Education sought to ensure that even the smallest peoples of Crimea were involved in the creation of national schools. Estonians, Greeks, Jews, Crimeans, Poles, Czechs, Bulgarians, Ukrainians, Germans, Italians, and Gypsies had national schools in Crimea. The People's Commissariat for Education carefully ensured that teaching in these schools (no matter how small they were) was carried out by qualified personnel

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CONCLUSION. The process of education continues throughout a person's life. With the help of education, he satisfies his needs for knowledge of the world around him, changes his profession, occupation. A person spends his whole life replenishing and updating his knowledge and skills, improving himself as a person. Much attention was paid to education in the second half. XIX -beg. XX century. Even in 1917 - 1920. - during the period of revolution and civil war, the process of teaching literacy continues on the territory of the peninsula, not only for children, but also for adults. Particular attention is paid to teaching staff. Paid teacher training courses are organized. Thus, having considered the issue of the formation of education in Crimea at the turn of the 19th – 20th centuries, we can conclude that the state paid quite serious attention to the process of forming educational institutions in which representatives of various ethnic and age groups who lived on the peninsula. And at present, identical trends in the development of the education system can be traced with the period we are considering.

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