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13THE EMERGENCE OF BOLSHEVIK PRINCIPLES IN THE FIELD OF EDUCATION IN THE 20-30S
OF THE TWENTIETH CENTURY
Nurakhimova Zh.
2nd year master student of history, archaeology and ethnology, Kazakh National University named al-
Farabi Almaty, Kazakhstan Karazhan K.
Doctor of historical sciences, professor of Al-Farabi Kazakh National University
Almaty, Kazakhstan
Abstract
The current article describes the establishment of the Soviet government and the subsequent measures taken by the Bolshevik authorities in the field of education. Especially, along with educational work in the territory of Kazakhstan, including the fight against illiteracy, the organization of school buildings in nomadic and semi-nomadic areas, the actions on ensuring the literacy of the population from 8 to 55 years, the work of communist ideology. In addition, the education of women and their ideological and political upbringing will also be considered.
Keywords: elimination of illiteracy, political education, ideology, schools, clubs.
The Soviet government, which came to power in 1917, asserted at its first congress that, following Lenin's position, "all power will pass to the local Soviet of Workers', Soldiers' and Peasants' Deputies," assuring all ethnic groups in Russia the right to determine their future. During the first years of his management, the government paid special attention to the issue of cultural construction, focusing on the elimination of illiteracy among the population. In order to carry out this work quickly and comprehensively, the Bolsheviks promptly adopted the Government's "Regulations on the Organization of Public Education in the RSFSR" on June 26, 1918 [1]. Following these Rules, the establishment of provincial, district, and Bolshevik departments of public enlightenment and the organization of educational councils for the involvement of the working population in the construction of schools. After the promulgation of the Soviet government's decree "On the Elimination of Illiteracy of the People of the RSFSR" on December 26, 1919, the population of the republic between the ages of 8 and 50, who could not read or write, was obliged to be literate in their native language. According to him, strict measures were taken in case of non-compliance with these rules.
First of all, the Emergency Commission for the Elimination of Illiteracy, established in 1920, opened literacy centers, clubs, and short-term courses. However, these activities did not immediately show their effectiveness, as they were not organized as special schools, there was a lack of textbooks, a shortage of teachers with pedagogical education. At the same time, as a result of the nomadic and explosive lifestyles of the majority of the region's population and the civil war, the population became materially impoverished, and the economic crisis of 1920-1921 led to various difficulties in the development of this business. However, in the beginning, schools and various literacy courses were opened by the decisions of the Council of Deputies, Revolutionary Committees, and other government agencies, as well as the proposals
of the intelligentsia, and even at the initiative of those wishing to recognize the letter. At the first stage, schools were opened in Verny, Semey, Akmola, as well as in settlements with educational facilities. In 1923, schools for the illiterate were opened, and in February 1924, a branch of the All-Union Society "Eliminate Illiteracy" was established in Kazakhstan. Another challenge in the fight against illiteracy is the lack of properly trained teachers in mass illiteracy schools. Therefore, from August 1 to 10, 1920, a 4-week literacy course was opened in Orenburg for girls and boys over 18 years of age. The purpose of the course is to prepare students to teach others after graduation. Therefore, the following requirements were set for the entrants: first of all, they had to be able to read freely, translate what they read, and know four arithmetic operations. In 1919 and 1920 institutes of public education were opened in Orenburg, Orda, and Semipalatinsk. These schools have trained teachers with special secondary education. In 1919, a group of Kazakh youth applied to Kyrrevkom to become scholarship holders for a three-year Muslim teacher training course in Orenburg. Having made a positive decision, Kyrrevkom instructed one of its members, S. Mendeshev, to "get acquainted with the situation in the teachers' course." In general, from 1920 to 1921, 2412 red families worked to eradicate illiteracy, performed the functions of educational institutions, and during these years 72 232 people had the opportunity to become literate [2]. Due to the establishment of Soviet power in Kazakhstan, the process of eradication of illiteracy was clarified, first of all, by the establishment of the People's Commissariat of Education of the Turkic SSR and the school department of the Kyrrevkom. Regulations of the Turkestan People's Commissariat of Education of July 26, 1918, on the organization of courses on the eradication of illiteracy in cities and towns, the Decree of the Turkestan Soviet Socialist Republic of December 3, 1919, on the introduction of compulsory adult education gave full details. The Regulations of the People's Commissariat of Education state that "training
courses are not limited to teaching adults to read and write, as the organization of courses is clearly stated in each place and each village. Literate adults not only recognize letters:
a) development of thinking, general education;
b) training in specific crafts, which are of great importance in the development of the productive forces of the country;
c) Houses of culture, amateur groups, etc. The purpose of the development of aesthetic and social consciousness through the organization. The curriculum of the courses included general education subjects such as reading and writing, arithmetic, natural sciences, accounting, etc., as well as art studies, singing, drawing, and drama. Students are tasked with mastering the history of political economy, sociology, revolutionary movements, and political parties [3].
During the beginning of the campaign to eradicate illiteracy in Kazakhstan in 1919-1923, there were several obstacles: lack of qualified personnel to train the population; Lack of new textbooks and lack of writing materials; Weak material and technical base of education in cities, especially in rural areas. Akhmet Baitursynov, a Kazakh intellectual, said in 1923 that "the money allocated for the schools opened is enough to pay the salaries of 2,616 teachers and librarians." More than 20 thousand teachers are needed to fully cover the children with education. The need for the population to participate in the opening of provincial executive committees and schools in the Bolshevik and rural authorities, to finance their maintenance, and to provide free education to children from poor families. A. Baitursynov's example, thoughts, and enthusiastic words greatly influenced the old educators to continue their work in a new environment. In this regard, the Kazakh intelligentsia was tasked to eliminate mass illiteracy in the country. Those who studied in European-style educational institutions, schools, and colleges, who knew Russian, were considered literate, and those who recognized the Muslim alphabet were not literate. Directly A. Under Baitursynov's leadership, regional and district educational institutions were established, and specialists in this field came to work. At the first all-Kazakhstan conference of public educational institutions, which took place on January 18-25, 1921 in Orenburg. Baitursynov will make a report. Akhmet Baitursynov's report also focuses on the difficulties and shortcomings in the field of education. For example, many schools were not provided with housing, and those provided did not have their own heating systems, lacked textbooks for students, some good school buildings were handed over to the military, and the vacated ones were unusable. He also noted that teachers are underpaid due to low salaries and inability to receive them on time and that schools are closing due to lack of funds.
On February 21 of this year, after reading the text of the report of the Presidium of the Central Executive Committee of the Kazakh SSR Akhmet Baitursynov, the Orenburg People's Commissariat of Education was declared an active commissariat. In this regard, the solution of all issues related to Kazakh culture was entrusted to the People's Commissariat of Education of
the Kazakh SSR. As a result, on July 26, 1921, at the suggestion of the People's Commissariat of Education, the Executive Committee of the Kazakh SSR issued a decree on the mobilization of all Kazakhs between the ages of sixteen and fifty [4].
The campaign to eradicate illiteracy took place in the context of the transfer of all activities in society to the state, strict political and ideological domination over culture and the individual. For example, in the late 1920s, the Kazakh alphabet was changed from Arabic to Latin, and ten years later from Latin to modern Cyrillic. This forced one person to repeat primary education three times. At the same time, the famine of 1931-1933 harmed the elimination of illiteracy.
One of the groups participating in the campaign to eliminate all gaps and illiteracy was the youth and organizations of Kazakhstan. Party organizations carried out ideological and political education and literacy through a system of youth and cultural and educational institutions. Youth and organizations of Kazakhstan, on behalf of the party, participated in the ideological and cultural fronts, working to educate the younger generation in the spirit of socialism. In January 1924, work was carried out in Kazakhstan to establish the organization "Eliminate Illiteracy." On February 17, 1924, at the first organizational meeting, the Organization for the Elimination of Illiteracy (IOA) in Kazakhstan was formed. Although their main goal was to eradicate illiteracy, they also promoted the principles of communist ideology, such as involving local workers, peasants, and herdsmen in socialist construction and teaching the illiterate rural population to expend all their efforts and resources on social work.
In May 1928, the VIII Congress of the Communist Party of the Soviet Union forced young people to take part in the struggle to eradicate illiteracy, forcing them to follow the instructions of the Communist Party on literacy. On August 1, 1928, it was decided to hold a month to eradicate illiteracy. One thousand Komsomols will be sent to help local literacy commissions to eradicate illiteracy. The Congress obliged every literate Komsomol to educate the illiterate. Congress considered this measure as one of the most important instructions of the party in the fight against illiteracy of the Komsomol. However, as the party exaggerated, these decisions, while beautifully written on paper, were not surprising in practice. Strict fulfillment and fulfillment of the party's tasks was the main principle of that time. Thus, a cultural tour was organized with the participation of youth organizations. The cultural campaign began in November 1928 and even in December, despite the bad weather. A cultural tour of young people in Kazakhstan, mobilizing Komsomols for work, the Kazakh Territorial Committee organized two-month courses to combat illiteracy. These courses were attended by young people who were able to be active in public and Komsomol work, had a school education, and were able to conduct pedagogical work. To carry out two years of cultural and educational work, the Komsomol of Kazakhstan mobilized 408 cultural warriors and an additional 226 young people in rural areas [5]. Young people were sent to rural areas to work as eradicators of
illiteracy, and some worked as primary school and school principals, where there was a shortage of teachers. However, it can be seen that these educational institutions are still not fully operational, mainly limited to the initial literacy of the population.
At the same time, for the first time in the field of education, special attention was paid to the issue of attracting and educating Kazakh and Oriental girls to school and women in general. For example, on January 19, 1927, a special resolution of the Board was issued on this issue, instructing to conduct a large-scale campaign to attract girls to public schools, to open several women's schools and other cultural and educational institutions [6]. For this purpose, special schools were opened for Kazakh girls and women, and in the 1926-1927 academic year, girls began to study in rural primary schools, even if they were a minority. In the 1927-1928 academic year, the share of Kazakh girls in rural primary schools increased to 11.1% [7]. The work of the Soviet "Red Family" was special in the revitalization of this work, which was engaged in women's literacy, health, legal advice, and general political and educational work. The Red Families, in particular, have been a key force in eradicating illiteracy among women, opening illiteracy centers, and engaging the rural adult population. Not only women but also men were involved in the elimination of illiteracy in the family. But in most cases, women and men were forced to drop out of school due to a lack of pens, paper, and school supplies for that time. Propaganda of the family's work and comprehensive consideration of women's issues necessitated the publication of a women's press, in connection with which in May 1925 the newspaper "Equality" was published. In January 1926, the magazine "Women's Equality" was organized, the first editor of which was S. Yesova.
Additionally, on the instructions of the party, the meeting of the Presidium of the Central Committee of
Kazakhstan in March 1928 considered a special issue of allocating funds from the state budget for women's education, ie the organization of school workshops with boarding schools for Kazakh girls. In April of the same year, the Plenum of the Territorial Committee of the CPSU (Kazakhstan) considered the issue "On the tasks of cultural construction in Kazakhstan", emphasizing the importance of education for women and proposing to organize primary schools for girls in nomadic and semi-nomadic villages. [7, p. 11].
Thus, in turn, the Soviet authorities did a lot to revitalize the field of public education, especially in the fight against illiteracy. Women were equated with men, and literacy and political education were carried out. However, in this political and educational work, Marxist-Leninist ideology was widespread and tried to inculcate the idea of internationalism in the minds of the people.
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