This paper represents a brief survey of the public education system in northeastern Ukraine in the period spanning the 18th and the first half of the 19th centuries. During that period, these lands were part of the Russian Empire. The authors explore some of the key national and regional characteristics of the development of the education system in the region. The paper identifies three major periods in the development of the public education system in northeastern Ukraine in said timeframe. The first period runs to the mid-18th century, when the Hetmanate and Sloboda Ukraine had partial autonomy within the Russian state. During that time, the area had in operation a network of primary, secondary, and higher educational institutions attended by members of all social categories. Their operation was regulated by the government, while the content of education they provided was based on the European pedagogical tradition. The second period is associated with a set of administrative transformations implemented in the Russian Empire in the second half of the 18th century. It is in the context of these transformations that the process of creating a new system of education, a common framework for the entire nation, was launched. That being said, the national characteristics of education in the lands of Leftbank Ukraine gradually faded away. The third period (the first half of the 19th century) is characterized by greater government regulation of the activity of educational institutions. The government would finally install an education system uniform for all regions within the Russian Empire. Educational institutions in northeastern Ukraine would be transformed in such a way as to become part of the imperial education system, while some would cease operation altogether.
Source: Sergey I. Degtyarev, Mariia V. Plotnikova, Lyubov G. Polyakova, Jasmin Gut (2019) The Development of the Public Education System in Northeastern Ukraine in the Period Spanning the 18th and the first half of the 19th сenturies. European Journal of Contemporary Education. 8(4): 931-942
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