The work examines the system of maritime education on the territory of the Kherson province in the period 1834—1917 through the prism of the teaching staff of maritime educational institutions. The history of maritime education in the Kherson province of the Russian Empire indicates that the personnel composition of these vocational educational institutions has undergone significant changes. Its quantitative and qualitative composition depended on the following circumstances: the level of the educational institution, which established its funding from the state or local authorities; tasks that were set for the educational institution; the number of students, which determined the number of teaching hours, amounts of money received from students; additional sources (scholarships from patrons of the institution, public organizations that supported students and the institution, donations, etc.). Teachers of vocational and technical educational institutions of a nautical (maritime) profile were people with different levels of education, degrees of professionalism and experience in teaching. At the beginning of the twentieth century, the state set a goal to reform the maritime education system. This included increasing demands on teachers and combating staff turnover. It was planned to provide teachers with the rights and benefits of civil service, departmental housing, and increase salaries with increasing teaching experience.
Source: Oleksandr P. Trygub, Sergey I. Degtyarev (2023). Teaching Staff of Maritime Educational Institutions of the Kherson Province (1834–1917). Bylye Gody. 18(4): 1748-1765
Source web-site: https://bg.cherkasgu.press/journals_n/1701435097.pdf
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