Sokolovska L. Development of the Educational Process in Ukrainian Collegiums (XVIII - beginning XIX centuries)

Based on the comparative historical analysis of the Chernihiv (1700-1786), Pereyaslav (1738-1817) and Kharkiv (1726-1817) collegiums, the thesis substantiates their educational process development as variability - in terms of content and organization - of the major components such as education, upbringing and scientific research base in accordance with the identified historical stages: the 1st stage (from 1700 till 1786) is characteristic of unity of secular and religious principles of development, with the collegiums acquiring a status of pre-higher (enhanced) educational institutions; the 2nd stage (from 1787 till 1817) is marked with the prevalence of the religious component of the educational process, and a gradual transformation of the collegiums to theological seminaries. The periodization has been developed taking into account socio-economic and socio-political changes in Ukraine in the XVIII - beginning of the XIX centuries, organizational and pedagogical transformations, and the specifics of the development of regions where the collegiums were situated. The historical and pedagogical experience of collegiums' activities in the XVIII - beginning of the XIX centuries has been brought into focus with a view to developing the pedagogical process of modern Ukrainian collegiums: orientation towards in-depth learning of foreign languages and engagement of native speaker teachers in the training process; implementation of original training technologies (parallel learning of languages, mobile practical training in foreign countries, continued study), educational process profiling and classroom training coupled with practice, introduction of theoretical courses on poetry and rhetoric backed up by practical implementation of knowledge and skills acquired (reports, debates, discussions); supervision system; establishment of collegium hostels (bursas - as prompted historical experience) with a view to ensuring a broader regional dimension to the access to education for the youth.