The work covers the issues of historiography and research methodology. The social and political, social and economic prerequisites for the establishment of education in Zaporizhzhia region of the second half of the nineteenth and the beginning of the twentieth century are defined. The main trends in the development of education during the mentioned period are described. The process of organization of the first zemstvo elementary schools (in M. Korf’s works they were called «three-winters-schools») is illuminated.
It is established that children in the above mentioned schools studied: Scripture knowledge, pedagogy, didactics, the Russian language, language arts, reading, writing, arithmetic, hygiene, etc. The conceptual foundations of the social and pedagogical activities of M. Korf, as the founder of the folk school, are revealed. The organizational role of public characters D. Hniedin and M. Karyshev in the establishment of vocational training in Zaporizhzhia region is clarified. Social and educational views of Zaporizhzhia historian, educator and local ethnographer Ya. Novytskyi are defined.
It was noted that the main trends in the development of education in the Zaporozhye region of the second half of XIX – the beginning of XX Centuries: abolition of serfdom in 1861; The Revolution of 1917; Creation of county lands and their organizational and educational policies; Presence of patrons, talented leaders and organizers who guided educational policy in the Alexandrovsk and Melitopol counties; Development of public education in the second half of the 19th and the beginning of the 20th century; Establishment of the first primary Zemstvo schools («Korfisky Trizymok»); Holding of teachers’ congresses; Expansion of the network of schools, development of gymnasiums, primary schools; Opening of pedagogical schools, pedagogical schools; The development of the concept of the content and forms of education and the teaching process; The development of a vocational school (establishment of church and agricultural schools; technical and craft schools); The introduction of out-of-school education; Opening of libraries; Introduction of reporting on the state of education.
The conceptual framework for the development of education in the Zaporizhzhia region is developed and theoretically substantiated. The main concepts of the study, i.e. theoretical, methodological, organizational and pedagogical, are reflected and specified. The research manifests the main objectives of education: provision of students with diverse, useful and enduring human and real knowledge; development of self-education capacity; enhancement of patriotism, honesty, justice, love of work, discipline; strengthening physical strength and health of pupils; development of memory, logical thinking and aesthetic feelings; preparation of children for independent work; readiness of students for the life of a physically and spiritually developed citizen.
It is established that the methodological bases for the development of education were developed in accordance with the pedagogical views of K. Ushynskyi and M. Korfa. They are: careful selection and training of teachers; destruction of the serfdom system; holding of teachers’ congresses; establishment of teachers’ councils in schools; organization of methodological commissions activities in the counties; introduction of pedagogical courses; development of new teaching methods in schools; enhancement of teacher’s importance.
The practical significance of the obtained results is in the development and introduction into the educational process: the author’s special course «Development of Educational Movement in Zaporizhzhia region in Second Half of 19th – in Beginning of 20th Centuries»; seminars «Historical Origins of Vocational Education in Zaporizhzhia Region», «Organization of Mental and Technical Development of Vocational Schools Students in Framework of Conceptual Views of M. Karyshev», «Major Trends in Education Development in Zaporizhzhia Region of o19th – in Beginning of 20th Centuries» and «Historical Sources of Vocational Education in Zaporizhzhia Region»; scientific discussion «Primary Education: History and Modernity»; round table «Ways of Vocational Education Development in Zaporizhzhia region» with presentation of archival and historical sources; scientific readings on the importance of public characters D. Hniedin and M. Karyshev in the development of vocational education in Oleksandrivsk district of Katerynoslavska province. In the context of extracurricular activities for students of pedagogical specialties, an interactive lecture, «The First Teachers’ Congresses in Zaporizhzhia Region of the second half of the 19th century» is developed.
