Havrylenko T. The Development of Primary Education in Ukraine (the second half of XX century – the beginning of XXI century)

Українська версія

Thesis for the degree of Doctor of Science (DSc)

State registration number


Applicant for


  • 13.00.01 - Загальна педагогіка та історія педагогіки


Specialized Academic Board

Д 26.452.01

Institute of Pedagogy of National Academy of Educational Sciences


The dissertation deals with the scientific problem, that was not the subject of special scientific investigation, the history of the development of primary education as a part secondary education of Ukraine in 1954–2001. The problem of research is reconstructed on the basis of the developed logical-structural model of development of primary education which includes interconnected components (factors; target, organizational, substantial, procedural components; characteristic tendencies) and periodization of evolution of primary education in 1954–2001. Taking into consideration the set of criteria (change of social paradigm, state educational policy, legal framework, development of school and pedagogical science) and factors (socio-political (socio-political order, political regime, public activity, language policy), socio-economic ( development of the economic sphere, the needs of the economy in the training of specialists, scientific and technological progress, financing of the educational sector, living standards and social protection of the population, demographic situation), pedagogical (integration of the primary education as a part of secondary education, the creation of the department of primary school education in the Research Institute of Pedagogy of the Ukrainian SSR, the development of pedagogical science, the implementation of experimental research in the field of primary school education, involvement of the pedagogical public in the reform of educational sphere, the level of professional development of future primary teachers 1954–2001: I – 1954–1964 – primary education in the context of school reform; II – 1964–1984 – structural and substantive transformations in primary education; ІІІ – 1984–1991 – primary education in the period of «perestroika» processes of the field of education; ІV – 1991–2001 – the development of school education in the conditions of state independence of Ukraine; it was established the essence, characteristic tendencies and contradictions of each of the periods, continuity and interdependence between all of them. The study of research presents the systematical and comparative analyzes of revealed goals (invariant, variational), objectives (educational, educational, developmental), values (totalitarian and democratic society), the principles of primary school education, that are determined the features of its organization, the content of education, the implementation of educational, educational process (compulsory, accessible, free of charge, joint teaching of children of both sexes, continuity, external differentiation, the essence of which has not changed over time; politicization, Sovietization, unification, Russification, atheization, etc. politechnization were proclaimed and implemented during the Soviet Period and removed during the independent Ukraine; democratization, depoliticization, national orientation, humanization, child-centeredness, diversity of education, secularism were partly proclaimed during the «Khrushchev» reform and especially in the period since the 1980s of the XX century and became the basis for the development of a national primary education and were implemented in independent Ukraine), reflected in the legislative and regulatory documents, academic and scientific works in certain chronological limits. On the basics of on the developed periodization the author of dissertation thesis analyzed the organizational transformations of primary education (changes in the duration and age of entry of school children; types and dynamics of development of the network of primary education; categories of children who are enrolled to primary schools( elementary schools); number of younger students; their rights and responsibilities, quantitative indicators and professionalism of primary teachers, improvement of their professional qualification, level of social protection, educational and logistical support). It was created the evolution of the content of primary education (theories of formation of the content of education, principles of its selection and structure, changes in educational curriculum, educational literature). The procedural aspects of the professional activity of the primary school as a part of secondary education (organization of the educational and educational process (structure and duration of the school year, filling of the initial classes, duration of the school week, organization of the school day of the younger pupils (students), duration of the lesson, forms of teaching); methods, means and forms of organization of teaching; control and evaluation of learning outcomes of younger students). The characteristic tendencies of development of primary education of the studied period for their understanding in the course of modern reforming of the school of the first level are updated.


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