The formation of Soviet educational policy: the Twenty-sixth Congress of the Communist Party of the Soviet Union and school reform

Master of EducationThe thesis investigates the process by which educational plans, formulated by the Twenty-Sixth Congress of the Communist Party of the Soviet Union, were enunciated and developed. Initially, educational objectives were tied to economic and social plannings; economic to till specific needs of the work force; social to eliminate differences between working class, peasantry and intelligentsia. Conflicts arose between the allocative demands of the education system for the best use of human resources, and the egalitarian aims, seeking common school experience for all students. Many teachers formally agreed with these aims, but resisted measures which affected their professional conditions or the pedagogical needs of their students. Many parents and students put personal ambitions before collective interests. This resistance led to some modification of the original recommendations of the Congress. The thesis is divided into three main sections: Part One analyses the international, economic, social and political problems described by the Congress in 1981, and the effect of these problems on educational plans. Part Two compares political, public and professional reactions to these plans, which appeared in official publications, periodicals and newspapers. Part Three examines the major provisions of the 1984, Basic Guidelines for Reform of General and Vocational Schools, developed, in the light of problems which arose, in comparison to the original recommendations. The thesis concludes that the opinions of professionals had a conservative effect on educational policies ensuring that the differentiated system of education remained