Training of engineering and technical staff in professional education institutions in the German occupation zones of Ukraine in 1941-1944

Control over the organization of the educational process in vocational education institutions by the local authorities consisted in the fact that their management demanded the submission of work plans indicating the educational topics provided for study with an indication of their summary, the used teaching methods and the content of practical works. A plan for the practical training of students was also submitted separately (SAVR, f. R.1312, d. 1, c. 138, p. 5).

As in any other system of vocational training, the educational process was completed by final exams. In many educational institutions, the main contingent of which was formed in the pre-war period the final exams were organized. In case of successful passing of the exams, the graduates were issued the relevant documents - diplomas and certificates, which gave the right to official employment in the position of the acquired specialty. The administration of educational institutions introduced representatives of the local economic and management apparatus into the composition of these commissions (SAVR, f. R.1312, d. 1, c. 141, р. 6; Ukrainian voice. 1942, August 27). It should be noted that after the return of the Soviet power, diplomas issued by the German administration on the acquisition of a certain professional specialty were not recognized and were annulled. Instead, certificates were issued to the former graduates stating that during the occupation they studied at the relevant educational institutions.

The Conclusion

Consequently, in all German occupation zones of Ukraine, their administrations organized vocational training of local youth. At the same time, dominant organizational forms of educational institutions of vocational training in the MZO and the RKU, were the former Soviet institutions, technical schools and colleges. Only in Dnipropetrovsk, in one occupation zone of Ukraine the University operation was renewed. In the DG higher professional courses played the role of institutions of higher education, although the quality of professional training of students and pupils did not decrease as a result. The German authorities sought to reduce the status of vocational education institutions. As a result, secondary vocational schools of engineering and technical profile were established instead of the former Soviet institutes and technical schools. Only certain institutes operated, at which there was trained specialty personnel in acute shortage. At the same time, the authorities of the RKU and the MZO tried to concentrate the training of specialists of several educational levels in one educational institution. The main problem that managers of open educational institutions had to deal with was the low level of material and technical support of the educational process, the lack of textbooks and relevant manuals. At the same time, educational institutions were provided with high-quality teaching staff who conducted the educational process.

The basis of the pupils and students contingent amounted to people studying in these educational institutions during the Soviet period. At the same time, applicants entering the first year of studying also went through the admission procedure. There was also the opportunity to renew training for people who at one time acquired other specialties, but due to the war period they lost the opportunity to continue acquiring profession.

Educational and methodological support for vocational education institutions that trained engineering and technical personnel differed significantly depending on their belonging to certain occupation zones of Ukraine. In the DG, these institutions, according to vocational training in Germany, trained a narrow capacity specialist with a significant reduction of general education in curriculum. But in the MZO and the RKU, the German administration did not pay attention to and did not oppose the introduction of subjects of a general level into the educational process, even History of Ukraine, although in general, the German administration “did not welcome it”. Thus, in these occupation zones the model of training engineering and technical personnel provided for the formation of a specialist of a broader, and not a narrow profile, as in the DG.

Some of the educational institutions of higher and secondary vocational training were able to graduate only those specialists who started their studies during the pre-war period and for various reasons remained in the occupied territory of Ukraine. After the return of the Soviet power, documents issued during the occupation period on the acquisition of not only engineering and technical, but also other profiles of vocational education were not recognized and lost their validity.

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