IMPLEMENTATION OF THE HISTORICAL EXPERIENCE OF YOUTH UPBRINGING IN PROFESSIONAL AND TECHNICAL SCHOOLS OF UKRAINE IN TODAY’S CONDITIONS

Abstract

The article analyzes the achievements of youth upbringing in professional and technical education institutions in 1958–1991 of the 20th century and highlights positive retrospective experience in today’s conditions that should be implemented today. It is emphasized that today, as always, upbringing is a leading social function. It is determined that the upbringing process in institutions of professional (professional and technical) education should become a solid foundation for the realization of national and cultural needs of the individual. It is emphasized that along with the need to improve the system of youth upbringing in professional and technical schools in accordance with international standards and requirements, it is also important to preserve the professional and technical school’s own nationally-identical model of development of the upbringing system. The results of a retrospective analysis of student youth upbringing in professional and technical education institutions of Ukraine in 1958–1991 made it possible to determine the directions of extrapolation of historical and pedagogical experience into the modern practice of professional (professional and technical) education. Thus, in the conditions of today’s challenges caused by Russian’s hostile aggression and the defense of the territorial integrity and independence of Ukraine, educational reforms, integration into the world educational space, preservation of national authenticity, it is worth focusing attention on the development and implementation of such strategic directions as: strengthening the national-patriotic upbringing component (both in educational classes and in extracurricular activities), formation of Ukrainian identity; development of volunteering among young people, support of student associations in the field of education; popularization of scientific knowledge among students, development of engineering thinking and culture (STEM); ensuring partnership between the institution and parents (guardians); expansion of upbringing opportunities of information resources. The directions outlined above have been substantiated in the article, based both on the trends in the development of upbringing activities in 1958–1991, and on modern trends.