Steppe region as a part of the West-Siberian school district: management features (80-ies XIX - early XX centuries)

In order to determine the characteristics of management of educational environment Steppe General-Governorship the author refers to the study of several aspects of the educational policy of the district authorities in Akmolinsk and Semipalatinsk regions in the 80-th of the XIX - the beginning of the XX centuries. To the author's mind, the most important of these were: the degree of orientation of the institutions to the «other-ethnic» map of the region; the need for teacher training - conductors of the policy of acculturation; exercising control over the psychological, moral context of the implementation of educational policy. Adapting to the «other-ethnic» features reflected at the beginning of the XX century in initiated with the Ministry of National Education (MNE) secret correspondence with the Trustee of the West-Siberian school district about diagnostics of pedagogical staff, who taught in «other-ethnic-schools». Due to the identified activities found: in the autumn of 1916 with the staging of the educational business in «other-ethnic-schools» were familiar four directors of the public schools and three teachers. In the framework of the second direction in 1910 there was created the centre of training of teachers on the territory of the Steppe Region. The results of the study of the contingent of students for the first year (1912/13) managed to find out, that the Omsk teacher's institute accepted well as the Russians and the Kazakhs. The authorities of the school district had not made special preferences in favor of the latter. Striving to create an optimal environment manifested in providing control over the moral and ethical conditions of the educational process, creation of a healthy psychological climate in the team. In particular, on the example of solving the conflicts in the pedagogical collective of Semipalatinsk's male gymnasium and establishing a proper regime of training, demonstrated how important were these issues for the implementation of the general policy of educational integration. A study of three selected aspects allowed to reveal how thoughtful and effective were the activities of one of the actors of the cultural and educational integration - the MNE. Also found that the leading idea to adapt the policy of educational integration features to «ethno-region» Steppe Region began to realize at the beginning of the XX century in the form of a reliance on «other-ethnic-school» and admission of the Kazakhs to higher pedagogical education.

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