POLICY OF THE COMMUNIST PARTY REGARDING THE REGULATION OF THE EVERYDAY LIFE OF HIGHER PEDAGOGICAL INSTITUTIONS IN THE 1920s-1960s: IDEALIZATION AND REALIZATION

The system of teacher training, which barely got on its feet during the revolution of 1917-1921, was feverish with reforms.The only thing that was radically different was, of course, that the higher school became the vanguard of the communists' ideological struggle, first against the Nepmans, and then against the capitalists of the "decaying West".The state declared that it had started a struggle for the consciousness of citizens through culture and education.The internal world of institutions was reshaped in accordance with the demands of the young socialist state.Party and Soviet leaders considered it their duty to intervene in the life process of state pedagogical institutes (hereinafter referred to as SPI).On the other hand, the higher education school, suffering from such interference, felt like a forge of advanced ideological cadres.The life attitudes of a Soviet citizen were polished precisely within the walls of the school.This sphere of activity of institutions was highlighted in reports and recommendations of party bodies.However, issues of life outside ideology remain white spots.The micro-environment of life activities of educational teams of the Ukrainian SSR was studied.It was characterized by the impoverished state in which the universities found themselves in the 1920s after the civil war and tried to overcome it for 50 years with varying success.The state allocated significant funds, which, however, could not satisfy all the needs of SPIs.There were problems with providing fuel, electricity, organization of water supply and drainage, there was a lack of building materials for repair work by students.The campaign to vacate the premises Актуальні питання у сучасній науці № 6( 24) 2024 1085 of the former schools in the 1930s struck a blow, when institutes lost inhabited areas, receiving nothing in return, or having buildings unfit for existence.In the post-war country, the problem of organizing the work space has become even more acute.It was solved by the efforts of students and teachers on Saturdays, special Sundays, reconstruction weeks, through self-commitments for the manufacture of furniture, electrification, etc.The state was not able to help all institutions with finances or resources.Improvements in this area took place in the second half of the 1950s.Educational institutions were able to rebuild the lost areas, manufacture or purchase furniture, equipment, reagents, textbooks, etc.