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RUSSIAN NOBLEWOMAN'S SECONDARY EDUCATION IN THE 18TH AND EARLY 19TH CENTURIES

100%
Kossowska K.
Slavia Orientalis
|
2007
|
vol. 56
|
issue 3
317-333
EN
After Peter the Great's reforms, women were introduced into social life. Gentlewomen's life did not consist of parties, balls, trips and making acquaintances with celebrities only. They were obliged to educate and marry. In the 18th century young ladies had two ways of life to choose from - to learn at home or at an institution – ‘institute'. Institutes were closed schools and studying there lasted twelve years. Gentlewomen were taught to speak foreign languages, dance, sing and play musical instruments. The most important was the knowledge of French - the language of upper classes. Institutes enforced very strict discipline under the supervision of educators. Young ladies were often punished even for little offences. Isolation of young girls during this period resulted in infantilism and lack of experience. Russian literature of the 19th century abounds with novels describing gentlewomen's lives after leaving the institute. Writers took various attitudes to the institutes' former pupils: some of them criticised this form of education while others found it delighting.
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SCHOOL RE-ENTRY UNDER SOCIALISM: SPONSORED MOBILITY OR A SECOND CHANCE ?

80%
Kreidl M.
Sociológia (Sociology)
|
2007
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vol. 39
|
issue 2
95-118
EN
This paper analyzes the participation of the vocational school graduates in further education in five former socialist countries between 1948 and 1989. The students in the vocational secondary schools were not acquiring complete secondary education equivalent to that offered in the academic and professional high schools. Previous analyses have shown that many apprentices re-entered the system of secondary education and had a chance to attain a secondary-school leaving examination. The principal question is in this text: who were the apprentices who re-entered school after completing their vocational training? Using event history analysis of a large survey data file (N=6010) the author shows that school re-entry played a dual role in educational stratification during socialism. It was a vehicle to educate the communist cadres and, at the same time, it served as a second chance for the members of the politically persecuted families.
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