The Development of School Education During the Period of "Stagnation" in the Orenburg Region

Relevance. In modern Russia, historical science in the context of educational policy refers to the historical past, since the experience of transitional milestones in national history is valuable. The relevance of the research topic is determined by the role of school education in the life of modern society, and is also determined by the place and its importance in ensuring the dynamic development of Russia. Appeal to the Soviet experience of the country's development in the field of educational policy will allow us to take into account the accumulated experience at the present stage.The purpose of the article is to analyze materials on the issue of the development of school education during the period of «stagnation» on the example of the Orenburg region.Research objectives: to consider the features of the construction of schools in the Orenburg region; to determine, based on archival documents, the material and technical base of schools and their provision with qualified personnel; to study the state of living conditions of young teachers of the region; to analyze the degree of development of school education during the period of «stagnation» in the Orenburg region.Methodology. The work used historical-typological and comparative-historical methods.Results. In the course of the work, based on the analysis of the material and technical support of school education, the level of teaching and the working capacity of students, staffing, the state of living conditions of young pedagogical regions and nutrition of schoolchildren, the features of the development of school education during the period of "stagnation" in the Orenburg region are shown.Conclusions. Legislative acts that were adopted during the «era of stagnation» directly affected the entire secondary education system, and this allows us to conclude that the state had a comprehensive influence on school life. And the normative acts of this period acted as a lever that launched the mechanism of standardization and unification of Soviet educational institutions, which determined the dynamics of the development of the Soviet school.