ISSUES OF ILLITERACY OF THE POPULATION OF THE FERGANA REGION IN ARCHIVE DOCUMENTS OF 1920–30

Аннотация

The article analyses archival documents describing the state of the education system in Ferghana province in 1920– 30, issues of illiteracy, creation of new Soviet schools, etc. The article also describes the level of illiteracy in Ferghana province, measures to eliminate it in the archival documents of practical actions to increase the number of literate youth. Key words: Illiteracy, "Cultural Revolution", Turkglavpolitprosveta, Trade union, Ispolkom, fund, district, national, social Entrance Examining the period of the 20s and 30s of the 20th century, we are convinced that, along with all processes of social life, the cultural and spiritual sphere also proceeded with its own complexity and difficulties. The Soviet government and its ruling party, setting the main goal of establishing a socialist system throughout the country, well understood the special role of the cultural sphere, without which much could not be achieved. Therefore, from the very first years of Soviet power, they began to develop the process of cultural construction based on their own provisions and ideas. By the 1920s and 1930s, with the intensification of the policy of industrialization and collectivization of agriculture in the Soviet state, the processes of the "cultural revolution" and the mass events that constituted an integral part of this process began to be organized in a new direction. It was from this period that the goals and essence of the policy of eradicating illiteracy in the Soviet country also changed. That is, every literate person should support the measures of the Soviet government and serve the Soviet regime with loyalty. On the other hand, the industrial enterprises being built throughout the country desperately needed knowledgeable and qualified workers. Relevance of the topic The fight against illiteracy was driven not only by economic needs, but also by political ones - the need to form a Soviet society consisting of citizens loyal to the new regime. In the context of the industrialization of the country, the shortage of qualified personnel for its implementation was on the agenda. It was from this time that the eradication of illiteracy began to be determined simultaneously by the political and economic needs of the state. Therefore, the 85 CURRENT APPROACHES AND NEW RESEARCH IN MODERN SCIENCES International scientific-online conference Department of Political and Educational Affairs of the Turkestan Republic considered the eradication of illiteracy one of its important tasks. The fact that 97% of the country's population is illiterate could be a clear reason for this. It should be especially noted that with such cultural backwardness in the education system, it was impossible to change the economy of the republic. Therefore, the Department of Political and Educational Affairs of the Turkestan Republic focused all its attention on resolving this issue. The Republic's Department of Political and Educational Affairs, taking into account the importance of this task, began to act seriously. Literacy schools were removed from state support, and the government did not adequately consider appeals on this issue. As an appendix, it should be noted that the allocation of funds for the elimination of illiteracy in the Uzbek SSR increased year by year: in the 1925-1926 academic year - 228,145 rubles, and in the 1927-1928 academic year - 438,156 rubles. However, the increase in funding allocated for this purpose was insufficient, as it did not allow increasing the number of literacy schools to the required level[1]. Also, the lack of literate and educated ready-made forces in the country showed that this task could not be implemented on a large scale in the near future. Nevertheless, the report cited by the department states that the following existing shortcomings should not be a reason for idleness, but on the contrary, it is necessary to combine their efforts and create the necessary conditions to prevent this work from stopping. The need to find funds locally to solve the illiteracy problem and implement this task, and to organize a network of schools in the districts using these funds, was emphasized. It should be noted that "Although the improvement of cities has been elevated to the level of state policy, villages have been neglected. Explaining the extremely complex and contradictory social life of this period requires a historian to conduct a comparative analysis of a wide range of sources for an objective illumination of reality" [2, 654]. In the cited protocol, the department proposed the following: 1) involving representatives of professional Soviet schools as the main source in the organization of literacy schools; 2) the local commission assumes the responsibility of managing these schools; 3) control over the prevention of theft of found funds. After the measures taken in accordance with these proposals, the issue of literacy among young people became much more widespread. By October 14, 1922, the Committee