The year of the formation of the Kazakh SSR. Kazakh Soviet Socialist Republic. The last years of the existence of the Kazakh SSR

Plan
Introduction
1 Borders
2 Area and population
3 Economy and transport
4 History

6 Sources
Bibliography

Introduction

Kazak ASSR (Kazak Autonomous Socialist Soviet Republic, Kazakstan) (Kazakh Qazaq Aptonom Sotsijalistik Sovettik Respublikasь, Qazaƣьstan) Kazakh national autonomy within the RSFSR.

It existed from April 1925 to December 1936. It got its name as a result of the renaming in April 1925 of the Kirghiz ASSR into the Kazak ASSR. In December 1936, it received the status of a union republic and was withdrawn from the RSFSR. Subsequently, in popular Soviet historiography, it was believed that the Kazak ASSR was called the Kazakh ASSR, this approach has been preserved in modern Kazakh sources. The administrative center of the KazASSR (1927) is Alma-Ata.

1. Borders

In 1932, in the west, it bordered on the Lower Volga region, in the northwest - with the Middle Volga region, in the north - with the Ural region, in the northeast - with the West Siberian region, in the south - with the Soviet Central Asian republics, in the southeast - with China.

2. Area and population

The area (on January 1, 1933) was 2,853 thousand square meters. km. Population - estimated as of January 1, 1931 - 7 260.5 thousand people, including urban - 911.2 thousand people. (according to the results of the 1926 census - 6170.2 thousand people and 519.2 thousand people, respectively).

3. Economy and transport

The share of industrial production in the gross product in 1931 was 36.8% (18.4% in the 1927-28 financial year). In 1931, there were more than 40 million hectares of arable land (of which a small part was used - 5.6 million hectares in 1932), 10 million hectares of hayfields, 95 million hectares of pasture and 40 million hectares of pasture. At the beginning of the first five-year plan, Kazakhstan provided up to 10% of grain harvests (mainly wheat) in the USSR. In 1932, 66% of farms and 85.6% of the sown area in 5,120 collective farms were collectivized (in 1928 collectivization covered 4% of farms), and about 300 state farms were organized, of which most were cattle breeding. By the beginning of 1933, 75 MTS and 160 MSS (machine and hay-mowing stations on horse-drawn tracks) and 5 MSS with tractors were created.

The length of the railways in 1932 was 5474 km (3241 in 1927).

4. History

The Cossack ASSR appeared in April 1925 as a result of the renaming of the Kyrgyz ASSR. Before the revolution, Kazakhs in Russia were called Kirghiz or Kirghiz-Kaisaks, Kirghiz - Kara-Kirghiz; this tradition existed in the first years of Soviet power, therefore the republic was originally called Kyrgyz. Simultaneously with the renaming of the republic, its capital was moved from Orenburg to Syrdarya, to the city of Ak-Mechet, renamed into Kyzyl-Orda. The Orenburg province was returned to the direct subordination of the RSFSR.

The Fifth All-Kirgiz Congress of Soviets in April 1925 renamed the Kyrgyz ASSR into the Kazak ASSR (or Kazakstan).

In May 1927, the capital of the republic was moved to Alma-Ata.

In August 1928, all the provinces of the Kazak ASSR were liquidated, and its territory was divided into 13 districts and districts.

In March 1930 the Kara-Kalpak Autonomous Okrug was withdrawn from the Kazak ASSR and subordinated directly to the RSFSR.

In March 1932, the territory of the republic was divided into six large regions.

In December 1934, a small area in the northwest of the republic was transferred to the newly formed Orenburg region.

With the adoption of the new constitution of the USSR on December 5, 1936, the status of the Kazak ASSR was raised to a union republic, and it was withdrawn from the RSFSR under the name of the Kazakh SSR.

6. Sources

· Revised materials of the 2nd edition of TSB, (1949-1960).

· Agricultural encyclopedia, 1st ed.

Bibliography:

1. School History Course of Kazakhstan p25

Plan:

Introduction

• 1 General
• 2 History of the Kazakh SSR
• 3 Political system
• 4 Administrative division
• 5 Economy
• 6 Population
• 7 Awards
Notes

Introduction

Kazakh Soviet Socialist Republic (kaz. Kazakh Sovettik Socialist Respubliki) - a republic that was part of the USSR.

Currently, the sovereign state is the Republic of Kazakhstan.

1. General information

It was originally formed as the Kyrgyz Autonomous Soviet Socialist Republic within the RSFSR on August 26, 1920 with the capital in Orenburg; renamed in April 1925 into the Kazak ASSR. In February 1925, the Orenburg region was withdrawn from the Kyrgyz ASSR and transferred to the RSFSR, and the capital was moved to Kyzyl-Orda (1925), then to Alma-Ata (1927). As a result of the national-state demarcation of Central Asia in 1924-1925. all the Kazakh lands were united. At the same time, the Kyrgyz ASSR was renamed the Kazakh ASSR. In March 1930, Karakalpakia was separated from it, later transferred to the Uzbek SSR. On December 5, 1936, the Kazakh ASSR was given the status of a union republic with the name of the Kazakh Soviet Socialist Republic. On December 10, 1991, the name of the state "Kazakh Soviet Socialist Republic" was changed to "Republic of Kazakhstan". On December 16, 1991, Kazakhstan was the last of the Soviet republics to declare its independence. In 1998 the capital was moved to the city of Akmola, which received a new name - Astana.

The Kazakh SSR is the second largest by area after the RSFSR. The area is 2717.3 thousand km². Population 16 536 thousand people (1989). The capital is Alma-Ata.

Provinces and regions of the Russian Empire within the boundaries of the Kazakh SSR

2. History of the Kazakh SSR

3. State system

• Supreme body of state power - unicameral Supreme Soviet of the Kazakh SSR, elected for 4 years at the rate: 1 deputy from 27 thousand inhabitants. In the period between sessions of the Supreme Soviet, the highest body of state power is the Presidium of the Supreme Soviet of the Kazakh SSR. The Supreme Soviet forms the government of the republic - the Council of Ministers, adopts laws of the Kazakh SSR, etc. Local authorities in regions, districts, cities, and auls are the corresponding Soviets of Working People's Deputies, elected by the population for two years. In the Council of Nationalities of the Supreme Soviet of the USSR, the Kazakh SSR is represented by 32 deputies.

• Supreme judicial body - The Supreme Court of the Republic, elected by its Supreme Council for a term of 5 years, operates in 2 judicial collegia (for civil and criminal cases) and a Plenum. In addition, the Presidium of the Supreme Court is formed. The Prosecutor of the Kazakh SSR is appointed by the Prosecutor General of the USSR for a term of 5 years.

4. Administrative division

Kazakh SSR for 1959

The following regions of the Kazakh SSR also existed at different times:

• Akmola region (October 14, 1939-December 26, 1960) - in 1961 it was transformed into the Tselinograd region,
• West-Kazakhstan region - transformed into the Ural region,
• West Kazakhstan region ,
• Mangyshlak region (March 20, 1973-June 1988) - in 1990 transformed into the Mangistau region,
• Virgin land (December 26, 1960-October 19, 1965),
• South Kazakhstan region (March 10, 1932-May 3, 1962) - transformed into the Chimkent region,
• South Kazakhstan region (May 3, 1962-December 1, 1964),

5. Economy

• Industrial production by years

6. Population

The indigenous population is Kazakhs (4234 thousand people, according to the 1970 census). In 1970, a significant number of Russians (5522 thousand people), as well as Ukrainians (933 thousand people) lived in the republic - mainly in the virgin lands of Northern Kazakhstan and in cities; Tatars (288 thousand people), Uzbeks (216 thousand people), Belarusians (198 thousand people), Uighurs (121 thousand people) - in the valleys of the upper river. Or; Koreans (82 thousand people), mainly in Almaty and Kyzylorda regions, Dungans (17 thousand people), etc.

Together with all the peoples of our country, the Kazakh Soviet Socialist Republic celebrates the glorious fiftieth anniversary of Soviet power. Over the years, it has achieved tremendous flourishing in economic and cultural life. In terms of territory (2.7 million sq. Km) Kazakhstan ranks second among the republics of the Soviet Union. Its vast expanses could freely accommodate 11 states such as England. 12.2 million people live in Kazakhstan.
A country of natural contrasts, where steppes and deserts coexist next to flowering oases, vast plains are adjacent to the highest snow-capped mountains, Kazakhstan is an inexhaustible storehouse of minerals and a granary of the country. In addition to Kazakhs and Russians, who make up the majority of the inhabitants of cities and villages, Ukrainians, Uighurs, Uzbeks, Koreans, Tatars, and Dungans live here. There are 15 regions, more than 60 cities in Kazakhstan. Most of them arose after the October Revolution.
During the years of Soviet power, Kazakhstan from a backward outskirts of tsarist Russia turned into a republic of powerful industry, mechanized agriculture, advanced science and culture. With the help of the fraternal republics, dozens of large industrial centers and thousands of collective and state farms have been created here.
Coal Karaganda and ore Altai, energy Bukhtarma and virgin lands, oil Guryev and the brainchild of the last seven-year plan of Karatau are the pride of the entire Soviet people.
There are 15 thousand industrial enterprises in the republic. Kazakhstan produces 7.5 times more electricity than the entire former tsarist Russia. In terms of industrial production, the republic has long overtaken many capitalist states. Agriculture has made a huge leap forward. On the fields of collective and state farms there are about 300 thousand tractors, 100 thousand combines, hundreds of thousands of trucks. The sown area has reached 33 million hectares, which makes it possible to produce up to 1.5 billion poods of marketable grain annually.
In the 1966/67 academic year, 2,865,000 students were enrolled in schools in the republic. Compulsory eight-year education has been introduced everywhere.
Higher and specialized secondary education was widely developed. There are 163.1 thousand students in higher educational institutions, and 193.4 thousand students in secondary specialized educational institutions.
The successes achieved by the Kazakh people are the result of the greatest social transformations that revived a once backward land, the result of the creative labor of Soviet people, enriched with knowledge, brought up in the spirit of the lofty ideals of communism.
Darkness and ignorance, religious intoxication and almost complete illiteracy - this is what the Kazakh people inherited from the accursed past. A competent Kazakh could be found only among representatives of the ruling classes. Of every 50 children, only one was taught to read and write. Girls were almost completely deprived of the opportunity to attend school. Confessional schools - mektebs and madrasahs trained mainly the ministers of the religious cult. Teaching in them was conducted in the ancient Arabic language, the meaning of which was often poorly understood by the teachers themselves.
The children of Russian migrant peasants were also not in a better position. The two-year literacy school, and even then not for everyone, was the limit.
The accession of Kazakhstan to Russia played a progressive role in the development of pedagogical thought and in the organization of the first secular schools. The best representatives of the Kazakh people, the 19th century enlighteners Chokan Valikhanov, Abai Kunanbaev, Ibrai Altynsarin, who joined the progressive liberation thought of the Russian revolutionary democrats, fought for the upbringing of a harmoniously integral personality in an atmosphere of "reason, science, conscience and honor" (Abai).
Abai wrote that a real education can only be given by a school, where young people can get broad, versatile knowledge. Among the Kazakh schools of that time, he did not see such a school.
Ibrai Altynsarin, a follower of the Russian teacher KD Ushinsky, did a lot to organize the first Russian-Kazakh schools in the Kazakh steppes and create textbooks for them. He first developed the Kazakh alphabet based on Russian graphics. This was of great importance for introducing Kazakhs to the Russian democratic culture. However, due to the fierce opposition of the Muslim clergy and the reactionary policy of the tsarist autocracy, the democratic ideas of the Kazakh enlightener were not destined to come true.
According to the 1911 census, there were 350 Russian-Kazakh schools in Kazakhstan, in which only 6756 children studied, including 289 girls.
Great October showed the peoples of Kazakhstan the road to light, to knowledge. On the way of building a new school, there were many difficulties associated primarily with the economic and cultural backwardness of the region, the vitality of patriarchal clan survivals in everyday life and in the minds of people. But the working people of the republic actively fought against the age-old darkness and lack of culture. During the civil war, despite the devastation and economic difficulties, the network of schools expanded and the number of students grew. At congresses, pedagogical courses and meetings, teachers studied and discussed the provision on a unified labor school.
The scientific development of the questions of the grammar of the Kazakh language began. In 1922, the first steps were taken to create textbooks in their native language. The problem of personnel training was solved in those years by organizing short-term courses. In Orenburg, Semipalatinsk, Tashkent, educational institutions with boarding schools were created, which trained teachers. Kazakh youth were also sent to study in the central regions of the country.
The first teachers sent to distant villages were not only enthusiasts of public education, but also organizers of the struggle against counter-revolution and the kulaks, conductors of new ideas to the broad masses of the working people. The pedagogical community of the republic, the entire Kazakh people to this day keep a grateful memory of the first generation of teachers who laid the foundations of the Kazakh Soviet school.
The presence of cities and large Russian settlements on the territory of Kazakhstan, as well as the cultural ties of Kazakhstan with such centers as Omsk, Orenburg, Tashkent, played an important role in the implementation of the cultural revolution.
The decree of the All-Russian Central Executive Committee and the Council of People's Commissars of the RSFSR "On the organization of the Autonomous Kazakh Socialist Soviet Republic", published on August 26, 1920, gave a powerful impetus to the development of culture and education of the Kazakh people. Issues of public education were also reflected in the declaration adopted in October of the same year by the Constituent Congress of Soviets of Kazakhstan. In particular, it said:
“In order to provide the working people with real access to knowledge, set the task of providing the workers and the poorest peasants and the entire mass of the working Kazakh people with the possibilities of a complete, comprehensive and free education. At the same time, begin to eliminate the illiteracy of the people and provide the younger generation with conditions for all-round healthy physical and spiritual development. "
The People's Commissariat of Education was established to guide the public education business. He was faced with the tasks of organizing a school network, training pedagogical personnel, developing teaching and education methods, creating educational and pedagogical literature in his native language.
The decision of the X Congress of the RCP (b) "On the Immediate Tasks of the Party in the National Question" (March 1921) inspired the workers of the cultural front for the rapid development of public education.
The schools of Kazakhstan were built and developed on the basis adopted for the RSFSR, but with some peculiarities, mainly in the lower echelons. This was due to great cultural backwardness. At the first stage of the formation of the new education system, there were the following types of schools: I stage schools with a period of study of 2 and 4 years; communal schools for the nomadic Kazakh population; seven-year schools from two centers in cities and Russian villages; Secondary (nine-year) schools with three urban centers; workers' faculties, which provided secondary education for working and peasant youth.
In addition, schools for adolescents were opened, whose students lived in boarding schools fully supported by the state. First of all, farm laborers, orphans and half-orphans at the age of 14-17 were admitted here. These schools operated according to a reduced curriculum and programs. The term of study is two to three years.
School during these years played a decisive role in the emancipation of women. The principle of collaborative learning became especially important.
In the conditions of the nomadic and semi-nomadic life of the Kazakhs, schools-communes played an important role. Organized as part of the primary classes, they then developed into seven-year and nine-year-olds. In all schools-communes, the children of the Kazakh poor and the Red Army were fully supported by the state. These schools were considered pivotal for the surrounding Kazakh schools. Methodological work with teachers was carried out on their basis.
The broad program of struggle for universal literacy of the working people, put forward by the Communist Party after the October Revolution, was supported by the people. After the publication in December 1919 of the decree "On the elimination of illiteracy among the population of the RSFSR" signed by V. I. Lenin, the work on educating illiterate and semi-literate adults was intensified.
In 1921, the government of the Kazakh ASSR established the Kazakh Central Emergency Commission for the Elimination of Illiteracy, which directed and coordinated the activities of all organizations involved in the elimination of illiteracy. Cultural and educational institutions spontaneously emerging everywhere by name - "Kyzyl-keruen" ("Red Caravan"), "Kzyl-otau" ("Red Yurt"), reading rooms, courses for adults - launched a large political and educational work among farming, women and youth.
Participants of the "Red Caravans" - representatives of party bodies, departments for work among women, teachers, doctors, Komsomol members who knew well the life, everyday life and traditions of the Kazakh people, going round nomadic regions, remote remote villages, explained to the population the decrees of the Soviet power, provided medical assistance, helped to open schools, educational programs, reading rooms. In April 1929, the "Red Caravan" of the Central Executive Committee of the Kazakh ASSR was organized, which passed through the nomads from Orenburg to Semipalatinsk.
An important role in the education of women and the Kazakh poor was played by the women's departments and kombeds (“Soyuz-koshchi”). High school students were also involved in the work to eradicate illiteracy. In special courses, they mastered the elementary foundations of teaching methods for the illiterate and, leaving for auls, took upon themselves the obligation to teach at least 3-5 people to read and write.
Students at the educational programs were provided with textbooks and writing materials free of charge. On the day of class, they were freed from work two hours earlier. Ceremonial graduations of those who had mastered the literacy were arranged. All this increased the interest of the illiterate in learning, and the number of educational programs increased from year to year.
From 1921 to 1927, about 200 thousand people were taught to read and write in the republic. And yet, by the end of 1928, the literacy of the population barely reached 25%. There was still a lot of work ahead.
In the twenties in Kazakhstan, one of the most pressing problems was the creation of educational, children's and pedagogical literature in the native language, the preparation of a primer and school grammar, the formation of a literary language. The first research works in this area made it possible to simplify the Arabic script and temporarily use it to create textbooks in the native language.
However, the pedagogical community insistently demanded the fastest translation of the Kazakh writing into the Latinized or Russian alphabet. Despite the opposition of nationalist elements, the transition to the Latinized alphabet was carried out in 1929 by the issuance of a decree by the KazCEC, which was a step forward in the development of education in the republic.
The first successes in building a new, Soviet school in a nomadic Kazakh aul were very modest. But they ensured the creation of conditions for the introduction of universal compulsory four-year primary education from the 1930/31 academic year, which was an important milestone in the history of the republic's public education.
Already in 1931, 63% of children were enrolled in primary education, instead of 22% in 1930, and in 1937, 96% of children went to school. The law on universal education provided for the mandatory retention of the contingent of students until graduation. In order to cover all children with education, schools were opened not only in cities and villages, but also in distant-pasture cattle breeding areas, no matter how small the number of students. In parallel with the four-year elementary school, a network of seven-year and secondary schools grew. Girls constituted 42% of the total number of primary school students in 1931.
The resolutions of the Central Committee of the All-Union Communist Party of Bolsheviks and the USSR Council of People's Commissars on the school, adopted in the thirties, determined the direction of improving the work of schools in Kazakhstan. Using the experience of other fraternal republics, with the active help and support of scientists and teachers, the public education authorities of the republic took drastic measures to improve the educational and educational work of Kazakh schools.
The People's Commissariat for Education of the Kazakh SSR compiled programs in all subjects, taking into account the requirement to equip students with systematized knowledge of the basics of science.
In the 1931/32 academic year, the People's Commissariat for Education developed the Charter of the Kazakh Polytechnic School, new provisions on the rights and obligations of teachers and school leaders, on school inspectors and a number of guidelines on organizational and methodological issues. In the second half of 1932, the III session of the KazCEC discussed the report of the People's Commissariat for Education "On the state of cultural construction in Kazakhstan."
The great achievements of the Kazakh people in the development of a culture that was socialist in content and national in form were noted. By this time, all Kazakh primary schools and many seven-year-olds were working in their native language, and active teaching methods were used in schools.
Much attention was paid to the methodological equipment of teachers. In 1932, a scientific and pedagogical office was created in Alma-Ata, which in January 1933 was transformed into the Scientific Research Institute of Schools. He organized work on the generalization of advanced pedagogical experience and began research work in the field of pedagogy. During this period, exemplary schools and district methodological councils were also organized.
In accordance with the decree of the Central Committee of the All-Union Communist Party of Bolsheviks "On curricula and regime in primary and secondary schools", a new system of accounting for students' knowledge was developed, which is based on current individual accounting.
Since 1935, a single duration of the school year and school holidays was established, a single sample of transfer certificates and high school graduation certificates, a five-point system for assessing students' knowledge was introduced. All these measures have contributed to the improvement of teaching and educational work, improving the quality of students' knowledge.
Among the activities of this period, aimed at improving the teaching of the fundamentals of science, one should especially dwell on measures to improve the teaching of the Russian language in the Kazakh school.
In Kazakh schools, the Russian language was studied until the 1936/37 academic year from grade III. In general, 23 hours a week were allocated to study it in grades III-X. But due to the lack of good textbooks and manuals, due to the lack of qualified teachers, the level of training of students was extremely low.
In 1938, the Central Committee of the Communist Party (Bolsheviks) of Kazakhstan and the Council of People's Commissars of the Kazakh SSR considered the issue of compulsory study of the Russian language in the Kazakh schools of the republic. According to the decree, the study of the Russian language began from the second grade (since 1948, the Russian language has been studied from the second half of the first grade), much attention was paid to the study of Russian literature. All this contributed to the better mastery of the Russian language by students.
Along with the implementation of the primary universal education, the government of the republic and the bodies of public education paid constant attention to the development of secondary schools.
In November 1935, the Council of People's Commissars of Kazakhstan adopted a resolution "On streamlining the structure of schools in Kazakhstan and the development of the Kazakh secondary school." In each district, depending on the composition of the population, a Russian or Kazakh secondary school was opened. Financially needy schoolchildren were awarded a scholarship. In livestock areas, a network of boarding schools was deployed, where students were fully supported by the state. In the 1940/41 academic year, 250 boarding schools were opened at Kazakh incomplete secondary and secondary schools. They brought up 29 thousand children.
Significant progress has been made in the education of the adult population. This is clearly evidenced by the data of the 1939 census. There were already 76.3% literate in the republic (men - 85.2%, women - 66.3%) - Thus, in the shortest historical period, the Kazakh people made a huge step forward in the development of education.
During the Great Patriotic War, despite the colossal difficulties, the party and the government did not weaken their attention to the cause of education. During the war years, public education authorities and schools are involved in major patriotic deeds aimed at helping the front and having great significance for the patriotic education of students.
During the war years, Kazakhstan was given the responsible task of placing evacuated children's institutions and educational institutions on its territory. All children who arrived in Kazakhstan were provided with the necessary material and living conditions, provided education at school. In total, the Kazakh SSR received and placed on its territory 149 children's institutions with a contingent of 19 thousand children.
During these years, the fight against child neglect and homelessness acquired particular importance. The number of children in orphanages, especially in the first years of the war, grew rapidly and reached 45 thousand. In this regard, new orphanages were opened in the localities. The departments of public education were actively engaged in the daily employment and patronage of children.
Wartime hardships caused a significant dropout of students: high school students went to production, replacing their fathers and older brothers who went to the front; many students entered the schools of FZO, vocational schools.
During this period of difficult trials, the struggle for full coverage of school-age children with education, for the prevention of school dropout, became one of the combat and difficult tasks of the public education authorities and the entire Soviet public.
The schools that served the children of livestock breeders were of great concern. In the 1942/43 academic year, the primary school dropout rate was more than 20%. In order to prevent dropping out and preserve the contingent of children until the full completion of school in the republic, a lot of organizational and explanatory work was carried out.
The Council of People's Commissars of the Kazakh SSR allowed, as a temporary measure, to open branch schools in areas with an insignificant number of students, at the same time the occupancy of classes in schools in districts of distant pasture was reduced to 10-12 people. Measures taken with the assistance of the public managed in the 1942/43 academic year to halt the further reduction in the number of students in schools.
Beginning in the 1944/45 academic year, compulsory education of children from the age of seven was introduced in the republic.
For young people who left for production, starting in 1943, seven-year and secondary schools for working youth were established. In wartime conditions, great attention was paid to the connection between education and socially useful work. By the decree of the Central Committee of the Communist Party of Kazakhstan and the Council of People's Commissars of the Kazakh SSR of November 15, 1942, in the VIII-X classes, the study of a tractor, a car was mandatory, and in the V-VII classes - the basics of agriculture and simple agricultural machines. During the 1942/43 academic year, 24,000 tractor drivers, combine operators and drivers were trained in schools, and 80,000 students and 24,000 teachers learned the basics of agricultural technology.
Schoolchildren and teachers worked in the collective and state farm fields, rendering great assistance in harvesting, making their contribution to the victory over the enemy.
Pioneers and Komsomol members of Kazakhstan raised funds for the tank columns "Kolkhoznik of Kazakhstan", "Komsomol of Kazakhstan", for the air squadron "Pioneer of Kazakhstan", collected and sent warm clothes and gifts to the soldiers of the Red Army; Timurov's movement to provide assistance to the families of front-line soldiers, etc., developed widely.
During the war years, many former pupils of schools in Kazakhstan fought with exceptional courage for their beloved Motherland and glorified it with their exploits. The Soviet school of Kazakhstan, like the schools of the entire country, withstood the ordeal with honor. Having victoriously ended the bloody war imposed on them, the Soviet people set to work to restore and further develop the economy, culture and education.
The organs of public education of the republic continued to work on creating conditions for the full implementation of the seven-year universal education. Many primary schools, mostly in rural areas, have been converted to seven-year schools. As a result, the number of the latter from the 1945/46 academic year to 1950 increased from 1679 to 2402, and the number of students in grades V-VII - from 133 911 to 352 294, including Kazakhs from 41 154 to 104 990.
During these years, Uighur schools also developed greatly. The alphabet and spelling of the Uyghur language were developed and introduced, the publication of textbooks in the Uyghur language was organized, the training and retraining of teachers for Uyghur schools improved. During the fourth five-year plan, Kazakh secondary schools grew and strengthened. This was facilitated by the decree of the Central Committee of the Communist Party of Kazakhstan dated December 10, 1946 "On the strengthening of the Kazakh secondary school." In 1946-1950. 40 thousand students graduated from secondary schools of the republic.
Work began to organize schools on virgin lands. In 1955, 146 primary and 109 seven-year schools were already operating in the new state farms. The network of schools and the contingent of students in state farms on virgin lands is constantly increasing.
In the 1959/60 academic year, 8915 schools operated within the system of the Ministry of Education of the republic, of which 4906 were primary, 2792 seven-year, 1217 secondary schools.There were 3123 schools with the Kazakh language of instruction, and 1518 schools were taught in Kazakh and Russian. The school network provided education for children of all nationalities. The number of students in schools exceeded 1 570 thousand, including 521 499 Kazakhs.
There are schools in the republic where children are taught in parallel classes in Kazakh and Russian. The number of such schools, called mixed schools, is growing from year to year. They were created and are being created in those settlements where Kazakhs and Russians live together. Many years of experience in the existence of such schools have shown their vitality and usefulness for the international education of students. In these schools, Kazakh children learn Russian faster and better, while Russians learn Kazakh.
In accordance with the decision of the XIX and XX Congresses of the CPSU, more attention was paid to labor education and polytechnic education of students. In the 1954/55 academic year, curricula were introduced that began to better ensure the solution of these problems. On March 28, 1959, the Supreme Soviet of the Kazakh SSR adopted on the 390 basis an all-union law "On strengthening the connection between school and life and on the further development of the public education system in the Kazakh SSR."
The law introduced universal compulsory education for children from 7 to 15-16 years old. In an eight-year school, in comparison with a seven-year school, it was envisaged to provide students with a wider range of general educational and polytechnical knowledge, psychological and practical preparation of schoolchildren for work was better provided, more favorable conditions were created for the moral, physical and aesthetic education of students. Primary schools were retained in grades I-IV.
The provision of complete general secondary education on the basis of combining education with socially useful labor was envisaged in secondary general educational labor polytechnic schools with industrial training and in evening (shift) general education schools for working and rural youth. The period of secondary school education was extended to 11 years. The transition to compulsory eight-year education was fully completed in the 1962/63 academic year.
A lot of work has been done to introduce new curricula and programs for schools of all types. Since the 1959/60 academic year, I-IV grades of primary schools and I-V grades of eight-year and secondary schools were transferred to new curricula and programs. In the remaining classes, the transfer to new curricula was carried out gradually in subsequent years.
Were developed and approved by the Council of Ministers of the Kazakh SSR "Regulations" on all types of schools.
During these years, a lot of work was carried out to enlarge schools, especially small primary ones. During the period from the 1958/59 academic year to 1966/67, the number of secondary schools increased by 599, eight-year schools - by 558, and the number of primary schools decreased by 1032. The student population in the republic's schools in the 1966/67 academic year reached 2,865 thousand. including 855,072 Kazakhs, of whom 424,759 Kazakhs. Compared to the 1914/15 academic year, the number of students increased almost 24 times, and Kazakh students - almost 60 times.
In connection with the increase in the number of students in rural areas, the network of boarding schools has greatly increased over the past seven years. In the 1966/67 academic year, there were 1,911 boarding schools operating at eight-year and secondary schools, in which 99,792 students lived, including 32,979 children of farmers' livestock workers. The children of the shepherds (over 27 thousand) are supported by the state.
In 1956, in accordance with the decisions of the XX Congress of the CPSU, the first 8 boarding schools were opened in the republic. In the 1965/66 academic year, there were already 157 boarding schools, of which 60 were Kazakh and 24 were mixed, in which 59 thousand students studied and educated.
In recent years, much attention has been paid to the development of schools and extended day groups and special schools in the republic. At the beginning of the 1966/67 school year, 168,775 schoolchildren were enrolled in schools and day-care groups. In these schools and groups, extracurricular activities and preparation of lessons are organized for children whose parents, for one reason or another, cannot pay due attention to children.
At the beginning of the 1966/67 academic year, 6336 children with physical and mental disabilities (deaf and dumb, blind, polio, mentally impaired and sick) were enrolled in 39 special schools.
A huge work has been done in the republic to increase the contingent of Kazakh girls in secondary schools, special secondary and higher educational institutions. In the training of pedagogical personnel from among women, the organization during the Great Patriotic War of the Alma-Ata Women's Pedagogical Institute, the Aktobe Kazakh Women's Teachers' Institute and the Women's Pedagogical School in Kyzyl-Orda was of great importance. All students here are fully supported by the state.
An important role in the development of women's education was played by the resolution of the Central Committee of the Communist Party of Kazakhstan dated April 1, 1952 "On measures to improve the training and education of Kazakh girls in schools, special secondary and higher educational institutions."
In the 1960/61 academic year, out of 521,499 Kazakh students in general education schools, 50% were Kazakhs. In 1966, 26,032 Kazakh girls graduated from high school, while in 1940 there were only a few of them.
In the large army of teachers in the republic, women now make up 62%. A common occurrence for Kazakhstan is a woman - a teacher, doctor, scientist, engineer.
The schools of the republic are working hard and persistently to increase the effectiveness of teaching and upbringing, creatively using advanced experience. The quality of knowledge and skills of students is improving, and there are fewer repeaters. In the 1965/66 academic year, out of 2,401,979 students, 2,270,902 (94.5%) graduated from school and transferred to the next classes. The progress of students compared with the 1955/56 academic year has increased by 10%. The number of teachers who work without repeaters has increased to 23 thousand.
After the adoption of the law on schools, work became firmly established in the life of most schools, and its educational value increased. A great deal of work has been done to create a material base for labor training. Training workshops, spans, sections were created at the enterprises.
The main form of industrial training and labor education of rural schoolchildren was student production brigades organized in collective and state farms. In brigades, schoolchildren successfully combine learning with productive labor in agriculture, master the skills of mechanized agricultural labor, and grow high yields of agricultural crops. Working in teams, students apply the knowledge gained in practice, and carry out experimental work with great enthusiasm. In well-organized teams, the guys develop a sense of collectivism, a love for agricultural work.
After graduation, many schoolchildren stay to work in their native collective and state farms, becoming masters of agricultural production.
In Kazakhstan in 1965, 97 thousand students worked in 948 student brigades and in 1566 separate units.
However, the experience of implementing industrial education and vocational training of students in most secondary schools has not justified itself. In many schools it was not possible to create the necessary material base for vocational training, the industrial environment of the school did not allow students to choose the profession in which they tended to specialize. The time devoted to industrial training was often wasted. Many specialties for which schools prepared their graduates had no demand.
In accordance with the amendments to the law on schools adopted by the Supreme Soviet of the USSR, from the 1965/66 academic year in the Kazakh SSR, a ten-year period of study in secondary schools has been restored and vocational training of graduates is carried out only in those schools where there are the necessary conditions for this.
The introduction of primary, and then seven-year and eight-year universal education, the expansion of secondary education, the growth of public education institutions required the creation and continuous expansion and strengthening of the educational and material base of schools.
During the years of Soviet power, at the expense of state capital investments, including boarding schools, 5242 standard school buildings for 1,339.2 thousand student places were built in the republic only within the system of the Ministry of Education. The improvement of school buildings is improving from year to year.
In the 1965/66 academic year, eight-year and secondary schools had 2587 physics rooms, 1786 chemistry rooms, 783 biology rooms, 690 mechanical engineering and 181 electrical engineering rooms, 6853 educational workshops, and 3810 school educational experimental sites.
Schools have more than 3,100 cameras, most middle and eight-year schools have radio equipment, and many schools have televisions, tape recorders and other teaching aids.
Every year the number of leading pedagogical collectives and teachers who work creatively and achieve serious success in the communist education of students is increasing.
Many schools and teachers began to more successfully solve the problem of forming a materialistic worldview of students. In the system of social and political education, carried out in schools, an increasing place began to be occupied by familiarizing students with the activities of the CPSU, with the biography of V.I. Lenin, educating students in the heroic revolutionary, military and labor traditions of the Soviet people.
In order to satisfy the interest of students in the news of science and technology, literature and art, thematic evenings, lectures and reports of specialists, meetings with production leaders, excursions, screenings of films, etc. are held in schools. School student lecture halls, radio centers and television are also used. School regional and republican exhibitions of children's technical creativity, which began to be held systematically, show the ever-increasing technical maturity of students.
In recent years, various clubs have been created that successfully organize out-of-school work with children. In the Kokchetav region there are more than 80 student clubs in various fields of knowledge. In the East Kazakhstan region, Alma-Ata, Karaganda, courtyard clubs and playgrounds are widely developed. Temirtau and Dzhezkazgan clubs of young sailors gained fame outside the republic.
In the process of teaching school subjects, as well as in extracurricular work, attention has been increased to the issues of atheistic and military-patriotic education of students. Work on the aesthetic education of schoolchildren has significantly improved. For example, in the Tokarevskaya school of the Telmansky district of the Karaganda region there is a society of art lovers, a circle of classical music lovers has been created, more than 100 high school students attend the University of Culture.
In the city of Temir-Tau, circles of aesthetic education in the 1964/65 academic year covered 80% of the students, choirs and dance circles were created in schools. In the schools of the republic, exhibitions of artistic creativity of children, school, district, city reviews of amateur performances, meetings of students with art workers began to be systematically held. Song and dance ensembles, puppet theaters, choreographic groups, drama studios, etc. have been created. More attention has begun to be paid to the decoration of school buildings.
Every year more and more students are involved in mass sports work. In the 1965/66 academic year, all types of sports extracurricular activities covered 1 million 43 thousand 394 schoolchildren. In 65 sports schools, 25,255 students improve their skills. In the 1964/65 academic year 77,633 sportsmen were trained in school collectives. The sports facilities in schools are getting stronger. In the 1964/65 academic year, schools had 2,958 standard and adapted sports halls, 8,305 volleyball and basketball courts, 2,200 football fields, 1,219 gymnasiums, 3,098 complex sports grounds and other sports facilities.
Every year, sports-labor and physical-health-improving Komsomol-youth camps are created in the summer. In recent years, local history and tourism work has been noticeably developing. In 1965, more than 6 thousand expeditionary detachments, members of the "campaigns of military glory", worked.
The results of the XVIII All-Kazakhstan Spartakiad of schoolchildren, held in 1966, showed the increased sports skills of young athletes.
The content and organizational forms of work of school pioneer and Komsomol organizations have improved. They began to show more initiative in creating various circles, in organizing socially useful work, physical culture and sports work, etc. With great enthusiasm, the pioneer organizations joined the all-Union competition "Shine, Lenin's Stars!"
Public organizations, committees for family and school assistance, created at enterprises, in large institutions and under house administrations, render great assistance to schools in raising the younger generation. The initiators of the movement for communist education 5 years ago were the residents of the young city of coal miners Ekibastuz. Approved by the Central Committee of the Communist Party of Kazakhstan, their initiative was widely taken up in all cities and villages of the republic.
The I Republican Scientific and Practical Conference in Ekibastuz played a significant role in organizing the joint work of the school, family and the public on the communist education of students. On her recommendation, councils for the communist education of young people were created in all cities and regions of the republic, which are led by party committees. Now there is not a single large industrial enterprise, collective farm or state farm, where commissions for promoting the family and school have not been created and the patronage of advanced brigades and workshops over classes and pioneer detachments has not been organized.
In recent years, the promotion of pedagogical knowledge among the population has noticeably improved. The public education authorities of the North Kazakhstan region initiated a mass pedagogical universal education. Parental universities operate at many schools in the republic.
Children's out-of-school institutions are providing ever-increasing assistance to schools in the communist upbringing of children. By 1967, 207 pioneer houses, 21 stations for young technicians, 17 stations for young naturalists, and 16 stations for young tourists were created in the republic. The schools for working youth, created during the war years, gained wide recognition and helped many young workers and collective farmers to get secondary education. From 1946 to 1961, 42,500 people received secondary education on the job.
At the beginning of the 1965/66 academic year, 551 independent schools for working youth functioned in the republic, separate classes worked at 537 schools for general education, and correspondence departments at 198 schools. 196 476 students studied in them. On collective and state farms, 40 educational complexes with 3898 students have been opened. In 1965, 18870 people graduated from secondary schools for working youth.
From the first days of the victory of the Great October Socialist Revolution in Kazakhstan, as well as throughout the country, preschool children's institutions began to develop. They were the brainchild of the October Revolution, contributed to the emancipation of women and her involvement in social production, had a great influence on the introduction of culture into the everyday life of the Kazakh family.
The first kindergarten was opened at the initiative of the Council of Workers 'and Soldiers' Deputies in Verny in 1917. In the years of the first five-year plans, kindergartens are opened in the industrial regions of Kazakhstan, and then they penetrate into villages and individual Kazakh auls. In 1935, 223 kindergartens functioned, in 1940 - 553, in 1957 - 946 kindergartens, which brought up 49,047 children. Playgrounds are widespread on collective farms.
An especially rapid growth of preschool institutions has taken place in recent years. As of January 1, 1966, 4143 preschool institutions with a contingent of 360,167 children functioned in the republic, including 2307 in rural areas with a contingent of 127,050 children.
There was not a single secondary vocational and technical educational institution in pre-revolutionary Kazakhstan. The crafts and trade schools that existed at that time served mainly the children of small entrepreneurs, traders and merchants. In the post-October period, FZU schools and various professional courses were created to train workers.
At the same time, the republic began organizing specialized secondary education. Already in 1924-1925. 6 agricultural, 2 forestry, medical and industrial-economic technical schools operated on its territory. The payment of scholarships, the provision of free hostels, clothing, textbooks, and food have created all the conditions for children of working indigenous peoples to receive special education.
Today in the republic there are 312 urban and rural vocational schools with a term of study from one to three years. About 120 thousand boys and girls study there. 127 thousand people study in 154 technical schools and colleges.
In the twenties, the question of creating higher educational institutions in the republic arose with great urgency. The Collegium of the People's Commissariat for Education of the RSFSR, taking into account the needs of the growing network of schools in teachers, decided to open in 1928 in Alma-Ata the first Kazakh higher educational institution - a pedagogical institute. Prior to this, the cadres of teachers were trained by 3 institutes of public education, the Kazakh Pedagogical Institute in Tashkent, 14 pedagogical technical schools and 16 secondary schools with a pedagogical bias.
As of September 1, 1927, 2,397 people studied at the pedagogical educational institutions of the republic. The development of a network of higher and secondary pedagogical educational institutions made it possible to prepare qualified teachers for both Kazakh and Russian schools of all types.
Established in 1934, the S. M. Kirov Kazakh State University became a forge of personnel for the national economy and a center for research work. In 20 other higher educational institutions in 1940, there were 10,419 students. At present, 41 higher educational institutions of Kazakhstan annually train about 16 thousand highly qualified specialists for the national economy, cultural institutions and health care of the republic. Among them are 6 agricultural, 5 medical, 10 polytechnic and industrial institutes, the Kazakh State Conservatory.
The leading place among the universities of the republic is occupied by the Kazakh State University, which has 8 faculties: chemical, mechanics and mathematics, physics, biological, geographical, historical, legal and philological with a journalism department. 8194 students - representatives of 37 nationalities study here. Its 57 departments and 9 problem laboratories employ 648 teachers, including 22 doctors of sciences and 204 candidates of sciences.
Teacher training is carried out in 16 pedagogical institutes and 26 pedagogical and music-pedagogical schools. As a result of the development of higher and secondary pedagogical education, including correspondence education, there have been huge changes in the composition and educational level of the teaching staff.
As of January 1, 1966, 134,137 teachers worked in the schools of the Ministry of Education alone, including 85,656 women; by education: with higher - 49 802, with incomplete higher - 21132, with secondary - 60534 and incomplete secondary - 2569 people (mainly teachers of labor, physical education, drawing and singing). Among the teachers there are 45 980 Kazakhs, of which 18 287 people with higher education.
For outstanding services in the development of public education, more than 800 teachers were awarded the honorary title of Honored Teacher of the Republic, about 10 thousand teachers were awarded orders and medals of the Soviet Union, more than 13 thousand teachers were awarded with the badge "Excellence in Public Education".
A lot of work has been and is being done in the republic to improve the ideological and theoretical level and pedagogical qualifications of teachers. All of it is subordinated to the main task - to help teachers creatively solve issues of training and education, to constantly introduce into practice the results of scientific and pedagogical research and advanced pedagogical experience. The main work to improve qualifications is carried out by 16 teacher training institutes located in all regional centers and in Alma-Ata. In January 1966, in Alma-Ata, the Central Institute for Advanced Training of Leaders of Public Education was established.
Together with the growth of the Soviet school, pedagogical science is developing in Kazakhstan. The Scientific Research Institute of Pedagogy is now working on solving a number of pressing pedagogical problems. The main place among them is the definition of the content of education, further improvement of the forms and methods of teaching and educational work in the Kazakh, Russian and Uyghur secondary schools. Much attention is paid to the study and generalization of advanced teaching experience.
Many pedagogical and psychological problems are being developed by the departments of pedagogical institutes and universities. The results of these studies are discussed at scientific conferences and meetings of professors and teachers of universities, with the participation of practitioners of public education.
The most valuable studies are published in the form of monographs, teaching aids, brochures. Of undoubted value for the further development of the Kazakh school are the recently published monographs of Professor R. G. Lemberg "Teaching Methods at School", Professor T. T. Tazhibaev "Education and schools of Kazakhstan in the second half of the XIX century", Doctor of Pedagogical Sciences A. I. Sembaev "The history of the development of the Soviet school in Kazakhstan" and others.
The study of the Russian language played a huge role in the formation and development of the Kazakh school. The Russian language introduced the Kazakh people to the advanced democratic ideas of revolutionary Russia, the life-giving ideas of Marxism-Leninism, the entire intelligentsia of Kazakhstan was educated in it.
Through the efforts of linguistic scientists and experienced teachers, programs and textbooks on the Russian language and literature have been created and applied in all classes of the Kazakh secondary school. A number of methodological aids for language teachers have been published. All this made it possible to significantly improve the quality of teaching this subject. The translation of the Kazakh script from Latin into Russian in 1940 eliminated many difficulties in the study of the Russian language by students.
During the years of Soviet power, a scientific grammar of the Kazakh language was created, linguistic terminology was developed. The language of the Kazakh people has become much richer and more flexible. In the Kazakh language, wonderful works have been created, known far beyond the borders of the Soviet country. Kazakhs read Russian classical and foreign literature in their native language. Dozens of newspapers and magazines are published in the Kazakh language, radio and television broadcasts are conducted, outstanding works of theatrical art are created.
Before the revolution, Kazakhs did not know what a cultural and educational institution, cinema, theater is. Now there are 19 professional theaters in the republic, including the Kazakh Academic Opera and Ballet Theater, a theater for children and youth, 11 concert organizations, 4455 clubs, 22 museums, and a film studio.
As a result of the gigantic efforts of the Communist Party, numerous cadres of the Soviet intelligentsia have grown in Kazakhstan. Thousands of Kazakhs became doctors, engineers, agronomists, artists, and writers. Thousands of scientists work in numerous scientific research institutions of the republic.
The following facts testify to how the cultural image of the Kazakh people has changed during the years of Soviet power. In 300 km from the city of Guryev there is a former remote steppe aul Nurzhau. In it, as in other Kazakh auls, before October there was not a single literate person. Currently, the population of this village is 3 thousand people.
More than 70 teachers, 30 officers of the Soviet Army, over 20 leading party and economic workers graduated from Nurzhau. About 60 residents of Nurzhau are now studying in higher educational institutions of the country, all children attend schools. Even more striking is the cultural growth of the village of Litvinsky, Karaganda region, with a population of 4 thousand people, which is the central estate of the Zavety Ilyich collective farm. During the years of Soviet power, 500 inhabitants of this village became teachers, agronomists, livestock specialists and other specialists of the national economy. 200 children of collective farmers are now continuing their education in higher educational institutions in Moscow, Alma-Ata, Tashkent, Leningrad and other cities of the country.
After the Great October Revolution, the working people of Kazakhstan during the life of one generation have done in the field of education, science and culture immeasurably more than was done during the hundreds of years of domination of Kazakh feudal lords and tsarist colonialists. The example of Kazakhstan clearly shows what a free people can achieve in a short historical period that has embarked on the path of socialism.
In the five-year plan that has come, the Party has set the task of carrying out the transition to universal secondary education. The necessary conditions have been created in the republic to fulfill this task.
In the 1966/67 academic year, 130,000 graduates of the eight-year school were admitted to the ninth grade of secondary schools, which is 70% of the number of those who completed the eighth grade. The network of secondary specialized and vocational-technical educational institutions is also expanding, which now enroll about 25% of those who graduate from the eighth grade.
In schools for working and rural youth, the number of students by the end of the five-year plan will reach 300,000. In the new five-year plan, the contingents of students in schools and day-care groups and in preschool institutions will be doubled. During the five-year plan, schools for more than 400,000 student places should be built using state investment alone. Collective farms, state farms and enterprises will provide enormous assistance in expanding the school area through proactive construction. Over the past seven years, they have built schools and separate classrooms for more than 500 thousand student places at their own expense. This work will continue in the new five-year plan.
New prospects are opened up for schools in Kazakhstan by the resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR "On measures to further improve the work of secondary schools" adopted in November 1966.
The implementation of the resolution will ensure the further improvement of secondary education, the creation of stability in the work of the school, the consistent implementation of the principles of polytechnic education and labor education, bringing the content of education in line with modern requirements of the development of science, technology and culture.

Modern Kazakhstan is the largest in territory after Russia and one of the most economically developed. Its immediate predecessor was the Union - the Kazakh SSR. The history of this state formation is simultaneously connected with our common Soviet past and the modern realities of Kazakhstan. Let's look at it through the prism of the past years.

Background

But in order to establish what processes led to the emergence of such a state formation as the Kazakh SSR, we need to go back several centuries, to the origins of statehood among the Kazakhs.

The origin of the Kazakh statehood refers to the period of the collapse of the Golden Horde and the separation from the Kazakh Horde based on its ruins. It is customary to date this event in 1465, when the leaders of Kerey and Zhanibek, who were dissatisfied with the rule of the Uzbek khan Abulkhair, broke away from his state, led by their nomads. The tribesmen who followed them began to call themselves Kazakhs, which is translated from Turkic as “free people”.

However, the new state formation was quite unstable, and was never fully centralized. In 1718, under pressure from the Dzungars who raided, it finally fell into three parts: Junior, Middle and Senior zhuz. Then the bloody period of the Kazakh-Dzhungar wars began. Only the gradual adoption of Russian citizenship by the Kazakh khans during the 18th century helped to save the Kazakhs from complete extermination. Initially, the khanates had significant autonomy, but during the 19th century it was increasingly abolished, which led to uprisings. In 1824, the khan's power was finally liquidated, and the Kazakh lands became part of the Russian Empire.

The southern part of modern Kazakhstan, formerly the Elder Zhuz, but lost its independence, was annexed to Russia during the Central Asian campaigns in the second half of the 19th century. The territory of the settlement of the Kazakhs was divided between the Turkestan and West Siberian governors general, as well as the Orenburg province. During this period, they began to be called Kyrgyz-Kaisaks, so as not to be confused with Russian Cossacks.

But in 1917 the collapse of the Russian Empire occurred, the period of the Civil War began, which had a significant impact on the fate of the Kazakhs and played a decisive role in the formation of the Kazakh SSR.

The period of confrontation

During the Civil War, political and armed struggle was fought on the territory of modern Kazakhstan. At this time, national autonomies were formed - in the north - Alash (Alash-Orda) with the center in Semipalatinsk, and in the south - Turkestan with the capital in Kokand. Both state formations were liquidated during the Civil War by the Bolsheviks: the first in 1920, and the second in 1918. On their territory, respectively, the Kyrgyz Autonomous Socialist Soviet Republic and Turkestan were formed.

Kyrgyz ASSR

At the time of its formation on July 16, 1920, the territory of the Kyrgyz ASSR included most of modern Kazakhstan. It did not include only the territories in the south of the country, which, as mentioned above, were included in the Turkestan Soviet Republic. But Karakalpakia and the modern Orenburg region were part of the Kyrgyz ASSR, and Orenburg was its administrative center. The Kyrgyz Autonomous Soviet Socialist Republic was included in the RSFSR as an autonomy, as was Turkestan.

During its existence, the territory of the KASSR has undergone significant changes. So, in 1924-1925, it included the southern territories of modern Kazakhstan, which until then were an integral part of the Turkestan Soviet Republic.

Kazakh ASSR

Considering that the "Kirghiz-Kaisaki" variant was not the self-name of the Kazakhs, in April 1925 the Kirghiz ASSR was renamed into the Kazakh ASSR. The capital was moved from Orenburg to Kyzyl-Orda, which was previously called Ak-Mechet, and the Orenburg region itself was separated from the territory of the autonomy and transferred to the direct control of the RSFSR. In 1927, another transfer of the capital took place, this time to Alma-Ata, which remained the administrative center of various state formations of Kazakhs until 1997, that is, for 70 years.

In 1930, the Karakalpak Autonomous Region was separated from the KazASSR, which was transferred to the direct subordination of the RSFSR. Thus, the territory of the future Kazakh USSR was formed almost completely, and in the future there were only minor changes.

Formation of the Kazakh SSR

In 1936, a new Constitution was adopted in the USSR, according to which the Kazakh ASSR acquired the status of a union republic. In this regard, it was withdrawn from the RSFSR, having received equal rights with it, and from that time on it began to be called the Kazakh Soviet Socialist Republic. This is how the formation of the Kazakh SSR happened.

Management in the Kazakh SSR

In fact, the management of the Kazakh SSR was completely concentrated in the hands of the Communist Party of Kazakhstan, formed in 1937, which was an integral part of the CPSU. The main face of the republic was the First Secretary of the Party. Although nominally the collective head of the republic was considered the Presidium of the Supreme Soviet of Kazakhstan. And the Supreme Soviet itself was a legislative body. It was led by the Chairman of the Presidium until 1990, and then by the Chairman of the Supreme Soviet.

Territorial division of the Kazakh SSR

The Kazakh SSR had an administrative structure similar to the territorial division of others. In total, 19 regions were formed at different times. In the early 60s, some regions of the Kazakh SSR were united into territories (Tselinny, West Kazakhstan, South Kazakhstan), although with the preservation of their administrative functions. But already in the mid-60s, it was decided to abandon such a territorial division.

Symbolism

Like any state formation, the Kazakh SSR had its own symbols - a flag, emblem and anthem.

The first flag of the republic was a red cloth with the inscription "Kazakh SSR" in Russian and Kazakh languages, as well as with a hammer and sickle in the upper left corner. It was this banner as a state one that was enshrined in the Constitution of the Kazakh SSR in 1937. But in 1953 significant changes took place: the inscription was removed, but a five-pointed star and a blue stripe at the bottom of the panel were added. In this form, the flag of the Kazakh SSR existed until the very exit of the republic from the Union.

At the same time, in 1937, the coat of arms of the Kazakh SSR was adopted. Unlike the flag, during the period of its existence, it has undergone minimal changes. Its image is shown below.

The anthem of the Kazakh SSR was approved in 1945. In it, to the music of Mukan Tulebaev, Yevgeny Brusilovsky and Latif Khamidi, the words of Kayum Mukhamedkhanov, Abdilda Tazhibaev and

Development of the national economy

During the years of Soviet power, the Kazakh SSR achieved unprecedented economic indicators and the level of development of the national economy. At this time, industry was actively developing, the construction of plants and factories was carried out, virgin lands were raised, the Baikonur cosmodrome was built, the capital of the Kazakh SSR, Alma-Ata, was rebuilt. Metallurgy, machine building, and the coal mining industry developed especially intensively.

But do not forget the period of mass famine, forced collectivization, repression of the national intelligentsia, which the people of Kazakhstan experienced in the 1920s and 1930s.

Liquidation of the Kazakh SSR

The democratic processes that began in the Soviet Union in the second half of the 80s could not but affect the Kazakh SSR, in which centrifugal tendencies intensified. In 1986, the first anti-government rally in the USSR was held in the capital of Kazakhstan, Alma-Ata. He was a protest against the appointment of a person from Moscow as First Secretary of the Communist Party of Kazakhstan who had never even been to the republic before. The movement was brutally suppressed with the use of military units.

In 1989, Nursultan Nazarbayev, who had previously been Chairman of the Council of Ministers, became the First Secretary. On April 24 of the following year, the Supreme Council elected him president. In October 1990, the Declaration on State Sovereignty of Kazakhstan was adopted. After Nazarbayev left the ranks of the CPSU. In December 1991, the full independence of the Republic of Kazakhstan was proclaimed. So the Kazakh Soviet Socialist Republic ceased to exist.

August 26, 1920 - The Soviet government issued a decree signed by V.I. Lenin and M.I. Kalinin "On the formation of the Autonomous Kyrgyz (Kazakh) Soviet Socialist Republic" as part of the RSFSR. Orenburg became the capital of the Kazakh ASSR. The republic included the following regions: Akmola, Semipalatinsk, Turgai, Ural - within the borders until 1917. In addition to these regions, the Mangystau district, the 4th and 5th Adayev volosts of the Transcaspian region, part of the Astrakhan province, and the Bukeevskaya Horde were included.

October 4, 1920 - The Constituent Congress of the Soviets of the Kazakh ASSR was held in Orenburg, which proclaimed the creation of the Kirghiz (Kazakh) ASSR as part of the RSFSR.

The congress elected the supreme authorities:

Central Executive Committee (CEC), chairman - S.M. Mendeshev;

The government of the republic is the Council of People's Commissars (SNK), the chairman is V.A. Radus-Zenkovich.

The congress adopted the first constitution of Soviet Kazakhstan - "Declaration of the rights of workers of the Kazakh ASSR", which proclaimed the constitutional formation of the Kazakh SSR; determined the bodies of state power and government, land policy, basic rights and obligations of citizens, the electoral system and its principles, the system of organization and activities of the court. The Declaration especially emphasized that the economic and cultural revival of the republic will proceed successfully "on condition of full economic interaction and coordination of its economic policy with the policy pursued in the rest of the Russian Federation."

The congress paid special attention to the creation of favorable conditions for the peaceful life of all nations and nationalities that make up the republic. "Every nation," the Declaration said, "is granted and should be provided with the same right to use its native language in all state institutions and at school, and each of them is given and must be provided with the right and full opportunity for free national development."

The Declaration also noted that the basis of relations "from now on is a close and fraternal relationship, based on mutual trust and understanding of the nationalities of the RSFSR."

The historical significance of the formation of the Kazakh ASSR:

Fulfillment of the age-old dream of the Kazakh people - the restoration of Kazakh statehood and territorial integrity;

The result of a centuries-old struggle against colonialism;

The first step towards national revival.

The territory of the republic is 2.7 million square kilometers.

The total population of the KazASSR is 5 million 230 thousand people (increased by 1 million 468 thousand people).

The number of Kazakhs was 61.3% (according to the 1926 census) of the total population of Kazakhstan.

On January 26, 1925, a decision was made to transfer the capital of Kazakhstan from Orenburg to Perovsk (Akmechet). In the first half of 1925, the main government offices moved to the new capital. On April 6, 1925, the Presidium of the All-Russian Central Executive Committee decided to separate the Orenburg province from the Kazakh ASSR.

In April 1925 - the 5th All-Kazakhstan Congress of Soviets decided: to restore the historically correct name of the Kyrgyz people "henceforth call the Kyrgyz - Kazakhs." At the same time, the congress changed the name of the new capital of the republic - Akmechet was renamed into Kyzyl-Orda. By the decision of the All-Russian Central Executive Committee of June 15, 1925, the Kyrgyz ASSR was renamed the Kazakh ASSR.