Сonclusions

Makarenko was one of the first Soviet educators to urge that the activities of various educational institutions – i. e., the school, the family, clubs, public organizations, production collectives and the community existing at the place of residence – should be integrated. In this connection, he laid special emphasis on the leading role of the school as an educational and methods center having the most highly qualified and proficient educational staff.

It may seem strange that the idea of an educator from an authoritarian communist state can be of any use in the twenty-first century, but Makarenko did in his own way what workforce education is called on to do today. With the changes in the workplace as the result of globalization, it is hard to say if Makarenko’s usefulness comes from the fact that he was ahead of his time or that globalization created accidental parallels between then and now. In both cases, workers need skills and education levels they have never needed before to remain competitive, and many workers who in the past may have never even considered earning a college degree or even completing high school now need to do so to remain competitive in the job market. Makarenko had a student population that also needed to experience how education could lead to better lives personally and economically, and therefore, the bases of his findings have value for today. Makarenko’s plan was to equip students to raise their standard of living in an impoverished and devastated country. According to Smith, we have a similar task in helping some people raise their standard of living and others maintain it.

What does become clear in Makarenko’s writings is that despite his political agenda, he had a keen insight into human nature and workplace education needs, and he based his conclusions not on theory but strictly on practice, on what worked. For him, production work, perspectives, and the appropriate relationship between school and work served to turn around young people whom many others had given up on. Therefore, Makarenko’s principles deserve to be revisited to guide today’s efforts in designing workforce education programs for young people.

Bibliography

Характеристика джерела	Оформлення
Книжкові видання
Один автор	Бобрицкая В. И. А. С. Макаренко. Жизнь и педагогическая деятельность / В. И. Бобрицкая. – Полтава, 1991. – 190 с. Макаренко А. С. Избранные произведения : В 3 т. / А. С. Макаренко. – К. : Рад. школа, 1983. – 517 с. Макаренко А. С. Педагогические сочинения : В 8 т. / А. С. Макаренко. – М., 1983. – Т. 1. – 453 с. Фролов А. А. А. С. Макаренко: основы педагогической системы / А. А. Фролов. – Горький, 1990. – 116 с. Ярмаченко Н. Д. Педагогическая деятельность и творческое наследие А. С. Макаренко : Кн. для учителя / Н. Д. Ярмаченко. – К. : Рад. Україна, 1989. – 191 с.
Частина книги, періодичного, продовжуваного видання
Один автор	Baker B. Review Article. Anton Makarenko and the idea of the Collective // Educational theory. – 1968. – Vol. 18. – № 3. – P. 20. Носовець Н. М. Основні ідеї гуманізації трудового виховання в педагогічній спадщині А. С. Макаренка / Н. М. Носовець // Організація та зміст професійної підготовки в умовах національної системи освіти. – Харків : Книж. видав. Каравела. – 1999. – С. 26-31.

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