The Soviet education system is the best in the world. Soviet education is the best in the world

If we follow the logic of Soviet patriots that the Soviet education system was better than under the tsar, then those people who did not study in any tsarist gymnasium, but studied in Soviet schools, or who studied at universities not with former tsarist professors, and the very Soviet ones should show no less, and perhaps even greater results than the people I listed above. That is, people born in some Soviet 50s (the apotheosis of "Soviet" science), who studied in the 60s in Soviet secondary schools and received higher education in Soviet universities in the 70s, they should have shown the whole world something new and extraordinary. Well, where are these new Kurchatovs, Keldyshs, Kapitsa, Landau, Tupolevs, Korolevs, Lebedevs, Ershovs? For some reason I don't have them.

That is, in fact, any unbiased person can see that the explosion of scientific and design thought in the USSR was based on people who received the basis of their education in tsarist times or, in any case, were trained by tsarist specialists. Their work was continued by their students, but as the first and second passed away, the so-called. "Soviet science and technology" is becoming more and more dull. In the 80s of the XX century, both Soviet science and Soviet design thought no longer amazes anyone and cannot boast of a galaxy of world-class names. That is, the Soviet system of education, for any reason, has shown itself to be more flawed than the system of training "bast shoes" tsarist Russia. Academicians in the 80s were like uncut chickens, but just how these academicians enriched science is an open question.

Thus, it can be argued that the scientific and design breakthrough that characterized the USSR in the 30-60s became possible not thanks to, but in spite of the Soviet system. Despite the disfiguring souls and brains of people Soviet power worked Landau, Tupolev, Ioffe, Lyapunov, Rameev, Korolev. Of course, a number of these people, thanks to the military ambitions of the communists, at some point got their hands on colossal human and material resources, but only a completely presumptuous communist agitator can assert that such people as Kapitsa, Landau or Kurchatov in another political and economic system organization of life, would not be able to achieve world-class results.

Science is not Soviet, or capitalist, or tsarist. Science is a thought, an idea, and the unhindered exchange of these ideas. Therefore, until 1917 Russian science was a complete European science. For example, Popov and Marconi were integral part a single science, albeit with a national flavor. And when the Bolsheviks decided to create some kind of separate “Soviet science”, it initially seemed that the experiment was a success, since in the name of the development of military industries, the Bolsheviks actually invested a lot of money in scientific and technological development some industries (to the detriment of many others). However, the isolation Soviet science” inevitably led to regression and stagnation, a clear eloquent evidence of which was the fact of the disappearance of the Russian language as a second compulsory language for scientists of the world at international symposiums. And this happened already in the 70s of the XX century. world science she stopped speaking Russian, because she didn’t expect anything interesting from “Soviet science”. The times of Ioffe, Landau and Kurchatovs, brought up in the tsarist gymnasiums, ended when the times of ordinary "Soviet scientists" brought up in the Soviet education system began.

It is impossible to talk about any merits of the Soviet education system without understanding how, when and where it came from. The basic principles of education for the near future were formulated as early as 1903. At the II Congress of the Russian Social Democratic Labor Party, it was stated that education should be universal and free for all children under 16, regardless of gender. In addition, class and national schools and separate the school from the church. 9 1917 is the day of establishment State Commission on education, which was supposed to develop and control the entire system of education and culture of the vast country of the Soviets. The regulation "On the Unified Labor School of the RSFSR", dated October 1918, provided for compulsory school attendance by all citizens of the country aged 8 to 50 who still could not read and write. The only thing that could be chosen was to learn to read and write (Russian or native).

While most of working population was illiterate. The country of the Soviets was considered far behind Europe, where general education for all was introduced almost 100 years earlier. Lenin believed that the ability to read and write could give an impetus to every person to "improve their economy and their state."

By 1920, over 3 million people were literate. The census of the same year showed that more than 40 percent of the population over the age of 8 could read and write.

The 1920 census was incomplete. It was not carried out in Belarus, Crimea, Transcaucasia, in the North Caucasus, in the Podolsk and Volyn provinces, and in a number of places in Ukraine.

Fundamental changes awaited the education system in 1918-1920. The school was separated from the church, and the church from the state. The teaching of any creed was forbidden, boys and girls now studied together, and now there was nothing to pay for the lessons. At the same time, they began to create a system preschool education revised the rules for admission to higher education institutions.

In 1927, the average time of study for people over 9 years old was just over a year, in 1977 it was almost 8 full years.

By the 1930s, illiteracy as a phenomenon was defeated. The education system was organized as follows. Almost immediately after the birth of a child, he could be sent to a nursery, then to Kindergarten. And they existed as kindergartens day stay as well as around the clock. After 4 years of study in primary school the child becomes a student high school. Upon graduation, he could get a profession at a college or technical school, or continue his studies in the senior classes of a basic school.

Striving to develop trustworthy members Soviet society and competent specialists (especially engineering and technical profile) made the Soviet education system the best in the world. underwent a total reform in the course of liberal reforms in the 1990s.

One of the most significant advantages of the Soviet system school education was its availability. This right was enshrined constitutionally (Article 45 of the Constitution of the USSR of 1977).

The main difference between the Soviet education system and the American or British one was the unity and consistency of all parts of education. A clear vertical level (elementary, secondary school, university, doctoral studies) made it possible to accurately plan the vector of one's education. Uniform programs and requirements were developed for each stage. When parents moved or changed schools for any other reason, there was no need to re-learn the material or try to understand the system adopted in the new educational institution. The maximum trouble that a transition to another school could bring was the need to repeat or catch up with 3-4 topics in each discipline. Textbooks in school library issued and made available to all.

Soviet school teachers gave basic knowledge in their subjects. And they were quite enough for a school graduate to enter higher education on his own (without tutors and bribes). educational institution. Nevertheless, Soviet education was considered fundamental. The general education level implied a broad outlook. In the USSR there was not a single one who did not read Pushkin or did not know Vasnetsov.

Right now in Russian schools exams may be mandatory for students even (depending on domestic policy schools and solutions pedagogical council). In the Soviet school, children took the final final exams after 8 and after. There was no mention of any testing. The method of knowledge control both in the classroom and during the exams was understandable and transparent.

Each student who decided to continue his studies at the university was guaranteed to get a job upon graduation. First, the number of places in universities and institutes was limited social order, and secondly, after graduation, mandatory distribution was carried out. Often, young professionals were sent to virgin lands, to all-Union construction sites. However, it was necessary to work there only a few years (this is how the state compensated for the cost of training). Then there was an opportunity to return to hometown or stay where they got on the distribution.

It is a mistake to assume that in the Soviet school all students had the same level of knowledge. Undoubtedly, general program must be adopted by all. But if a teenager is interested in some separate subject, then he was given every opportunity for his additional study. At schools there were mathematical circles, circles of lovers of literature, and so on. In addition, there were specialized classes and specialized schools, where children got the opportunity to study certain subjects in depth. The reason for the special pride of parents were children studying in mathematical school or school with a language bias.

Why was the Soviet education system so unique?

One of best models Education around the world was recognized by the Soviet system. How did she differ from the rest and what was her advantage? To begin with, a short digression into history.

The secret weapon of the Bolsheviks

In 1957, the Soviet Union launched the world's first artificial satellite Earth. A country whose economic and demographic situation was undermined by the bloodiest of wars, having spent a little more than a dozen years, made a cosmic breakthrough, which the most economically strong and unaffected power in the war turned out to be incapable of. In conditions cold war with the USSR and the arms race, the United States took this fact as a national disgrace.

The US Congress created a special commission with the task of finding out: "Who is to blame for the national disgrace of the United States?" After the conclusions of this commission, the secret weapon of the Bolsheviks was called ... the Soviet secondary school.

In 1959, NATO officially called the Soviet education system an achievement unparalleled in history. By all the most unbiased estimates, Soviet schoolchildren were much more developed than American ones.

First of all, its mass character and general availability. By 1936, the Soviet Union had become a country of universal literacy. For the first time in the world, conditions were created so that every child in the country from the age of seven had the opportunity to receive free education, even if he lives in the taiga, tundra or high in the mountains. The younger generation was becoming totally literate, which no country in the world had achieved at that time!

Education for the masses!

The program throughout the vast territory of the Soviet Union was the same. This allowed any child, the son of a peasant or a worker, after graduating from high school, with the help of the system of workers' schools, to enter a university and there to show their talents for the benefit of home country. Soviet system higher education was the most massive in the world, because the country headed for industrialization and was in dire need of highly qualified personnel. The new emerging Soviet intelligentsia are the children of workers and peasants, who later became professors and academicians, artists and artists.

Soviet education system, unlike the American one, made it possible for gifted children from the social ranks to break into the ranks of the intellectual elite and reveal their full potential for the benefit of society.

"All the best for children!"

The Soviet slogan "All the best for children!" in the USSR was supported by a serious program of action to educate a new generation Soviet people. Special children's sanatoriums and pioneer camps were built to improve the health of young citizens, dozens of varieties of sports sections were opened and music schools. Especially for children, children's libraries, Pioneer Houses and Houses of Technical Creativity were built. Various circles and sections were opened in the Houses of Culture, where children could develop their talents for free and realize their potential. Huge editions produced children's books of the widest subjects, illustrations for which were made by the best artists.

All this made it possible for the child to develop and try himself in a wide variety of hobbies - from sports and music to creativity, artistic or technical. As a result, at the moment of choosing a profession, a graduate of the Soviet school approached quite consciously - he chose the business that he most liked. Soviet school had a polytechnic orientation. This is understandable - the state headed for industrialization, and one should not forget about defense capability either. But, on the other hand, a network of music and art schools, circles and studios was created in the country that satisfied the need younger generation in music and art.

Thus, Soviet education provided a system of social lifts that allowed a person from the very bottom to discover and develop his innate talents, learn and take place in society, or even become its elite. A huge number of factory directors, artists, filmmakers, professors and academicians in the USSR were the children of ordinary workers and peasants.

The public is more important than the private

But what was the most important, without which the education system could not have taken place even with the best organization: a lofty, noble idea - the idea of ​​​​building a future society in which everyone will be happy. To comprehend sciences, to develop - not in order to earn money in the future more money for his individual happiness, but in order to serve his country, in order to replenish the treasury of the “general good” with his contribution. Children from an early age were taught to give - their work, their knowledge, skills, skills for the good of their native country. It was an ideology and a personal example: millions of people gave their lives defending their homeland from fascism; parents, not sparing themselves, laid out at work; teachers, regardless of time, tried to give knowledge and educate the next generation.

The educational process in the Soviet school was built on the basis of the communist ideology canceled 70 years after the revolution and the ideas of collectivism: the public is more valuable than the personal, conscientious work for the benefit of society, everyone's concern for the preservation and multiplication of public property, man is a friend, comrade and brother to man. The younger generation was told from a very early age that the social value of an individual is determined not by official position and material well-being, but by the contribution that she made to the common cause of building a brighter future for all.

According to the System-Vector Psychology of Yuri Burlan, such values ​​are absolutely complementary to ours, in contrast to the Western skin individualistic mentality. The priority of the public over the personal, collectivism, justice and mercy are the main hallmarks Russian attitude. In the Soviet school, for example, it was customary to help weak students. A stronger one was “attached” to the weak one, who was supposed to pull up his comrade in his studies.

If a person committed an act that was contrary to public morality, he was collectively “worked out”, put “in sight” so that he would be ashamed in front of his comrades, and then taken on bail. After all, shame in our mentality is the main regulator of behavior. Unlike the Western one, where the regulator of behavior is the law and the fear of it.

October stars, pioneer and Komsomol detachments helped unite the guys on the basis of higher moral values: honor, duty, patriotism, mercy. A system of leaders was introduced: the best pioneer was appointed as leader among the Octoberites, and the best member of the Komsomol was appointed among the pioneers. Leaders were responsible for their detachment and its success to their organization and their comrades. Both older and younger guys rallied not according to (as is often the case in modern schools), but on the basis of a common noble cause: whether it is a subbotnik, scrap metal collection, preparation holiday concert or helping a sick friend to study.

Who did not have time, he was late!

After the collapse of the Soviet Union, the old value systems also collapsed. The Soviet education system was recognized as overly ideologized, and the principles of Soviet education were overly communist, so it was decided to remove all ideology from the school and introduce humanistic and democratic values. We decided that the school should give knowledge, and the child should be raised in the family.

This decision caused enormous damage to the state and society as a whole. Having removed the ideology from the school, it was completely deprived of its educational functions. It was no longer teachers who taught children about life, but on the contrary, children and their wealthy parents began to dictate their conditions to teachers. The education sector has de facto turned into a service sector.

The collapsed ideology disoriented the parents themselves. What is good and what is bad in the new conditions and circumstances, not at all similar to the Soviet ones? How to raise children, what principles to be guided by: urethral “die yourself, but help a friend out” or archetypal skin “if you want to live, know how to spin”?

Many parents, forced to deal with the problem of earning money, had no time for education - they barely had the strength to ensure survival. Having given best years of their life to the state and having experienced the collapse of the values ​​they believed in, adults, succumbing to their own despair and the influence of Western propaganda, began to teach their children the opposite: that one should live only for oneself and one’s family, “do not do good, you will not get evil and that in this world it's every man for himself.

Of course, the change in views, which had tragic consequences for our country, was also influenced by, which came into its own after the Second World War, and on the territory former USSR- in the 90s.

Free (or, in other words, paid for by the state, by common labor) circles and sections very soon disappeared from the education system. Many paid classes appeared, which quickly divided the children according to property. The direction of education also changed to the opposite. The value was not to raise people useful to society, but to give the child the tools to adulthood get more for yourself. And who could not - he found himself on the sidelines of life.

Do people raised in this way become happy? Far from always, because the basis of happiness is the ability to harmoniously exist among other people, to have a favorite business, favorite people, to be needed. An egoist, by definition, cannot experience the joys of realization among people.

Who are they, the future elite of the country?

From the point of view of the system-vector psychology of Yuri Burlan, the future intellectual and cultural elite of the country is formed from children with and. The percentage of such children does not depend on the status and wealth of the parents. Developed properties of the vector give to society happy person and a great professional, realized in his profession for the benefit of people. Undeveloped properties increase the number of psychopathologies.

By developing some and leaving others undeveloped, we lay a time bomb that is already starting to work. Teenage suicides, drugs, murders in schools - this is still a small part of the retribution for the selfish upbringing, disorientation and underdevelopment of our children.

How to raise the level of school education again?

All children need to be nurtured and nurtured. How to do this without unifying, without driving education and upbringing into Procrustean bed leveling, given the individual abilities of each? A precise and practical answer to this question is given by system-vector psychology Yuri Burlan.

The problem of teaching and raising children is directly related to understanding psychological laws. Parents and teachers should be clearly aware of the processes that take place in the psyche of the child, in a particular school and in society as a whole. This is the only way to influence the current situation. In the meantime, there is no such understanding, we will swim in the syrup of Western ideas alien to us about what education should be. An example of this is the introduction USE systems in a school that does not reveal knowledge and does not contribute to their deep assimilation, but is aimed only at stupid memorization of tests.

The secret of effective education lies in each student. This does not mean that you need to completely return to the former Soviet education system or switch to the Western standard and abandon successful methods. It is only necessary to bring them under the modern format, which system-vector psychology tells us about. Thanks to knowledge about human vectors, it becomes possible to reveal the natural predisposition of the child, his potential abilities in the very early age. And then even the most “incapable” student acquires an interest in learning and a desire to perceive knowledge that will help him realize himself as much as possible in later life.

It is necessary to return to the school and the educational aspect. The Soviet school instilled in children core values in line with our urethral mentality, which is why real citizens and patriots of our country came out of it. But not only this is important. It is necessary to teach the child to live among other people, interact with them and enjoy the realization in society. And you can teach this only at school, among other people.

When a positive psychological climate is created in the family and at school, a personality will grow out of the child, he will realize his potential, and if not, he will be forced to fight with his environment all his life. If at school, in the class there are children who have a difficult life situation or psychological problems everyone suffers from it. And if with the help of elite schools it is possible to give some of the children an elite education, then this is not a guarantee that they will be able to be happy in a society torn apart by hostility. It is necessary to create a system conducive to the upbringing and development of all children. Only then can we hope for a happy future for our children.

How to establish communication with a child, create a comfortable microclimate in the family and school, make the class friendly, raise the level of education and upbringing at school, system-vector psychology tells. Register for free introductory online lectures by Yuri Burlan.

The article was written based on the materials of the training " System-Vector Psychology»

The transition of Russian universities to the Bologna system, which involves four years of study in higher education, was a mistake. This recognition was made by the rector of Moscow State University named after M. V. Lomonosov Viktor Sadovnichy, speaking on Wednesday - December 7 - at the III Congress " Innovative practice: science plus business”, which takes place on the site of the university.

“I can’t resist and I’ll say it again. I consider the transition to a four-year education in higher education a mistake we made, ”TASS quotes the words of the head of the country's main university.

Europe - he noted - "did its job" - unified professional standards and built education accordingly. “Unfortunately, we transferred this four-year education, now it is already three years in some cases, to our high school", - said Sadovnichy. In his opinion, education Russian universities should last five or six years, as in leading Western universities.

It is not entirely clear why the rector did not remember the Soviet system of higher education with the same five or six years. However, the very fact that he touched on this topic at all already says something. And, above all, about the fact that the Bologna system, designed to adjust higher education in Russia to European standards, is not very justified. And it made no sense to enter it.

I spoke about the fact that the transition to the Bologna system was a mistake when we were just beginning to plant this system. Further experience both in our country and abroad quite clearly proved that it is indeed extremely harmful to the country and the world. Therefore, I fully agree with Sadovnichy that it must be canceled as soon as possible.

Moreover, now we still have such an opportunity. Since almost all teachers still know how to work in normal system and not in Bologna. There is teaching materials for such work. But if we miss a whole generation, as happened in Europe, then we risk losing the opportunity to quickly return to a reasonable system of teaching. And then we will be forced to recreate it practically from scratch.

"SP": - And what do you not like about the Bologna two-stage system of higher education?

The main problem is that this system, as they say, puts the cart before the horse. A future bachelor has to memorize practical professional recipes for three or four years, having no idea about theoretical foundations this knowledge. Masters become after two years in-depth study theory, when a significant part of practical skills is already half-forgotten. This, of course, leads to a sharp drop in the effectiveness of education, since less is learned in six years than under the classical system in five years.

"SP": - It turns out that a bachelor's degree gives an inferior education? As they used to say, "unfinished higher education"?

It turns out like this. But the main thing is not that it is unfinished, but that it is not started. What is taught in the bachelor's degree follows from the theory, as I said. And since theory itself is not taught (they are now beginning to be taught in magistracy), much of what is reported turns out to be misunderstood. Correct sequence: start with the basics of theory, and then get practical knowledge based on this theory.

"SP": - What's the difference if in any case the same document is issued - a diploma of higher education?

By Bologna system it is considered normal. But there is back side Problems. because Russian diplomas are beginning to be recognized in the West. And, we know, there is a very serious interest in our most talented graduates. But is it worth it then to spend money and effort so that our best minds leave the country immediately after training?

"SP": - Nevertheless, Sadovnichiy proposes to focus again on the "leading western universities". Why?

I think the rector did not refer to the Soviet system solely for ideological reasons. Now it is not customary to mention it. It is generally accepted that everything connected with the Soviet Union was obviously bad.

Otherwise, it is not clear why we, in fact, abandoned the Soviet system and switched to a market system, if it is obviously bad.

The Bologna Process is the process of matching interests different countries. In order to ensure academic mobility of students and teachers. Align the requirements for the quality of programs implemented by the university. Switch to a modular system. And each student to form his own educational program depending on his interests and the tasks that he sets for himself as the tasks of professional development.

In this sense, this is a process of coordinating interests, requirements for the future development of education as a joint all-European, but - in general - global.

Two-stage is one of the implementation mechanisms. He assumes that in the areas of training - namely in the areas of training - bachelor's programs are being implemented. And in many countries of the world (first of all, developed countries, including the USA), this education, as a rule, is absolutely enough to work in most professions. And which does not close, but opens a long, almost continuous, professional education. It, in particular, can be more profound in the magistracy.

"SP": - Explain?

It does not matter where a person graduated from a university in a particular area of ​​training - in America, Europe, Russia or China - he has certain competencies. And employers understand this.

Nobody forbids a specialty in Russia (five-year higher education - ed.). It is allowed in our country and is assigned by law to the second level of higher education, as well as the magistracy. Moreover, many of the world's leading universities are already implementing integrated six-year programs at once - bachelor's and master's degrees.

You know, the UK didn't join the Bologna system at first either. They thought they had the same better education in the world. But then they quickly realized that the Bologna process is the design of a joint future education. And it's pointless to stand aside. No one will make someone else's past the best for their common future.

"SP": - But in our country, employers quite often treat specialists who have completed a bachelor's degree with prejudice. They are perceived as half-educated and refuse to be accepted to more or less significant positions. Do you know about it?

Any employer for one thing or another workplace entitled to make any demands. Lacking qualifications? Let me finish my master's degree. See what position you are applying for. Often after all, higher education is absolutely not necessary. We need workers with secondary vocational mass education.

In the modern world - concept continuing education. A person changes at least several professions, jobs, etc. throughout his life. And mobility in working career today top priority. During the first three years after graduation, young people change jobs at least two or three times.

"SP": - Are there any statistics, how many bachelor's graduates do we then go to the magistracy?

No more than thirty percent. Moreover, if almost 60% of us study at their own expense in the bachelor's program, then only 15% study in the master's program. Many people think that you can go to the magistracy later, not necessarily right away. That is, continuing education in the magistracy is not such an unambiguous inseparable trajectory.

But if we are talking about integration into the global educational space, then, of course, this is mutual recognition, as if consent to common standards research quality, they are extremely important. In this sense, I am not a supporter of any isolationism. I am a supporter of discussion and design general requirements in the interests of academic mobility both students and teachers.

Soviet education, as you know, was the best in the world, and was very popular. I think that the Russian language should be recognized as the second (if not the first in number) international language. Now foreign specialists with excellent knowledge of the Russian language work in many countries of the world. To the question from where: - "I studied in the USSR." Soviet Union brought up a generation of specialists who are proud of many countries. Doctors, teachers, engineers, architects are ordinary workers for us, but in the countries of the East, Africa, Brazil, etc., they are very respected specialists with high salaries and positions in society.

They were accustomed to learn and learn from birth - proof of this - a lot of published books cheap in price and invaluable in content, a huge number of circles and sections in school years, the development of a deficit of ingenuity and resourcefulness (the ability to replace a missing item with cash and make anything at hand from improvised means). Coming to study Foreign citizens in 5-6 years they completely mastered, if not all the wisdom, then certainly a part of our national consideration.

In the world of science, Herald of Knowledge, World Pathfinder, Inventor and Innovator, Science and Life, Science and Technology - all these magazines popularize science and in plain language tell the laws of nature, physics, technology. Even high school students enjoyed reading them.

History of Russian tea. New experiments on far-sightedness. - Underwater radio. - New English radio stations of "directional" action. News about the expedition of Professor I. I. Vavilov. — Use of the thermal energy of the oceans. — The mechanism of laying eggs by the silkworm. Questions of the universe and interplanetary communications. About going to the moon. — About the telescope. - About comets. — On the principle of relativity. — Atoms and molecules. — Light and its distribution. — On the phenomena of thunderstorms. — The study of chemistry. — Questions of biology. - Speech and thought. - Acmeism. — Studying the literature of the past. — Engines internal combustion and turbines.- these are the topics of the 4th issue of the Journal of Knowledge for 1927.

In production, such concepts as rationalization and invention were spread and encouraged. Welcomed creativity to labor, in which each worker sought to simplify and make the labor process more perfect.

In the film "Rain in a Strange City" love experiences unfold in parallel with the labor process of the protagonist, during which new idea- innovation.

Rational proposal - so, in conscience, an innovation in the labor process was abbreviated. The accepted rationalization proposals made the workflow more advanced - faster, less costly, and therefore more profitable. Creative teams were created at the factories, which competed with each other in making more rationalization proposals.

In order to further development mass technical creativity workers in 1958, the All-Union Society of Inventors and Innovators (VOIR) was created. Its tasks included the development of rationalization and inventive movement - lectures were given, competitions were held and the exchange of experience was widespread - that is, employees of one enterprise were sent to another similar enterprise and adopted labor skills from each other. They moved both within the country and abroad. To get on a business trip abroad for the exchange of experience was the highest chic.

There was a list of regulations governing relations in this direction - Methodology (basic provisions) of determination economic efficiency use in national economy new technology, inventions and rationalization proposals (approved by a resolution of the State Committee for Science and Technology, the USSR State Planning Committee, the USSR Academy of Sciences and the State Committee for Inventions of February 14, 1977), Regulations, instructions and clarifications, and one of the most important for an employee - the Regulation on bonuses for promoting invention and rationalization (approved by a resolution of the State Committee for Labor USSR of June 23, 1983).

Rewards were determined based on the amount of annual savings realized from the implementation of the proposal. The holiday "Day of the Inventor and Innovator" was celebrated annually, on the last Saturday of June. On this day, the best inventions and rationalization proposals made for last year and rewarded the best state awards, awards and honorary titles"Honored Inventor of the Republic" and "Honored Innovator of the Republic".

It was beneficial for the country to raise smart citizens and encourage innovation. This is a guarantee of the development of the country.