The article considers the history of the first educational institutions in Ugra – Latin grammar schools and Russian (Slavic-and-Russian) schools which were intended for children of the clergy mainly. It is noted that the attempts to develop the system of education in the second half of the 18th and beginning of the 19th centuries cannot be called successful to the full. By the beginning of the 19th century only the fourth part of all male children of the clergy attended educational institutions of different types. Lack of well-trained teaching staff, shortage of textbooks, dispersion of parishes over the vast territory, lack of financing, poverty of church- and clergymen, and the failure to use the achievements of pedagogics in practice prevented schools from development. However, this bad experience had an impact on development of educational institutions in the region later

The relevance of the article lies in the fact that in the scientific literature the issue of establishing educational institutions in the Ob North in the 19th and beginning of the 20th centuries is considered in the overall context of the history of education. But the issues of organization and functioning of Surgut men-only specialized school at the premises of a Cossack school are of the utmost interest as far as they allow us to identify the initiators, participants and observers. The article touches not only upon the issues of education and upbringing but also upon the attitude of the township of one of the most important settlements in the north of the Tobolsk province to the educational institutions for boys only. It is highlighted in the article that different layers of the society were aware of the need for increasing the number of literate people for the region development purposes both in the imperial and Soviet periods.

The relevance of the article is due to the insufficient study of the system of education in the North of West Siberia before the revolution. Scientific information sources on the history of school education in the Khanty-Mansiysk Autonomous Okrug are in a formative stage. Sosvinskoye parish accounting documents provided the basis for the research. The documents
contain the information, which has allowed the author to restore the history of one of typical parish schools
of the region and to narrate its first teachers and benefactors. The education development issues are considered in the frame of the history of Beryozovsky uyezd orthodox parish. Schools construction was dictated by the Executive Order of 1884 on organization of parish schools nationwide. A conclusion has been made that the Russian population of the region (priests, merchants and urban commoners) needed school education. It is highlighted in the article that the Beshkiltsev family played an important part in the material support of Sosvinskoye parish school.

Education during the Great Patriotic War was one of the priorities in arrangement of everyday life of home front. Often local authorities came up against situations where the number of schoolchildren exceeded the capabilities of schools in country towns. The purpose of the article is to reconstruct the way the educational process was arranged in a homefront town crowded with evacuated citizens. Based on the documentation of the historical archive of the Omsk region and the memoirs of war children, the author demonstrated the peculiarities of schools’ work under conditions of war and showed how the war had influenced the content of education and what impact it had on the reminiscences of war children.

The relevance of the article is due to the following reasons: the increased research interest in regional history under extreme conditions of the Great Patriotic War; the controversy that exists in post-Soviet historiography over assessment of the Soviet national policy during the first decades of the Soviet
regime; and the continuing need for studying historical records on the issue. The purpose of the article is to study and consider the historical experience in running national policy and creating a regional system of public education by the political parties of the Khanty-Mansiysk National Okrug in time of war. Based on the analysis of archival documents, the author has concluded that there was critical shortage of national leadership and its share among the leaders of Ugra was low as compared to other national administrative-territorial entities within the USSR. The level of literacy and culture of everyday life among the indigenous population during the studied period was low. However, neither the issues of the national policy nor the low level of literacy prevented the indigenous population of Ugra from participation in the anti-Nazis fight.

The article represents the analysis of school education in the Laryaksky district (it is the Nizhnevartovsky district nowadays) of the Khanty-Mansiysk Okrug in 1945–1962 according to the chronicle of the studied processes suggested by the author. The author focuses on conditions that influenced the development of school education in the remote, economically least developed district of the Okrug and on tasks set for government-run schools of Ugra as well as their completion. The article identifies general trends in education of both the region and the district. Using the new documents introduced in the scientific discourse, the author has characterized the material condition and the number of schools, the number of pupils, the headcount and the composition of the teaching staff, the state of the general education. The results of school education development in the region are analyzed and the problems that existed by the beginning of oil and gas development era of the region are identified.

The relevance of the article is due to the need for studying the issue of institutionalization of higher education in Buryatia, and for raising its significance in training professional personnel for the regional economy. The purpose of the article is a comprehensive scientific research of institutionalization of the higher education system in Buryatia in the 1960–1980s. During the research, the dynamics of higher education development was analyzed in terms of the development of fields of education and the number of trained personnel. The study showed that over the years of their existence the institutions of higher education had played a crucial role in training professional personnel for the republic and had become the basis for social, economic and cultural development

The relevance of studying everyday life of Leningrad teachers and their leisure activities, in particular, is due to the fact that the research is one of the aspects of regional history, namely, the history of Saint Petersburg. This study allows us to make the role of an individual in the history of the country and the region more significant. The purpose of the work is to study leisure activities of Leningrad teachers in 1982–1991. Based on the responses of the interviewed teachers the author has found out that the teachers had a variety of hobbies and their leisure activities depended on the amount of free time they had.

The article studies the history of foundation of the first Surgut grammar school in 1990–1991 using historical and genetic methods, as well as the method of discourse analysis. The author has stated the idea that through the example of public discussion, which took place in the city of Surgut concerning the first grammar school foundation, one can see the features of two independent crises: the city crisis and the crisis of the Soviet statehood. Their combined effect determined the immediacy, contents and results of the
discussion. The research is based on materials of Surgut, Khanty-Mansiysk and Tyumen archives as well as the articles published in newspaper “Surgutskaia tribuna” at that time.