A kereskedelmi iskoláink a 19. századi német és francia szakoktatás tükrében

Kulcsszavak: magyar kozepfoku szakkepzes, nemet, francia recepcios hatasok, gyakorlati tantargyak aranya A 19. szazad masodik feleben kibontakozo hazai kozepfoku kereskedelmi szakkepzes mintajaul a nemet, osztrak, valamint a francia kereskedelmi szakoktatasi „modell” szolgalt. A rendelkezesunkre allo elsődleges (szervezeti szabalyzatok, iskolai ertesitők, tantervek) es masodlagos forrasok vizsgalata, osszehasonlito elemzese soran arra kerestuk a valaszt, hogy vajon az Eotvos Jozsef es munkatarsai altal felterkepezett, igy kulonos figyelmet kapo nemet, osztrak es francia szakiskolai rendszer egyes elemei (a kepzes szerkezetet, a tananyag tartalmat es a vegzettseget tekintve) megjelentek-e, ha igen, milyen formaban a hazai kereskedelmi iskolak megszervezese soran. Tovabba vizsgalatunk targyat kepezte annak felterkepezese, hogy mikent alakult e hangsulyosan gyakorlati kepzest is nyujto, kozvetlenul a munkaerőpiacra felkeszitő kozep/felső kereskedelmi iskolatipusban az elmeleti es a szakmai tantargyak oraszamanak aranya. The Hungarian secondary trade schools in comparison with the 19th century German and French vocational education . Key words: Hungarian secondary vocational education, German, French reception effects, rate of practical subjects The German, Austrian and French trade vocational educational “model” served as an example for the Hungarian secondary trade vocational education starting in the second half of the 19th century. During the examination and comparative analysis of the primary (organizational regulations, school reports, syllabuses) and secondary sources available we were searching the answer whether certain elements of the German, Austrian and French vocational school system mapped by Jozsef Eotvos and his colleagues and thus getting a special attention (regarding the structure of the training, the content of the curriculum and the qualification) appeared, and if yes, in what form during the organizing of the national trade schools. Our examination also included the mapping of how the rate of the number of theoretical and professional subjects developed in this secondary/higher trade school type preparing directly for the labour market and providing mainly practical training, too.