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Bu çalışma, Osmanlı döneminde elektrik işlerinde eğitim almak üzere, yurtdışına giden Osmanlı öğrencilerini araştırmak üzere kaleme alınmıştır. Osmanlı Devleti, yerel teknik eğitimdeki yetersizlikler sebebiyle, yurtdışına elektrik eğitimi için gidenleri destekleyen bir tutum sergilemiştir. Bu çalışmada yabancı ülkelerde elektrik eğitimi görmek isteyen, 56 Osmanlı vatandaşı tespit edilmiştir. II. Abdülhamid (1876-1909) zamanında sınırlı sayıda öğrenci, Fransa ve Almanya’ya gönderilmiştir. II. Meşrutiyetin ilanı (1908) sonrası, yurtdışında eğitim alan öğrenci sayısı artmıştır. Eğitim için tercih edilen ülkelerin listesi de genişlemiş olup, İngiltere, Macaristan, İsviçre, İtalya, Belçika ve ABD de bu ülkelerin arasına katılmıştır. Yurtdışında eğitime gidenlerin bazıları üniversitelerde teorik öğrenim görürken, bazıları da fabrika ve tersane gibi pratik eğitim alacakları yerleri tercih etmişlerdir. This paper evaluates the Ottoman students who received electricity training in foreign countries during the Ottoman period. Because of the inadequacies of local technical education, the Ottoman Empire decided to support people who wished to receive electricity training abroad. This study found 56 Ottoman citizens who requested to receive electrical education in foreign countries. A limited number of students were sent to France and Germany during the reign of Abdülhamid II (1876-1909). Following the proclamation of the Second Constitution in 1908, the number of students studying abroad increased. The list of countries chosen for study also widened; eventually including England, Hungary, Switzerland, Italy, Belgium, and the USA. While most Ottoman students undertook theoretical studies at universities, a number of them preferred to receive practical training in factories and shipyards.

The paper presents a virtual laboratory for studying power quality events like three-phase voltage dips, which is used by students to learn and test their knowledge about the subject. The virtual laboratory is needed because in real life, in power quality domain, it is very difficult to generate power quality events in order to see the effects or to analyze their characteristics. The virtual laboratory is designed to give the students the possibility to learn first the theoretical aspects of the subject, then to apply the knowledge they accumulate to several signals, in order to get the characteristics of the event and in the end to test their obtained results with signals characteristics. There are two major advantages of using the virtual laboratory: first is that the students can see different events, with different characteristics, and in this way, they understand better the phenomenon; and the second is that a classical laboratory for studying three phase voltage dips is very expensive, the main elements (programmable voltage sources) having a very high cost.

Розглянуто проблеми підготовки інженерних кадрів для електротехнічної промисловості у 1950–1980 рр. Харківському політехнічному інституті. Проаналізовано основні тенденції формування системи підготовки фахівців-електриків на тлі освітньої державної політики другої половини ХХ ст. The problems of engineering training for the electrical industry in the years 1950–1980 in Kharkov Polytechnic Institute. Analyzes the key trends shaping the system of training electricians on the background state educational policy of the second half of the twentieth century