In the draft of the new law "On Education" a separate chapter is devoted to teaching staff. What and how teachers are supposed to be taught, in an interview with RIA Novosti, the head of the Center for Management Methodology, Economics and Legal Regulation of Education of the Federal Institute for the Development of Education, Sergey Zair-Bek, tells.

Sergei Izmailovich, you took part in the development of a section of the draft new law "On Education" dedicated to teaching staff. What are the features of the teacher training system?

Although the professional development of teachers is prescribed in Chapter 5, which deals with the personnel of the education system (Article 53), and not in Chapter 16, which deals with additional professional education in general, we tried to use the same approaches in both cases.

For teachers, advanced training is mandatory once every five years, the duration is at least 72 hours. We believe that the wording can be clarified: “within five years”, so that a person can freely choose the time depending on opportunities, funding, needs for advanced training, and most importantly, if necessary, break the program into several modules and master each at a convenient time .

Given the current ways of organizing the budget process, this is quite difficult, and the experiment to create a "distributed" training system - it is planned to begin this year - is aimed, among other things, at finding such solutions.

The new law will create the prerequisites for different organizations to get access to funding from the budget, and the teacher himself would choose the right ones from a wide range of programs. This will lead to the elimination of outdated programs, stimulate the emergence of more effective forms, for example, the departure of teachers to train teachers in hard-to-reach areas.

What should be the state requirements for advanced training of teachers, which are mentioned in the draft law?

They should be presented not to the content of advanced training, but to the format of programs, quality assessment, and the requirements should be flexibly updated. Today's wording is specifically about the requirements for the format, and I hope that in further discussion, no one will have the desire to enter a clause on content regulation.

- Is there a fundamental difference?

Of course. If a clause appears in the law about state requirements for the content of teacher training programs throughout the country, at the federal level someone will have to develop these requirements and control the implementation of all programs in the field. It will be necessary to check whether teachers are studying a specific regulatory framework, methods, technologies ...

And when it comes to the format, directions of work are set: it is possible to provide for the protection of pedagogical projects, the compilation of a teacher's portfolio, the development of assignments for students - for example, with probabilistic solutions. But after all, we proceed from the fact that the teacher himself will choose which methods to use - Elkonin-Davydov or, say, Shatalov. It is important that the learning outcomes of students with a particular teacher meet the standard of general education.

In general, of course, in the context of the transition to new educational standards attention to the professional development of teachers will be strengthened. As the very approach to teaching in schools changes, teachers themselves must change first.

- Who should develop the content of professional development programs?

This is the responsibility of the organizations offering programs. At the regional level, the modular approach makes it possible to include in the program invariant modules that are mandatory for all teachers, for example, devoted to the regional regulatory framework or new requirements for the content of subject areas in accordance with new standards. And then a choice is possible, dictated either by the requirements of a particular school, municipality, or the preferences of the teacher.

Obviously, a database of programs will be created in the regions, and the teacher will be able to choose suitable ones, in different educational institutions. Their quality must be guaranteed at the regional level.

Will the law provide for public participation in the accreditation of additional programs? vocational education, including professional development for teachers?

In accordance with the 293rd federal law already today social and professional accreditation is envisaged as one of the stages of state accreditation.

We believe that for advanced training programs where no state standards and requirements, the procedure of public and professional accreditation could well become the only one, completely replacing the state one. The participation of the state will consist only in licensing.

But in teacher training, as in defense and security, programs will continue to be controlled by government requirements.

The material was prepared by Evgeny Skvortsov (NRU HSE), especially for RIA Novosti

Conference "Saburov Readings"

The main ideas of the discussion are strategic issues of the development of the education system at all levels of education and education management. According to the community, in the line of results, personal results by 2030 will be more significant than subject ones. The personal result is based on the personal experience of the person. While the domain of deliverables is subject to changing technologies, shifts in economic and political priorities are occurring rapidly. For example, it seems that with the development of technology, the virtual mode of action will gradually begin to prevail, as a result - a decrease in the share of primary industries in the economy and an increase in the share of non-productive areas. “We were more likely to predict the educational results of the future 13 years ago than in the present to predict the subject results for 13 years ahead,” said Sergei Zair-Bek. In this sense, it is much easier to predict personal results, and speaking of objective results, we understand the complexity of their forecasting in terms of modern conditions. In a situation of high uncertainty, among the significant personal results is the moral responsibility for planning one's own development, since the ways and methods of achieving rapidly changing goals and objectives can also change.

Required regulations, which determine the strategy for the development of education in this vein, have been created. Now it is not so much the existence of the norms themselves that is important, but their implementation. In this regard, it should be noted that the existing institutions of education retain the features of 20 years ago, and new institutions will not be created by us, but rather by our children. The creation of various institutions implies the creation of various financing mechanisms. Various funding systems will be created, and a targeted funding system will be developed, including mechanisms such as individual grants to support individual needs and efforts.

The diversity of results suggests a distributed training system. At the same time, the indicators of the quality of personnel training will be formed by the teachers themselves.

Speaking about the ratio of private and public education, the participants agreed that the desired trend is parity. But due to the modern mentality of the parent community private sector until it can compete with the state. However, there will be separate pockets (mainly in cities) where this ratio will be achieved.

Peterson Conference

The goals and values ​​of education, which are quite general, are discussed in one way or another at all conferences. This proves that the education strategies and its results in the new Federal State Educational Standards are set correctly, although they can be changed and improved. It is important to understand what needs to be changed in order to achieve the stated results. Until 2030, there will be no cardinal abrupt changes in the Federal State Educational Standards, they set the right vector, but should change taking into account the task of achieving the declared results. Necessary conditions for transition to new system Yes, but will they be followed?

We use the achievements of the MMPC (traditions of Shchedrovitsky, Vygotsky) and consider it possible to use them to achieve development goals. It is risky to prioritize personal outcomes without reinforcing the ability to learn. Personal results cannot be cut, a person acquires them with experience. In this sense, the educational process is basic, since it involves self-development. Therefore, meta-subject results are paramount, while subject and personal results are a kind of derivative.

In addition, we are able to measure subject results, but there are no criteria for personal results yet. And here the teacher plays a significant role. We take methodological tools general theory activities, concretize them for the educational process and adapt them to different levels of education. General scheme: the transition from knowledge about the mode of action to the actual action, involving the preparation of thinking, trial action, overcoming difficulties, application.

Such a scheme allows the teacher to get a tool for achieving meta-subject results. Having achieved meta-subject results, we proceed to the achievement of subject knowledge. Methodological tool - the structure of educational activities aimed at motivating learning. Modern system aimed at demotivation. Will such an institution of the school survive? Hardly, because parents would like a different approach. Knowledge is the basis for the discoveries of the child, the development of his personality.

Montessori Conference

Working on the results is the activity that the child-parent and pedagogical communities build together. Within the Montessori community created educational program « Kindergarten according to the Montessori system”, which outlines the basic ideas about the results of education. We consider the formation of a person capable of positive self-realization to be a priority. The task of the teacher is to help the child create a certain foundation for development within himself. And above all, through such personality traits as independence and self-discipline. These end-to-end results in the Montessori system are among the most significant. The ability to learn becomes a consequence of the development of personality traits. The justification for the importance of personal results is the uncertainty of the situation. Personal qualities become fulcrums that allow you to exist in the world of any environment. Since personality traits are inalienable, the function of pedagogy is helping, not formative. Educational activities becomes a field for the development of subject and meta-subject results, based on the development of personality traits.

This approach is reflected in the main documents, including the Federal State Educational Standard, but mechanisms for its implementation are needed.

As participants of all conferences note, the key challenge is to harmonize ideas about the results of different school formats in order to form a common understanding of the minimum achievement of results. At the same time, the minimum common denominator does not mean the same approaches to the training of teachers and the mechanisms of remuneration for their work.

Education is a process in which not only children and teachers are involved, but also parents. It is important to understand how to convey to parents the variability of education formats and the variability of results. How to involve parents in motivating a child?

The task of the school is to help parents, to involve them in the process of self-development of the child. The involvement of parents is one of the main conditions for achieving results. The school is becoming more and more transparent, but parents enter it not as employees, but as inspectors. Saying that a strict teacher is needed, they tend to shift part of their responsibility onto teachers. Equal education is the provision of equal opportunities for development under conditions of equal responsibility. On the present stage According to research data, only 30% of parents take part in the education of their children. But it is necessary to work with the remaining 70%, since they are the ones that ensure success. Possible methods of involvement are the school of social activity of parents, the joint development of an individual program for teaching the child, the involvement of parents in the process of monitoring the effectiveness of the program.

Parents need to be taught to be flexible. Educational choices are varied, and parents need to be taught to choose what may not be common, but is appropriate for the child.

Natalia Tsyrendashieva

S. I. Zair-Bek

METHODOLOGICAL BASES OF PREPARING TEACHERS FOR THE MASTERING OF HUMANITARIAN EDUCATIONAL TECHNOLOGIES

Methodological approaches to the design of pedagogical technologies as a process of "humanitarian relations" and theoretical basis training teachers and teachers to build ways to interact and communicate with students and students who are culturally and socially diverse. Based on the analysis of works in the field of philosophy, sociology, political science, psychology, options for interdisciplinary research are revealed to create constructs various kinds pedagogical communications in the diversity of the realities of modern social relations. The article also presents short review available in practice higher education programs and forms of social and communicative education.

METHODOLOGICAL FOUNDATIONS OF TRAINING TEACHERS FOR ACQUIRING HUMANISTIC EDUCATIONAL TECHNOLOGIES

Methodological approaches to designing pedagogical / educational technologies are regarded as a process of "humanitarian relationship", as well as theoretical foundations of training teacher-trainers and school-teachers for constructing interaction and communication with students with different social and cultural background are presented. An analysis of works in philosophy, sociology, political science and psychology is the basis for regarding variants of interdisciplinary studies aimed at creating constructs of different kinds of pedagogical communication in a variety of modern social relations. A brief review of programs and forms of social communicative learning applied in higher education is given.

The education of teaching staff for various education systems is today a process that largely affects the nature of the dynamics of change in various educational institutions how social institution society. On the other hand, its state can be used to judge current trends in the development of education.

Any vocational education system includes a hierarchy

various interrelated elements. First, the ideology, which is mediated by a number of social variables and the level of development of science and society as a whole. The second element is the content of education. It can be considered: in the form of disciplines of the curriculum or educational programs, in the informational aspect - focusing on a set of didactic units contained in standards or other documents, in textbooks

kah and in various information sources. The third element of the system is the methods, forms and technologies of teaching. These components may be in a certain relationship with the basic paradigm of education, i.e. ahead of it, match or lag behind. These relationships have both theoretical and practical significance for pedagogy. At the same time, the very nature of these relationships, due to the inertness of education, is characterized by contradictions, which often lead to processes that slow down the dynamics of its development.

The traditional educational paradigm interprets pedagogical process as information or activity, much less often - as a process of humanitarian relations or a process of communication. At the same time, “humanitarian relations” and “communications” have this case a broad interpretation - the relationship of a cultural and anthropological nature, socio-pedagogical communicative actions1. Traditionally, education involves the search for optimal grounds for structuring and translating required amount subject knowledge, which are thematically divided into cycles, units of study and broadcast to students in limited periods of time. The task of teachers is to form the skills to operate them, that is, to use them in accordance with the needs of practice. Today, this paradigm does not always work in education. The actualization of the personal and dialogic aspects of learning is required. Given the realities of today's society, the teacher should be less conservative, should be able to activate the position of students, the ability to think critically, make decisions. At the same time, teachers are required to be able to organize communication with various

students, who today, as a rule, are quite heterogeneous culturally and socially.

Humanitarian aspects of education are not limited to a certain set of knowledge. The ability to generate professionally colored meanings, to translate them into behavioral, speech acts, becomes decisive. All this is connected with the ability to see and hear oneself “from outside”2, through the eyes of another person who is a partner in education. The essence of the stated provisions boils down to the fact that it is necessary to bring the technological level of the educational process to its humanitarian construction. To do this, it is necessary to find those ways and means that will allow teachers to master the essence of modern humanitarian technologies.

The problem of educational technology is not new to pedagogical research. AT scientifically it is determined that educational technologies belong to the class of social technologies and that they are a system of sequential actions, with the help of which it is possible to obtain the desired pedagogical result. With this approach, educational technologies are considered from the point of view of the methodology of social or pedagogical design. However, the humanitarian aspects of education are difficult to set in project activities, which does not allow us to consider learning technologies in the context of communication or communication, as a result, humanitarian technologies are more often considered within the framework of creating types of dialogic situations, which does not reveal the whole meaning of the concept of "humanitarian technology".

The term "educational technology" has been used in our country for more than 20 years and does not cause the negative reaction that this concept caused.

previously. The developed technological approach to the organization and implementation of the educational process has received serious scientific and practical pedagogical support. AT scientific research foreign and domestic authors consider in detail the issues of terminology of educational technologies, the scientific and theoretical foundations of their classification, the structure of the technological effectiveness of education, as well as the methodological foundations for choosing technologies in education. The objects of technologization in education include: goals, content, organizational methods of perception, processing and presentation of information, forms of interaction between subjects, procedures and techniques for influencing the mechanisms of self-government, motivation, development of cognitive and creative skills.

Despite the wide range of developments in this area of ​​pedagogical knowledge, the humanitarian aspects of new technologies are not included in the practice of education in the proper amount. Therefore, there is a problem between the existing developments in this area and the lack of development of approaches to their development. teaching staff, which does not allow them to be introduced more widely into teaching practice.

As the analysis of works in the field of philosophy, sociology, political science, psychology shows, humanitarian technologies should be researched and constructed in the context of various types communications, work with text as a cultural, hermeneutic object. Their research and design are based on the ideas of various social theories- theories of communication, theories of social relations, theories social action 3.

In the Western philosophical tradition, the origin of these ideas is associated with the works of N. Luhmann4 and J. Habermas5. In them, the development of communication theory is based on

It is based on many theoretical resources accumulated by both the humanities and the natural sciences. Therefore, their theories contain both philosophical and interdisciplinary aspects. Louman and Habermas laid the foundations for an approach to society as a system of communications, i.e., from the point of view of how open its (society) communication is, how much communication itself is fundamental to society and determines the nature of social relationships. Humanitarian technologies perform a communicative function, i.e. they provide communication between various elements socially differentiated society. Further application of the concept of humanitarian technology proved the advantages of an interdisciplinary approach in social studies, especially in those that make their subject matter not structures, but the social context, due to the fact that social relations cannot be explained using universal categories, since they exist in a social context. Therefore, the focus of research on education problems has appeared on the problems of youth, migrants, poor social groups, small nationalities, people with disabilities, women's issues, inequality, justice, etc. In such studies, there is a noticeable desire to overcome the limitations of subject methods through the use of interdisciplinary approaches.

Largely due to the emergence of interdisciplinary areas of social anthropology in the environment social sciences The West develops such areas of social and scientific knowledge as Communication or Communication Studies (communication theory). A significant contribution to the development of this direction was made by the Californian group of researchers - the Palo Alto Group. In their approaches, communication

cation is considered as an interaction, it is recognized that each of the participants influences the course of this interaction. Emphasizes the need for feedback and superposition of spheres personal experience in building understanding. At the same time, special attention is paid to the problem of meaning generation (meaning) in communicative interaction. There are two levels of meaning: content meaning and relational meaning. At present, communication theory is characterized by an expansion of the systems approach. Communication is seen as a social process. Its not just interactive, but transactional nature is emphasized, which means that any subject of communication is the sender and recipient of the message not sequentially, but simultaneously, any communication process includes, in addition to the present, the past (experience), and is also projected into the future. Theorists who share the view of communication as a social process refer to various research schools in the field of communication.

Modern research communications are distinguished by a variety of object-subject bases, variability of methods and epistemological statuses implemented in educational, professional and scientific projects. Representation of these areas: systems theory, social constructivism, social constructionism (related to cognitive psychology), critical theory, cultural studies, postmodernism, symbolic interactionism, dialogism, semiotics, feminism, sociolinguistics, naturalistics, ethnography of communication, conversional analysis, discursive analysis, pragmatics, theory of coordinated agreement of meanings, critical

sky sociology, theory of social

actions and others.

Despite the fact that most of these schools are rooted in other social sciences and disciplines and rely on the use of various research methodologies and traditions, they are united by a number of general philosophical and theoretical positions in their views on communication. This general philosophical unity was defined as “social approaches to communication”7. The most important positions in the views on the process of human communication can be summarized as follows.

Communication is the main social process of co-creation, preservation-maintenance and transformation of social realities.

Communication is a formative process, a way of human existence, a fundamental, primary social process in which we jointly create, reproduce and transform social worlds, the qualities of our existence.

Social meanings are created. The problem of creating meanings is the key to this direction. Communication is not just a process of exchanging information, it is a process of creating a certain community in which we comprehend information and correlate our meanings with the meanings of our partners, creating a certain degree of mutual understanding. At the same time, it is not so much self-expression and acceptance of already formed meanings that takes place, as a joint meaning-creation. The dynamism of meanings is characteristic of any type of communication, including all types of education8.

Communicative processes acquire one or another meaning only in a certain context. A conversation, a message can have different significance, can be endowed with different meanings depending on whether we consider it in

the context of a particular episode or in a relational context (friends, colleagues, rivals), or in the context of culture and cultural relations.

Communication is a process in which we construct not only our social reality, but also our own "I". Self-perception is not a fixed internal formation, but a socio-cultural construct that is constantly being modified9.

Communication is the process of creating common meanings through the use of symbols, among which the primary role belongs to language, hence the recognition of the importance of sociolinguistic and semiotic studies in social approaches to communication.

Communication theory is a practical theory. The teacher, teacher forms, "cultivates" this communicative practice.

Communication links are derivative and depend on the activities of various social actors.

Communication in modern world mediated by sign-symbolic systems of culture and used in

life of society by discursive practices

These provisions, summing up modern social approaches to communication, are important conceptually and practically for preparing teachers for the development and use of humanitarian technologies. Conceptually, since they give an idea of ​​the complexity and multidimensionality of the nature of communication as social phenomenon. In practice, because they are oriented towards understanding and using this diversity in their teaching activities. Within the framework of the paradigm of communication theories, an important problem for education is being solved today, the connection between the content of education and professional

communicative practices that form social competencies.

It should be noted that in domestic science there are a number of philosophical approaches that can be used to build new humanitarian education technologies. These include the developments of such philosophers and methodologists as M. Bakhtin, M. Mamardashvili, V. Bibler, P. Shchedrovitsky11. Productive ideas in the works of M. Bakhtin distinguish dialogue as communication and an opponent in the text as a product of culture. In the works of M. Mamardashvili, for humanitarian technologies, the concept of the communion of knowledge, the space of transformation, and the idea of ​​the meaningful nature of communication are considered important. In P. Shchedrovitsky, they single out the idea of ​​the communicative nature of the meaning and content of activity. However, in domestic science, these philosophical ideas and the communicative paradigm in education have not been established as widely as in practice. Western education. Among the factors that can explain this, the most significant are: the multidirectionality of philosophical traditions, the lower significance for the development of social sciences of operationalism and empirical research. The Russian intellectual tradition is oriented more towards the knowledge of universal laws, conceptualization, which is reflected in the content of higher education even in the social and pedagogical faculties. As a result, there are not enough courses in the educational practice of higher education that teach professionals to consciously construct their interactions with different partners, be it a student, parent or colleague, by means of language (verbal and non-verbal). Pedagogical universities do not have courses that teach you to distinguish between your own meanings and the meanings of others, to understand that these meanings can

do not match. In the training of specialists, including not only specialists in the humanitarian professions, but also managers-managers, workers in the field of education, the communicative component of teaching is presented in a truncated form or not at all.

In American and many European universities, communicative training is carried out as a separate specialization program in communication or as communication courses that are mandatory for specialists in various fields. Textbooks on communication make reference to the fact that among all professional qualities communication skills are highly valued. For example, in one of basic courses UK universities in interpersonal communication, all students must defend their own speeches on a chosen topic (five types of speeches). At the same time, the skills of critical analysis of speeches are developed. Each performance is analyzed. Another course is aimed at the formation of basic knowledge, interpersonal communication skills (to be an effective listener, to recognize partner perception, to choose the “language” of communication, to overcome an unfavorable climate, to manage interpersonal conflict etc.).

During theoretical courses US universities consider: the role of language in communication; social nature of communication, questions of self-expression; gender differences in communication; partnership development dynamics. Courses are mandatory for future sociologists, psychologists, teachers, lawyers, specialists in computer science, management. The most typical courses of communication departments of US universities are: communication theory, methods of communication research, mass communication, theory of rhetoric, rhetorical analysis, argumentation and debate.

you, interpersonal communication, critical reading and speech, organizational communication, leadership and communication, communication in education, intercultural communication, international communication, communication in small groups, business communication, interviews and interviewing, health communication and others. You can refer to the websites of communication departments to see the variety of courses that prepare specialists of various profiles to use humanitarian technologies.

Thus, we can conclude that humanitarian technologies arise from the synthesis of philosophical knowledge and various special sciences, including pedagogy. As a result, various areas of research, philosophical and scientific views appear, the results of which are translated into the construction of practices in education. New educational practices are considered not only in terms of solving specific educational problems, but also in terms of the very interpretation of education, understanding of education as a fair, democratic and civic process of socialization and personal development.

As the analysis of international documents devoted to the problems of education shows, the creation of more equitable educational institutions through the introduction of new humanitarian technologies into education is becoming relevant. social task and a broad search for the pedagogical community. These trends also give rise to new forms of preparation for professional teaching and teaching activities - training is carried out by means of special training courses at universities, with the development of new models of education in international associations, consortiums, associations, network communities, etc.

Considering these phenomena as a whole, one can pedagogical technologies interpreted as a humanitarian intercultural, dialogic paradigm of thinking and activity, which is already adhered to by most of the international pedagogical community. In essence, this paradigm builds a new pedagogical matrix. It can be called a matrix, because it can be composed of ordered elements of various kinds (types of communications and relationships). At the same time, each type can generate new knowledge about the methods of education, but they are all united by common values ​​and understanding of themselves as

partner of the other in the system of various social relations.

It should also be noted that a necessary condition for the training of teachers is compliance with international standards of professionalism. Communicative theory - in all its ramifications and interdisciplinarity, that is, communicative education - becomes an important means of shaping this professionalism. The fundamental role of communication in creating new realities in education largely depends on how teachers, teachers of higher and higher education will be prepared for it. high school, specialists in the field of teacher education.

NOTES

1 Kuropyatnik A. I. Traditions of anthropological education // Sociological education in Russia: results, problems and prospects. SPb., 1998.

2 Pochentsov G. G. Communication technologies twentieth century. M., 2001.

3 Matyash O. I. What is communication and do we need a communicative education // Siberia: Philosophy. Education. 2002. No. 6.

4 Luman N. The concept of society // Problems of theoretical sociology. SPb., 1994: The improbability of http communication. // www/soc.pu.ru

5 Furs VN Philosophy of unfinished modern Jurgen Habermas. Minsk, 2000.

6 Littlejohn S. W. Theories of Human Communication (7th ed.). Belmont, CA: Wadsworth. 2002.

7 Miller K. Communication Theories: Perspectives, Processes, and Contexts. Boston: McGraw-Hill. 20802.

8 Craig R. T. Communication Theory as a Field // Communication Theory. 1999. No. 9. R. 119-161.

9 Griffin E. A. A First Look at Communication Theory (5th ed.). IL: McGraw-Hill. 2003.

10 Wood J. T. Interpersonal Communication: Everyday Encounters (3rd ed.). Belmont, CA: Wadsw1o1rth. 2002.

11 Shchedrovitsky P. G. Philosophy. The science. Methodology. M., 1997.

Comparisons show that our learning programs in mathematics, Russian language and literature, subjects of the natural science cycle, as well as our methods of teaching them, are primarily focused on memorizing large amounts of information. However, when it comes to applying this information to a new situation, to solving ordinary everyday problems, schoolchildren show their helplessness in comparison with their peers from the leading countries of these comparative studies: Finland, South Korea. AT last years a serious breakthrough was made by Estonia and Vietnam.

But there is another problem that becomes apparent from the results of the research. school education. In our country, more than a quarter of all students cannot solve any problems at all and do not have minimal knowledge, which means that more than a quarter of our students are simply unsuccessful. Failure at the age of 15 is almost impossible to eliminate at a later age.

Let's imagine that we have about 15 million children in schools (as of 2016/2017). If we assume that a quarter of them are unsuccessful, then this is more than 3 million 750 thousand. This is a huge city of many millions of those who study in vain, who will not be able to be successful in adulthood, this is a city in which there are more inhabitants than, for example, in Madrid or Berlin. Now imagine that this is only a slice of one year. And if we take into account that on average more than 1 million people graduate from school every year (including graduates of schools and colleges), then a quarter - that is, about 250 thousand graduates at once can be considered unsuccessful. And that's just for one year. As a result, failure as a problem becomes extremely acute not only for education, but also for our economy, in which these graduates will not be able to find a worthy place. With such high rates of failure, today we simply have no right to talk about a good school education.

Can the school itself cope with this task, and if so, how? Is it necessary to simply change textbooks or lesson methods to overcome failure? As experience shows different countries, This is not enough. Only the teacher is not able to solve this problem.

Failure in itself is extremely diverse. Unsuccessful children lag behind their more successful peers not only in academic knowledge. They are much more difficult to socially adapt, they have more problems psychological nature. Alas, trying to create equal conditions for everyone in obtaining a quality education, paying special attention to inclusive programs and methods, Russian school has not yet been able to solve the problem of reducing failure by the methods and means available to it. The report "" for the first time draws attention to this serious problem, and ways to solve it are proposed. Perhaps they will seem obvious to some, but so far none of these proposed solutions has become a real practice in Russian education.

Firstly, experts and practitioners note that failure in mastering school disciplines is often fueled by low motivation, born of simply cool routine, uninteresting programs and methods. Much more interesting for schoolchildren within the framework of extracurricular activities in continuing education classes. In fact, our Russian additional education, which is unique in the world in itself, can come to the aid of basic education. The report proposes to use the resources of additional education to implement school programs. Just? Quite, but this does not mean at all that we just have to load schoolchildren with additional boring classes in mathematics or the Russian language. The development of modern programs of additional education, involving children in activities that are both interesting and useful, is the most important task on the way to eliminating failure. And the most important key is in the creation and implementation of joint programs of schools and organizations of additional education, in which schools will be able to use the resources of these organizations, as well as theaters, museums, industrial enterprises for their learning goals.

Secondly, the solution to the problems of overcoming failure lies in the field of return to school education. No, this does not mean at all that you need to again, as in Soviet time, to educate the builder of communism in the spirit of the moral code. Mere teachings, slogans, and even a repetition of the Soviet experience in terms of creating children's and teenage organizations are unlikely to help. It is difficult to deceive children, they simply will not be where they are not interested. However, it is precisely the lack of moral guidelines, the skills of socially useful behavior in different communities that feeds the failure. Everywhere in the world, the practices of social volunteering, civic education, participation in local community programs are used extremely widely, and not only as correctional for children with problems in social adaptation but also in general for preschoolers and schoolchildren. The report "Twelve Solutions for a New Education" includes the task of introducing at all levels of education, starting with preschool, modern educational practices focused on the development of social skills, installations of solidarity action for the common good, including.

Seemingly obvious measures are actually very difficult to implement, because it requires unconventional efforts, especially in terms of developing the skills of teachers, their motivation to solve the most serious problem of failure.

Sergei Izmailovich Zair-Bek- Leading Expert of the Center for Socio-Economic Development of Schools, Institute of Education, National Research University Higher School of Economics

MMSO 2018

SPEAKER

Zair-Bek Sergey Izmailovich

leading expert

NRU " graduate School economy"

Born in 1971 in Leningrad in a family of teachers. In 1993 he graduated from the Russian State Pedagogical University. A.I. Herzen with a degree in geography and biology, and began working as a teacher. In 1997 he defended his Ph.D. thesis at the Russian State Pedagogical University. A.I. Herzen, worked as an assistant professor at the Faculty of Geography. Since 2001 he has been working in Moscow. Until 2006 - in the state authorities in the field of education (the Ministry of Education of Russia, then the Federal Agency for Education of the Russian Federation), then the head of the Center at the Federal Institute for the Development of Education until 2013. Since 2013 - at the Higher School of Economics, including, since 2015 - at the Institute of Education at the School's Center for Social and Economic Development as a leading expert. World Bank expert on education in Central Asia, head of the educational project "Development of critical thinking through reading and writing" in 2000-2009, project certifier and author of monographs on the development of critical thinking at school and university. Author of more than 50 articles and monographs. Married, has a son.

More

EVENTS WITH THE PARTICIPATION OF THE SPEAKER

18.04 11:00–12:00 Additional education

18.04 16:00–17:50

20.04 12:00–13:00 General education

Members:

• Doctor of Philology, Professor, Corresponding Member of the Russian Academy of Education, Rector, Russian State Pedagogical University them. A.I. Herzen

• and about. Rector, Academy for Advanced Studies and professional retraining educators

• Deputy Minister of Education and Science of the Russian Federation,

At the present stage of the development of society, the issues of a thorough study of the phenomenon of the educational environment in the general problems of studying the quality of education come to the fore. In order to develop and implement new environmental solutions in mass school practice, it is necessary to determine the criteria for the modern educational environment. The concept of "modern educational environment» should find support in the regulatory framework, guidelines for educators on the most efficient use of innovative solutions in terms of achieving educational results different types. As part of the discussion, the results of the study will be presented.

The event was prepared in cooperation with the corporation "Russian textbook"