Goals, objectives and main directions of the reform of general secondary education. On the reform of education, the Unified State Examination and not only (Online-interview with Andrey Fursenko) Education reforms in this

1. Education reform in Russia
and state policy in the field of education
(initial positions, goals, principles, stages of implementation)

Fourth reform

School and society are inseparable. Society lives and develops the way it learns. And learns how it wants to live.

The life cycle of a school usually corresponds to the life cycle of a society. In step with Soviet history, our school has gone its own way - from a pedagogical poem to a pedagogical drama. And today, sometimes lagging behind, sometimes ahead, the school, together with society, is entering the storm of radical reforms. Enters, like society, slowly, painfully, difficult.

In the general context of national history, in the whirlpool of numerous school reforms, the current educational reform is the fourth of those that have radically changed the face of the school, its goals and values, the content of education, and the entire internal structure of the educational system. The dates of previous such profound reforms are 1804, 1864, 1918. Each of them created a holistic concept and educational system of its time, created a new model, moreover, a new paradigm of education, reproducing the corresponding type of personality and “type of people”.

The current educational reform did not start today, it already has its own history. Its first stage– 1985–1987 - the rise of the social and pedagogical movement and the formation of a new pedagogical ideology against the background of the dying of the pseudo-reform imposed "from above" in 1984. Second phase- 1988 - development "from below" of the concept of reform and its adoption at the All-Union Congress of Workers public education. Third stage- 1989 - mid-1990 - reform hangs in the context of the general stagnation of perestroika. And the fourth stage- the implementation of the reform, which began in the summer of 1990 in the course of the formation of sovereign structures of the Russian statehood and their transition to an independent policy in all spheres of life, including in the field of education.

Within the framework of this fourth stage, two periods are obvious: “pre-market” (until the end of 1991) - socially and politically tense, but economically relatively balanced; and modern, transitional, when the flywheel of market reforms launched in January 1992 sharply aggravated the situation in education, replacing for a while (the first half of 1992) the task of stabilizing and developing the educational system with the dramatic task of its survival.

Heritage

The path traveled by our school almost mirrors the path traveled by the country. Looking back, testing ourselves with history, we cannot but see not only the achievements along this path, but also its enormous difficulties, numerous mistakes, and tragic collisions. The totalitarian regime for many decades tried to make the school an instrument of its crimes - against the individual, against childhood, against conscience, against science, against culture, against society. And the school has a long way to go to heal the wounds of these crimes, to eradicate their very sources.

The crisis state of school affairs, which was exposed by the mid-1980s, reflected similar conditions in society and had the same main source - the crisis of the totalitarian regime, the exhaustion of the resources of its existence. But at the same time, there were other specific reasons for the crisis of our education system - neglect of the internal laws of its development, its complete nationalization, its transformation into a passive object of social and ideological surgery.

The nationalization of the school led to the loss of many of its tasks and functions, to its transformation into a closed, in fact, regime institution. The interests of the individual and the needs of society were beyond the threshold of the school. She began to work only for one address - for the state. Accordingly, the teacher, essentially deprived of the right to pedagogical creativity, was turned into a state official. As a result, a system of triple alienation was formed: schools from society, students from schools, teachers from students.

An inevitable consequence of the transformation of the school into a state, bureaucratic institution was its functioning in the mode of uniformity, like-mindedness and one-man management. Realizing the main socio-pedagogical setting of the administrative-command system for the formation of the "cogs" of this system, the school embarked on the path of total averaging of the individual. Thus, it deprived not only the personality, but also itself of the ability to develop, which objectively led to the cutting of the cultural roots of nations and nationalities, the intellectual potential of society as a whole. The frozen school has become a means of conserving social development, a mechanism for the reproduction of frozen social structures.

The negative phenomena in the activities of the school have been exacerbated in recent decades by two circumstances. On the one hand, its inability to overcome the emerging trends of the global crisis in education caused by the discrepancy between the quality of this education and the requirements of the scientific and technological revolution, the informatization of society, the urbanization of life, environmental changes, etc. school reforms and reorganizations.

Replacing genuine movement with slogan running ahead, this policy set globalized goals for the school, either unrealizable at this stage of social development (secondary universal education, education of six-year-olds, etc.), or completely uncharacteristic of a general education school (universal vocational training of students). These goals, designed for widespread and instantaneous implementation, were not supported by either scientific justification or the necessary financial, human and other resources. Illusory goals gave birth to illusory means and indicators of their achievement: 100% enrollment, 100% academic performance, etc. The “production” of education was thus replaced in the school by the production of unrealistic indicators.

As a result, each subsequent reform or reorganization of the school led to its ever greater imbalance, to the extended replication of errors and the aggravation of school problems. This vicious circle led not only to stagnation, but also to a noticeable regression of the education system.

The school reform of 1984 was no exception in this respect. It not only did not eliminate, but aggravated the crisis of the school. In fact, it cannot even be called a reform. She had no leading idea, no concept and strategy, no methodology. It was not preceded by a sober, critical analysis of school affairs, the development of a mechanism for the upcoming transformations, their legal, economic, pedagogical and organizational foundations. The school was offered a set of random, partial measures - without a clear system, which therefore had largely the opposite results. Take, for example, the salary increase for teachers. Could it stop the exodus of teachers from the school? While maintaining the barracks system of the school, the best teachers continued to leave it, not finding a use for themselves.

Many of the goals declared by the reform were simply erroneous: the merger of general and vocational education, the professionalization of the general education school (a repetition of the mistakes of 1958), the further imposition of uniform education - now in the field of vocational education (the introduction of a single type of vocational school), etc.

All this made the 1984 school reform hopeless. But the main thing that doomed it to dying was its turning into the past, which since April 1985 has entered the last phase of its decay.

The consequences of prolonged administrative-command experimentation with the school are well known. It has lost its development guidelines and has come into sharp disparity with the socio-economic, cultural and educational needs of the country. The declared goals of education turned out to be in deep contradiction with the means of achieving them and the final results: a drop in interest in education; low level of academic performance, which could not be hidden by any interest; deterioration in the mental and physical health of students; cultivation of their asociality, spiritual infantilism, etc.

All this was exacerbated by a sharp decline in the social status of education, the economic leveling of its various levels. As a result, there was a double devaluation: the state devalued the school as an institution of education; school devalued education, culture.

There was only one way out of this situation - a radical change in the essence, nature and direction of state policy in the field of education and a deep, comprehensive reform of the educational system itself.

Starting points for education reform and policy

The cardinal difference between the modern educational reform in Russia and the previous Soviet school reforms and similar reforms in the West is due to the profound social, economic and political changes that are taking place in our country today. Basically, everything is changing today. Russia is moving from a totalitarian regime to a civil society, from a feudal economy to a market economy, from a spiritual gulag and general averaging of the individual to the recognition of its self-worth, the priority of Man and universal human values.

This is what determines both the depth and scope of the ongoing educational reform, and the enormous difficulties that stand in its way. These difficulties are not only in the economic sphere, as is often mistakenly believed, but also in the mentality of the former Soviet society. And here and there they seem sometimes insurmountable.

Two main assumptions underlie the educational reform in Russia. First : A new society cannot be built on the foundations of the old school. And the second : education is not only a leading factor in the development of a person and human resources (the only resources that are inexhaustible and which represent the main gold reserve of Russia), but also a decisive factor in the development of society, the implementation of radical reforms in all spheres of life.

Today we are building a bridge from the lateral and dead-end branch of civilization to its main path. Education is one of the main load-bearing structures of this bridge.

It is education that, first of all, should ensure a change in the mentality of society, the destruction of old, obsolete stereotypes. It must pave the way for a democratic public consciousness, a new political culture, market literacy of the population.

Hence - a change in the political strategy in the field of education and a change in the very type of educational policy, the rejection of the usual, constant pulling education up to the requirements of life and the focus on outpacing its development, clearly enshrined in Decree No. 1 of the President Russian Federation.

The advanced development of education is a pattern and at the same time a condition for normal social development . For education either places limits on this development or opens up new horizons for it.

But speaking of the accelerated development of education, it is necessary to clearly realize that educational reforms are, by their nature, reforms of the second echelon.

Let us recall at least the domestic experience. Preparation of school reforms has always unfolded in the first echelon - during the development of a common ideology of transformation. Or even preemptively, as was the case with the famous article “Questions of Life”, which raised school issues at the dawn of the Great Reforms, in 1856. However, the school reforms themselves were carried out in the wake of economic and political transformations. For, as the Minister of the Interior noted at the time, "serfdom was a stumbling block in the way of every legislative initiative." Isn't it the same now? Without the emancipation of the economy, society, labor and man, the school cannot be emancipated. But having taken the first step, taking a firm course towards this emancipation, it is necessary to confidently and proactively advance the reform of education. The conditions for such advancement must be created by a strong and dynamic educational policy.

The defining features of this policy are:

- focus not only on the education system, but also on society, overcoming sectoral provincialism and a departmental view of education;

- realism, and not the former social myth-making;

- anticipatory character and rejection of tailism, when school politics only interpreted party and government decisions and followed their lead;

- focus on a specific result, on its speedy achievement.

Educational policy is an organic unity of goals, means, methods and results. The result is the main measure of policy. He is her crown or headstone. The previous declarative and decorative school politics buried itself. And almost destroyed the school. Her result is her tombstone, on which, as on the common tombstone of our seventy-year experiment, the anti-pedagogical axiom is inscribed: do not do as I do.

Conditions for Successful Education Reform

School and educational reforms always implement two groups of tasks: political, socio-economic - bringing the education system in line with the general logic of social transformations, with new trends in social development and pedagogical – bringing the educational system in line with the internal logic and patterns of its own development. These reforms can be smooth, evolutionary and abrupt, "volcanic". The latter usually happens in three cases: when the delay of the education system and its separation from life are enormous; when there is a change in political and socio-economic orientations in society; when the very paradigm of education changes.

The previous Soviet school reforms in fact always neglected the internal laws of the education system (hence, for example, the profanation of secondary general education, which was not accompanied by the necessary deep reorganization of the entire internal school structure) and in fact were always “volcanic”, since in most cases they were dictated by opportunistic political motives. Both circumstances made these reforms ineffective, contributing little to the development of education. Meanwhile it is the development of education that constitutes the main meaning, the essence of school reforms .

In recent years, in the developed countries of the world, there has been an obvious transition to a smooth, innovative type of reforming education systems, when these systems include mechanisms for their constant renewal, when the introduction of innovations becomes the subject of systematic and purposeful activity, and innovations themselves act as a leading factor in the development of education. Orientation towards this path of updating the education system is one of the most important conditions for the success of school reforms.

But besides this condition, as evidenced by the historical experience of reforms, including school reforms, there are at least six more conditions that ensure their viability and prospects.

First. Any reform is promising only when it is carried out systematically and covers the whole range of problems. In our case, from the philosophy, law and economics of education to its content and technology of education and upbringing. Attempts to grasp the "main link" that we have been taught so long and hard are illusory. It is futile, for example, to solve the problem of monopoly without resolving the issue of ownership ... And it is just as futile to work out new technology education (even if "Shatalovskaya") on the old content of education in the old barracks school. In both cases, the result will be either far from the expected, or directly opposite to it.

Second. Any reform is fruitful only when it is aimed at growth, at being ahead of the curve. When it opens, but does not close or restricts the development space. In the initial situation of the reform and in each of its present days, tendencies are clearly distinguishable, leading it either to yesterday or tomorrow. And on which of these poles the reform is based, it depends whether it will shift life or end up on its sidelines.

Third. An equally important prerequisite for the success of any reform is its ability to develop, self-correct, self-regulate in time and in the space being reformed. The absolutization of the goals, means, methods of reform, its inability to adapt to the changing conditions of life lead, at best, to its inhibition, at worst, to collapse, defeat.

Fourth. The success of the reform is largely determined by its purposefulness, the choice of reference points for development. However, at the same time, it is not enough to rely only on experimental sites, “centers” for the renewal of education. It is necessary to create mechanisms and an environment for the diffusion of innovations, simultaneously launching levers to support lagging links in the education system. The most promising is the "caterpillar-surveyor" model: medium-developed links move only when the front ones pull and the rear ones push.

Fifth. Any reform is viable only when it relies not so much on the will of the "top" as, and above all, on the need of the "bottom". When it is based not on team and one-time action, but on long-term creative work, on cultivating changes, on stimulating and unleashing local initiatives.

All living things grow from below. The failure of most school reforms was due primarily to the fact that they were designed "at the top" and then "come down" to the bottom, that they were aimed at implementation, not cultivation. But qualitative changes in education occur only when there is a need for them, when the school is aware of this need and gets the opportunity to realize it.

The meaning of the activity of those who undertake to develop and carry out educational reform is not to dictate what, where, when and how to do, what changes to make and what innovations to introduce, but to create conditions and opportunities for renewal and development. schools, education. The conditions and opportunities under which the school, teaching staff were able to manifest and realize their need for renewal, choose their own development trajectory.

And finally sixth. Any movement involves stages. And any reform will be doomed to failure if it exceeds the degree of strength of the material being reformed or if it excessively forestalls the zone of proximal development of social consciousness. This moment has not only political, but also deep ethical meaning. Balancing the goals and possibilities of educational reform, like any other reform, is an indispensable condition and guarantee of its successful implementation. Otherwise, the yoke of reforms may either crack or slip off the reformer's shoulder.

Basic principles of education reform

The education reform being carried out in Russia is based on ten basic principles, which were outlined as early as 1987, approved in December 1988 at the All-Union Congress of Educators, and later developed in relation to modern Russian realities.

These principles are multidimensional. In ontological terms, they set the ideals and goals of the reform. In activity - a coordinate system in motion to implement these goals. As a result, the goal, turning into a means, becomes the determining principle for the realization of the goal.

At the same time, these principles are addressed simultaneously to society, the state and the education system itself. The first five of them provide "external", socio-pedagogical conditions for the normal development of the education system and the remaining five - "internal", actually pedagogical conditions for its full-fledged life. All these principles are interconnected, complement each other, revealing the main facets of education reform.

1. Democratization of education is aimed at creating democratic relations in the education system, without which it is impossible to educate a person of a democratic, civil society. The democratization of education primarily involves:

- liquidation of the monopoly of the state on education that existed in the country and the transition to a public-state education system in which the individual, society and the state are equal partners;

- decentralization of education management as an alternative to the "leading" role and the dictates of the "center" in everything related to the school business;

- municipalization of education, i.e. the participation of local authorities and the local community in the management of education through the relevant municipal authorities;

- independence of educational institutions in choosing their development strategy, goals, content and methods of work, their legal, financial and economic independence;

- emancipation of pedagogical relations, changing their very essence, exit from the system of subordination or opposition to the system of cooperation - an adult and a child, a teacher and a manager, a school, society and the state.

A democratic society begins with a democratic school . And therefore, a society that wants to emancipate itself first of all emancipates the school.

2. Multiformity and variability of education provides for the denationalization of the educational system, the diversity of forms of ownership of education and educational institutions, the choice of various channels and forms of education. Life destroys the unified state way of education, because the school, as a social institution, cannot live only on the state's breath - sooner or later, "oxygen starvation" sets in. Today in Russia, along with the state, a non-state education system is being created, private and public educational institutions, various forms of home education are emerging.

3. Regionalization of education- this is a rejection of a unitary educational space, fastened by a chain of unified curricula, textbooks and manuals, instructions and circulars. This is giving the regions the right and duty to choose their own educational strategy, create their own education development program in accordance with regional socio-economic, geographical, cultural-demographic and other conditions. The educational map of Russia cannot remain gray, lifeless and uniform. It should breathe, should become colorful, diverse. On the other hand, until the school - general education, vocational, higher - becomes a factor in the development of the region, until it turns to its tasks and needs, until it works for its needs, until it acquires a regional face, it will always be "in the balance" - financing, logistics, public and administrative attention, etc.

4. National self-determination school- the most important principle of not only educational, but also national policy. The school is inseparable from the national soil. It forms and preserves the national culture, remelting two opposite streams - the enrichment of the national by the universal and the universal by the national. The fruitfulness of these streams was for a long time held back by the averaging and national leveling of the school; in turn, a non-national school, which in its essence cannot be popular, destroyed the intrinsic value national culture, became a mechanism for the deformation of national structures and interethnic relations. This destructive role of the school is a thing of the past. Based on national historical traditions, enriched with universal human experience, education, school should become a powerful tool national development, harmonization of national relations.

5. Openness of education- this is overcoming its ideological blinkers, its depoliticization and departization; this is the appeal of education to the integral and indivisible world, to its global problems; it is an awareness of the priority of universal human values ​​over class and group ones. A closed school, like a closed society as a whole, is incapable of development. Today we are not satisfied with either a crack in the Iron Curtain, or a window, or even a door to Europe. The school should be built according to the blueprints of a pan-European, global home. It is designed to prepare the human community for a full life in this house.

6. Humanization of education means first of all:

- overcoming the main vice of the old school - its impersonality;

- turning the school to the child, respect for his personality, dignity, trust in him, acceptance of his personal goals, requests and interests;

- creation of the most favorable conditions for the disclosure and development of the abilities and talents of the child, for his full life at each of the age stages, for his self-determination.

Humanization is the key point of the new pedagogical thinking . It requires revision, reassessment of all components of the pedagogical process in the light of their human-forming function. It radically changes the very essence and nature of this process, placing it in the center of his child. The main meaning of the pedagogical process is the development of the student. The measure of this development acts as a measure of the quality of the work of the teacher, the school, and the entire education system.

7. Humanitarianization of education not only opposes the utilitarian technocracy characteristic of our former educational system, neglect of man and spiritual values. It is also connected with the general planetary changes in the nature of human thinking at the end of the 20th century, with the rejection of those traditions that have developed in the world education system over the past 200 years under the influence of a rationalistic and technocratic view of the world as a kind of inanimate mechanism that is dissected in the process of cognition - be it a person, society, culture, etc. Humanitarization is aimed at turning education towards a holistic picture of the world, and above all - the world of culture, the world of man, at the humanization of knowledge, at the formation of humanitarian and systemic thinking. At the same time, it entails an increase in the status of the humanities in the educational process with their radical renewal.

Today, the humanization of education is one of the main means of filling the spiritual vacuum that appeared with the collapse of the old ideological schemes, one of the main sources for the formation of a new social ideology that can change the mentality of society. An equally important aspect of the humanitarization of education is overcoming the predatory attitude to nature and environmental ignorance. Technocracy, like partocracy and bureaucracy, is irresponsible to history. Irresponsible to nature, society, man.

8. Differentiation and mobility of education aimed at creating a fan of opportunities for the implementation of individual educational trajectories, to meet the interests, inclinations and abilities of students, taking into account the psychophysiological characteristics of the age stages of their development. With the help of the differentiation of education, it is necessary to create a market for the necessary educational goods and services that clearly and mobilely responds to the educational needs of various social and professional groups of the population. At the same time, the deepening of the differentiation of education should be based on the foundation of state educational standards, thus ensuring the diversity, accessibility and quality of educational services. The former uniform, one-size-fits-all school is now increasingly being replaced by a school that is diverse, many-sided, and many-voiced.

9. Developing, activity-based nature of education involves the rejection of the mechanical assimilation of educational material, from the traditional information and explanatory approach, focused on the transfer of ready-made knowledge. Knowledge that is not strung on the core of a child's development, on his ability to acquire it on his own, is dead. In turn, a person filled with dead knowledge is not capable of development, full-fledged activity, and change of labor.

The activity of the child is the main factor in his development . And therefore the content of education, the forms and methods of its assimilation should be filled with an active principle, should awaken in the child what he called “the innate human desire for activity” more than a hundred years ago.

10. Continuity of education ensures, on the one hand, the continuity of various levels of education and, on the other hand, multidimensional movement in the educational space: linear and consistent ascent along these steps; mastering them with a gap in time; the possibility of not only continuing, but also changing the type of education that allows a person to switch from one field of activity to another, etc.

The principle of continuity changes the very understanding of the tasks and nature of education. Today, education cannot be acquired for a lifetime: the knowledge acquired at school sometimes wears out earlier than a schoolbag. Education should take place throughout a person's life. Therefore, one of the main tasks of the school is to awaken the independent thought of a child, teenager, youth, teach him to learn, help him realize the vital need for constant updating of education.

Cohesion, intergrowth of these basic principles constitutes the ideology and ethical basis of the Russian educational reform. At its core are two fundamental concepts, two key words: democracy and humanity . But the road from democratization to democracy, from humanization to humanism is thorny. This is clearly demonstrated not only by the world, but also by our own, short-lived reformatory experience.

obstacle course

Like any other, educational reform, as it emerges and advances, goes through obstacle courses with a different set of barriers. At the first and second stages of the school reform, during its preparation and adoption (in 1985–1988), ideological barriers were the main barriers. During the years when the reform was suspended (1989 - mid-1990) and in the first, "pre-market" period of its implementation (mid-1990 - late 1991), political and social barriers became the most difficult to overcome. Today, the greatest share of risk is associated with economic barriers. Today, and not earlier, as many of those who, citing economic difficulties, either justified their inaction, or deceived themselves, or simply sabotaged educational reform, tried to prove it.

Understanding the essence of the obstacle course determined not only the tactics for overcoming them, but also the overall strategy for the development and implementation of educational reform. This is especially clearly seen in the example of its first stages, when the developers of the reform, like many others, it was clear that the architects of perestroika realized only at its end.

At the dawn of perestroika, it seemed to its initiators that the inevitable impending crisis could be overcome by accelerating the country's economic development. But the proposed slogan of "acceleration" led to a movement that was not only traditionally extensive, unpromising, but also in many respects dangerous: after all, it was proposed to accelerate what, in fact, purposefully rolled into the abyss. This fully applied to the school, the crisis of which, as already noted, only aggravated as a result of the school reform of 1984.

It soon became clear that the old economic cart could only move at the speed allotted to it - it could not become an airplane or even a steam locomotive, that the entire economic mechanism had to be changed. This was to be done by radical economic reform. But even this (as well as the attempt to reform the school reform undertaken at the same time) turned out to be unfeasible outside the general context of social and economic transformations. Thus, the reform of the political system was put on the agenda. But here, too, it "suddenly" revealed that at the end of the reform tunnel stands the main obstacle - the gouges of obsolete ideological dogmas that hold back economic, political, and social, including school reforms.

The initial obviousness of this main obstacle determined the initial, sharp ideological orientation of the concept of educational reform. And accordingly - a sharp and long struggle against it. This struggle was led “personally” by the Department of Science and Educational Institutions of the Central Committee of the CPSU, mobilizing for frontal, echeloned attacks the entire army of official pedagogy fed by it.

As you know, the concept of the reform withstood all attacks and was approved by the All-Union Congress of Public Education Workers in December 1988. Matveev's Teacher's Newspaper, the "collective propagandist and organizer" of the new school reform, fell victim in the struggle. In January 1989, one of the main leaders of this reform, was removed from the post of editor-in-chief, and the newspaper was transferred to the suffocating embrace of the "jurisdiction" of the Central Committee of the CPSU.

The subsequent year and a half of the suspension of the school reform was, at first glance, the time of a typical apparatus-bureaucratic aberration: it seems that there is a reform, and it seems that it does not exist at all. But this is only at first glance. Our habitual references to bureaucracy are very superficial. She is a sensitive barometer, instantly fixing the slightest changes in the political atmosphere. Political confrontation in society, at the "top" steadily kept the needle of this barometer between the marks "cloudy" and "changeable".

Variability became, as it were, a symbol of perestroika power. It reflected the permanent fluctuations of this power, with a depressing abundance of words and no less depressing vacuum of action. It created only the appearance of reforms, including school ones. It took half a year to publish, under pressure from below, the new Statute on the School adopted by the congress of public education workers. The concept of school reform approved by him was lost somewhere in the bends of the political course, never reaching the printing press. The development of a specific program for this reform was out of the question.

As a result, the reform was essentially blocked. As the director of one of the Krasnodar schools said, “the teacher raised his foot and did not know whether to put it on or put it on,” that is, whether to take a step forward or stay still. In such a suspended state, with a raised leg, the teachers, as well as the school reform, remained for a year and a half. So far, the new Russian government has not taken on the task of carrying it out independently and consistently.

The political and social opposition to the school reform did not decrease, but, on the contrary, escalated with the beginning of its implementation in Russia. And not only because each specific reformist action causes an equally specific opposition. At the heart of this confrontation lay the general intensification of the activities of the forces that tried to disrupt the course of Russian reforms. The forces that put the 500 Days program under the knife in November 1990, provoked military clashes in the Baltic states two months later, and two months later the withdrawal of troops to the streets of Moscow. The semi-finals and finals of this activity are known: the "Pavlovian" revolt in June and the coup in August 1991.

Opposition to school reform in the first period of its implementation is especially evident in two examples - demilitarization and departization of the school .

The future military organizers of the putsch, Marshal Moiseev and General Varennikov, tried to almost wipe out the leadership of the Russian Ministry of Education for the abolition of compulsory initial military training and the order to eliminate weapons from schools. This seemingly private question, raised by the Ministry in October 1990, became for him a kind of strength test. Dozens of times, formidable generals at various meetings attacked the Ministry, demanding the cancellation of the ill-fated order. Three times this issue was considered, with varying success, at meetings of the Council of Ministers of Russia. It was only in May 1991 that the Council of Ministers unambiguously spoke out in support of the actions taken by the Ministry of Education.

Events unfolded no less dramatically around the decision of the Board of the Ministry of Education adopted in January 1991, six months before the well-known Decree of the President of Russia about the depoliticization and departization of the school . The leadership of the RCP, together with Pravda, the State Education of the USSR and the Academy of Pedagogical Sciences of the USSR, was not slow to launch a massive offensive against this decision, accused the Ministry of all mortal sins, predicting the collapse of the school. At the same time, traditional tricks were not forgotten - threats of being summoned to the Politburo and "exclusions from the ranks." These threats, however, no longer worked: the ranks thinned ... And the ranks of the RCP were such that it was worth staying away from them.

Valery Fedorovich, what changes have occurred in the education of the Samara region in connection with the introduction of a sectoral system of remuneration?

The introduction of a sectoral system of remuneration for teachers is an important step in the reform of the education system. In the Samara region, a radical reform of the education system has been going on since the late 90s. Since 1998, educational districts began to be created in the region, schools were transferred to standard funding. The construction of modern educational centers began in the province, and schools were equipped with modern educational equipment. Schools are financially independent. Money literally "followed" the student to school. With normative funding, the amount of funds received by the school is directly dependent on the number of students in it. The teaching staff received a powerful impetus to improve the quality of education.

What do you think is the purpose of all these changes?

The main goal of the educational reform is to create opportunities for schoolchildren to receive a quality education. To do this, you need to do a lot and a lot. It is not enough to build modern schools and equip them with equipment. It is necessary that qualified teachers work in schools, so that they feel socially protected, receive high salaries and be proud of their involvement in the profession. Why have so many talented teachers left schools in recent years? Why have young graduates of pedagogical universities become a rarity in schools? Because a salary of 2-3 thousand rubles is unacceptably low. Wishing to radically improve this situation, the leadership of the region at the beginning of last year set the task of doubling the average salary of teachers in the province. In November last year, we took this milestone.

And how does all this relate to the introduction of a new teacher remuneration system in the province's schools?

The introduction of a new teacher remuneration system is the next logical step of all the transformations that I spoke about above. Previously, when schools received money from municipalities, it was impossible to talk about the transparency of the funding scheme. With the creation of educational districts as part of the implementation of the project "Reform of the Education System", with the introduction of regulatory funding, such transparency appeared. However, the salary scheme for teachers at that time remained unchanged. The sectoral remuneration system changes the approach to evaluating the work of a teacher, introduces additional incentives, takes into account not only quantitative, but, which is extremely valuable, qualitative indicators.

How does this happen?

With the introduction of the new wage system, the money “followed” the student no longer to the school, but to a specific class. Now each teacher receives a salary, which directly depends on the number of students in the class. For this, the government of the region, the Ministry of Education and Science have developed the required mechanisms and programs.

Are all these innovations supported financially by the regional government?

Yes. Last year, almost 282 million rubles were allocated for the experiment. In the current will be allocated three times more - 910 million.

So, maybe it was not necessary to enter new system teacher salaries? Maybe with additional funding and under the old system of payment it was possible to raise wages?

No. The former tariff system did not justify the expectations of improving the quality of education. It was introduced in order to somehow protect teachers from inflation. Now times have changed. It is necessary to move away from the system in which the difference between neighboring categories of teachers was only 200-300 rubles. This is humiliating for teachers and in no way stimulates them to improve their qualifications, to creative work.

According to the new system, when moving to the second category, a teacher receives a five percent bonus. When moving to the third - ten percent, when moving to the highest - twenty percent. Is it a lot or a little? Let's get a look. Under the new system, there are no rates or salaries. The allowance is made to the final amount of the salary. Here everything is superimposed on each other. And this increasing coefficient for the category goes from 8-10 thousand rubles. Thus, twenty percent of the allowance for an experienced teacher will amount to about two thousand rubles. I think it's a lot of money. At the same time, the teacher has a desire to improve his qualifications. This will automatically improve the quality of education.

Is it possible to draw any conclusions?

Before introducing new mechanisms in all schools, we selected 9 schools of the region, where since April 1 last year, the sectoral system of remuneration of teachers was introduced. For the purity of the experiment, schools in Samara, Tolyatti, small towns and rural areas were taken. The salary of teachers in these schools has increased to 10,000 rubles on average. In the summer, we summed up the results of this educational experiment, corrected the methods, corrected the identified errors.

And the results of this local experiment are already visible. This year's competition in Samara Pedagogical University for various specialties increased by one and a half to two times. Good news travels fast. The youth felt that this profession has a future. Teachers who had previously left school, including men, began to return to school. And this is very important.

In September, the average salary of teachers in the region amounted to 8 thousand rubles. But it must be taken into account that this is an average salary for both urban and rural schools, where there are few students in the classes.

And what to do with rural schools? After all, if there are few children in the class, then the teacher will receive almost nothing under the new wage system.

The leadership of the region is well aware that today the importance of an ungraded rural school is constantly increasing. It is rightfully the center of village life. Experience shows that villages begin to die without schools, so they need to be supported. And quite recently, the government of the Samara region adopted a special resolution, which gives a clear definition of an ungraded school. In the Samara region this academic year there are 152 such schools, where more than 10 thousand students study.

And what kind of assistance will be provided to such schools?

The standard for financing rural schools today is designed for 15 people in a class. If there are 10 or fewer students in a class, then the funds allocated to pay teachers are no longer enough. So, with 10 students in a class in May of this year, it amounted to an average of 3,700 rubles for rural teachers. Teachers of small-class schools would not have experienced a significant difference in salaries from the introduction of a sectoral wage system, if it were not for the introduction of a special methodology for additional financing of small-class schools. This technique was approved by the adopted resolution. The amount of appropriate funding for these purposes from the regional budget for 2007 was also approved. About 115 million rubles will be allocated for this. As a result, teachers in rural ungraded schools began to receive salaries on a par with urban teachers.

You said that a teacher's salary directly depends on the number of students in a class. That is, in order to earn money, the teacher is forced to take as many students as possible. Will the quality of education suffer as a result?

We live in a well-established market economy. Today there are schools of various types. And if someone sent a child to a school that is popular and saw that there were 40 people in the class, and the director does nothing for either teachers or students, does not want to revise approaches to managing an educational institution, optimize school and staffing then, most likely, parents will simply pick up their children from this school. Market mechanisms put everything in its place.

Tell me, why was the teacher's salary of ten thousand rubles chosen as a guideline, and not twenty or thirty?

Let's be realistic. Of course, you can want a sky-high salary. But there is a specific budget, there is a budget forecast for next year. And the amount for education is rigidly fixed in it. Therefore, when determining the amount of the average salary of teachers, we focused on the socio-economic situation in our region, on the degree of solvency of the population and on the ability to obtain bank loans.

Previously, the authors of the introduction of the sectoral system of remuneration, when establishing the amount of teachers' salaries, took as a basis the subsistence level of the population of the province. We went further, taking as a basis the subsistence level of teachers, which, in our opinion, should be higher than the average salary of workers in various sectors of the economy. Let me remind you that in 2005 it was a little over six thousand rubles.

The new wage system will inevitably reveal unsuccessful teachers who are likely to be forced to leave schools. How will this painful process be regulated?

In my opinion, this painful process will not happen. The introduction of the new wage system is based on normative financing. It was introduced in the schools of our region in 1998 and, in fact, the former leadership of the Ministry of Education has already carried out this painful procedure of reducing the number of teachers. I believe that the global cuts are over.

Does the principal of the school influence the calculation of salaries under the new conditions of remuneration?

Today, the teacher receives a guaranteed salary depending on the number of students. And the director of the school can dispose of the over-tariff fund, that is, the funds left after the remuneration of teachers. Its size, or rather the share of the funds received, is strictly fixed. He was before. It's just that earlier there were practically no rules for the distribution of this fund. And now these rules have appeared, as well as the amount of encouragement for teachers for the qualification category, for the complexity of the subject, and so on. A system has emerged that can largely be determined by the school staff.

You mentioned that the size of a teacher's salary depends not only on the qualification category, the number of students, but also on the complexity of the subject. What it is? How is the work of a physics teacher fundamentally different from the work of a physical education teacher?

Now the main criterion for the work of any educational institution is the demand for graduates. High school graduates should be in demand by secondary specialized and higher educational institutions. That is, they must successfully enter them.

Now let's see how many people are trained in physical education? We have only one institution that provides higher sports education - the Pedagogical University. Yes, and sports skills, applicants acquire not in physical education classes, but in various sections and clubs. Of course, we cannot speak here only about this aspect. A healthy lifestyle for children is very important. But this is a topic for a separate discussion. Now let's take a look at how many applicants are admitted annually to universities where physics is a compulsory subject? Aerospace and Polytechnic Universities, Railway Academy, Pedagogical and State Universities. And all these are personnel who fell to restore the industrial and scientific power of our country.

In no way do I want to offend physical education teachers in any way. Here it should be understood that a physical education teacher under the new remuneration system can earn no less than a physics teacher, despite the fact that their subjects are assigned to different categories of complexity. After all, a physical education teacher most often has significantly more students than a physics teacher.

Documents on the reform of Russian education, which appeared one after another, changed mainly editorially, in accents and in tone: from time to time the wording became less definite and militant, but the general idea remained the same, the main goals and tasks were practically the same. There is no doubt that these documents were prepared by real professionals. Even in the concept approved by M. Kasyanov, the importance of education in the modern world is defined as "the most important factor in the formation of a new quality of the economy and society." In the first versions, the meaning of the education reform was reduced only to increasing the efficiency of the economy with its help, and the pace of this reform was made directly dependent on the growth rate of the gross domestic product. The authors saw the main threat to Russia in the 21st century as “by the turn of the third millennium, Russia had lost the status of a superpower and faced the threat of being on the periphery of the emerging new world. The danger of being left behind the globalization processes, the formation of an open community and a post-industrial, informational economy is becoming more and more real for Russia.” In a word, the projects for the reform of Russian education were written and approved by people who think of the current development and the future of society in terms of the past.

If you look at the Concept approved by M. Kasyanov from the usual, traditional point of view, then on the whole it leaves a favorable impression. The reform of education appears as a rational purposeful process, including all the necessary phases: the idea of ​​the future (new) state of education, goal setting, planning in space and time. The document is comprehensive, large-scale, deep, and innovative. It contains many ideas and provisions with which any person cannot but agree, no matter what views he holds. Everyone understands, for example, that in the current financial and economic situation, the state will not be able to pull the education system out of the crisis, and therefore multi-channel financing is a necessity; that education reform is not a departmental project, but the cause of the whole society; that if a society develops a market economy, then education, to a certain extent, should become a service sector, learn and be able to live according to the laws of the market, that an important element of the new organizational and economic mechanism is the full and consistent implementation of the legal status of an educational organization, laid down in the Law of the Russian Federation "On education” (as amended in 1996).

There is no doubt that significant improvement is required to improve the content of education, that the creation of university complexes and the creation of an independent system for monitoring the quality of education can be useful.

There is something “new” in the reform project from the category of “well-forgotten old”, which we will not talk about. These are natural things: reform is not a revolution, but its alternative. It suggests continuity. Moreover, at the last stage of discussions, they decided to call it “modernization”, apparently wanting to say that they do not encroach on the foundations and content of the system that have already developed over the past ten years, but only want to update, “modernize” some forms of Russian education, so that it meets the educational standards of Western (and primarily American) civilization, in which Russia is trying its best to “fit in”. Although, in fact, Western civilization itself needs a radical transformation of its economy, production and consumption, and hence the entire education system. Radicalism presupposes the implementation of fundamental and most complete changes precisely in the content of education. Of course, in forms, but above all - in content. By trying to copy Western education, Russia dooms itself to lagging behind in world development, while by trying to find a model for the accelerated development of education, it could make a breakthrough in all areas, including the economy.

Education reform in Russia will require huge funds. What? Not a word was said about this in the open press. In one of the interviews, the Minister of Education of the Russian Federation V.M. Filippov remarked: "No one will say how much money is needed for the reform." It is difficult to believe that the developers of the reform have no, at least approximate, calculations on this matter. Surely they are, but kept secret. Why? Perhaps not to shock society. Even if we imagine that the price of the Russian reform is ten times lower than the American one, then it is equal to almost five billion dollars. This is almost a five-year budget for the entire Russian education. Where will such money come from? But let's not guess. As long as the cost of the reform is not known, it is not yet clear where the money will come from, as long as there are no guarantees that it will be allocated annually in the required amount, it can be quite definitely asserted that, once begun, the reform can stop at any moment. And this is the worst option: one is destroyed, the other is not built. For me, the question remains: what kind of education reform does Russia need? Meanwhile, this issue is more important than the task of writing the reform project itself or, as it turned out now, the Modernization Concept. For this is a question about the meaning of Russian education “in general”, i.e. about the justification of its presence in connection with a broader plan of reality, the ideal and goals of the development of society "in general", the guidelines for its movement into the future. For it is not enough to say that education is expedient. We must answer the question, what do we see this goal? Education - for what, for what? For the sake of the economy "and" society, as the current Concept says, or is it the other way around - society "and" the economy? The difference is significant and huge.

Of course, if we think of development according to the “as it was” scheme, then the reasons that caused the crisis and the need to reform education inherited by Russia from Soviet times should be seen, firstly, in the complete transformation of the socio-economic and political way of life of society; secondly, in Russia's desire to integrate into the "world (more precisely, Western) economic and educational space", in which its own standards, relations and "rules of the game" have long been established. But the global catastrophic situation requires a complete rethinking of traditional ideas about the values ​​of education in general, goals and objectives. high school, in particular.

1. Who do we want to educate at school, at the university? Human? An employee (specialist)? How do we see a person? Is it a resource? Is it an end, a means? What resource - primarily labor? Is he potential? Target? Means? Resource, goal, means - for what? For what general purposes? Or just for yourself? Is the person an individualist or a collectivist? Or should features of both of them coexist in it?

2. What is a "school", "university"? The main institution of national culture, the formation of a nation, a national state? The main socially forming unit of society, or just a mechanism for the transmission of knowledge? School of Knowledge? School of Life? Maybe both? Is it only teaching or educating here too? Raise what? How?

3. Is the school an institution of society or the state? What is the role of the state in the development of schools (secondary and higher)? Is this role decreasing or increasing today? What is the role of private capital and private initiative?

Among the numerous innovations that have appeared in Russian education in recent years, three clearly stand out: a) commercialization; b) regionalization; c) confessionalization. All these innovations have developed and proceed mainly on the initiative of grassroots structures, often the population itself. Often contrary to the opinion of the authorities. And they are considered at the same time as evidence of renewal, familiarization with the "world civilization". Any changes in the system of domestic education require a thoughtful attitude, unhurried decisions.

Commercialization, regionalization and confessionalization of education undermine its general cultural foundations and goals, which were formulated by the philosophy of the New Age (F. Bacon, J. Locke, J. J. Rousseau, etc.) and to this day remain a kind of canon of the educational practice of democratic Europe . The commercialization of education, in principle, is in conflict with the ideal of humanism, which affirms the inherent value of a person, the original (preceding all social, material and other differences) brotherhood of people and prescribes to create equal chances for everyone in joining common goods, to which, no doubt, knowledge also belongs. , intellectual skills, abilities, norms of decency, social discipline. Regionalization undermines education as a general civil, nationwide institution.

The reformers again hurried with writing concepts and launching the “modernization” of education, they obviously “crossed secrets” at the stage of reform design and therefore introduced a lot of nonsense into it. “Measure seven times, cut once,” they say. For any tailor, this is a strict rule. And for everyone who treats the case quite responsibly.

Question: “What education reform does Russia need?” should have been put up for public discussion. It is clear that the discussion would be difficult. But it's about the fate of the country. This is not possible without public consent. What will not be accepted and understood by the educational community and the people will not come true.

This is understood, for example, by the United States, whose experience Russian reformers like to copy. Americans are constantly reforming their education. Less than 20 years have passed since they carried out a grandiose reform in their schools and universities, increasing their funding several times over. However, a 1997 study showed that little progress had been made over 15 years. The cumulative rating given to the American public education system by the results of this study, conducted by the journal "Education Week", is "three". A November 2000 poll by the New Research Center found that 46% of Americans saw the state of education as deteriorating and only 26% thought it was making progress. A shocking figure was recently published in the American press: 70% of schoolchildren - graduates of the 4th grade - cannot read. As a result, the idea of ​​a new reform of education, so far only school education, has matured.

For several years there were heated discussions about whether or not to carry out this reform. We decided to carry out. But what? Three main types of reforms were offered to the society for further discussion (although they partly overlap with each other).

The first, and most radical, is to introduce free choice and competition into the education system, create fundamentally new types of schools and give parents more opportunities to send their children to the schools they want. Such proposals mainly include the introduction of tuition vouchers for private schools, as well as the organization of "charter schools" (charter schools). Both proposals seem to be gradually gaining popularity.

The second type of reforms involve empowering teachers and students within existing schools, improving outcomes and introducing clearer accountability procedures, essentially changing the existing school culture. Destroying the system of social status, imposing strict performance requirements - either at the state or federal level - and making teachers and administrators more accountable for student results will improve the overall environment in schools, as both educators and students will become be less sympathetic.

The third version of the reform calls for more money to be invested in the current school system, and to do it more purposefully. In particular, earmarking of funds for schools in poor areas is recommended; reducing the number of students in the classroom by hiring more teachers; allocation of additional funds and intensified efforts to attract the most the best teachers and control over their work.

There are serious disagreements among American politicians, experts, educators and members of the public regarding the reforms mentioned above. The most popular proposal today is to reduce the number of students in the classroom, but there is also a trend in favor of more serious changes. Many predict that in a few years the opportunity to choose a school for children in one form or another will not be the exception, but the rule. Whether this happens or not, time will tell. But everyone agrees that there is no magic solution in the field of reforming the education system. The only thing that is clear is that maintaining the status quo is not the solution. Change is needed.

What can be said about this? Both the authorities and society demonstrate a business-like, professional and responsible approach to solving the most complex social problem. They offer different approaches and options, research public opinion, lead discussions among professionals, and discuss these issues in Congress. In Russia, the opposite is true. No alternative designs. Option - one and only. The first versions were prepared by G. Gref's "team" secretly not only from the professional community and the "general public", but even from the Ministry of Education. As stated at the very first meeting in the fall of 2000, where the draft reform was discussed, the rector of MVTU I.B. Fedorov, "we were moved away from the preparation of the project." In the closing speech, the Minister of Education of the Russian Federation V.M. Filippov noted that "the document was very poorly discussed with the public," since G. Gref "closed access to participation in the preparation of the document," arguing that "the ministry is a conservative organization." The rector of Moscow State University named after M.V. M.V. Lomonosov, President of the Russian Union of Rectors V.A. Sadovnichy. The Committee of the State Duma of the Russian Federation on education and science turned out to be on the sidelines. The then chairman of this Committee, I.I. Melnikov spoke about this more than once in his public speeches.

There is no point in this approach, it is complete absurdity. For it is possible to create a reform project with limited forces, secretly from the educational community, but it is impossible to implement it without the participation of university rectors and school directors, professors and teachers. Sooner or later it is necessary to find coordinated positions. And so it happened in the end: the main ideas of reform, which were supposed to be implemented according to an accelerated scheme, were either postponed for a long time (the introduction of 12-year schooling), or transferred to the category of experiments, the results of which (if they are evaluated objectively), in my opinion, will be negative.

Meanwhile, for the past two years now, the entire educational community has been pretty feverish, considerable forces and funds are being spent, which can easily find a more worthy application.

It is also curious how the various options for the concept of education reform were discussed at the meetings of the rectors, which I attended: they left me with a feeling of poorly hidden violence. This was already manifested in the fact that a set of documents amounting to dozens of pages was handed to us every time during the registration of participants 20-30 minutes before the start of the meeting. During this time, it was necessary to have time to run through the text diagonally with your eyes in order to at least in general understand why you are here, what will be discussed. It was impossible to delve deeply into the essence of the document, because, naturally, it consisted of formulations and theses, each of which concealed a very specific meaning. How to “decipher” in a few minutes what a group of specialists has been preparing for weeks and months? It's impossible. Everyone found themselves in a stupid situation: either to be indignant and declare that you are not ready for a discussion, or to pretend that everything suits you. Nobody wanted to look like a brawler. As a result, hundreds of university leaders, backed by hundreds of thousands of teachers and millions of students, portrayed the auditorium, the audience, and a standard action unfolded on the stage: a report, a co-report, a dozen pre-prepared speeches, the final word: "Accept as a whole with the comments made." In other words, I approve. Theater of the Absurd. And soon a document appeared that bore little resemblance to the one that was discussed, but already in the form of a government decree or, as was the case, for example, with the National Doctrine of Education, which was discussed at the All-Russian meeting in the State Kremlin Palace, and then, during the “refinement”, it was so cut off its essence is that, apart from cod, it has no meaning.

Only once, at an expanded meeting of the Council of the Russian Union of Rectors on May 21, 2001, the rector of the Ural University V. Tretyakov said something that the organizers of such meetings themselves should understand: “Why are we discussing the details of what we do not agree with in principle, in general? Why do we, the rectors, agree to join the working groups of the Ministry and discuss proposals that we do not accept initially (Unified State Exam, GIFO, etc.)? Let's first decide what kind of reform we need? The rectors sitting next to me and I agreed with this. I think there were most of them in the room. But Tretyakov's speech was already made towards the end of the meeting. And it was clear to everyone: the scandal would only aggravate the situation.

In our assessments of ideas and measures to reform Russian education, of course, there is a lot of subjectivity. Otherwise it can not be. In a person with a certain worldview, all assessments of the real state of affairs and ideas about the future are built in the logic of this understanding. This does not mean at all that they are true. Reality, strictly speaking, is only an idea, representation, concept. What is absurd for me, for another may have some (incomprehensible to me) meaning. The difference in levels of understanding of reality is the most fundamental difference between people. We pronounce the same words, use the same concepts, but do not fully understand each other, or even do not understand at all.

If for me there is a concept of “sustainable development” and it is full of the deepest meaning, if I consider reality from the point of view of this concept, then the things and phenomena that I perceive rationally and sensually become “good” and “bad”, “right” and “wrong” , "high" and "low", "meaningful" or "meaningless", depending on how they correspond to the principles and requirements of the "sustainable development" paradigm and the corresponding education paradigm.

If a person has not even heard anything about “sustainable development”, has not understood or consciously accepted this concept, for any reason he will have his own logic of reasoning based on a different worldview.

Having studied almost all variants of the concepts of reforming Russian education, I did not find in any of the texts even a mention of the “sustainable development” paradigm. Having discovered this circumstance, I, according to the logic of things, should have continued reasoning about Russian education in the key of the “sustainable development” paradigm, landing it on Russian soil. And that would be my personal, purely theoretical project. Meanwhile, I am fascinated by the absurdity of what is happening in Russia, one of the powerful streams of which is the ongoing modernization of education.

The question of financial support for the reform remains the most unclear to society. No one needs to be convinced that any social project costs money and the larger it is, the more expensive it is. For example, five years ago, supporters of this idea asked for $3.2 billion to conduct an experiment on the introduction of an “educational voucher” in the United States, which the US Congress denied them. The current US President Bush Jr. presented to the US Congress a project to reform the education of his country, estimating the cost of the reform at 47.6 billion dollars.

Introduction

Continuing education

Knowledge, skills and abilities

At the preschool level:

At the elementary level:

continuing education

children of preschool and primary school age

Development principle

The principle of humanitarization

The principle of integrity

The principle of cultural conformity

The principle of variability

The child is showing

He actively benevolentattention to others, sympathetic respects dignity of others

chooses fantasy, imaginationespecially prominentCreative skillsinternal plan of action, function development imagination and becoming

Volitional beginning Arbitrariness also appears insocial behavior

cognitive abilitiescuriosity interest

competence

Physical development

cognitive development

ability to reflect

ability to learn

Physical

Cognitive speech

Socio-personal

Artistic and aesthetic.

Physical development

subject of knowledge: his

Social and personal development

Children.

positive self-perception

the values ​​of cooperation

etiquette rules

child

Artistic and aesthetic development

artistic ability, as well as developmentartistic taste.

Adults create ample opportunities forcreative expression

propaedeutic

Mathematics

The world. Technology

labor in nature

The younger students are

Developing

Physical education

junior schoolchildrenmaster the movements

Preview:

The concept of the content of continuing education

(preschool and elementary)

Approved by the Federal Coordinating Council

on general education of the Ministry of Education of Russia 17.06.2003

Introduction

The legal foundations for the development and functioning of preschool and primary education in Russia are the documents adopted by international organizations (the International Convention on the Rights of the Child, the Declaration of the Rights of the Child), as well as the laws of the Russian Federation (the Constitution of the Russian Federation, the Law of the Russian Federation "On Education"). For the concept of continuous education, the following provisions of these documents are especially important: the constitutional right of every child as a member of society to the protection of life and health, to receive education, humanistic in nature; respect for the individuality of each child; adaptability of the education system to the levels and characteristics of development and training of children.

Democratic transformations in Russian society have led to serious changes in the system of preschool and primary school education, which have affected both the organizational and content side of these levels of education.

Thus, the system of preschool education is a flexible, multifunctional network of preschool educational institutions (DOE), which provide a wide range of educational services, taking into account the age and individual characteristics of the child, the needs of the family and society as a whole. Preschool institutions are developing with priorities in one or more areas of work with children (kindergartens of a compensatory type, care and rehabilitation, child development centers, etc.).

New forms of service for preschoolers have arisen (mini-gardens, short-term maintenance groups, walking, health-improving, etc.). Educational institutions "elementary school - kindergarten" have positively proven themselves, creating the most favorable conditions for ensuring continuity in the upbringing, education and development of children. Positive changes have been outlined in the development and spread of psychological services for children of preschool and primary school age and their parents.

Significant changes have taken place in the content of education for children of preschool and primary school age, in the general nature and style of the pedagogical process: the variability of programs, curricula, and teaching aids is becoming more widespread, which greatly enriches the content of both preschool and primary education. There has been a rejection of rigidly regulated forms of education, the pedagogical community has adopted the ideas of humanistic pedagogy.

An analysis of the situation shows that this trend should remain a characteristic feature of the education system in the future. At the same time, the changes taking place in the education system have shown the unpreparedness of a significant part of the teaching staff for the conscious choice of a variable educational program and its adequate implementation, taking into account the capabilities and needs of children. In addition, variability has introduced an unjustified passion for subject education in preschool education, and one-hour subjects in primary school, which has led to an unjustified increase in requirements for school applicants, a decrease in the quality of education and an overload of children. The absence of education standards approved at the state level significantly impedes the provision of continuity and prospects in the education system.

Thus, preparation for school is often considered as an earlier study of the first grade program and is reduced to the formation of narrowly subject knowledge and skills. In this case, the continuity between preschool and primary school age is determined not by whether the future student has developed the qualities necessary for the implementation of new educational activities, whether its prerequisites have been formed, but by the presence or absence of certain knowledge in academic subjects. However, numerous studies by psychologists and educators show that the availability of knowledge in itself does not determine the success of learning, it is much more important that the child knows how to acquire and apply it independently. Therefore, the leading goal of preparing for school should be the formation in a preschooler of the qualities necessary for mastering educational activities - curiosity, initiative, independence, arbitrariness, creative self-expression of the child, etc.

A serious problem is the neglect by some authors of programs and textbooks of the laws of the mental development of the child - the sensitivity of different age periods to the formation of certain mental functions and neoplasms, the role of the leading activity in their formation. So, educators in preschool institutions underestimate the importance of the development of gaming activity, are overly fond of various forms of education, in which, as a rule, “school” technologies are used: frontal classes in individual subjects, verbal methods of teaching knowledge and skills, etc. Thus, an unacceptable artificial acceleration of child development, “maturing” of preschool education. The intensity of the learning process in primary school, the premature formation of a number of learning skills (for example, cursive writing, fluent reading, etc.) not only do not contribute to their formation, but hinder development, lead to the assimilation of irrational ways of implementing these basic school skills. Along with this, the purposeful formation of educational (leading) activities in elementary school, as a rule, is out of sight of the authors of programs and practitioners.

These problems are exacerbated by the fact that clearly insufficient attention is paid to the physical education and development of children of preschool and primary school age, the protection and promotion of their health.

The absence of unified conceptual approaches to defining the goals, objectives and content of education at each of its levels, taking into account their continuity and prospects, does not ensure the full development of the child from this stage of education to the next. A full-fledged, socially oriented and state-regulated implementation of the provisions of the above legal documents is possible only if the continuity of all levels of education is observed.

Continuing educationis understood as the connection, consistency and prospects of all components of the system (goals, objectives, content, methods, means, forms of organization of education and training) at each level of education to ensuresuccession in the development of the child.

The idea of ​​lifelong education is now more declared than implemented, which actualizes the task of creating a concept that reveals modern approaches to the goals and content of lifelong education at its first stages - preschool and primary school.

The concept is based on the values ​​of education recognized in modern pedagogy:

• humanism as an affirmation of the norms of respect for the human person, a benevolent and careful attitude towards everyone; exclusion of coercion and violence;
• human openness to the changing world;
• the inherent value of each age: the completeness of the realization of the child's capabilities; reliance on the achievements of the previous stage of development - the unjustification of both the infantilization of education and "running ahead";
• individualization of education: taking into account the abilities, interests, pace of progress of the child;
• creation of conditions for its development, regardless of the level of initial readiness.

The concept of lifelong education (preschool and primary education) is designed to:

• identify priorities in the content of education at each of these stages of age development, taking into account the current social situation;
• determine the psychological and pedagogical conditions for the implementation of continuing education;
• indicate the contribution of each educational area to the development of preschoolers and primary school children;
• give the age characteristics of the child at the beginning and end of his education in elementary school.

Goals and objectives of continuous education

children of preschool and primary school age

General goals of continuing educationchildren of preschool and primary school age can be formulated as

Education of a moral person;

Protection and strengthening of the physical and mental health of children;

Preservation and support of the individuality of the child, the physical and mental development of children.

Knowledge, skills and abilitiesare considered in the system of continuous education as the most important means of child development.

The continuity of pre-school and primary education involves the solution of the following priority tasks:

At the preschool level:

Introducing children to values healthy lifestyle life;

Ensuring the emotional well-being of each child, the development of his positive self-perception;

Development, initiative, curiosity, arbitrariness, ability for creative self-expression;

Formation of various knowledge about the world around us, stimulation of communicative, cognitive, playful and other activity of children in various activities;

Development of competence in the sphere of relations to the world, to people, to oneself; inclusion of children in various forms of cooperation (with adults and children of different ages).

At the elementary level:

Conscious acceptance of the values ​​of a healthy lifestyle and regulation of one's behavior in accordance with them;

Willingness to actively interact with the outside world (emotional, intellectual, communicative, business, etc.);

Desire and ability to learn, readiness for education at the main level of school and self-education;

Initiative, independence, skills of cooperation in various activities;

Improving the achievements of preschool development (throughout the entire primary education); special assistance for the development of qualities formed in preschool childhood;

Individualization of the learning process, especially in cases of advanced development or lagging behind.

Psychological and pedagogical conditions for implementation

continuing education

The implementation of the overall goal and objectives of the education of children of these ages requires compliance with a number of psychological and pedagogical conditions:

Personally oriented interaction of adults with children;

Providing each child with the opportunity to choose an activity, partner, means, etc.;

Orientation of pedagogical assessment to the relative indicators of children's success (comparison of today's achievements of the child with his own yesterday's achievements);

Creation of an educational environment conducive to the emotional-value, social-personal, cognitive, aesthetic development of the child and the preservation of his individuality;

Formation of leading activity as the most important factor in the development of the child; reliance on the game in the formation of educational activities;

The balance of the reproductive (reproducing finished sample) and research, creative activities, joint and independent, mobile and static norms of activity.

Principles for selecting the content of continuing education

children of preschool and primary school age

When selecting the content of lifelong education, the concept takes into account the principles established in didactics, but special attention is paid to those that are either insufficiently implemented in the modern theory and practice of preschool and primary education, or are new.

Development principleinvolves the orientation of the content of education to stimulate and support the emotional, spiritual, moral and intellectual development and self-development of the child, to create conditions for the manifestation of independence, initiative, creative abilities of the child in various types of activities, and not only to the accumulation of knowledge and the formation of skills for solving substantive problems. At the same time, the importance of children's assimilation of knowledge, mastery of skills and abilities as a means for child development and not an end in itself for preschool and primary education.

The principle of humanitarizationthe content of education is seen as strengthening the humanitarian orientation of the subjects of natural science and mathematics cycles and the influence of all subjects on the emotional and social-personal development of the child; attaching special importance to subjects of the humanitarian and artistic and aesthetic cycle, increasing the share of various creative activities of children.

The principle of integrityimage of the world requires the selection of such content of education that will help the child to maintain and recreate the integrity of the picture of the world, provide him with an awareness of the various connections between its objects and phenomena, and at the same time - the formation of the ability to see the same object from different angles. One way to implement this principle is to create integrated courses.

The principle of cultural conformityis understood as the “openness” of various cultures, the creation of conditions for the most complete (taking into account age) acquaintance with the achievements and development of the culture of modern society and the formation of various cognitive interests. A possible way to implement this principle is the combination, interconnection and complementarity of the federal and regional components of the content of education.

The principle of variabilityThe content of education implies the possibility of coexistence of different approaches to the selection of the content and technology of education, which implement the goals of education in different ways, taking into account the development of modern science, the needs of society and regional characteristics. In addition, variability ensures the differentiation of education, that is, the possibility of individual development of each child. At the same time, it is imperative to preserve the invariant minimum of education as a condition that ensures the right of every child - a citizen of the Russian Federation to receive equal preschool and primary education with others.

Age characteristics of the child

Targets for each level of education are presented in the form of age portraits that describe the child's achievements by the end of the level. The age portrait of a preschool child reflects ideal socio-cultural expectations, and not the average level of achievements of children of this age. These expectations cannot serve as a direct basis for assessing the quality of education or the advancement of the child himself. The portrait of a junior schoolchild reflects the required (minimum) level of achievement that must be achieved as a result of studying at the first stage of education.

Characteristics of the child before entering school

A characteristic feature of the older preschooler isstable positive attitude towards oneself, self-confidence, openness to the outside world. The child is showinginitiative and independencein various types of children's activities - playing, communicating, designing, drawing, modeling, in the sphere of solving elementary social and everyday tasks.

He actively interacts with peers and adults, participates in joint games, organizes them. Able to negotiate, take into account the interests of others, restrain their emotions. The child is showingbenevolentattention to others, responsive to the feelings of another person,self-esteem, respects dignity of others. In the course of joint activities, he discusses emerging problems, rules, and can support a conversation on a topic of interest to him.

Being in a society of peers in a subject-rich environment, the child can easily chooses occupation, partners, and reveals the ability to generate and implement a variety of successive ideas. The child's ability tofantasy, imaginationespecially prominentrole-playing and directing, which by the end of the preschool period is characterized by the presence of an original idea, the flexibility of deploying the storyline in accordance with the conditions and circumstances.Creative skillschildren also manifest themselves in drawing, inventing fairy tales, dancing, singing. Children love to fantasize aloud, play with sounds and words. This ability is closely related to the development of speech and indicates the emergenceinternal plan of action, function development imagination and becoming arbitrariness of subject action.

Become a special object of development for the childown body and bodily movements; children's movements acquire an arbitrary character.

Volitional beginning in the actions of the child manifests itself in productive activities, where he discovers the ability to achieve goals, try to make a product of high quality, redo it if it didn’t work out. Arbitrariness also appears insocial behavior: the child can follow the instructions of the teacher, follow the established rules.

In preschool childhood, they developcognitive abilitieschild. He shows a widecuriosity, asks questions concerning near and distant objects and phenomena, is interested in cause-and-effect relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people's actions. Lovesobserve, experiment, collect a variety of collections. Manifests interest to cognitive literature, to symbolic languages, graphic schemes, tries to use them independently.

Simultaneously with the development of these qualities, competence child in different activities and in the sphere of relationships. The competence of the child is manifested not only in the fact that he has knowledge, skills, abilities, but also is able tomake their own decisions based on it.

Characteristics of a younger student

towards the end of elementary school

As a result of education in elementary school, there are significant changes in the physical, cognitive, artistic, aesthetic and socio-personal development of schoolchildren.

Physical development

The level of physical development of a younger student is significantly influenced by his state of health, motor mode, nutrition, as well as environmental conditions, heredity, etc. Therefore, the physical development of children even of the same age can vary significantly. With the arrival at school, a decrease in the child's motor activity occurs, physical inactivity manifests itself, therefore the formation of a conscious attitude to physical culture, understanding the need for motor activity, systematic physical exercises is the most important content of the physical development of a younger student. From an anatomical and physiological point of view, the child's body is ready to accept certain physical activities, perform simple strength exercises, various movements, and active walks. At the same time, monotonous long-term physical conditions, static loads lead to overwork of a younger student. Big problems occur in children with impaired coordination of movements, with inharmonious physical development.

Under the influence of systematic education, the movements of children, including specially organized and voluntary, become much more diverse, free and less intense. Most children can control their movements, maintain balance, relieve muscle tone, and carry out fairly complex coordination movements. The improvement of various dynamic indicators (when running, jumping, throwing, climbing) is directly related to the development of joint flexibility and endurance, increasing muscle strength and movement accuracy. Under the influence of learning, the child begins to anticipate changes in direction and speed, to overcome obstacles, to dodge. At the same time, he still cannot always maintain the required pace of movements, correctly respond to changes in his rhythm, and dose muscle efforts.

A younger student, on his own initiative, can carry out morning exercises, organize a motor regime during the preparation of lessons, walks. He knows and follows the rules of hygiene, body care, protection of his life and elementary hardening techniques.

cognitive development

In primary school, based on the curiosity with which the child comes to school, learning and cognitive activity and a steady interest in experimentation are formed. The independence that a preschool child showed in play activities, choosing one or another game and methods of its implementation, is transformed into educational initiative and independence of judgments, methods and means of activity. As a result of the ability to follow a model, a rule, an instruction that developed at preschool age, the arbitrariness of mental processes (thinking, memory, speech, attention), behavior is formed in younger students; there is an initiative in cognitive activity.

On the basis of the ability to use subject substitutes that has developed in gaming activity, as well as the ability to understand images and describe what they see and their attitude to it with visual means, the sign-symbolic activity of younger students is formed - the ability to read graphic language, work with diagrams, tables, graphs, models. The active inclusion of models of various types in teaching contributes to the development of visual-effective and visual-figurative thinking in younger students.

A special place in the cognitive development of a younger student belongs to the imagination, without which it is impossible to fully form not only thinking, but also any creative activity. The ability to see the whole before its parts, which is characteristic of a preschool child, gives rise to the development of creative imagination, the ability to reconstruct known and create new objects.

The achievement of the development of a younger student is the awareness of the relationship between two realities: the objective world and the language that reflects this world in all its diversity. Under the influence of systematic learning, by the end of primary school age, the intuitive possession of a word is supplemented by a meaningful attitude towards it and should be expressed in the written speech of students.

In elementary school, the cognitive development of the child takes place in conditionsjoint learning activitiesstudents and teachers. The indicators of its formation by the end of primary education are the following:

• the ability to detect the insufficiency of one's knowledge to solve a new type of learning problem; set yourself the task of finding the missing ways of action;
• the ability to put forward and test hypotheses about the unknown (referring to the teacher, educational and reference literature), to find means to test these hypotheses;
• work with models and diagrams;
• evaluate and monitor their learning activities and those of their peers.

The most important acquisition in primary school age isability to reflect, which manifests itself: a) in the ability to distinguish the known from the unknown, the knowledge of one's ignorance, to determine what knowledge and skills are not enough for successful actions; b) in the ability to evaluate one's own thoughts and actions "from the outside", not considering one's own opinion as the only possible one; c) in the ability to critically (but not categorically) evaluate the thoughts and actions of other people.

The ability to reflect is the most important component ability to learn , the appearance of which is a central event in the mental development of younger students. The second component of the ability to learn is the ability to obtain the missing knowledge and skills, using all cultural sources of information: referring to authorities, reference books, texts. In elementary school, the ability to learn is only in its infancy. Its development and individualization occur later.

Artistic and aesthetic development

Younger students gain experience in transforming the game into artistic creativity. They discover the ability to create vocal-musical, rhythmic-plastic, pictorial, verbal artistic images. These images represent a relatively complete product and are addressed not only to themselves, but also to other people - the viewer, listener, reader. The artistic and creative abilities of children develop, they can translate impressions from the perception of the world around them into expressive artistic images (plastic, musical, visual, etc.). Younger students gain experience in understanding accessible works of various types of art and the author's assessments contained in them.

Social and personal development

The social and personal development of a younger student is characterized by the emergence of a fairly conscious system of ideas about himself, about moral and ethical standards, on the basis of which relations with adults and peers are built. By the end of primary school age, the child has knowledge of his individual qualities.

The main personality neoplasm of children of primary school age is the ability to self-change, limited so far by the ability and desire of the child to expand the boundaries of their own knowledge and skills. In adolescence, the ability to self-change will form the basis of the ability to self-development. The child's self-esteem, while remaining optimistic and high, becomes more and more differentiated, independent, and, most importantly, reflexive. The best condition for cultivating such self-esteem is ungraded training.

By the end of primary school age, the ability of students to assess their position in the system of social relations "adult - peer - me" appears. This skill is found in the child's communicative initiative to organize cooperation with adults, peers, older and younger students. Relationships between children are built taking into account the rules of cultural behavior, they become friendly, friendly; younger students can independently resolve conflicts that arise, the ability to prevent conflict situations develops, to build communication with peers, taking into account their mood and individuality and point of view. The child knows and understands non-verbal language of communication.

Social and personal development also implies the possession of moral norms of behavior in nature, public institutions, awareness of responsibility for oneself, other people (relatives, peers, etc.).

Physical

Cognitive speech

Socio-personal

Artistic and aesthetic.

Physical development

In this area, the formation of healthy lifestyle values ​​is taking place, the motor activity of children is improving, ideas about their body and their physical capabilities are developing.

Adults contribute to the formation in children of the values ​​of a healthy lifestyle: respect for their bodies, ideas about what is good and what is bad for health, mastering the necessary hygiene skills. To do this, you should cultivate the habit of cleanliness, order, accuracy, and observance of the daily routine. Adults create opportunities for children to actively participate in recreational activities: hardening procedures, morning exercises, etc. It is important to help children realize the benefits of a balanced diet and follow the appropriate rules. Adults tell what it is for, read relevant books, comment on illustrative material, organize didactic games.

There is a need to create opportunities formotor activity of children: to maintain children's interest in outdoor games, sports equipment, etc. It is important that preschoolers practice running, jumping, climbing, throwing, etc. Adults conduct physical education classes, organize sports games indoors and outdoors, and sports holidays. Children should be encouraged to perform physical exercises that promote the development of coordination of movements, dexterity, flexibility, speed, paying special attention to the development of the child's ideas about his body, the arbitrariness of the actions and movements of the child. At the same time, it is important to use imaginary situations, encourage children to create images (animals, plants, water, wind, etc.), supporting and stimulating the child's desire for creative self-expression.

Adults develop a child's interest in various sports: introducing children to the initial sports activity (swimming, skiing, skating, cycling, etc.) contributes to the versatile physical development of the child, as well as the formation of such qualities as will, determination, endurance , courage.

During physical education, it is necessary to vary the load in accordance with the state of health and the rate of physical development of the child, based on medical indications and observations of their well-being.

Cognitive speech development

In this area, the development of the child takes place assubject of knowledge: his curiosity, initiative, independencein search of new impressions, testing different methods of action, answers to questions that arise in him, solving problem situations. Commonperceptions of the child about the world around him, about himself, about other people.During the preschool age, the child's speech is improved and enriched, becoming one of the necessary conditions for cognition.

Education aimed at the cognitive development of a child in preschool age involves:

• reliance on natural children's curiosity;
• encouragement of the cognitive initiative of the child - children's questions, reasoning, independent conclusions, respectful attitude towards them;
• reliance on such types of cognitive activity as observation, experimentation, cognitive communication;
• organization of an educational environment that stimulates the cognitive activity of children;
• providing information from different areas of culture (speech, mathematics, natural sciences, arts, public life human, health, ecology, etc.) in an integrated way by involving children in activities that are interesting to them.

In the field of natural sciences, ecology, health. Adults create ample opportunities to familiarize children with the physical properties of objects and phenomena, the diversity of flora and fauna, the diverse conditions of life on Earth, etc. At the same time, it is advisable to rely on activities that are attractive to children, such as observing natural phenomena, plant life and animals; drawing up herbariums; experimentation with various substances(sand, water, cereals, dough), instruments and materials (magnifier, scales, magnets, etc.); study of various mechanisms (watches, clockwork toys, etc.); testing the properties of materials and tools in the process manual labor; didactic game. Adults organize excursions to nature, around the city, talk on topics that are interesting for children, read books, problematize familiar situations, etc.

It is important to lay the foundations of ecological culture in the child by the end of preschool age - to bring him to an understanding of the connection between man and the natural environment, to acquaint him with ethically valuable norms and rules of behavior in nature.

In the field of public life. Preschoolers are introduced to the sights of their native land, they are told fairy tales, myths and legends of the peoples of the world, from which children can learn about human life in antiquity and modernity, about the culture of different peoples. It is advisable to introduce children to the main professions, areas of technical progress (means of transportation, communications, etc.). At the same time, it is important to encourage children to use the acquired knowledge in activities that are interesting for them, role-playing games, folk games and fun, cooking national dishes, etc.

Fundamentals of mathematical representations. Adults create ample opportunities for the emergence and development of elementary mathematical concepts in children (about the shape, size, measure, ratio, quantity, number, time and space). Mathematical representations at preschool age are successfully developed when adults organize games and activities that are attractive to children. This can be measurement, weighing, sorting and correlation (by function, size, color, shape) in role-playing, didactic, sports games; construction; solving puzzles, solving riddles, playing with numbers, etc. Orientation in space and time develops well when using schemes, plans, models, correlating events in the child's life with certain periods of time.

Fundamentals of speech and language culture. Adults provide the child with opportunities to enrich vocabulary, improve sound culture, figurative and grammatical aspects of speech. In the course of communication with the child, an adult encourages him to ask questions, express his opinions, draw conclusions, and discuss emerging problems. Special attention should be paid to the development of dialogical speech (exchange of information, opinions, planning of individual and joint activities, discussion of events, common affairs, etc.) in the process of communication between the child and other children. In speech and onomatopoeic games, sensitivity to the semantic side of the language, speech hearing are successfully developed, the correct sound and word pronunciation are formed. It is very important to introduce children to the culture of reading. fiction- organize listening to works of art, discuss their content. Thanks to this, the child develops the ability to actively listen, understand and retell texts. By laying the foundations of speech and language culture, adults contribute to the emergence in children of the prerequisites for mastering reading and writing.

Social and personal development

This area is developingpositive attitude of the child towards himself, other people, the world around him, communicative and social competence children.

The most important basis for the full-fledged social and personal development of the child is hispositive self-perception: confidence in one's abilities, in the fact that he is good, he is loved. Adults care about the emotional well-being of the child (support, encourage, help to believe in their strengths and capabilities), respect and appreciate regardless of his achievements, advantages and disadvantages, establish trusting relationships with children; contribute to the development of a child's self-esteem, awareness of their rights and freedoms (to have their own opinion, choose friends, toys, activities, have personal belongings, use personal time at their own discretion). Adults respect the interests, tastes and preferences of children (in games, activities, food, clothing, etc.).

Adults contribute to the developmentthe child's positive attitude towards others: educate respect and tolerance regardless of social origin, race and nationality, language, religion, gender, age, personal and behavioral identity (appearance, physical disabilities). Adults help children understand that all people are different, it is necessary to respect the self-esteem of other people, take into account their opinions, desires, views in communication, play, and joint activities. Encourage manifestations of benevolent attention, sympathy, empathy. It is important that the child has the desire and ability to help, support another person.

Adults create opportunities for children to get involved inthe values ​​of cooperationwith other people, help to realize the need for people in each other. To do this, children should be encouraged to play together, organize their joint activities aimed at creating a common product. In the process of staging a performance, constructing a common structure, making an artistic panel together with peers and adults, etc., the child acquires the ability to set common goals, plan joint work, coordinate and control his desires, coordinate opinions and actions. Adults contribute to the development in children of a sense of responsibility for another person, a common cause, a given word.

Adults pay special attention to the developmentcommunicative competence of the child. Help children to recognize the emotional experiences and states of others - joy, grief, fear, bad and good mood, etc .; express their feelings and experiences. To do this, adults, together with children, discuss various situations from life, stories, fairy tales, poems, look at pictures, drawing the attention of children to the feelings, states, actions of other people; they organize theatrical performances and dramatization games, during which the child learns to distinguish and convey the moods of the characters portrayed, empathizes with them, and receives patterns of moral behavior.

Adults contribute to the development of social skills in children: they help to master various ways of resolving conflict situations, to negotiate, to follow the order, to establish new contacts. An important aspect of the social development of a child in preschool age is the development of elementary etiquette rules (greet, thank, behave at the table, etc.). Children should be introduced toelementary rules of safe behaviorat home, on the street (know who to contact if you get lost on the street, give your name, home address, etc.).

It is important to create conditions for developmentcaring, responsible attitude child to the surrounding nature, the man-made world:take care of animals and plants, feed birds, keep cleanliness, take care of toys, books, etc.

Artistic and aesthetic development

Develops during preschool ageinterest in the aesthetic side of reality, the need for creative self-expression, initiative and independence in the embodiment of an artistic concept. The child gets acquainted with different types and genres of art, including folk art.

Education aimed at the artistic and aesthetic development of the child involves the creation of the following conditions:

Enrichment of the child's sensory experience in all types of activity;

Organization of artistic activity, adequate to this age: musical, visual, theatrical, artistic design; role-playing and directing game;

Giving the child the opportunity to choose the type of activity, plots, materials and means of embodying the artistic concept;

Support for children's spontaneity, encouragement, stimulation of the child's fantasy and imagination.

Adults create ample opportunities foraccumulation of sensory experience, enrichment of sensory impressions of the child.

Children's attention is drawn to the diversity and beauty of forms, colors, sounds, smells in the world around them during walks, excursions, in games, in everyday life, in specially organized activities. For child developmentemotional responsiveness to beautynature and the man-made world, adults encourage children to jointly experience the emotions of joy, compassion, surprise, admiration. At the same time, it is very important to develop in children the ability to see in the surrounding phenomena, objects, living beings. inner life endowed with experiences understandable to the child, to recognize them in various manifestations (appearance, movement, behavior, etc.). The development of emotional responsiveness, aesthetic emotions and moral feelings, the accumulation in children of vivid impressions of the environment, the idea of ​​the variety of forms and artistic styles is facilitated by introducing children to art (acquaintance with classical works of painting, music, literature, theatrical art, etc.). Thus, the prerequisites are laid for updating the childartistic ability, as well as developmentartistic taste.

Adults create ample opportunities forcreative expressionchildren: support the initiative, the desire for improvisation in the independent embodiment of artistic ideas by the child. Involve children in various types of artistic and aesthetic activities, in plot-role-playing and directing games, helping to master various means, materials, ways of implementing ideas (including joint children's activities). In visual activity - drawing, modeling, appliqué, artistic design - experiment with color, invent and create a composition; master various artistic techniques (such as origami, papier-mâché, tear appliqué); use a variety of materials (different types of designers, plasticine, clay, paper, fabric, natural material) and tools (brushes, pencils, scissors, etc.). In musical activities - dancing, singing, playing on children's musical instruments- create artistic images using plastic means, rhythm, tempo, pitch and sound power. In theatrical activities, plot-role-playing and directing game - by language means, means of facial expressions, pantomime, intonation to convey the character, feelings, moods of the characters.

Important for artistic and aesthetic development isintroducing the child to the origins of folk art. Adults introduce children to traditional national and regional art crafts, as well as some rituals, songs, round dances; encourage to reproduce samples of folk art in independent visual, musical, theatrical activities

(in the system of continuous education)

Primary education has its own characteristic features that sharply distinguish it from the subsequent stages of systematic school education. Firstly, this is the initial formation of educational and cognitive activity of children and, in particular, cognitive motivation. Secondly, this is the formation of self-consciousness and self-esteem of the child as a subject of a new activity for him (“I am a student, schoolboy”). Thirdly, this is the special significance of primary education as the basis of all subsequent learning in relation to all educational areas. Without mastering reading, writing, counting, etc., education in the next stages is impossible. Fourthly, in elementary school the foundations are laid for a generalized and holistic view of the world, man, his creative activity, which develop and differentiate in the main school.

The specificity of the elementary school as an intrinsically valuable link in the general education system is also manifested in the fact that each component of its content is able to “serve” various educational areas and the subjects that make them up, contributes to the development of the child and his preparation for further education. In this way,content of primary education, performing one of the most important functions - the formation of readiness for further education and self-education, can be considered aspropaedeuticin relation to the content of education in primary school.

Based on the foregoing, it is impossible to directly project the system of educational areas adopted in the basic school into the content of primary education. With regard to elementary school, it is advisable to single out educational areas that integrate content from different educational areas.

Russian language. Literary reading

The general goal of studying the Russian language and literary reading is the development of speech activity in younger students (in unity with emotional and intellectual), the formation of their cognitive activity and independence. Education should ensure the formation of a person who reads and writes, as well as a person who listens, tells and explains (taking into account age characteristics), ready to continue philological education at the main level of the school and able to use the skills of reading, writing, writing and speaking to learn other areas of reality . The success of learning in any academic subject depends on the level of Russian language proficiency.

The study of the Russian language and literary reading forms a generalized idea of ​​the language, the ability to transfer knowledge when mastering other languages, and the success of education in general.

Formation of speech activitycontributes to the development and enrichment of its motives, content (knowledge of the subject of speech), accuracy (choice of language means), correctness (grammatical, spelling, stylistic ...), expressiveness, euphony.

Mastering the skills and abilities of various types of oral and written speech involves the development of the child's ability to clearly and adequately formulate his thoughts in various situations to solve various communication problems.

The child gradually masters the process of fluent, correct, expressive reading of various texts. On a practical level, he masters a holistic perception of a work of art and an assessment of its content and artistic features, acquires the ability to independently work with a book. Gradually, the reading circle of the younger student is formed. Acquaintance with the language of a work of art ensures the formation of the ability to distinguish between species and genre diversity of literary works, highlight their features and expressive means, and consciously operate with individual literary concepts. The perception of literary texts contributes to the value-aesthetic development of the individual. The ability to understand and analyze texts of different types, to navigate in the text (especially in fiction) is a condition for the successful development of all subjects of the basic school.

Language acquisition as a means of communication and cognitionhelps children develop a sense of belonging to life mother tongue, awareness of themselves as its speakers, to educate them in a careful and responsible attitude to the language, understanding of its uniqueness, flexibility, expressiveness. Schoolchildren develop an interest in learning their native language, the desire to be fluent in it.

Children's awareness of two realities: the surrounding world and the words that call this world in all its diversity, ensures the development of a linguistic attitude to the word, the preservation of intuitive knowledge of the word in combination with the systematic study of the language. Younger students approach the understanding of the language as a subject of study, master the ability to analyze various aspects, they form knowledge about the norms of literary pronunciation, spelling and punctuation.

The student gradually masters the system of grammatical concepts related to the field of morphology, morphemics, syntax, and masters the practical skills and skills of literate writing. The ability to characterize a word at different levels is developed - phonetic, word-formation (as a set of morphemes), morphological (as a part of speech), lexical, syntactic (as part of a phrase and sentence). Students form the leading methods of analyzing the facts of the language: change and comparison.

Mathematics

First of all, it is necessary to determine the contribution of mathematics to the development of educational activity as the main neoformation of the younger student as a result of his education in primary school.

With regard to mathematical content, the formation of the ability to learn, in addition to reflection as the central mechanism underlying changes in thinking, activity, communication and self-awareness, involves the development of:

• elementary forms of intuitive and logical thinking and the corresponding mathematical language;
• mental operations (analysis, synthesis, comparison, seriation, classification, etc.);
• the ability to operate with sign-symbolic means, to express the content (objects, phenomena, signs, relationships, actions, transformations) in different sign-symbolic forms, to move from one language to another, to separate the content from the form of its presentation;
• began creative activity (spatial imagination, ways of solving problems, presenting information, etc.).

The educational goals of teaching mathematics to younger students can be formulated as follows:

1. Mastering a certain system of mathematical concepts and general methods of action along two leading content lines: “Number and calculations” and “Spatial relations. Geometric figures. Measurement of geometric quantities.

2. Mastering the initial ideas about the leading mathematical method of cognition of reality - mathematical modeling.

3. Formation of the general ability to solve problems.

Implementation in teaching the second line “Spatial relations. Geometric figures. Measuring Geometrical Values” provides schoolchildren with the opportunity to realize geometric shapes as images of objects in the world around them; get acquainted with various geometric shapes, discover some of their properties through transformation, construction, image, performing the simplest deductive conclusions and measurements.

In the process of mastering this content, children not only receive initial ideas about mathematical modeling, about the structure of the problem and the stages of its solution, but also develop their logical thinking, thought processes, and the ability to operate with symbolic means.

The world. Technology

Combining into an integrated educational area of ​​content that reflects the two sides of the material world - nature and society, is of fundamental importance for primary school students to realize a holistic picture of the world and a person's place in it. The integrated nature of knowledge about a person, his relationship with the natural and social environment and activities in it, allows: firstly, to reveal the diversity of objects and phenomena of the surrounding reality; secondly, to establish their common features and highlight significant differences that allow them to be combined into certain groups; thirdly, to show the originality of man as a biological and social being.

The general goal of studying natural and social phenomena is formulated as awareness of the concept of "the world around us", understanding the harmony of the world, expanding children's horizons, forming a general and ecological culture of schoolchildren, certain skills and abilities that allow them to successfully interact with the natural and social environment.

Mastering the methods of cognition of the world aroundallows to bring the younger schoolchild to the understanding that a person in the history of his development gradually revealed for himself the laws of the existence of the world. In elementary school, the methods of science are introduced into the activities of schoolchildren, primarily the method of observation, experiment, and measurement. Working with a variety of models helps the student to consider the structure of social, natural and other objects, establish links between their components, highlight the stages of various processes, their sequence, and make elementary environmental forecasts. At a conscious level, the student begins to operate with the concept of “model”, work with ready-made ones and design his own models.

The study of the surrounding world is based oncharacteristics of objects and phenomena of the surrounding world, the conditions for their successful existence, the main environmental factors taking into account the mastered nomenclature of concepts. Students are introduced to cause-and-effect, temporal,spatial relationships and dependenciesbetween various objects and phenomena and the conditions of their existence, which allows younger students to understand the concepts of "past", "present", "future", introduce them to spatial relationships, understand another objective characteristic of the existence of objects of the world around them - finding them in a certain space .

Awareness of oneself as a biological, mental and social beingallows you to understand the integrity and interconnection of the functioning of human organ systems, the significance of mental processes (perception, imagination, memory, thinking), the possibility of their development. Schoolchildren study social phenomena, which provides an understanding of the social essence of man.

Awareness of the need for a healthy lifestyle and life safetyis a condition for the well-being of man. The student begins to operate with the concepts of "organism", "health", "hygiene", learns the rules of a healthy lifestyle and safety, he develops a readiness to act in unexpected emergencies.

The study of the surrounding world allows you to formwork skills and abilitiesdevelop a positive attitude towards work. Students realize its importance in the life of an individual and the whole society, realize the originality of physical and mental labor, understand the modern requirements for people's activities in terms of ecology, ergonomics, economics and aesthetics.

labor in nature includes seasonal work available to children in nature, caring for plants and animals in a living corner, growing plants, etc. Household work involves the formation of sustainable self-service skills, self-care of clothes and shoes, separate (in compliance with safety regulations) techniques for repairing clothes, books etc. Technical work includes work with a variety of children's designers (according to a sample, sketch, elementary drawing). Children assemble the simplest electrical circuits, learn to handle the PC keyboard, perceive and evaluate information from the monitor screen during educational games.

Art. Technology (artistic work)

The main goal of art classes in elementary school is to enrich the sensual, emotional, value, aesthetic experience of children; development of artistic and figurative thinking, abilities for artistic creativity.

The younger students aredevelopment of an aesthetic attitude to the phenomena of the surrounding life and art, enrichment of the child's national world, development of co-creative perception of works of art.One of the important tasks is to help younger students comprehend the presence of arts in the world around them and the often unconscious role they play in creating the very atmosphere of human life.

Children get acquainted with different types of art, a variety of genres, the originality and richness of the artistic traditions of the peoples of the world and their native artistic culture.

The creative experience of children in different types of arts is expanding. They master the basics of figurative languages, knowledge, skills and abilities as a necessary means of solving creative problems.

In the field of music, schoolchildren acquire the experience of an emotional and value attitude to music, get acquainted with its genres and forms, intonation basis, expressive possibilities with the main characteristic features of the music of their native country of other peoples of the world.

Developing practical creativity of children (artistic work), aimed at solving artistic and creative problems, the figurative language of the arts is mastered, students acquire knowledge, skills and abilities as a necessary means for the realization of their ideas.

Being engaged in fine arts and artistic work, children continue to master the expressive possibilities of various materials (paints, paper, plasticine, cardboard, materials for modeling, etc.) and the technique of working with them; master the basic elements of the language (line, spot, volume, etc.), get acquainted with different types of fine (plastic) arts: fine arts proper (painting, graphics, sculpture), architecture, design, arts and crafts.

Musical knowledge, skills and abilities are a means of familiarization with musical culture and one's own musical creativity. Choral and vocal performances, playing children's musical instruments, listening to musical works and thinking about them, improvisation, composing melodies and accompaniments, expressing one's impressions in drawing, word, and artistic movement are forms of introducing schoolchildren to music.

Physical education

The main goal of studying "Physical Culture" is the formation of those knowledge and practical skills that allow the child to recognize himself, assess his capabilities, not harm his health, take an active conscious part in the development of his physical culture.

The student must acquire knowledge abouthealth and its importance in human life, find out your physical capabilities, individual characteristics of your physical development, elementary ways to manage your emotional and physical state.

Younger students can also get such knowledge about physical culture and sports that will broaden their horizons and positively influence the development of children's interest in this area of ​​knowledge and physical activity.

In younger students, they formskills and habits of personal hygiene and the proper organization of one's life: skills related to the observance of the daily routine, personal hygiene rules, hardening of the body, organization of educational work and rest.

The formation of these skills is based on the same idea of ​​comparing the consequences of following and not following the rules of a healthy lifestyle, expedient organization of activities, and self-organization. This aspect of the content should be specifically presented in "Physical Culture".

junior schoolchildrenmaster the movements. Children of this age are very active and with pleasure perform various exercises associated with movements - running, climbing, jumping, turning, balance, etc. It is possible and advisable to familiarize children with special types of physical culture (certain types of sports activities and games with elements athletics, football, volleyball, tennis, etc.).

1) Please tell us which subjects will be restricted as part of the basic school education reform? What do you think is the essence of your reform of school education? School education standards of which country do you consider the most suitable for us to apply? Why did you start reforming education in the Russian Federation? It is known all over the world that the Soviet education system was very good. Training in Soviet times for scientists was higher than in the capitalist countries, which led to a "brain drain". Usually, reforms are carried out when there is a clear lag behind the leaders in the relevant areas.

The word reform is not my favorite word. Constant changes in education are taking place all over the world. This is due to the fact that life changes very quickly. We live in a completely different country, not only compared to what it was twenty years ago, but also compared to what it was ten years ago. Education should create an opportunity for a person to successfully live and work in the time in which he lives. Therefore, changes in education are absolutely necessary. This is an imperative. Each person must learn all the time, gain new knowledge.

The task of modernizing education is to create opportunities for a person to get all the necessary knowledge as comfortably as possible at the right time. To create conditions, as computer scientists say, for an upgrade, for moving a person forward. Therefore, I believe that if we ignore the emotional moments, many will agree that a lot needs to be changed in education. Change constantly. Considering that life is changing rapidly and violently, we cannot, and no country can, having changed and fixed something, then live at this level. Therefore, it is necessary to discuss not whether changes are needed or not, but what kind, and what exactly to do.

Russia should have Russian standards of education. Having taken good practices from many countries, we will still use our own. Because in the Scandinavian countries society and way of life are one, in the East they are different, in America they are third. We must understand the world we live in.

I am a naturalist by education, I graduated in mathematics, and it seems to me fundamentally important that in the age of the rapid development of numbers, and we all live in a digital world, mathematics should be properly taught. Today, the boundaries between physics, biology, and chemistry are blurred. On the next turn of the spiral, these subjects are increasingly considered integrated and interconnected as a kind of single discipline. We live in a very complex organized world, so there is a whole set of humanitarian knowledge, without which we can hardly live. A person should be formed as a harmonious personality. You can not strictly limit yourself to any profile. First, you don't know what will happen to you in five or ten years. Life changes so fast that everything can turn around. Secondly, the school is the only place where you can get complex knowledge for free, I emphasize, for free, which you may not be able to get later simply because your hands will not reach. Education should be broad, but depending on individual preferences, the depth of study of a particular subject may be different.

I understand what you want from me: that I list a set of items. And I will not list. This set should be developed by the expert community. The task of the minister is to ensure that the expert community takes into account all opinions. As you know, I didn’t speak out on principle, despite all the criticism, about high school standards, because I thought that I could influence the work of the expert community. I have my own point of view. I will state it, but at the moment when I am sure that it will not affect a real free discussion. I think that at the school level, we should meet the needs of the children, to a greater extent the children than their parents, so that they can study some subjects more deeply, and at the same time do not completely lose their health, studying everything at once.

2) Andrei Alexandrovich, stop the insane law! Why was a law adopted on April 23 in the third reading, according to which, from September 1, 2011, secondary education in Russia will become paid? Do you need the money for something more important? Government policy is contradictory: in 2007 - encouragement of childbearing to maintain the demographics of Russian citizens; I became a mother of twins, received a certificate for maternal capital- Thank you! But now it doesn't help much! If I have to pay 7 thousand rubles for each. per month for 5-6 years, we will not be able to afford to go to school ... This is, at least, irresponsible. Are you not ashamed of this reform? The poor are deprived of the right to education. Our government wants a revolution?! Then why these reforms in the field of education? Although I do not consider myself to be unsecured, it is unprofitable for me to pay for the education of my children. Health care is paid, you won't wish free to your enemy. Do you think 2 hours a week of Russian language lessons is enough to pass the exams? Why make lumpens out of children? Not only is there only horror stories, fantasy, murders, showdowns on television, but now education is paid. And if the family has not one child, but two or three?

I immediately remember Bulgakov: "Don't read Soviet newspapers." I think that we are talking about, about the transition to budgetary and autonomous institutions. There is not a single word in this law - neither in the law itself, nor in the explanations, nor in the subtext - that education becomes paid! In my opinion, it will become much more focused on ensuring that every person, regardless of their financial situation, can receive good quality knowledge at the expense of the state. I am absolutely convinced of this.

You ask me where everyone gets the figure of seven thousand rubles from?! You don't know how a newsbreak is created? I have refuted fifteen times, I will refute the sixteenth! Free education guaranteed! Guaranteed by the Constitution! Not one, not two, not three, not four items guaranteed, full volume guaranteed!

With the introduction, the amount of knowledge that is guaranteed by the budget will not decrease, but increase. In addition, there will be the possibility of a much tougher demand from the school for the knowledge provided. As long as the money is provided on the basis of an estimate, it is very difficult to ask hard for the result. With this approach, money, strictly speaking, is given for the maintenance of the school, and within the framework of this money, education should be provided. And within the framework, money is given to teach the guys. And it clearly states that certain knowledge should be given for this money. I repeat once again, the amount of knowledge that the guys should receive for budget money will not decrease in any case!

3) Andrey Aleksandrovich, do you think that any general compulsory subjects are needed in the standards of high school? Or is it still better to leave high school students the right to choose subjects for study themselves?

I think that guys in high school should have a serious freedom of choice. I am sure that a high school student is already quite an adult who is quite capable of choosing what he wants to study. But at the same time, in my opinion, certain sectors of knowledge should be identified. A high school student can choose how deeply he wants to study subjects from one direction or another. The regulatory role of the state, the older generation must be present. In order to prevent that in five or ten years we were presented with claims “Why didn’t you make me learn this? Didn't you adults understand that I might need this ?!

4) I would like to know not only the purpose of the ongoing reforms, but also to be sure of their irreversibility. We must not lag behind global trends. With the current intensity of life processes 5 or even 6 years higher education- an unaffordable luxury. As I understand it, if the best are selected for institutes, then it is not clear what to teach them for 6 years. If you are the best, then you must master the program in 3 years, and if you cannot, then 6 years will not bring any benefit. My question is: Is there a guarantee of the irreversibility of the education reform, or will we cram old dogmas in the old fashioned way and use a slide rule?

Sometimes you want those who ask to meet each other and argue (laughs). Firstly, it was in Soviet times that the best were selected for the institutes. At that time, of school graduates, and I remind you that not all the guys who entered the first grade graduated from school, no more than 20% entered universities. Today, more than half of graduates get only state-funded places. And de facto - either directly or after a technical school - today 70-80% of school graduates study at universities. Therefore, today we have actually come to universal higher education. Whether this is right or not is another question. But this is a fact. And if today we start trying to narrow this opportunity, deprive someone of the right to receive higher education, even if this person does not study very well, then social tension, and it is not small in relation to changes in education, will increase many times over.

One more thing - all the years that are allotted for studying at universities, an absolute minority really studies. I have talked to a lot of rectors, professors, students. Intelligent students, starting from the 3rd year, are actively working in their specialty. Those who do not want to study especially, after 1-2 courses, what is called “hang out”. People who tirelessly study all 5-6 years - a few. I figured out what percentage of "nerds", in the best sense, in our universities. In the best case, they are no more than 15-20%.

One of the objectives of the Bologna process is to give children the opportunity to choose their educational path. Having passed a certain stage in education, they can take independent decision: go to work, or continue learning. I believe that if you really study, you can be guaranteed to get the knowledge that was previously given in 4 years with modern technologies. I think we can do it faster if we set ourselves such tasks. At the same time, it is important that you need to teach in a different way. And here the question is not only for the children, but also for teachers, who are not always interested in intensifying their work.

5) It is no secret that the number of state-funded places in the humanities in many universities of the country has recently sharply decreased. Including at FINEK at the Faculty of Humanities, where I received a really very high-quality education as an interpreter, the number of budget places fell, as far as I know, by 2 times. If you are worried about the fact that the country has an excess of economists, linguists and lawyers, then the reduction of state-funded places in the country's best universities, in my opinion, is not a solution to the problem. There were not enough good specialists and there will be not enough: all my friends who graduated from state universities are perfectly arranged. Wouldn't it be better to deprive the licenses of various private "institutions", "academies", "colleges", etc., which issue government-issued crusts for a modest fee? Then there will be fewer “fake” specialists, but why deprive really talented humanitarians of the opportunity to get a quality and prestigious education for free? All the same, the poet will not go into engineering, I assure you, he will rather go to study literature for a fee in such a “sharashka office”.

How will you solve the problem of this year, when there will be very few school graduates in the country and no one will go to universities, given that the army is also awake?

The reduction of budget places to a minimum extent concerns specialized high-quality universities, including humanitarian ones. But let's look at objective reality. This year the number of school graduates is less than 800 thousand, seven years ago there were 1.5 million. In a number of universities there is already no one to teach. If recently any university was absolutely calm and said: “We don’t need your budget money, our non-budget students will fill everything”, today the struggle for budget places has sharply escalated. Partly because of the demographic decline. Partly due to the fact that thanks to the Unified State Examination, the guys have the opportunity to find a place where they would receive education at the expense of the budget. The demand for paid educational services is declining.

Today, first of all, the number of budget places for humanitarian and economic professions in non-core universities is being reduced. For example, this year such a reduction occurred in jurisprudence, psychology, philology, economics in technical universities, because in some cases it was just a way to make money. The Bar Association urges us to even more severely reduce the training of lawyers in non-core universities.

As for non-state universities, they have faced huge problems in recent years. Because, as I said, the contingent has decreased. The possibility of admission to budget places has increased. Last year, on average, non-state universities scored about 15% of their usual enrollment. There are several very good non-state universities that retain their contingent, but their number is small. State universities have a problem with enrollment for extra-budgetary places.

In FINEK, the places in the economy, taking into account demographics, have not been practically reduced. But if we are talking about the training of translators, then this is still not really a question of the financial and economic university. I know for sure that, for example, at Moscow State University, St. Petersburg State University, state-funded places in this specialty have been preserved, and at the Linguistic University they have even increased.

6) Deadlines for spring conscription to the army until August 15th. About 40% of school graduates by this time have not yet reached the age of 18. Rectors sign the order on admission to the institute at the end of August. Officially, children are enrolled in school until August 31, but the Ministry of Defense does not take this into account, and the Ministry of Education cannot agree with it. Who are the children behind?

I agree with the point of view of Efim Lazarevich: academic year ends on August 31 and until that time the children are enrolled in school. We brought this to the Ministry of Defense. Recently, we and colleagues from the Ministry of Defense received instructions from the President to deal with this problem. I hope that the issue will be resolved in the very near future in favor of the guys who should have the right to wait until August 31 to enroll in a university. As you know, according to our legislation, the issue of conscription is determined not by the Ministry of Education, but by the Ministry of Defense. We defend our point of view and offer specific solutions. For example, in our opinion, the issue can be resolved by making appropriate amendments to. Or through the adoption of a decree of the President of Russia, which will be given the right to defer the relevant categories of citizens.

7) Tell me, what is the purpose of the reforms being carried out in education and why do these transformations have such forms? Assess the reforms in terms of the quality of education. Please tell us, over the 7 years of your leadership of the ministry, which reforms in science and education have been successful, which have failed, and which still need to be carried out in order to catch up with the world level? Thank you.

We have made significant progress in the system of targeted support in both education and science. Within the framework of the national project, within the framework of the program for the integrated development of regions, we supported the best schools, creating an opportunity for more children to study in normal conditions. There are specific numbers. Before our ministry was created, in modern conditions - i.e. with normal nutrition, with normal conditions for physical education, in good classrooms for physics, chemistry, biology, computer science, less than 15% of the children studied. Today - more than 50% of the country as a whole. And in some regions up to 90%. This is a significant breakthrough.

We have largely changed the system of teacher motivation. Today, as a rule, teachers tend to stay in school.

We have significantly increased salaries in science. Salaries can never suit anyone, there is always not enough money. But, when in 2006 we started a project to raise salaries at the Academy of Sciences, no one believed us that in 3 years it could be increased from 6 to 30 thousand. And today no one remembers that it happened. We have significantly strengthened competitive procedures with the support of scientific developments both in research institutes and universities. It is very important that we selected a group of leading universities on the basis of complex and fair competitions. Today, a group of leading universities both teach and conduct research on a completely different level, which was impossible five years ago. It happened. We have changed our approach to education assessment. When I came to the post of minister, the most common phrase was: “We have the best education system! You don't have to touch her. The only thing that can be changed is to add some money.” For the first two years, one of the most difficult topics of discussion was that we do not have the best education system, that we no longer have the Soviet education system, that it is de facto destroyed. And that, until we make a diagnosis, we will not begin treatment. If you go back to what it was seven or ten years ago, you will see that we did not have an education system at all! She was destroyed! A catastrophic number of universities and students, a complete change in the structure of training, a drop in the quality of teaching in most universities. And when we evaluate the preparation of graduates today, we are reaping the fruits of what happened in the nineties and late eighties. We have changed a lot of trends. At the moment when the activity of the Ministry began, the profession of a scientist stood at the very end of a long list of professions in terms of social significance, interest, and attractiveness. Today she is in the top five. Yes, at the same time, some go abroad, some use their knowledge to work in business, but the status of this profession has changed qualitatively.

8) Will a number of correctional schools for children with disabilities really switch to distance learning on a computer at home?

It's about something completely different. This program does not concern schools, but specific children. There are children who cannot study even in correctional schools. Physically they cannot. These guys usually studied as part of an external study. Due to the lack of appropriate conditions, they were deprived of communication with their peers. In fact, they were left to the family and themselves. Today, thanks to new technologies, these guys have the opportunity to become part of the class. Now they communicate not only with teachers, with the help of information technologies they seem to be present in the classroom at the lessons. Distance learning is not a substitute for remedial schools, but in addition, so that each of the guys feels not just involved, but becomes part of the team. I think the more a child can be involved in normal learning, the better. If the child can walk correctional school rather than staying at home is good. Even better, if he can go not to a special correctional school, but to a correctional class in a regular school. It is even better if this child can study in a regular class. The more involved he is, the better. But, if, due to a number of restrictions, he is deprived of this, then it is better to see a teacher who takes exams more than once every six months, but to have the opportunity to communicate every day with both the teacher and peers. I visited some distance education sites - the guys refuse vacations. They ask the teacher to communicate with them every day. For them, it is a window to the world. Not even a TV or even the Internet, but a teacher aimed at communicating with them.

9) Good afternoon! What's good about canceling a scholarship? Why not increase the scholarship instead of canceling it so you can live (or at least pay your utilities)? Why reduce Russian language hours at school? (I hope these are just rumors.) Don't you think that ethics should be introduced into schools as a compulsory subject? Don't you think that the mass of papers that university professors are forced to "compose" distracts them from educational process?

There is nothing good in canceling the scholarship. I am categorically against canceling the scholarship. The question is that there should be other ways of distributing scholarships. Scholarship funds are now increasing. I think that the scholarship can be distributed in a different way. The students themselves should play a much greater role in this, because they really know which of them is more in need of a scholarship. Large scholarships should be given to those who have serious social problems and those who study well. And those who study so-so and are well off can do without it.

As for ethics. Ethics is a very important thing. But new subjects at school can appear only instead of some other subjects. A person cannot go to school 70 or 80 hours a week. There are health restrictions - 36 hours of regular classes per week. Doctors are monitoring this, and it’s right that they are monitoring it: we already have enough health problems.

As for the Russian language. At the time when I was studying, the main study of this subject ended in the 8th grade. In grades 9-10 there was only literature. At the same time, the hours for studying it were increased precisely due to the fact that the Russian language was no longer taught. But when we wrote essays, the teachers checked how competently we write. I think that for those who have not become literate by grades 8-9, it is difficult to catch up in grades 10 and 11.

About the papers. We are trying as much as possible to switch to electronic document management in schools and universities. So far, there are some contradictions with bureaucratic procedures. But I think we will be able to ensure that paper magazines are replaced by electronic ones. I believe that all issues are resolved. At the same time, it is important to accustom teachers to this form of work. Therefore, it is not necessary to wait for this to happen overnight. But already now there are a number of regions that are ready to become pilot sites for the transition to electronic document management.

10) Dear Mr. Minister! When will Russian state universities start publishing their budgets in the public domain? It is absolutely not clear where federal and other funds received by universities are spent.

The offer is good. It would be right if universities publish their budgets. I think we will come up with a solution soon. Moreover, I think that rectors, following the example of ministry employees, could publish declarations of their incomes.

11) Dear Andrey Alexandrovich! 1. The salaries of officers and policemen are increased many times. Can you lobby for an increase in the salaries of university professors (not HSE, not Moscow State University, but provincial universities) at least 1.3 times? Why are the military more important than teachers? 2. The HAC wants to increase the number of publications in the journals of the HAC list to 15 (for PhD candidates). Publication requires money (from 4 thousand). Where can we get the money if the salary of a candidate of science rarely exceeds 15 thousand per month (as in Novosibirsk)? 3. HAC plans to reduce the number of dissertation councils in the regions. What for? Why not open regional councils for specialties in each federal district so that people do not look for huge money to travel to Moscow? 4. Can the ministry create a federal program for the employment of teachers of schools and universities that have been closed or have not enrolled students?

The financial and economic services of universities cannot use the additional funds available in universities that were received to increase the wages of university employees from June 1 by 6.5%. they are waiting for some normative legal act, about which your ministry informed them at the beginning of the year. Tell me, what document should enter universities, who prepared it, what content and when will it be in universities? Today is May 26th! Accounting departments should start accruing the advance on June 10-12. Therefore, there is very little time left.

An increase in the salaries of university teachers was achieved in 2008 during the transition to a new system of remuneration, when the wage fund immediately increased by 30%. After that, indexing took place. This is exactly what the second question is about. I must say right away that an increase in the wage fund for employees of budgetary institutions by 6.5% from June 1, 2011 is provided for by the federal law "On the federal budget for 2011 and for the planning period of 2012 and 2013." No other normative documents not required.

Returning to the transition to a new wage system, I note that at that time in a number of universities the money received was distributed equally to everyone. It's completely inefficient. In higher education institutions where there was a differentiation of salaries depending on the quality of work, employees felt significant changes. This stimulated people to really work more actively. I do not agree that all provincial universities lose to capital ones in terms of financial security. Everything depends on the effectiveness of management and the quality of work of the entire university staff. At the same time, it should be understood that the sharp decrease in the number of students, which I have already mentioned, will inevitably lead to a decrease in non-budgetary funds of universities. Even taking into account the fact that the federal budget for higher education continues to grow, a number of universities are seeing a decrease in the wage fund. And now, indeed, there are cases when the salary of a university teacher is below the average for the economy of the region. The question immediately arises: what kind of university is this, how is work organized there, should it be reorganized?

About paid publications. This does not happen in serious scientific publications. To be published in them, the article must be good. If you print for money, then most likely the magazine is appropriate.

About discussion boards. They are designed to guarantee a high level of protected work, not to provide comfortable protection to applicants. The number of dissertation councils should be reduced, not increased. Because each advice should give way only to real scientists. The task of employing retired teachers in this setting is more relevant to the Ministry of Health and Social Development. Our task is to ensure that the children are taught by the strongest teachers. To keep good teachers in schools and universities. At the same time, teachers who, due to the demographic decline, remain unclaimed, today have the opportunity to change their career line. For example, if the school has not enrolled students, the teacher may go to work in a kindergarten or in an additional education institution - these are rapidly developing segments where there is a serious shortage of qualified personnel. A university teacher can find himself in the field of adult education. Today, many well-established people want to acquire new competencies, to realize themselves: to study history or foreign languages, to paint, to improve computer literacy. Opportunities can and should be explored.

12) Dear Andrey Alexandrovich! When will the wages of preschool workers (educators, senior educators, music directors, speech therapists, kindergarten psychologists) be increased? Having 30 years of work experience, higher education, which is not taken into account at all, the highest categories, we receive from 4 to 7 thousand rubles. How can you live on this money? Please pay attention to us.

What are the plans for the next couple of years for the Ministry of Education in the development of preschool education? I work in a kindergarten in Cheboksary and, first of all, the most problematic is the personnel issue, which is largely due to extremely low salaries (salary 3300 rubles, with allowances 5270 - it is worth considering both the length of service and the number of working hours). And the second main issue is the long queues of those wishing to enter kindergarten. In my city, last year, it was planned to build 3 kindergartens, but not one even began to be built, and the queue for admission is more than 5 thousand children. Is it really impossible to come to an agreement with developers who are building new residential areas, so that they would build both a kindergarten and a school in their new area?

The question is important. In fact, the salary of preschool workers is determined by the local authorities. And some regions have worked out positive solutions. We inform all entities about such experience and recommend implementing best practices in their territories. The main principle: the salary should depend on the quality of pedagogical work. And its distribution should be transparent, i.e. members of the labor collective, trade union, parent committee should be involved in this process. I can note that the initiative of the prime minister to raise teachers' salaries by at least 30% should give a new impetus to the solution of this issue. Regions that have already brought the average teacher's salary to the average salary in the region's economy are asking the question: can they, through the arrival of federal subsidies, use their released money to improve working conditions in the preschool sector. Yes they can. The whole system will benefit from this. The construction of kindergartens also falls within the competence of local authorities. We believe that along with the construction of new kindergartens, variable forms of preschool education should also be developed. It is possible and necessary to involve children in the system of preschool education through the development of family preschool groups, supervision and care groups, and short stay groups. Understanding the need for an urgent solution to this problem, the federal center this year allocated 1 billion rubles for regional programs for the development of preschool educational institutions. Subsidies from the federal budget will be received by those regions that develop comprehensive programs to increase the number of places for kids in kindergartens.

13) How do you feel about the fact that the minimum wage is higher than the rate of the teacher? How can the average salary of a teacher in the Omsk region reach 15,000 at such a low rate? How much can society be deceived that, thanks to the reform, the salaries of teachers have increased? This is only in the reports of officials. Why is the number of hours of vocational training significantly reduced in the adopted NGO standard?

I think that the salary of a teacher should be tied not to the minimum wage, but to the average salary in the economy of the region. We are currently working on such a solution. Today, the average salary of a teacher in the Omsk region is about 12 thousand rubles. 15 thousand is the data for the country as a whole. You have to understand that the regions are different. Thanks to the transition to the new wage system, the average salary of teachers has indeed increased. In 2004, it was about 6 thousand rubles across the country. I can say that in the regions that are most actively involved in the reform, the teacher's salary has grown more significantly. In others, less. Today, the Prime Minister has set a task for all regions: to increase the salaries of teachers by at least 30%. In order for this to happen, the federal center allocates 120 billion rubles. Concerning initial vocational education. All NGO standards were prepared together with employers. Modern employers are interested in the fastest training of qualified personnel. Thanks to new learning technologies today, their requests can be satisfied. And the new standards reflect this.

14) Tell us, please, are they going to return the former benefits to the gold and silver medalists of schools when entering universities? And one more question that you are already tired of, probably. new standard primary education does it require the availability of psychologists and teachers of additional education in schools on a fixed guaranteed salary, or is it better for them to look for a new job right now?

There is a legally fixed system of receipt. These are the Unified State Examination, Olympiads, the third direction is the gradual introduction of a portfolio system, in which all the achievements of the children are taken into account both in school and extracurricular activities. I think that accounting for gold and silver medals will also have a place in it.

Despite certain shortcomings, the USE system is the most objective of all that have been and are being offered instead today. In addition, the USE is capable of improvement, of improving testing procedures, while maintaining the independent nature of assessing the knowledge of children.

As for the staffing of schools, schools are given freedom in this matter. The school must determine for itself which specialists it can use to ensure the implementation of the new standards.

15) The first and most important question: on what basis is the Unified State Examination conducted, if in Russia there are still no standards for complete secondary education that would be approved by law? Second question: Do you seriously think that thanks to the USE, the level of corruption has decreased? Or is it your wish? The third issue is related to the preparation of a new draft law. Why is it not spelled out at least indicative standards for remuneration of teaching staff?

The USE, like any exam, checks how children learn at school. We have existing curricula, standards for the subjects that are taught. There will be new standards, children will be taught differently. And in accordance with this, check how the guys have learned what they are taught. Any exam tests knowledge in accordance with what was taught and taught.

About corruption. I am convinced that compared to what it was, the level of corruption has decreased. Finally, a mechanism has appeared that allows you to open corruption schemes. Therefore, it seems that there are more violations. Yes, it's just that the society began to talk about it openly. Often people confuse the concept of "corruption" with the concept of "payment". If, for example, a person hires a tutor to teach, and at the same time the tutor does not have the opportunity to influence the assessment, this is not corruption. Corruption - when a person involved in the preparation or organization of an exam is involved not in order to teach, but to ensure a high score, regardless of real knowledge. I mean corrections, dictation of answers, creation of special conditions. According to experts, the USE has reduced the costs of families. Otherwise, we would not have such a powerful wave of visiting children from the provinces, from very small villages and cities, to prestigious universities.

As for the preparation of a new . The standards for the remuneration of a teacher are not indicated in it because it is prohibited by our legislation. According to the Russian system of lawmaking, any financial matters are prescribed in laws related to the budget. Just like questions about the minimum wage are prescribed in labor legislation.

If we talk about the school, then such issues are generally regulated by regional laws. Schools are financed not from the federal budget, but from the regional one. At the expense of the federal budget, we can give grants, support certain projects, but not finance salaries in schools. However, we intend to propose for discussion the consolidation of the rule that the calculations of the standards for financing educational institutions are carried out taking into account the need to ensure that the average salary of teachers corresponds to the average salary in the economy of the corresponding region.

If we talk about federal universities, then in this case the ministry can have a greater influence on ensuring that the average salary of teachers is not lower than the average salary in the economy of the region. And we put such a task before the rectors.

16) How do you assess the competence of people who make up assignments for the exam? Here are two examples: an exam in German with 100 points could not be obtained by specialists from the institute of this language in Germany due to the incorrectness of the questions (you can give several answers correctly, but in the tests there is one chosen by someone unknown), an exam in Russian in the 9th classes - a question about synonyms (in Russian, one word has several synonyms, but the answer has only one). Who are your experts? Maybe they bought their diploma?

I specifically asked Lyubov Nikolaevna Glebova about the incident with the German language exam. She tried to find out what kind of incorrectness of the questions in question. It turned out that the Goethe-Institut did not carry out a critical analysis of the control measuring materials for the German language. The basis for the discussion was the personal opinion of one of the employees of the institute. The organization apologized for this.

As for the specialists who develop control measuring materials, these are leading university professors, methodologists, and teachers. It would be incorrect to name them, because experts still need to be relieved of pressure. However, I can give the following statistics: among the developers of control measuring materials, 14% have a doctorate degree, 46% - a candidate of science. 20% of developers represent the Russian Academy of Education, 14% - Moscow State University, 10% - Moscow State Pedagogical University. I don't think any of them bought a diploma.

17) Tell me, please, how plausible is the article in the newspaper "President" about the abolition of the Unified State Examination? What is the reform of secondary education with paid subjects and 4 compulsory ones? And for what purpose will it be introduced?

The article is inaccurate and incorrect. A year ago, I appealed to the deputies of the State Duma and the media - not to pull the children at the time of passing the exams. There will be no cancellation of the exam. There will be changes. They happen all the time. For example, last year part A was canceled in math assignments. The possibility of doing the same in some other natural disciplines is now being considered. The mechanism for introducing an oral component into the Unified State Examination in foreign languages ​​and expanding the creative part are discussed. But there will be no cancellation of the Unified State Examination, the idea itself will remain.

18) Dear Andrey Alexandrovich! Do you seriously think that the most important task for the school is to produce "qualified consumers"?

No. I believe that the most important task for the school is to produce people in demand. The phrase "qualified consumer" arose in connection with the discussion of the distortion of the structure of training in modern universities. Everyone will agree that not many developers of rocket engines are required, and those who are involved in their operation and production, much more are needed. It is important for us to train not only those who create something fundamentally new, but also those who know how to use it. Builders should do what the architect designed, not create something of their own. Then the building won't collapse tomorrow.

19) Is work being carried out in the field of selection and support of talented children, with the aim of their further distribution to research institutes and retention in Russia? Does this activity affect children from orphanages?

Work to identify talented guys is underway. Within the framework of the national project, a whole area "State support of talented youth" was allocated. Serious experience has been accumulated. There have been successful practices of searching for gifted children in studies, science, sports, and art. There is a whole infrastructure to support gifted children, both at the federal and regional levels. Leading universities have specialized educational and research centers. A network of part-time and distance schools has been created, which are focused on accompanying talented children from rural, remote and hard-to-reach areas. I think that school Olympiads are also our unique experience. They allow you to identify the abilities of children in a variety of areas. Implemented and material support talented youth. Thus, within the framework of the national project, awards from 30 to 60 thousand rubles were received by more than 25 thousand children, winners and prize-winners of various competitions. All this in equally also applies to children in orphanages. There are also special programs for them. For example, the All-Russian competition of children's art of orphans "Constellation" is held annually.

Within the framework of the new education development program, this work will be strengthened. It's about and about new educational programs, and about the corresponding retraining of teachers. As for any distribution of talented youth, we still have a free society, there is no serfdom. We cannot first prepare and then send somewhere. Our task is to create opportunities for talented children to study in the best educational institutions.

20) In Krasnodar, at a meeting chaired by Vladimir Putin, the law on student sports was discussed. I wonder how it will work, in what direction of the Olympic sports or those sports that the Russian Student Sports Union is developing, for example, sambo? If it is directed to the RCCC, what share of funding for Olympic and non-Olympic sports will be?

This is not about a separate law, but about amending the current Federal Law “On Physical Culture and Sports in the Russian Federation”. At present, the Russian Student Sports Union has prepared such a bill, which provides for assigning to the Russian Student Sports Union the status of an organization that coordinates activities for the development of student sports in the Russian Federation.

We agreed on the proposals of the Ministry of Sports and Tourism to amend the current legislation in terms of fixing the concepts of "Student Sports" and "Student League" in it. In addition, our ministry has prepared a draft agreement between the Ministry of Education and Science, the Ministry of Sports and Tourism and the RSCC on cooperation in the development of university sports. I can say that the dialogue with the sports community has been established. Our common task is to make sure that students have a full opportunity to engage in physical culture and sports. As for the priorities in the development of specific sports and, in particular, the ratio of Olympic and non-Olympic sports and their financing, this issue is still directly related to the Ministry of Sports and Tourism and the RSSS.

21) How is the Russian Federation going to participate in the growing campaign to radically extend human life? Will there be a special program to support research and development of a cure for old age, what specific measures are planned, what budgets are allocated? In the USA, at the mprize.org scientific competition, mice have been extended their lives by 2.5 times (for humans, this could mean living up to 200 years). What will be the reaction of the ministry to the fact that not a single scientific group from the Russian Federation takes part in this, perhaps, the most important scientific competition for mankind? So what is the plan - is Russia participating in the next scientific revolution associated with radical life extension, or will it again trail at the end?

Indeed, life sciences are developing very actively in the world. However, it is no coincidence that Russia has singled out the development of medical technologies and pharmaceuticals as a strategic direction of its modernization. Special target programs work. For example, within the framework of the Federal Target Program "Research and Development in Priority Areas of Development of the Scientific and Technological Complex of Russia for 2007-2013", more than 9 billion rubles have already been allocated for research in the field of "Living Systems" and biotechnology. There is a federal target program “Development of the pharmaceutical and medical industry of the Russian Federation for the period up to 2020 and beyond.” Russia produces its own genetically engineered drugs and vaccines - growth hormone, interferon, interleukins, erythropoietin and others.

Successes in the development of drugs aimed at extending human life are in the laboratory under the guidance of Academician V.P. Skulachev. at the Research Institute of Physical and Chemical Biology. A.N. Belozersky Moscow State University. M.V. Lomonosov. As far as I know, they managed to create a drug that shows effectiveness at a level comparable to the results of the best foreign researchers. There are similar successes in the St. Petersburg Institute of Bioregulation and Gerontology of the North-Western Branch of the Russian Academy of Medical Sciences, where research is being carried out under the direction of Khavinson V.Kh. In addition, our scientists are actively involved in an international project to create key fragments of the human proteome. This is the next step after the successful decoding of the genome. In addition to us, Korea, Canada, the USA and Sweden create their fragment. It is planned that after combining the obtained results, it will be possible to achieve a significant breakthrough in the diagnosis and treatment of diseases. And thereby improve and lengthen human life.

22) Andrey Alexandrovich! The change in the structure of higher education, which began under you (I mean the creation of federal and research universities), you tried to fill with meaning through the creation of programs for the development of these universities. This is understandable, because every corporation must have a conscious strategy. But how sane and relevant are the adopted programs? To what extent are they really capable of stimulating the development of universities? After all, software innovations are designed to be implemented by those who have no idea what it is, how and why to do it (and this is reminiscent of the situation when a microprocessor is created by the hands of lumberjacks). What could be the solution to the problem?

Programs for the development of national research universities written by qualified professionals. It is no coincidence that these programs have passed a very serious competition and have been approved by leading experts. And those who are now implementing programs are in most cases able to fill them with content. Another thing is that those tasks that three or four years ago seemed difficult to accomplish, today seem trivial. That is why we are now conducting rather rigorous monitoring of the work of both national research and federal universities. Moreover, in order to ensure the highest bar, not officials are involved in the monitoring, but representatives of business and science. As a result, it is possible to set tasks for timely change adopted programs. We want more, and we have a right to expect more.