Development Of Education In Russia Research Articles

Humanization and sovereignization as a strategy for reform and development of Russian education. Part 2. Current trends in humanization and sovereignization of Russian education

Humanization and sovereignization as a strategy for reform and development of Russian education. Part 2. Current trends in humanization and sovereignization of Russian education

Vyatka priest, educator and methodist teacher N. N. Blinov

Introduction. One of the active processes of humanization of education in modern conditions is an appeal to the best achievements of the past, to the works of representatives of Russian, including regional pedagogy, whose creative searches were permeated with the ideas of humanism, concern for the upbringing and education of a person. Genuine interest is aroused by the multifaceted pedagogical and methodological activities of the famous Vyatka priest, zemstvo figure and methodist teacher N. N. Blinov (1839-1917), who clearly manifested himself as a practical teacher, a methodologist of primary education at the All-Russian level, the author of numerous educational books, an educator and researcher of the history of the Udmurt people. Materials and methods. The author uses as research methods: analysis of historical and pedagogical literature, biographical and historical methods, axiological (value) approach to the study of historical and pedagogical material. In his work, the author used a number of publications by foreign and Russian authors. Results. The period of activity of N. N. Blinov coincided with the time of activation of the development of education in Russia. In the Russian provinces, local methodologists in the field of education actively worked, – authors of textbooks and the first alphabets, mainly for the so–called "small", i.e. non-Russian, peoples. Blinov was one of the most prominent representatives of the Russian regional enlightenment in the second half of the XIX – first two decades of the XX centuries. His activities were of a multilateral nature. Russian Russian was the author of textbooks for Russian and Udmurt children, the organizer of rural schools, and his local history work was highly appreciated by the Russian Imperial Geographical Society. Especially his books "Learning – light" and the first Udmurt alphabet "Lydzon" should be highlighted. Discussion. In N. N. Blinov's method of teaching reading, the presence of such a new element in literacy teaching for that time as a clearly established and filled with concrete content step-by-step, currently known as "algorithmization", is original and valuable. At the same time, the desire to establish strict stages in the assimilation of letters was inevitably accompanied by the need to introduce words whose meaning was still unknown to children. Conclusion. Blinov's fruitful scientific, methodological and practical pedagogical activity, his local history work are a vivid phenomenon in the history of Russian provincial education. His methodological views remain relevant up to the present time. Vyatka educator contributed to the development of Udmurt culture and literature by being the author of original ethnographic, dramatic, historical and biographical works. His turbulent, eventful life deserves further study, as well as his numerous works.

Первопроходцы дошкольного образования в России С. А. Люгебиль и А. С. Симонович

The aim of the study is to characterize the efforts of Sofia Andreevna Lyugebil (1824-1914) and Adelaida Semyonovna Simonovich (1844-1933) to open the very first preschool institutions in Russia. The article reveals little-known facts of their biographies and provides data on their practical teaching activities. The text of the article includes memoirs of contemporaries (E. N. Vodovozova, the ‘Sovremennik’ journal), as well as those of former students (A. N. Benois, I. V. Petrashen) of K. I. May’s private gymnasium, where S. A. Lyugebil worked. The scientific novelty of the study lies in introducing into scientific use factual material related to the initial stage of preschool education development in Russia, which remains little known. The participation of S. A. Lyugebil, A. S. Simonovich and their spouses in the work of the first Russian pedagogical society is noted. The contribution of A. S. Simonovich to the development of the theory of preschool education is characterized, her efforts to open the ‘Detsky sad’ journal, the first Russian periodical on preschool subjects, are shown. Information is provided on the initial stage of the organization of preschool education abroad, as well as in Russia (in the pre-Soviet period). The publication of the article coincides with the 200th anniversary of the birth of S. A. Lyugebil and the 180th anniversary of the birth of A. S. Simonovich.

Humanization and sovereignization as a strategy for reforming and development of Russian education. Part 1. Russia's sovereign path in education

Introduction. Russia defends its humanitarian sovereignty when upbringing, education, culture, politics, films are built on our traditions and values, which are not outside, but inside a person, in his mind, since these are mental components, worldview components.Purpose setting. The education system should work for the formation and development of the country's human capital. Without solving this problem, the country will not have a sovereign education, which means there will be no future. It is necessary to change the paradigm of higher education, we need a new Russian national model. A professional school should be not just a «forge of personnel», but a center for the spiritual transformation of a specialist's personality, a source of spirituality for his thoughts, words and deeds. It is necessary to educate a real citizen, a patriot who knows the history and culture of his country well.Methodology and methods of the study. Based on the key points of the sovereignization of Russian education, which naturally abandoned the Bologna system of education. Methodology for understanding the current situation in education, analytical report «The Future of Higher Education in Russia: an Expert View. Foresight-study-2030».Results. Russian education until recently, with the implemented Bologna system, developed exclusively as an extractive social institution. For more than twenty years, this most important sphere of social life, the importance of which in maintaining and developing the sovereignty of the country cannot be overestimated, was literally «broken over the knee» to please the West. The main changes in the system of higher education caused by this participation are outlined. Joining the Bologna process has received an ambiguous and even contradictory assessment in the professional community.Conclusions. Now a situation has developed in society that makes the problem of finding a new semantic component of the fundamentalization of education, the essence of which is the realization that the future fate of human civilization will be determined not only by the intellectual and educational, but also by the spiritual and moral potential of society and people, i. e. by humanization and sovereignization. This is the value of Russia.

Retrospective Review of Higher Education Quality: Some Parallels Between Past and Present

Studies of education quality are currently a matter of particular relevance and importance. It would seem that the quality of education should interest the scientific community in different periods (historical periods) of time, however, as practice shows, these studies have been carried out mainly in recent times. The article describes some arguments on the quality of education based on the available historical data on the development of education in Russia. Given that it is not possible to consider in detail all historical periods in different countries within the framework of one article, a summary of the key points influencing the development of education in Russia before the revolutionary events (during a certain period of the reign of the Imperial House of Romanov) was made in a small comparison with the modern perception of the quality of education. Some factors influencing the quality of education in the period from the late 19th to early 20th centuries have been identified. The conclusion is made on changing/unchanging factors affecting the quality of education in modern reality in comparison with past experience in the development of the education system.

Интеллектуальная составляющая непрерывного поликультурного образования личности

The problem statement concerns the actual issues of raising the status of the intellectual component of the Humanities education within the framework of the author’s investigation on “Cultural self-determination of the individual in the space of realization of intercultural communication”. The conditions of modeling communicative situations of the ecosystem of multicultural education are determined in the paradigm “From observation to generalization and replication through cooperation”. The focus of this paper is on the strategic and tactic directions of the development of Russian education within the methodology and technology of the Self as a cultural personality. Socio-philosophical perception and theoretical justifi cation of the problem under consideration have given grounds for mastering the communicative culture of the individual in the frames of intellectual architectonics of multilingual culture as the methodological basis of the many years of activity. The multicultural intellectual architectonics refl ects a humanizing core of the regional information and educational spaces. The social signifi cance of the formation of a multicultural mindset of the personality initiates creating of one of the possible models of the ecosystems of the synergetic effect of co-management in a communicative society. The presentation of the effects of cooperation of the Department of the Institute of Continuing Education, educational organizations of Novosibirsk and Novosibirsk region, domestic publishers, as well as the effects of cooperation of regional, All-Russian and international universities is carried out within the framework of the project “Creating a unifi ed information and educational secure communication environment”. As the fi nal result of the generalization, the corpus of case-studies is considered, and the system of conditions for their implementation is substantiated as a multidimensional humanitarian project in the aspect of the integration of society and the reproduction of culture within the humanitarian educational practices. Such features of students’ perception of a different culture as the development of multilingualism and multicultures in artifi cial conditions of mastering the communicative skills of implementing the basics of intercultural communication are noted. Special emphasis focuses on the social signifi cance and cultural mission of educational organizations in the aspect of modeling the corpus of vital communicative situations/events in the space of scientifi c and methodological support within the socio-humanitarian sphere of regional events. In conclusion, the system of methodological, pedagogical and methodological conditions for the effective implementation of the author’s model for the formation of intercultural skills and teaching/learning techniques of intercultural communication, which form the basis for the development of additional professional programs in the system of continuing professional education of specialists in various fi elds, is formulated.

Analyzing the components of education quality in the Russian higher school

Subject. The article explores competition in the labor market, the problem of improving the level of professional training. Objectives. The purpose is to define areas for higher education development in Russia, taking into account the opinion of students about advantages and disadvantages of various forms of education. Methods. The study draws on methods of statistical and comparative analysis. Results. We systematized parameters that determine the quality of education. Most students support the use of blended learning in educational institutions, which involves a free schedule of attending classroom training, but at the same time, full-time education is more preferable compared to distance learning. Conclusions. The formation of the Russian model of higher education should not imply total rejection of principles of the Bologna Process (in particular, the rejection of bachelor's and master's degrees), which makes it possible to develop an interdisciplinary approach and change the "trajectory of learning".

Проблемы методологии развития творчества в практике образования

<p>The article reflects the contradictions that characterize the current state of Russian education system. It is believed that the abolition of the Bologna system of education will contribute to the restoration of its former high level. However, the material we have cited from a survey of leading teachers points to deeper reasons for its decline. First of all, it should be noted the orientation towards the introduction into pedagogy of a system of basic indicators of child development seen as a partof the dominant American concept of behaviorism, which explains the development of the cognitive process and creativity <em>tvorchestvo</em> – in Russianonly by an associative process. Studies, presentations at the conferences, and a survey the author conducted among Russian teachers show that, assuming a higher role in the development of "creativity" than in the development of <em>tvorchestvo</em> or "creative skills", teachers actually form among students a significant attitude towards creativity . The concepts of <em>tvorchestvo</em> and "creativity", unfortunately, are considered the same thing in in the scientific world. Confusing these concepts, a professional Russian teacher contradicts the scientifically based Russian methodology, which is a decisive factor in the development of education in Russia.</p>

СИНЕРГЕТИКА АКСИОЛОГИЧЕСКИХ ПРИОРИТЕТОВ ОТЕЧЕСТВЕННЫХ ПЕДАГОГОВ НАЧАЛА ХХ ВЕКА

The historical and pedagogical process is considered from the perspective of a synergetic methodological approach, which allows the author to show the polyphony and non-linearity of pedagogical systems and values of teachers working in the first decade of Soviet Russia. The research material used includes the works of famous teachers, which most clearly outlines their axiological priorities. Using the methods of analysis and synthesis, systematization and generalization, the author shows the potential of a synergetic approach to analyzing historical development of education in Russia as seen during a period of critical change in the early twentieth century.

ОБРАЗОВАТЕЛЬНЫЕ ПРОГРАММЫ ЛИБЕРАЛЬНЫХ ПОЛИТИЧЕСКИХ ПАРТИЙ РОССИЙСКОЙ ИМПЕРИИ В НАЧАЛЕ XX ВЕКА: ЕДИНСТВО ВЗГЛЯДОВ И ПРИНЦИПИАЛЬНЫЕ ОТЛИЧИЯ

The article analyzes the views of representatives of the liberal political parties of the Russian Empire at the beginning of the XX century - cadets and octobrists - on the Russian education system. Despite the similarities in the proposed educational programs - both parties advocated the introduction of universal education in the country and the need to raise the literacy rate of the population, the specific measures for the implementation of these programs differ significantly. A comprehensive analysis of the key attitudes of party members on the development of education in Russia revealed the unity of views and the fundamentalfeatures of the differences between the educational concepts of the cadet and octobrist parties.

A. S. Makarenko and the fate of his legacy in nowadays Russia

Introduction. The problem of educating the younger generation is one of the most important in modern Russian pedagogy. Russian scientists and teachers are carefully studying the legacy of their outstanding predecessors, the teachers of the past. Anton Semyonovich Makarenko (1888-1939) is one of such scientists who have left a unique mark in pedagogical science and practice. The article was written in connection with the 135th anniversary of his birth. The purpose of the article is to show the importance of Makarenko's personality in the development of Russian education. As tasks, the author highlights the characterization and evaluation of his achievements in practical work and pedagogical theory, the presentation of previously unknown biographical data of the teacher, his colleagues and relatives. Materials and methods. In the process of working on the article, the author used the following research methods: analysis of historical and pedagogical, memoir and fiction literature on the topic of the work, biographical, historical and comparative methods, as well as axiological (value) approach to the study of pedagogical innovations by A. S. Makarenko. Results. Up to the present time, Makarenko's personality, his practical activities and literary works cause heated debates among Russian practical teachers and theoretical teachers. The author characterizes Makarenko's achievements as a teacher, manifested in a factually reliable and accurate disclosure of the events of the biography of an outstanding teacher and his selfless efforts in the re-education of pupils and the pedagogization of their social environment. Makarenko is shown as a prominent writer and teacher. In fact, he is the founder of Russian artistic and pedagogical literature ("Pedagogical poem", "Flags on towers", "Book for parents"). Conclusion. The Soviet education had developed itself for decades in the main stream of the pedagogy of Makarenko. But the post-Soviet Russian education seems to avoid the Makarenko’s legacy. A. S. Makarenko is one of the most important teachers in the history of Russian education. His personality and pedagogical heritage need further study by historians of pedagogy.

Professional and competency-based approach as a basis for the higher and additional education modernization in the Russian Federation

Subject. This article discusses the issues of higher education development in Russia. Objectives. The article aims to substantiate the need to return to a profession-oriented model of higher education and offer recommendations for improving the professional standards of higher education teachers. Methods. For the study, we used the methods of logical and structural analyses. Results. The article finds that the rejection of the profession-oriented model of higher education has significantly weakened Russia's national security. It substantiates the key role of additional professional education in improving a specialist’s knowledge. Conclusions. The problem of the qualified personnel shortage has necessitated the higher and additional education system modernization, which has become the main condition for ensuring the technological sovereignty of the country.

ON THE QUESTION OF THE CREATION AND THE BEGINNING OF THE FUNCTIONING OF THE MILITARY SCHOOL OF RUSSIA AT THE END OF THE XVII - FIRST QUARTER OF THE XVIII CENTURY

The history of military educational institutions dates back to the time of Peter the Great and is an important page in the social history of the origin and development of education in Russia. Artillery and engineering military educational institutions and the School of Mathematical and Navigation Sciences were among the first special educational institutions that performed an important state task of training command personnel and specialists in the field of naval, artillery and engineering. The article traces the history of the creation and subsequent development during the first quarter of the XVIII century of individual elements of the national system of military personnel training. The already known individual information and data concerning military educational institutions that functioned in the XVIII century are supplemented and expanded by poorly studied materials and archival sources that have not been introduced into scientific circulation. Attention is focused on certain aspects of the organization of the educational process and daily life in them. The author concludes that despite all the difficulties that the state and military administration had to face when establishing and launching the first military special schools, their further functioning in the first quarter of the XVIII century marked a new stage in the development of domestic military special education and enlightenment. Previously unpublished sources are introduced into scientific circulation.

Russian education in the historical and sociological perspective. (Review of the monograph: Andreev A. L. Russian education in the pushkin era: system, institutional structure, socio-cultural environments. Moscow: Izdatel`stvo ME`I; 2022, 452 p.)

The article discusses the main provisions of the monograph by A. L. Andreev “Russian education in the Pushkin era: system, institutional structure, socio-cultural environments”. The monograph of A. L. Andreev attracts attention by the fact that the development of education in Russia in the first half of the 19th century is shown from the perspective of a historical and sociological approach, that allows to reveal the deep patterns of development of the sociocultural and intellectual environment, to demonstrate the connection between the cultural environment of Russian society in the first half of the 19th century with the development of educational practices and institutions. The author, using extensive historical material, demonstrates the role of education as a key factor in social and cultural dynamics. The review analyses the main topics of the monograph. Particular attention is paid to the influence of education on such qualitative characteristics of society as “spiritual atmosphere”, “creative environment”, “new intellectual environment”. The formation of the institutional basis of education is traced. The reviewer pays special attention to the formation of a new for that time ideology of education, when education was given the character of a state project that required systematic state decisions. Following the author, the reviewer reflects on the unique nature of the emerging university system, on Russia’s contribution to world achievements in the theory and practice of education. The scientific potential of the monograph under review lies in the fact that the author gives a deep sociological analysis of the changes in the Russian society of that era: the development of new social practices, social institutions, the emergence of civil society, the formation of new sociocultural and intellectual environments.

Modern problems of higher education development in Russia

The purpose of the research. The article is devoted to the analysis of the main directions of development of the higher education system in Russia, which is currently under modernization and should receive new content in order to become adequate to the strategic goals and national priorities of our country in the new geopolitical conditions. The lessons of Russia’s special military operation in Ukraine have shown the need to modernize our country’s higher education in the interests of developing the military-industrial complex and ensuring national security. At the same time, in order to improve the quality of education of engineering specialists, they also need systemic and humanitarian knowledge based on the latest achievements of domestic and world science. This knowledge is also necessary for other specialists with higher education in order for them to form a systemic type of thinking, which is required today to adequately counter the new challenges and threats of the 21st century.Materials and methods. In the course of the research, review publications were used on the current state of ensuring Russia’s national security by the necessary specialists with higher education, as well as on the projected challenges and threats to Russia’s national security, the counteraction of which requires adequate changes in the education system.The results of the study. As a result of the research, the structure of priority directions for the development of the higher education system in Russia for the period up to 2030 has been determined. The implementation of these directions will make this system more adequate to Russia’s strategic goals and national priorities for this period in the new geopolitical conditions. It is shown that one of the urgent tasks is the formation of a comprehensive information education system in our country, the conceptual foundations of which have been developed in the Russian Academy of Sciences. The tasks of the education system for the formation of a culture of safety in society are also considered – a new direction in the development of culture, which is already being formed and is a necessary condition for the further safe development of world civilization.

Regional history one socio-pedagogic innovation (school participatory budgeting in Khanty-Mansi autonomy in Russia)

The intensity of the development of Russian education puts innovation management on the agenda in the conditions of the subject of the Russian Federation. The article presents the experience of implementing school participatory budgeting as a socio-pedagogic innovation at schools of Khanty-Mansi autonomy AKA Yugra. The innovative project was implemented by the Regional Department of Education and employees of the Centre for Initiative Budgeting of the Research Financial Institute of the Ministry of Finance of the Russian Federation in 2021-2022. The presented materials will be useful to specialists of educational authorities, heads of educational organisations, researchers of socio-pedagogic innovations.

Ценностно-мотивационный компонент цифровой компетентности педагога

Currently, there is an active development of digital technologies that affect all spheres of human life. In addition to the need to train personnel for the digital economy, we are faced with the consequences of the covid-19 coronavirus pandemic. All this has become a reason to believe that one of the most important directions of the development of education in Russia is digitalization. In connection with this trend, new requirements are being put forward for educators of all areas, there is a need for the formation of digital competence. Digital competence goes beyond the simple possession of technical skills and includes a deep understanding and effective use of digital tools in teaching practice. It also implies the ability to adapt to an ever-changing digital environment, critically analyze information, solve problems using digital resources, and communicate effectively in virtual and interactive environments. This study is an attempt to systematize and analyze the role and content of the value-motivational component of educator’s digital competence. We conducted an analysis of current scientific research, identified the key criteria for the presence of this component and emphasized its essential importance in the process of formation and development of digital competence. The conclusions and recommendations obtained may be in demand when developing educational programs, trainings and other educational resources aimed at preparing educators for the successful integration of digital technologies into the educational process.

К истории развития специального образования и современные проблемы инклюзии в России

The research purpose is to analyze the formation and development of special education in Russia, as well as to summarize the current issues for specialists working with children with various health limitations. We analyze psychological and pedagogical literature and present the main stages of special education development in Russia and abroad. The presented works of scientists have had the most significant impact on the process of creating a special education system both around the world and in individual countries, including the Russian Federation. We consider current state and basic principles of inclusive education: main purpose and elements for successful work with children with disabilities. The research presents the current state of special education in Russia and the most important milestones in its history. The historical method and the analysis of scientific literature allow to identify works that have largely determined the directions of current research in various branches of special education (deaf pedagogy, blindness and education, special education, speech therapy). Approaches to solving the problems of supporting effective individual educational routes for children with disabilities are considered.

К.Д. Ушинский – провозвестник личностно-ценностного подхода в образовании

The analyzed basic pedagogical ideas of the great pedagogue are significant in the modern conditions of the development of Russian education. The considered main principles of K.D. Ushinsky's pedagogical theory were created in the era of Great reforms and are still relevant, such as the ideology of democratization of the education system and the commitment to the people in education. The central idea of K.D. Ushinsky's pedagogical theory is the recognition of the creative power of the working people in the historical process and their right to a full-fledged education. The struggle of the Russian progressive public for the creation of public education in the era of Great Reforms contributed to the formation of the social and pedagogical movement. Contrasting the policy of “unenlightened enlightenment” with the scientifically grounded concept of the democratization of the education system, K.D. Ushinsky began to develop an anthropological paradigm. Denying universal pedagogy, he declared the need for a national school and national pedagogy, which implied the rejection of blind copying of foreign educational systems, the approval of real education that prepares students for life. K.D. Ushinsky proclaimed the democratically interpreted concept of nationality as the basis of education; asserts the dominant role of the native language in education. The great scientist declared the connection of theory and practice in the pedagogical process; discovered the inseparable connection of pedagogy with other humanities; developed a unique concept of anthropological education and the formation of the creative personality of the teacher. The obtained results can be used in the educational process of students of pedagogical directions in the study of the discipline “History and Philosophy of Education”.

National projects and programs in the field of education in Russia: awareness and expectations of participants in the educational process

Introduction. The implementation of the concept of "Sustainable Development Goals (SDGs)" in the Russian Federation has been reflected in national projects and state programs, including for education. National projects and programs as strategic documents have become a new reflection of the development of society, a driver of the development of Russian education and a tool for improving its quality. The success and modernization of Russian education depends on the attitude of the population, awareness of the progress of implementation, as well as factors affecting the results of achieving goals. Objective: to study the opinion of participants in the educational process on the implementation of national projects and programs in the field of education in Russia and to identify the factors of their successful implementation. Materials and methods. To study the problem, an analysis of previously conducted studies was conducted, as well as an author's survey using a semi-formalized interview among participants in the educational process: teachers of higher and secondary vocational educational institutions, school teachers, students of universities and secondary vocational educational institutions, employees of educational organizations and employees of other fields (as a control group). The sample is quota, 600 respondents from 54 regions of the Russian Federation. The results of the study. Traditionally, there is a high public interest in the implementation of national projects and programs, including in the field of education. According to the All-Russian VCIOM survey (October 2020), the level of awareness of Russians about the implementation of national projects has already reached 85%. The top three include such national projects as: «Healthcare» (85%), "Education" (80%) and «Demography» (74%). Participants in the educational process have higher awareness than in national samples, they observe a significant increase in the number of events, activation of socio-political projects. The most critical are teachers and employees of educational institutions who want to see not only quantitative, but also meaningful (qualitative) changes in the education system. The main barriers are the risks associated with corruption (50.5% of respondents answered this way), insufficient funding (48.7%) and the lack of highly professional personnel (40%) designed to fill the planned activities with content. A positive aspect is the willingness of young people to actively participate in the implementation of state strategic initiatives in the field of education. Conclusion. In order to increase confidence in strategic projects and the authorities, as well as in order to involve broad segments of the public, including young people, active promotion of information about plans and activities for the implementation of the national project "Education" and the state program "Development of Education" through the development of information channels such as social networks and messengers is in demand.