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The concept of support and development of teacher education. The Ministry of Education and Science has developed a draft concept for supporting the development of teacher education




UDK 378.6:37 BBK Ch448.4

GSNTI 14.01.07

VAK code 13.00.01

Lobut Alexander Arsentievich,

Candidate of Economic Sciences, Professor, Department of Technology and Economics, Ural State Pedagogical University; 620075, Yekaterinburg, st. K. Liebknecht, 9a; e-mail: [email protected]

Morozov Gennady Borisovich,

Candidate of Economic Sciences, Professor, Department of Technology and Economics, Ural State Pedagogical University; 620075, Yekaterinburg, st. K. Liebknecht, 9a; e-mail: [email protected]

Tulyankina Irina Nikolaevna,

undergraduate, Institute of Physics, Technology and Economics, Ural State Pedagogical University; 620075, Yekaterinburg, st. K. Liebknecht, 9a; e-mail: [email protected]

THE CONCEPT OF "SUPPORT" OF THE DEVELOPMENT OF PEDAGOGICAL EDUCATION AS A FACTOR OF ITS ACCELERATED LIQUIDATION

KEY WORDS: teacher education; education reform; "double negative selection"; prestige of the teaching profession.

ANNOTATION. An assessment is made of the possibilities of implementing the "Concept for Supporting the Development of Pedagogical Education", put forward by the Ministry of Education and Science of the Russian Federation for general discussion.

Lobut Alexander Arsentyevich,

Morozov Gennady Borisovich,

Candidate of Economy, Professor of Department of Technology and Economy, Ural State Pedagogical University, Ekaterinburg, Russia.

Tulyankina Irina Nikolaevna,

Master's Degree Student, Institute of Physics, Technology and Economy, Ural State Pedagogical University, Ekaterinburg, Russia.

THE CONCEPT OF "SUPPORT" OF DEVELOPMENT OF PEDAGOGICAL EDUCATION AS THE FACTOR OF ITS ACCELERATED ELIMINATION

KEY WORDS: pedagogical education; education reform; "double negative selection"; prestige of the pedagogical profession.

ABSTRACT. In the given paper the assessment of opportunities of realization of "The concept of support of development of pedagogical education", put forward by the Ministry of Education and Science of the Russian Federation, is presented for general discussion.

At the beginning of 2014, the Ministry of Education and Science of the Russian Federation (hereinafter - the Ministry of Education) presented to the pedagogical community the draft "Concepts for Supporting the Development of Pedagogical Education" (hereinafter - the Concept). I didn’t want to start analyzing the project right away with negative aspects, but its content forces it: from the first lines of the document, the authors begin attacks on pedagogical educational organizations. Unreasonably, a public document designed to support teacher education discredits young professionals. It is stated that there is a kind of “double negative selection” in pedagogical educational organizations: “Not the “best” (in the academic sense) applicants enter pedagogical universities, and not the “best” graduates become teachers.

Of course, one cannot but agree that there is such a problem in the training of specialists as the lack of resources. Encouraging words about ensuring that all citizens have an equal opportunity to enter teacher training programs, regardless of primary education. But the problem of education is not in teachers, but in the prestige, security and security of their profession.

What the Ministry does is perceived by teachers not even as a mistake, but simply as a personal insult. Even in Moscow, where teachers are paid relatively well, endemic bureaucratization and administrative pressure, constant chaotic changes, ridiculous and unreasonable demands make teaching work unbearable. In the provinces, the same thing, only beggarly wages.

The position of a double negative selection of teaching staff pops up not per-

© Lobut A. A., Morozov G. B., Tulyankina I. N., 2014

once again. It was mentioned in 2011 by V. Bolotov, Vice-President of the Russian Academy of Education, State Councilor of the Russian Federation of the 1st class, who worked for a long time as the First Deputy Minister of Education of Russia, the “father of the Unified State Examination”: “In Russia, many experts say that today double negative selection. The first negative selection - the weakest graduates go to pedagogical universities, and the data of state examinations clearly show this (...) From the Pedagogical University itself, even before graduation, a lot of guys go into external business. And only losers, outsiders go to school. That is, two double negative selections: a weak applicant and selection among those who are the weakest. And then reform - do not reform the system of teacher education, if we do not break these two negative barriers, nothing will happen.

V. Bolotov, in turn, seemed to rely on the conversation of his colleagues on the air of the program “Science 2.0” back in 2009, in which the national teacher of Russia, director of the Tsaritsyno Education Center E. Rachevsky, professor, head of the department of pragmatics National Research University Higher School of Economics, head of the Pragmatics of Culture Foundation for Scientific Research B. Dolgin, Russian radio and TV presenter, journalist, program director of the Mayak radio station, chief producer of the Vesti RM radio station Anatoly Kuzichev, publisher, literary figure, president of the group of companies " OGI” (publishing house, chain of cafe-bookstores, club, restaurant, cafe, Polit.ru portal, etc.) D. Itskovich. In the program, the assembled "experts" agreed:

E. Rachevsky: Now look at

a very funny situation: not the best graduates of the school go to pedagogical universities, does everyone present here agree with this?

A. Kuzichev: Yes.

E. Rachevsky: And not the best graduates of pedagogical universities go to schools.

B. Dolgin: That is, there is a double negative selection.

E. Rachevsky: Of course, the circle closes.

On January 19, 2013, the Ministry of Education held a seminar of leading experts in the field of education to discuss institutional changes in teacher education in Russia. In addition to V. Bolotov, the director of the Department of State Policy in the Sphere of Higher Education of the Ministry of Education of Russia A. Sobolev, adviser to the Deputy Minister P. Modulyash took part in the seminar. The above statements of E. Rachevsky were repeated almost verbatim. Thus, the Ministry of Education approved

elk in its attitude to the pedagogical community: current teachers are not modern, young specialists are incompetent.

In total, in the nine-page text of the draft Concept, the expression "network interaction" is repeated four times (once - "network flexible programs"), five times - "monitoring", "qualification" exams, tests and requirements. And never - "salary", "dignity", "rights". The obligations of the government in relation to teachers are becoming less and less, and the “flexibility” of budgetary institutions should be more and more. This "flexibility" is created by such bureaucratic means as a completely artificial system of punishments and incentives, where those who have done well before win. Practical steps, as always, come down to additional bureaucratic pressure (new monitoring, qualifying exams, etc.), on the one hand, and shifting all responsibility onto the future teachers themselves, on the other. In general, the concept proposes the dilution of the actual pedagogical education in the "general" bachelor's degree, the so-called "liberal arts" .

We will try to evaluate the proposed draft of the Concept of "support" of teacher education, proving the inconsistency of the implementation of such changes in the modern Russian educational space.

The basis for the development of the concept was the ongoing education reform in the country and the problems arising in its process, highlighted in the document. The implementation of the Concept implies their solution. The cornerstone theme highlighted in the document, with which it is impossible not to agree, is indicated in the draft twice:

The main part of graduates who studied in teacher training programs are not employed either in the education system or in the social sphere”, “Low percentage of employment of graduates of pedagogical programs in their specialty in the education system”. The reason for the identified problems is also indicated here - “the low efficiency of the mechanisms for attracting the most capable graduates to the post of teacher, the lack of a system of professional support and support for young teachers, as well as the lack of career prospects for a teacher.”

Thus, the reason for the low percentage of employment of graduates of pedagogical educational organizations is the low efficiency of the mechanisms for attracting

for teaching positions. Moreover, not only the most capable, but any young teachers.

As you know, the standard solutions for increasing the attractiveness of any profession is to improve working conditions - from social security and the status of a specialist to specific personnel decisions (salary, technical equipment of labor, infrastructure development, open dialogue with representatives of state bodies, etc.). According to V. Bolotov in one of his interviews in 2011, the problems of education can be solved in two ways: “The first is a salary at the level of the average for the region. The second way is the formation of public opinion. Another important point is the conscious work of the mass media to form the right image of a teacher.”

However, the text of the draft Concept, in its so-called "road map", does not indicate the means of solving the problems of "low prestige of the profession." What solutions does the Concept offer us? ““The main goal of the program is to improve the quality of teacher training, bring the system of teacher education in line with the standards of professional activity of a teacher and the Federal State Educational Standard of General Education and overcome the“ double negative selection ”. Further in the text of the document, we see the sequence in achieving this main goal:

Development and tightening of the examination system not only for certification, but also for hiring, which deprives educational organizations of freedom in making personnel decisions;

The requirement for the effectiveness of the work of pedagogical colleges and universities, based on inadequate criteria for educational organizations in rural areas;

Development of the Federal State Educational Standard for higher pedagogical education based on the professional standard of the teacher.

The authors of the document focus special attention on the professional training of personnel - the reform of "outdated methods and technologies" of teacher training. But what is the relationship between the level of training of specialists and the attractiveness of the profession? Qualified specialists with long work experience, as well as young teachers, are forced to work in conditions of a lack of funding, social and legal insecurity, in a profession that is discredited by everyone - from ordinary citizens to the country's authorities. This is primarily the problem of professional

the mentally low employment of graduates of pedagogical educational organizations in their specialty, their lack of motivation to work in their profession.

In recent years, it would seem difficult to talk about the inattention of the authorities to the field of education: more and more new regulations are being adopted to support this area, but they do not stand up to criticism. The reason for the discrepancy is the lack of an adequate assessment of the problems of education by the authorities, the fallacy of the criteria on which the state is based when assessing teacher education:

USE results, according to which children are sorted into “best”, not the most “best” and “not the best”;

The effectiveness of the work of universities, the criteria of which can only be met by educational organizations in large cities;

Vague professional standard of the teacher.

There are a lot of questions about all the innovations, but we will note those related to the degree of adequacy of the assessment of the education system by the country's authorities.

The first parameter for evaluating graduates is the USE. In fact, when evaluating a graduate of a general education institution based on his results, we reduce everything to an assessment of his training (“trainedness”), since the development of the ability to prove and form the correct answer is excluded, which affects logical and thinking skills in general, creative and rational principles. The USE completely lacks the parameter for assessing the creativity of a graduate, which is necessary for a future teacher. The specialization of schools is not taken into account: students of schools with a humanitarian and natural science bias pass the same version of the mandatory final exam. Is it possible to use the results of such a narrowly focused tool as objective answers to the question about the academic performance of future teachers? Certainly not.

The USE also contains a vicious method for assessing the fulfillment of the requirements of the teacher's professional standard, including with respect to graduates. “So, in assessing the work of a teacher with safe, capable students, high educational achievements and victories in Olympiads of various levels can be considered as criteria” .

In the draft Concept, the authors just rely on the statistics of academic performance based on the results of the Unified State Examination. Evaluation of the effectiveness of pedagogical universities also refers to the results of the Unified State Examination, which makes the exam the main measure of pedagogical

education. In addition to them, among other things, the proportion of the number of foreign students who have completed the development of basic educational programs of higher professional education in the total graduation of students, university income from all sources, the total area of ​​educational and laboratory buildings are taken into account - criteria that are completely inadequate for universities remote from regional centers.

Maybe the authorities should instead of the fictitious "double negative selection" pay attention to the "triple false system for evaluating the work of teachers"? Because there is a strong impression that the state is working blindly, simply ignoring the voice of the Russian pedagogical community. The large-scale changes taking place in the Russian education system in recent years, especially in Russian universities, as one would expect, both the population of the country and the pedagogical community caused mostly negative assessments of what is happening. A whole group of problems has arisen related to the assessment of the social and pedagogical effectiveness of education reforms in general, and higher professional education in particular.

In Russia, a new situation has arisen of interaction between universities and government bodies, the public and government bodies, employers and educational institutions. Their effective cooperation, an accurate assessment of what is happening, the results of the reform of higher education in Russia in recent years today is the main factor and condition for saving not only the education system, but the country as a whole. And today we are obliged to take into account not only the positive assessments by experts of the reforms of higher education in Russia, but also their obvious social and pedagogical costs.

In the work “The attitude of the modern pedagogical community of Russia to the reform of higher education” (the basis of the survey network of the project was the universities-members of the UMO for education in the field of social work under the Ministry of Education and Science, as well as branches of the RSSU, experts from the Center for Social Qualimetry of the Research Institute of Comprehensive Municipal Studies of the Russian Academy of Sciences), answers are given to questions about the main problems of Russian education, expectations and concerns about government actions. Among the most pressing problems of modern university education in Russia, respondents noted:

The weakening of the fundamental theoretical and methodological training of students - 35%;

Reduction of socio-humanitarian training of students - 27%;

Formalization of assessment tools, technologies for assessing the quality of education - 21%;

Large-scale unjustified wage differentiation of university professors and managers - managers of higher education - 13%.

Also, the problems of insufficient funding, lack of professionalism of the leadership of the Ministry of Education, corruption in universities and the education management system, lack of professional motivation of students of teacher training universities to study, destruction of pedagogical cooperation between universities and general education schools as a result of the introduction of the Unified State Examination, formalization of assessments of the quality of education, criminalization of relations between universities and the parent community.

The interviewed experts also independently, outside the survey, formed a number of problems of modern education:

Growth of bureaucratization of the higher education management system by the Ministry of Education (almost 100%);

Indifference of the authorities to the problems of higher education (38%);

General mass decline in the basic theoretical training of students, dehumanization, defundamentalization of education (33%);

Inferiority of state standards of the third generation, economic-centricity of subject training and competence-based approach, poor consideration of national and regional characteristics of students' professional training (14%);

Low prestige of teachers in society (13%);

The problems identified by the experts largely determined the range of their dominant expectations, positive changes in Russian universities and in its system of higher professional education. Among these expectations, in third place is the restoration and preservation of prestige, the status of a teacher, the level of remuneration for his work, and the availability of benefits (32%). Also, the pedagogical community advises the apparatus of the Ministry of Education to improve the staffing of the leadership (19%). And increased attention to the practical training of personnel should be carried out in combination with the preservation and development of their fundamental training (14%). To this we add a list of negative consequences that experts predict in the development of higher education in Russia in the coming years:

A further decrease in the level of educational and intellectual potential

la graduates of universities and secondary schools - 41%;

The weakening of the fundamental theoretical and methodological training of students of Russian universities - 38%;

Strengthening the commercial component of higher education in modern Russia - 36%;

In connection with the concerns expressed, it is impossible not to notice the desire of the Ministry of Education to comply with the framework of the Bologna process. Let us turn to the foreign experience of colleagues in improving the pedagogical system. But not in Europe, where the process of becoming a profession went a different way, but in Finland, which forty years ago had problems similar to the current ones in the Russian education system.

By rewriting textbooks, extending elementary school by 2 years, and even building new school buildings, Finnish leaders have realized that reform is useless without a highly educated and motivated teacher. The experts suggested starting with restoring the prestige of the profession. We started with a salary increase. Moreover, the salary of the newcomer was made lower than the maximum by only 18%. According to the latest data, the salary, for example, of a Finnish language teacher is at the level of 3,600 euros, that is, 144,000 rubles. For senior subject teachers, it is 500 euros higher. At the same time, teachers were freed from routine work - reporting. The institute of school inspectors was liquidated, certification of teachers was stopped. The teacher was allowed to independently select textbooks, compose tests and determine teaching methods.

Having created normal conditions for teachers to work and live, the reformers were convinced that the former teacher could not experiment with a bachelor's degree. And the Finns began to train the school teacher in a new way. They were among the first in Europe to increase the period of study for a teacher by two years, making the training of teachers two-stage: 3 years to obtain a bachelor's degree, and then another 2 years to obtain a master's degree. A high salary, a guarantee of getting a good and, moreover, free education, the opportunity to realize one's talent and imagination at school rather quickly restored the prestige of a school teacher.

But the authors of the school reform were not interested in quantitative, but in qualitative indicators of education. And they proposed a selection system in which everyone who, upon entering the pedagogical faculty, only dreams more about

money and honor. However, this selection is by no means based on the results of academic performance: it occurs in the process of interviewing future teachers. The first interview is during the entrance exams. A teacher from the university, a school teacher and a municipal official responsible for education find out why the applicant chose this faculty, what he knows about the future profession. And the one who can answer with reason, gets an additional chance to become a student.

The second interview is with bachelors who have decided to continue their studies for a master's degree. And, finally, a conversation with the employer of the school where the newly minted teacher would like to work. As a result, only 30% of graduates successfully pass this selection and are employed from the first call. But even for them a permanent job as a teacher is not yet guaranteed. First you need to pass a six-month probationary period. After that, hourly work. There are cases when a teacher finds a permanent job after ten years. You have to prove so much that he is the one that the school and children are waiting for.

However, in the Russian Concept for the Support of Pedagogical Education, as well as in the actions of the authorities in relation to the field of education in general, there is a blind adherence to the Bologna process: the authors propose to train teachers according to the principles of “applied baccalaureate”, suggesting “replacing a significant amount of theoretical courses with practical work”. The Concept notes that such an approach can lead to “an unnecessary deterioration in the performance indicators” of schools, as a result of which students will not be able to prepare students in a quality manner. Also, the Russian authorities interpret the experience of foreign colleagues in a peculiar way: it is not planned to necessarily increase the period of study of students for work in the field of education. This means that the number of hours of practice for future teachers will be increased by reducing theory hours to the detriment of the general plan for training a specialist.

The work of student interns in the partner school, according to the authors of the Concept, will be paid by the university and the school. So far, the Ministry does not cover the details of the financing of the program. Most likely, the funds will be received from the Federal Target Program "Development of Education for 2011-2015", for which 57.337 billion rubles were allocated from the federal budget. (in 2014 it is planned to spend 9.837 billion rubles, and in 2015 - 9.793 billion rubles). However, in

The FTP does not provide specific guidance on the implementation of financing of the proposed Concept. But the paid practice of students should become mandatory after the adoption of the document, which means that, first of all, the Concept will be implemented in those educational organizations that have sufficient funds from regional budgets, for example, in Moscow and other large regional centers. It is not clear when and to what extent funding will reach the "ZaMKAD" universities and colleges. Pedagogical educational organizations of the "outback" will remain, as always, unnecessary with the label "inefficient".

The proof is the proposals put forward at this stage to solve the problem of a shortage of teachers in scarce specialties: “In Moscow, this problem was solved very simply - they set a double salary.” It turns out that everything is in the hands of educational organizations: improve performance - get additional funding for independent work on attractiveness to the teaching profession. The system looks flawless until it leaves the MKAD ring.

The unfair system of tax distribution between the subjects of the Federation has long been discussed, which complicates the principle of independence and self-sufficiency in the education sector. In Russia, the already large number of regions that require subsidies from the federal budget is growing. Last year, the country was actually “dragged” by 11 regions, today there are already 10 such regions. I. Melamed. - The load on the regions is growing year by year. And there is nothing left in the cities at all.” For example, the President of Russia promised to bring teachers' salaries up to the regional average as early as this year. But these expenses were not included in the federal budget. The closure of small schools is now being discussed everywhere. The concept, if implemented, will deepen the gap between "rich" and "poor" schools.

Orientation of the Concept to solving problems by educational organizations, groundless social discrediting of the profession of a teacher by authorities, a complete lack of connection with real problems.

problems voiced by the pedagogical community devalue the rest of the document's proposals. Therefore, the project under discussion needs to be completely reworked - from principles to implementation details.

In addition, we present the opinions of teachers, specialists and parents on the proposed project and on the reform of education in the 21st century as a whole. Distribution of experts' answers to the question "How do you assess the quality of higher professional education in our country in the 1970-80s compared to what we have today?" , is:

It was much higher, better than now - 27%,

In the main it was better - 61%,

It was about the same quality as it is now - 6%,

It was in the main still worse than today - 3%,

It was much worse than now - 0%,

It's hard to say - 1%,

Other - 2%.

As the survey showed, the majority of experts (88%) believe that higher education in our country in the 1970-80s. was better quality than today. All other estimates are incomparably less common. Moreover, such a picture is reproduced in virtually all federal districts, with the exception of the Central Federal District, where the proportion of experts who assess the positive advantages of university education in the 1970s-80s noticeably less, although their mass character is also obvious - 73%.

How does the ordinary population assess the development of higher education in the country? The situation in this sphere is assessed by Russians more negatively than in the medium sphere: 13% of respondents noted an improvement in this issue during V. Putin's presidency, while 34% noted a deterioration (see Table 1).

Moreover, as follows from the table, the assessment of the situation in this direction differs significantly depending on the type of settlement. Residents of large cities assess the dynamics of the situation in higher education more negatively. Important factors that determine the attitude of Russians to changes in the field of secondary and higher education are the level of financial situation and place of residence, which automatically either block or open a person's access to participation in the ongoing changes.

Table 1.

Relationship between attitudes towards higher education reform and type

settlements, in %

Assessing the situation in higher education Types of settlements

Moscow, St. Petersburg Regional, regional, republican centers District center Worker settlement of urban type Village

The situation has improved 10.0 13.0 12.0 13.0 18.0

The situation remained the same 57.0 50.0 55.0 64.0 44.0

The situation worsened 33.0 37.0 33.0 38.0 38.0

“It [the document] was developed by employees of the ministry, but we listened to both teachers and representatives of the parent community,” assures the director of the information and regional policy department of the Ministry of Education A. Usacheva. However, in reality, we are dealing with an illusion, listening to assurances that the opinion of the pedagogical community was taken into account. All decisions have already been made: the Ministry has set up a special coordinating council for the transition to the new concept, which includes three working groups, each of which will discuss industry issues with professional experts. The document naturally fits into the direction of the Bologna process, but in the sense that the Russian government sees it. While in the world, taking into account the experience of reforming the common European educational space, governments of countries adjust the rules of the Bologna process to their own characteristics, the Russian authorities are consistently adopting new regulations, standards, without taking into account the views of the pedagogical community of their country. Copying "foreign" values ​​in education, practices of organizing the educational process, not adapted to domestic socio-cultural practice, is regarded by experts as one of the basic problems of Russian education.

Currently, according to officials, students are given little time for practice and internships. In addition, "there is no connection between the study of academic disciplines and the needs of a real school." But here is the response of teachers to the system of applied bachelor's degree. The Uchitel union approves the idea of ​​increasing the hours allocated for practice in schools, “but the implementation of this initiative raises big questions. It is impossible to prepare a full-fledged teacher in four years of a bachelor's degree, especially if

he will spend most of his time at school,” says V. Lukhovitsky, co-chairman of the “Teacher” trade union. “Most Russian teachers have been studying for five years, and now the Ministry believes that their knowledge is insufficient.” The trade union proposes to increase the training period for teachers to six or seven years, and after that a university graduate must work for some time under the supervision of senior comrades: “In order for the reform to succeed, new textbooks must be written, a new curriculum must be created. It is impossible to do this in two years,” V. Lukhovitsky believes.

Discussion of the Concept on the Internet, for example, at the Vocational Education forum, is conducted by teachers from all over the country: the cities of Tver, Nizhny Tagil, Likhoslavl, Tambov region, St. Petersburg, Azov, Volgograd region, etc. Here are the main opinions of the participants in the discussion:

- “Yes, much needs to be changed in the training of teachers, but increasing the training period to 6 years, will it discourage many, and salary and career growth also play a big role. And then, again, few of the new young teachers will go to work in the rural outback!

“I think that it is not only a matter of how and how much to teach teachers. The main thing is the very attitude towards the profession of "teacher" in our country. And the attitude towards teachers in Russia is not at all the same as in most developed countries (prestige, salary, etc.)”;

- “How far our ministry is from the people... Not older teachers do not want to release rates, but young people do not go to "beggarly" salaries";

- “Those who are closer to us, as a rule, are smarter and understand the horror of the situation. They are between two millstones: to protect subordinates (let them work), and to report to the authorities”;

- “And the attitude towards education in general. One pursuit of "quality" indicators (and those only on paper)";

- “If the higher pedagogical education will be received in 4 years, then the college will reduce the training period to 2 years. Then we will have time to give only "names", a table of contents and wording in the field of "Competencies"";

“It's not about increasing hours of practice. We need different standards and completely different approaches. But is it possible?”;

“I have a strong feeling that general ignorance has become the norm. Is it just me that feels like this?

“You have to work hard to please your boss. This is more important”;

“There is a total destruction of the very foundations of education.”

Recall that the provisions of the Concept are proposed for implementation already in 2016-2017. The presented project is largely crude, unfinished and, moreover, created on the initially wrong positions that low motivation to work as a teacher is the fault of the applicants themselves. The document is titled as designed to support the development of teacher education. But in the version in which the Concept is presented for discussion, this should hardly be expected. The document is contradictory in its stated and planned form: the authors admit “the low efficiency of the mechanisms for attracting teachers to the position”, but “the main goal of the program is to improve the quality of teacher training”.

A concept in general is always a view and an answer to key questions, a certain way of understanding, interpreting any phenomena, the main point of view, a guiding idea for their illumination, a system of views. In the presented Concept, the system of views is quite clear: the document is based on the principle of maximum removal of responsibility from the Ministry and shifting it onto the shoulders of teachers - those who teach and those who are still studying. Nothing seems to depend on the Ministry itself, as on a body of power: neither funding for the education sector, nor support in word and deed - all this has been artificially replaced by more bureaucratization, a stifling reporting system (“deregulated regulation”). Teachers are presented as outdated, incompetent and conservatively minded people who do not keep up with the times, and statistics, the opinion of specialists, and even more so the teachers themselves are not considered.

That is why the project needs a radical change of perspective. It is necessary to hear the voice of the pedagogical community: “Effective cooperation, accurate

A clear assessment of what is happening, the results of the reform of higher education in Russia in recent years, today is the main factor and condition for saving not only the education system, but the country as a whole. If we manage to create a modern educational society (...), then everything will be fine. If this cannot be done, then our country will face a catastrophe - destruction, death in the next 10-15 years.

The pedagogical sphere, of course, is one of the conservative and difficult to accept changes. But can that be an excuse for not listening to the hundreds of experts warning the Russian government against a complete collapse of the education system?

It is extremely important to pay attention to the forecasts of experts, since a frivolous attitude to them can cost Russia many years of decline in education. The pedagogical community is already openly reproaching the Ministry of Education for unprofessionalism, bureaucratization and anti-support for education. Everywhere there has been a deterioration in its quality since the 1980s. 20th century This is especially felt by educational organizations in small towns (see Table 1).

First of all, within the framework of the project, it is necessary to solve the most pressing problem: the decrease in the basic theoretical training of students, against which the transition to applied bachelor's degree looks like a slap in the face of the pedagogical community. In our opinion, the best solution would be to increase the terms of training for teachers up to 56 years, or a mandatory condition is the completion of a master's program.

The next most important moment is the socio-economic and moral rehabilitation of the teaching profession in the eyes of the public. Now the teacher in terms of the prestige of work is somewhere between a janitor and a sales assistant.

Further, it is necessary to tighten the selection for the profession only under the condition of a decent salary for the work of a teacher and his high social security. Otherwise, the country runs the risk of losing not only the "most capable" it needs, but also any applicants for a vacancy at a school, college or university. It is important to eliminate obstacles such as low wages, lack of benefits and social prestige of the profession. It is necessary to protect teachers from the bureaucratic race for indicators: teaching is a creative profession, and the best results in it are achieved when the teacher is free to choose an approach to children without pressure from the authorities or other regulatory bodies, from parents, without violating legal and moral standards.

The requirements of state educational standards, the norms of the Federal Law "On Education in the Russian Federation", the principles of a competency-based approach to learning are quite sufficient to regulate the activities of teachers at all levels of educational activities. However, in pursuit of the current indicators of its implementation, introducing more and more new criteria, the state forgets that all pedagogy is based on the activities of individuals as individuals - a teacher and a student, the effectiveness of which is not measured in numbers, and an individual approach is always required.

Moreover, many educational standards lowered from above without discussion with specific performers need serious improvements, they are not even ready for pilot implementation. Behind the standards and moral issues should be a clear financial backing. It is time for the state to abandon its illusions about the issue of self-sufficiency in education, at least for the time being. Educational organizations of the ZaMKADye need significant subsidies, which cannot be limited by grants and incentive payments.

Many problems will have to be solved at the same time: for the development of education, the regions will need funds to raise wages, primarily for teachers and personnel serving educational organizations, to build roads in the outback, to provide transport for students in small-scale schools, to

technical equipment of schools and universities, etc. Therefore, at the highest level, the question of where to get the funds for this funding should be decided: either abandon the implementation of prestigious projects such as Football-2018, Expo-2020, Sochi-2014 etc., or establish additional taxes for this on large and medium

business, or transfer budget expenses from one line of expenses for the implementation of educational goals. There are currently no other opportunities for implementing the actions described in the Concept.

Thus, the project presented by the Ministry needs to be qualitatively improved in all areas - financial, social, regulatory, and in the end, I want to see it as a really feasible action that the pedagogical community has been waiting for with hope for a long time. Moreover, these actions should be based on the principles of cooperation, support and mutual attention and respect for all subjects of educational relations in the country. In the meantime, the distrust of the authorities and the participants in pedagogical relations to each other is deep. And the term “support” analyzed in the project can be assessed with bitter irony.

One gets the impression that the Ministry of Education and Science is again in a hurry to carry out educational reforms. But any step in teacher education must be seriously thought out, worked out experimentally and carried out consistently depending on the place, time and manner of action. Otherwise, it will lead to colossal negative consequences in the fate of education as a social value of the country.

In the meantime, this kind of reform, to a certain extent, can be carried out exclusively within the territory of the capital of our Motherland, on the example of which, apparently, the authors created their concept. And from "Moscow to the very outskirts" - "a huge distance", which is not reflected in the principles of preparing the draft Concept. The government should solve urgent educational problems in cooperation with the pedagogical society in the development of laws, and not in the silence of comfortable classrooms.

LITERATURE

1. Report of the Institute of Sociology of the Russian Academy of Sciences on social policy 2013.

2. Matveev I. No road - reform pedagogical universities // Open Left. IYL: http://openleft.ru/.

3. Research work "The attitude of the modern pedagogical community of Russia to the reform of higher education" published by the journal "Art and Education" dated January 1, 2013.

5. The professional standard of the teacher, in paragraph 5, p. 16.

6. Russian newspaper. No. 6040 (64).

8. Ukraine needs to think about creating competitive research universities // Gorshenin Institute, 14.07.2011.

9. Teachers will be reduced training (interview with the director of the Department of Information and Regional Policy of the Ministry of Education and Science A. Usacheva) // Kommersant. No. 1. 01/13/2014. S. 5.

10. Forum "Vocational education": an Internet project for employees of NGOs and SPO. JIL: http://www.profobrazovanie.org.

In January 2014, the Russian Ministry of Education and Science submitted for public discussion a draft Concept for Supporting the Development of Pedagogical Education. As Alexander Sobolev, Director of the Department of State Policy in the Sphere of Higher Education of the Russian Ministry of Education and Science, noted at a meeting of the State Duma Education Committee, the document is dedicated to improving the quality of education in the field of pedagogy and the efficiency of educational organizations implementing relevant programs.

In his Address to the Federal Assembly on December 12, 2013, Russian President Vladimir Putin said: “The teacher's professional growth is of decisive importance for the future of the Russian school. He must be ready to use modern technologies in teaching, be able to work with children with disabilities in health. I ask you to prepare a comprehensive personnel renewal program for schools. I know that the Ministry of Education is already doing this, including the development of a system of continuous training and professional development for teachers. We need to complete this work on the preparation of this program.”

To develop a comprehensive program, the Russian Ministry of Education and Science has set up a working group led by First Deputy Minister Natalya Tretyak. It consists of four commissions, each of which is responsible for its own area of ​​work - approbation and implementation of the professional standard of a teacher, ensuring the transition to a system of an effective teacher contract, increasing the social status and prestige of the teaching profession, and modernizing teacher education.

Thus, the draft Concept for Supporting the Development of Pedagogical Education is one of the steps in creating an integrated, comprehensive program that will be submitted to the Government of the Russian Federation before June 1, 2014.

The idea of ​​creating a concept arose 1.5 years ago, when the results of the first monitoring of the effectiveness of state universities were summed up. The Minister of Education and Science of the Russian Federation Dmitry Livanov instructed the creation of a working group to understand the situation and make the necessary decisions. There were proposals to evaluate the work of pedagogical universities according to special criteria, but, from the point of view of the working group, this would only preserve the situation. In the same way, not all pedagogical universities and their branches would find it optimal to join federal or classical universities. And the task was set differently: to modernize educational programs and, on the basis of this, increase the efficiency of the work of educational organizations. It was this logic that guided the working group when creating the draft concept.

According to one of the project developers, Academician of the Russian Academy of Education Viktor Bolotov, among the ideas embodied in the document, the following are the most important:

First, the emphasis on teaching practice, and not in the former sense, when students spent some time at school and received a credit. Pedagogical practice is when the school becomes an experimental platform for future teachers. They do not just come there for a semester, breaking away from their studies, they are present there in one way or another during the educational process and in practice master what they are given in theory at the university. In order to implement this idea, universities that train teachers should have their own basic schools.

Secondly, it is an opportunity for some students to leave pedagogical programs, and for others, on the contrary, to switch to these programs. It is well known that many graduates of pedagogical universities do not want to work in schools, but, having understood this during their studies, they cannot change their educational trajectory. At the same time, students of other areas and specialties sometimes come to the conclusion that pedagogy is a much more interesting business than what they are doing now. Both should be given the opportunity to work according to their vocation.

Thirdly, support for young teachers. The draft concept is not so much about material as about professional support. Now they often drop out of school because older colleagues cannot provide them with professional help. It is necessary to create professional communities of young teachers - both real and virtual; such communities are well known in different regions, for example, in the Krasnoyarsk Territory. If in the first two or three years a young teacher can be helped to stay in school, he will certainly remain there to work and become a good specialist. The developers of the concept believe that these and other steps will help raise teacher education to a new level.

One of the main goals of education is to teach children to critically evaluate information. But can teachers do it themselves? As practice shows - not always. Teacher-psychologist Kirill Karpenko has formulated rules that will allow you to recognize false or erroneous information.

The topic of teenage suicides is one of the most acute and difficult in Russia. It especially concerns teachers, because they experience the adolescence of their students more than once. Vsevolod Rozanov, Professor of the Department of Health Psychology and Deviant Behavior, Faculty of Psychology, St. Petersburg State University, tells how modern science assesses the current situation.

For ten years now, one of the schools in the north of Karelia has been living in the mode of an innovation platform. Each lesson here lasts 90 minutes. There is no traditional class schedule, but there is a tape. During this time, teachers have learned to see the child and build an individual route for each student. Physics teacher Nadezhda Deribina explains how the unusual learning process works.

Polina Dashkova's new novel, Throat's Dead End, has become one of this fall's bestsellers. In it, the writer turned to history: the events of the 50s-70s are unexpectedly refracted in the fate of her heroes after a while. In an exclusive interview with Uchitelskaya Gazeta, the author spoke about her work on historical prose and why she would never write a children's book.

In 2015, the Federal Target Program for the Development of Education for 2011-2015 is being completed. It is being replaced by a new one - the Federal Target Program for the Development of Education for 2016 - 2020 (hereinafter - the Program), the Concept of which was approved by Decree of the Government of the Russian Federation of December 29, 2014 No. 2765-r. The state customers of the Program are the Ministry of Education and Science of the Russian Federation and the Federal Service for Supervision in Education (Rosobrnadzor).

The Program proposed for implementation contains a number of complex tasks that act as a cementing foundation for bonding the levels and types of education into a single integral building of modern competitive education, which acts as the basis for the formation of personality, human capital as the most important factor in the progressive development of Russian society, the state and the economy.

At the same time, the goal of the Program is to provide conditions for the effective development of Russian education, aimed at the formation of a competitive human potential. Achieving this goal is expected through the implementation of the following tasks:

  • creation and dissemination of structural and technological innovations in vocational education that ensure high mobility of the modern economy;
  • development of modern mechanisms, content and technologies of general and additional education, including through the implementation of a set of measures for the use of previously developed and implemented federal state educational standards (FSES);
  • implementation of popularization measures among children and youth of scientific, educational and creative activities, identification of talented youth;
  • creation of an infrastructure that provides conditions for education and training for the modern economy;
  • formation of a demanded system for assessing the quality of education and educational results.

The Program uses a medium-term 5-year activity planning period as the most effective. At the same time, 2 stages of the implementation of the Program are expected: 2016-2017 - the first stage, 2018-2020 - the second stage. The goal and objectives of the Program will be achieved upon completion of the second stage.

The Ministry of Education and Science of the Russian Federation exercises control and organization of comprehensive monitoring of the implementation of the Program. In order to involve the public in the management of the Program, a scientific and coordinating council is being created, which will include scientists and specialists, representatives of the business community, public (including youth) associations, as well as representatives of executive authorities. Interim reports and annual progress reports of the Program should be available to the public.

The solution of the problems of the Program is ensured by carrying out appropriate activities.

In particular, to ensure the development of modern mechanisms, content and technologies of general education, the following activities are envisaged.

Implementation of new organizational and economic models and standards in preschool education by developing a regulatory and methodological framework and expert and analytical support for its dissemination. The event includes:

  • support for regional programs for the development of preschool education, parental education;
  • introduction of new GEF DO;
  • creation in each region of conditions for public-private partnership in the field of preschool education (PE);
  • advanced training in new educational programs for 95 percent of teaching staff and managers of DOs.

Over the five years, the share of regional and municipal systems of preschool education, in which conditions and mechanisms for public-private partnership in the field of preschool education have been created, should increase from 7 to 100%.

Improving the quality of education in schools with poor results and in schools operating in adverse social conditions, through the implementation of pilot regional projects and the dissemination of their results. The event includes:

  • implementation of pilot projects to improve the quality of education;
  • modernization of the regulatory and methodological base;
  • distribution to all regions of the best practices.

It is expected that the share of regional systems of general education in which projects to improve the quality of education in such general education organizations have been successfully implemented should increase from 4 to 60% over 5 years.

Building a network of schools that implement experimental and innovative programs to develop new technologies and the content of education and upbringing, through competitive support for school initiatives and network projects. Within the framework of this event, it is envisaged:

  • creation of at least 200 innovative schools;
  • development and readiness to disseminate the model of using new teaching and upbringing technologies in schools;
  • support for regional network modernization programs (formation of effective networks) of educational institutions;
  • creation of at least 30 national methodological networks for the dissemination of specific educational technologies.

Modernization of technology and content training in accordance with the new Federal State Educational Standard by developing concepts for the modernization of specific areas, supporting regional programs for the development of education and supporting network methodological associations. The event includes:

  • implementation of the provisions of the Concept for the Development of Mathematical Education in the Russian Federation;
  • creation and implementation of the Concept for the modernization of education, updating the content of education in the field of the Russian language, foreign language, history, literature and technology;
  • creation of network methodological associations of teachers in the subject areas of mathematics, Russian language, foreign language, history, literature and technology.

Ensuring the growth of the quality of teaching staff in schools through competitive support for regional programs and expert and analytical support for such programs. The event includes:

  • introduction in all regions of optimal approaches to an effective contract with managers and teachers;
  • implementation of a new standard of professional activity, including mechanisms for attestation and professional development of teachers;
  • implementation of pilot projects to attract and retain the best university graduates and talented teachers in schools, identify and disseminate best practices.

The share of teachers who have mastered the methodology of teaching on interdisciplinary technologies and implementing it in the educational process should increase from 30 to 43% over 5 years.

Involvement of organizations of higher and professional education to work with talented children through competitive support for projects of seasonal and correspondence schools, competitions and olympiads. The event includes:

  • ensuring the annual holding of seasonal schools, all-Russian competitions for talented children by universities and organizations of secondary vocational education;
  • ensuring the functioning of national correspondence schools for motivated students.

Popularization among children and youth of scientific, educational and creative activities, revealing talented youth. It is planned to implement the following activities:

  • development of scientific, technical and innovative creativity of children and youth through competitive support of centers of scientific and technical creativity of youth and dissemination of their experience;
  • implementation of mechanisms for involving young people in active social practice;
  • improvement of models and mechanisms for organizing recreation and health improvement of children;
  • development and implementation of a set of measures to promote a healthy lifestyle among students.

It is assumed that as a result of the implementation of the measures, a new content of general (including preschool) education and teaching technologies for general education programs will be formed, as well as methodological and innovative support will be provided for the development of educational systems of preschool education.

It is planned to create a national-regional system of independent monitoring and evaluation of the quality of education at all its levels, ensuring the creation of new tools and evaluation procedures (including international quality studies), including in general education. This includes a number of activities:

  • implementation of pilot projects for the creation of regional quality assessment systems at all levels of general education (including preschool);
  • creation of a national monitoring of educational achievements, which makes it possible to assess the quality of education on a regional and national scale in the main disciplines in at least 3 periods of study;
  • modernization of procedures and mechanisms for the unified state examination and state final certification;
  • formation of mechanisms for involving the public in assessing the quality of general education at all its levels;
  • creation of open data systems for the formation of user ratings.

At the same time, the share of constituent entities of the Russian Federation in which regional systems for assessing the quality of preschool education, primary general, basic general and secondary general education, additional general education programs have been created and are functioning in the total number of constituent entities of the Russian Federation should increase from 10 to 100%, and the share of regional education systems in which assessment tools (based on international ones) have been developed and disseminated for use in order to conduct intra-regional and inter-regional analysis and assess the quality of education - from 1 to 20%.

On the issues of general education, the Program is proposed to include activities and comprehensive projects on:

  • monitoring the employment of graduates of educational organizations;
  • accompanying their professional career and the process of their further continuing education (including additional professional education and non-formal adult education);
  • transition to a system of effective contract with managers and teachers.

The Concept notes that the solution of the tasks set in the Program will be implemented through the improvement of the material and technical base of educational organizations.

Particular attention in the Program is paid to the issue of network interaction between all participants in the educational process, as well as the educational organizations themselves. In the implementation of this issue, the role of creating and developing socio-professional networks, in which the exchange of experience and the promotion of educational initiatives at the federal, regional, municipal levels, as well as individual educational organizations, will increase. The issue of network interaction for the education system was first identified in the Federal Law FZ-273 of December 29, 2012 “On Education in the Russian Federation” (Article 15).

The document specifies main risks for the implementation of the Program:

  1. Inefficient use of financial resources, which is especially dangerous in the face of growing public spending on education;
  2. Reduction of previously allocated budget financing of the Program in the process of its implementation. In this case, it will be necessary to restructure the Program, develop and implement mechanisms for suspending already initiated changes.
  3. Inefficient management of the Program (risk of inefficient management decisions during the implementation of the Program; risk of lack of necessary coordination during the implementation of the Program).

It is noted that one of the most important risk mitigation factors is timely explanatory work among the population, informing them about the goals, objectives and progress of the Program. It is necessary to carry out sociological measurements and work on the formation of a positive public opinion, the involvement of employers, parents, the media and other interested groups in the management of the education system.

It is assumed that the implementation of the Program will create a mechanism for irreversible progressive positive systemic changes in the education of the Russian Federation.