Articles

The research presents the practice of the University Gymnasium (boarding school) of Lomonosov Moscow State University in the context of the traditions of university education and Russian developments in the field of general education of children with increased educational needs. The authors indicate the historical line of the emergence of university gymnasiums in Russia. The design within the Gymnasium of a complex open nonlinear system capable of self-development, which is based on the integration of academic subjects, project activities, creative formats and broad communication with external subjects of educational, scientific and industrial spheres, make it possible to implement an educational model that forms high meta-subject educational results of students. Key characteristics of designing a gymnasium as a complex open system include openness, which provides a mode of development; interchange of energy and information with other systems; disequilibrium of the state; the ability to perceive external influences; and external influences as «points of growth» of the system. These positions allow us to solve the problems of gymnasium development: building a gymnasium as a practice of developing variable universal education; designing individual trajectories of developing education; modeling forms of cooperation and social construction; introduction interdisciplinarity as a principle of reality research; developing psychological competence; ensuring modularity and nonlinearity of forms of education; providing dynamism of schedules and different ages. These tasks are solved based on modeling the development of the gymnasium in the internal and external spaces. The model’s essence lies in the areas related to the development of technologies for conducting lessons and implementing interdisciplinary team projects within the framework of Lomonosov MSU scientific and educational schools, as well as a spatial and event-based educational environment. Moreover, the essence of the model includes the development of university identity and the construction of an extensive system of external communications based on the Community of University and Innovative Schools and the «Vernadsky» scientific and educational platform.

This paper describes the authors’ long-term pedagogical experience in creating and implementing a special program for systematic repetition, expansion and deepening of the full school course of mathematics in general. This program is based on the principle of the didactic spiral and is applicable both in the framework of regular school lessons and in the implementation of additional education. The work highlights three main stages of student preparation: basic, advanced and creative. Together they contain exactly seven clearly distinguished turns of the didactic spiral. After passing each such round, the student (in this case, as a rule, the future entrant) is more or less ready to solve problems in all sections of the school curriculum at once, which is especially important for participation in Olympiads held during the school year. The first, basic, stage covers two turns of the spiral, which can be conditionally called linear and quadratic. The second stage, advanced, already consists of four turns corresponding to the four main methods of a logical nature: the enumeration of cases, equivalent transformations, the introduction of notation and the conclusion of consequences. The third, creative stage is represented by just one turn, at which all the material passed is already passed from a research point of view. It examines four main methodological approaches available within the school curriculum: algebraic, logical, functional and graphical. The choice and implementation of these approaches in solving specific tasks is the essence of this final round and stage.

The existing system of final certification in the form of the Unified State Exam (USE) has been working for more than one year. However, disputes about its expediency and effectiveness do not subside. Some participants of these discussions rightly indicate that USE allows enrollees from remote regions of Russia to participate in introductory tests, remaining in their region. Their opponents are equally rights to criticize the apparent shortcomings of this form of control and offer to abandon the USE in favor of the Soviet system of the final certification, in which final exams at school and introductory tests in higher or secondary special educational institutions were not combined. Agreeing with supporters of the organization of local exams, the authors consider the arguments of opponents of the USE. The idea of a project called the USE can be conditionally formulated as follows: to create a line of tasks that makes it possible to compare all high school graduates by the level of training, rank them based on the results of this comparison, and distribute them between universities and colleges. For this reason, the USE is a mandatory exam for all school graduates and is conducted using a single technology. What issues are discussed in the disputes around this project? First, many are perplexed by the unreasonable identification of each school graduate with an enrollee for some university or colleges. Second, a high percentage of dropouts among first-year students indicates a weak correlation between the results of such measurements and the readiness of enrollees to study at universities or colleges. This publication is devoted to the analyzing of the problems discussed within these topics, as well as proposals on possible ways to resolve them.

The authors analyze the activity of children’s public organizations of the 20th century. The research discusses the relevance of creating «Bolshaya Peremena» clubs in educational organizations. The activity of these organization is formed based on the conceptual ideas of scientific schools of V.S. Mukhina «Phenomenology of the development and existence of personality» and L.I. Novikova «A systemic approach to the upbringing and socialization of children and youth». A methodological basis lies in presenting the results of fundamental research by such psychologists and teachers as L.S. Vygotsky, L.I. Novikova, V.S. Mukhina and N.L. Selivanova. The essence of their research lies in recognizing the priorities of personal development, the values of the childhood period and the activities of the younger generation. The research considers the activities of the «Bolshaya Peremena» clubs as a natural social environment in which the younger generation acquires personal and acute social meanings of life and activity and «undergoes» preparation for the productive realization of their potential in the current conditions of public life. The authors describe the educational space of the «Bolshaya Peremena» clubs, which aim to create an environment conducive to creating favorable conditions for the personal development of children and adolescents and the activation of personal and social maturity. The «Bolshaya Peremena» clubs are built on the principle of a child-adult community, which is based on the democratic style of adult influence on the child. The ability of an adult to show identification increases the child›s self-esteem, mood and social activity. Children transfer the actions of identification assigned by an adult into communication with peers: the club space becomes a school of social relations for children. In conclusion, the authors express possible risks of implementing the considered project. The essence of these risks come down to the erosion of effective elements of pedagogical practice in connection with the creation of the Russian Movement of Children and Youth, founded by «Bolshaya Peremena» and the subsequent integration of existing children›s movements and communities. The authors emphasize that the «Bolshaya Peremena» clubs are exclusively voluntary public associations, the main role of which is assigned to schoolchildren.

On December 12, 2022, Irina Georgievna Hangeldieva, Professor, Associate Professor of Philosophy, teacher of the Department of Educational Systems Management, Faculty of Pedagogical Education, Lomonosov Moscow State University, died.

Review of the monograph

Kuznetsova, V.V., Mashkina, O.A. The Evolution of China’s Education System: Monograph. – Moscow, Russia: KURS, 2022. –234 p.

Review of the monograph

Lukatsky M.A., Krikunova E.A. How not to become a destructive personality: Erich Fromm on education and self–education: Monograph. – M.: Prometheus, 2023. – 302 p.

By the beginning of the 19th century the Russian educational system was being formed in the context of European tendencies, significantly influenced by the internal processes of the country’s modernization. Russia’s prosperity in public consciousness was associated with enlightenment. General and pedagogical education were the links of a single system under the jurisdiction of the Ministry of Public Education. Common principles were formed: the priority function of education; a deep, «with reserve», scientific basis of education; a special attitude towards the personality of the teacher as a bearer of knowledge and high spiritual qualities. Only teacher training institutions could fully provide training for such a teacher. However, as disclosed in this research, teacher training institutions repeatedly went through reforms and radical transformations, which, along with funding difficulties, could not ensure the opening of new schools. This led to the emergence of schools of different departmental affiliation (spiritual, military, zemstvo, factory and others) and educational institutions to train teachers for them. In the early 20th century, the pedagogical community and deputies of the State Duma, in the hope of introducing universal education, argued for the creation of a full-fledged state system of teacher education. However, this was possible only possible with the establishment of Soviet power and the transition to a single school system. A coherent model for the training of teachers with specialized technical schools and institutions, which ensured the task of introducing universal education was finally formed only in the 1930s. In the middle of 20th century, the USSR was among the world leaders in terms of quality education.

Currently, Russia is leaving the Bologna system of education, and society calls for an objective assessment of the existing model of teacher training, the further development of which should consider the lessons of the past and promote Russian traditions in the international scientific and pedagogical space.

The research discusses monitoring outcomes of quality of the main educational programs applied to undergraduate, graduate and specialist programs performed by higher education institutions subordinate to the Ministry of Education and Science within enlarged groups of specializations and majors (EGSM) 44.00.00 “Education and Pedagogical Sciences.” The main research outcomes are as follows: 36% of the main educational programs within EGSM 44.00.00 are the programs that impose an educational process of a disciplinary type. The research reveals issues of discrepancy and disunity of the discipline contents, absence of internal wholeness, unevenness in the distribution of psychological, pedagogical, disciplinary, and methodological training, and the absence of orientation towards the unified (complex) exam, which would ensure testing of learning outcomes achievement within preplanned competences. These tendencies are especially typical for the main graduate educational programs.

Final qualification works lack reference to research data in scientific works and data of official documentation issued by governmental bodies and state statistics, including data in the field of regional education. Programs lack modules (disciplines) aimed at developing the worldview of future teachers; there is no workload designed for the Russian language and literature. To proceed, there are no temporary and organizational opportunities to secure in-depth study of psychological – pedagogical and (or) other disciplines.

Considering the above, the professional education of future teachers is performed fragmentary, following the reactive type, that is, reacting to discreet teaching tasks of which is ineffective either for the development of any group of competencies, or, in general, for the professional development of a Russian teacher.

The research presents a conceptual approach to monitoring in the higher education system. The presented problem is considered within the framework of the methodology of post-industrial education. According to the definition by A.M. Novikov, the academician of the Russian Academy of Education, the methodology of post-industrial education a doctrine of the implementation of activities, that is, its logical structure, forms, methods, and means. The authors of this research argued the stated approach of monitoring research, substantiated by the pedagogical practice. At the current stage of social development, one of the conditions for increasing the effectiveness of vocational education is to find ways to improve the pedagogical process of the universities. The solution to this issue lies in the field of managing the educational process of the universities, where the most important component is control over the development of specialist’s degree programs and the results of student learning. The information component of this process is the monitoring of education quality. The scientific and pedagogical literature uses various definitions to determine the essence of monitoring. The authors of this research substantiate the characteristics of pedagogical monitoring from the standpoint of current requirements for education. These characteristics are as follows

• systemic diagnostics of qualitative and quantitative characteristics of the efficiency of functioning and tendencies of self-development of the educational system;

• analysis of objects or phenomena of pedagogical reality in order to provide teachers with high-quality and timely information necessary for making managerial decisions;

• continuous scientifically based prognostic monitoring of the current state and the development of the pedagogical process in order to optimally select goals, objectives, and means of their solution.

Tracking the strategic trend in teacher training should be considered from the standpoint of a monitoring study graduate programs as one of the necessary conditions, acting as a prerequisite for studying the phenomena of contemporary pedagogical reality and their explaination.

The research considers the problem related to the consistency of forming the research competence in students of pedagogical specialties during university education. The authors analyzed 1319 educational programs of higher education in pedagogical specialties, including 924 undergraduate programs and 395 graduate programs. The authors consider qualitative indicators of systemic representation of research work in educational programs, that characterize the complete (comprehensive) systemic representation (i.e., represented in theory and in both types of practices – training and work), as well as seven heterogeneous types of its violations. The authors found that complete systemic representation occurs in only half of the graduate programs and in less than a third of undergraduate programs. Accordingly, various violations of systemic representation are found in more than 50% of graduate programs and 73% of undergraduate programs. Among the violations of consistency in undergraduate programs, the most common is the lack of research work in the training practices (20%). In graduate programs, the most common is the lack of research work in the training practices (22%) and work practices (17%). The authors determined that the systemic representation of research work in undergraduate and graduate educational programs is influenced by such external factors as the legal status of the university (state or non-state), the independence of the university (an independent university or a branch of the university), the university’s profile (pedagogical, humanitarian, technical, or universal), the form of education (full-time, part-time, or correspondence), and pedagogical specialty (five specialties for undergraduate and four for graduate). Practical recommendations are formulated for universities to improve educational programs of higher pedagogical education in the aspect of strengthening the systemic formation of students’ research competence.

The research analyzes the variability of the representation of research work in the structure of practices of educational programs of higher education in pedagogical specialties. The sample included 2025 programs, including 1373 undergraduate and 652 graduate programs.

The authors used several absolute (in credit units) and relative (in percentage) indicators that characterize the educational program. Absolute indicators included the volume of training practices, production practices and practices in general, as well as the volume of research work as part of each type of practice. Relative rates included the share of research work in each type of practice. Using non-parametric statistics methods, the authors reveal a high variability of research work in the practice structure of the considered educational programs. For example, the share of research work in the total amount of practice for undergraduate programs varies from 0% to 75%. For graduate programs, this indicator varies from 0% to almost 90%. It is established that the representation of research work in the composition of practices is significantly influenced by such factors as the legal status of the university (state or non-state) and the university’s profile (pedagogical, humanitarian, technical or universal). In turn, the specialty of training (five specialties were considered for undergraduate programs and four specialties for graduate programs) and the form of education (full-time, part-time or correspondence) have less influence. Based on the research results, the authors formulate recommendations for improving the educational programs of higher pedagogical education in terms of the representation of students’ research work in the structure of educational and industrial practices.

The research presents the preliminary results of monitoring the final qualifying works of undergraduate and graduate students in the direction of «Pedagogical education»; their interpretation is proposed. The authors analyzed the educational programs of 50 universities extracted using the method of continuous sampling (Regulations on the State Final Certification, Regulations on the Final Qualifying Work) and texts of graduate student works. During the monitoring, the authors checked the compliance of programs and works with the requirements of the Federal State Educational Standard 3++ and the Concept for Training Pedagogical Personnel for the Education System for the Period up to 2030. The research uses various methods such as the study of scientific literature and documents regulating pedagogical activity in a contemporary Russian universities, observation, generalization, and analysis. It is determined which of the obtained results require clarification and in what aspect. The authors revealed the problems of implementing the project and methodological type of tasks and building the connection between the scientific work of students and the conditions of socio-economic development of the regions are revealed. Next, the authors formulated proposals to strengthen certain aspects of the pedagogical process during the creation of the final qualification work, and outline ways to monitor educational processes further. Additionally, the authors provided recommendations for improving the preparation system of final qualification works by undergraduate and graduate students. Particular attention is paid to design research, start-up projects, and the experimental part of the graduates’ work.

The authors outline urgency of the target dominant practice of training workers for the country’s economy in the focus of system integration of secondary vocational education (SVE) and industrial partners – enterprises of various production sectors. The authors provide a theoretical substantiation for the transformation of regional systems of SVE based on cluster policy as an effective managerial mechanism of such cooperation to increase the efficiency of retianing of SVE graduates in the workplace..

The authors present the experience in implementing cluster policy in SVE of the Tomsk Region, including basic elements of the regional normative-legal base, cluster design of this system, and regional features of the functioning of educational-industrial clusters as a special type of communities that integrate professional and educational organizations and enterprises of the real sector. The authors actualized the need to develop new scientific and pedagogical knowledge, reflecting the features of educational interaction, as well as educational and pedagogical activities of the subjects of SVE in the logic of the principles of cluster policy to modernize this area of education in accordance with the socio-economic priorities of the country and its territories. This research presents the search-and-statement stage of the complex pedagogical experiment related to scientific and pedagogical research on the problem of developing regional practices of SVE based on cluster-network interaction. Moreover, the research analyzes the empirical data that reflect the peculiarities of the subjective involvement of teachers and students of vocational educational organizations of the region in the implementation of cluster policy tasks in the system of SVE. Additionally, the research outlines the tasks to develop the involvement of teachers and students in the functioning of educational and sectoral clusters. The research methods include theoretical analysis, comparative legal method, survey (questionnaire), expert method, and focus groups.

This research focuses on the problem of identifying the ontological status and social nature of such phenomena as creativity and innovation in the refraction of pedagogical practices in the evolutionary aspect. The author focuses on the analysis of the history and methodology of studying the general and the particular in creativity and innovation based on extensive historical, civilizational and cultural material, as well as on attracting a significant amount of relevant material from foreign and Russian studies of recent years, which are distinguished by fundamentality and novelty.

The research aims to determine the natural priority characteristics of these phenomena and identify their similarities and differences in various aspects (to show the difference in attitudes towards novelty, and the time factor, as well as how these issues are resolved differently …) and show the possibility and conditions for merging these phenomena under certain circumstances

The second part of the research analyzes the evolution of creativity and innovation in the context of various pedagogical practices, from their primitive prototypes to contemporary digital transformations in the context of creativity and innovation.