Anna Аleksandrovna Arinushkina

This research presents the results of Russian and foreign studies (2020— 2022, 2017—2019) of academic resilience and resilient schools. Considering the development of underfilled schools in the Russian Federation, the authors conclude that it is necessary to expand the concept of “resistant school” in terms of highlighting regional specifics (territorial component) and synchronizing indicators and criteria for classifying educational institutions as incomplete, including the definition of factors and criteria for resistant incomplete schools (including approaches to the development of resistant schools in rural areas with extreme environmental conditions and an undeveloped transportation network).

The authors consider the results of comparative studies, approaches, and cases of the development of resilience of rural school, including the examples of the People’s Republic of China, the Republic of Peru, the Republic of Nicaragua, and the Republic of Costa Rica.

The authors update the criteria for classifying educational institutions as understaffed, approved by normative-legal acts of the subjects of the Russian Federation in 2022. Moreover, the authors provide examples of gaps in variation of normative-legal acts of the subjects of the Russian Federation (the number of students) and consider the results of clustering schools by the geoaccessibility factor in the context of school resistance components and the modified structure of resistance. The non-cognitive aspects of the formation of resilience of school children as a significant component of the model of academic resilience of small schools are highlighted.

The content and structure of general education are subject to well-defined patterns, According to the concept of Academician of the Russian Academy of Education V.S. Lednev, the most important of them is the balance of two factors: the content of a given subject area (mathematics, computer science, etc.), and a set of invariant types of human activity. These factors reflect aspects of reality that are the most significant from the educational point of view. The transformational activity of people undoubtedly belongs to such aspects. In the contemporary world, this activity is revealed through three key concepts: algorithm, technology, and project. These concepts become system-forming concepts of two subjects: «Informatics» and «Technology». Nowadays, transformative activity is inseparable from the processes of digitalization, which determines the content and structure of these general educational subjects, while the concept of technology plays a leading role. The ideological side of technology originates from the fundamental work of R. Descartes «Reasoning about the method». According to him, any activity should be carried out based on some method that allows for different levels of formalization. This opened up the fundamental possibility of automating the processes of manufacturing products, which made it possible to create a material platform for the future «industrial society». The development of technology is closely related to scientific knowledge. Moreover, the ultimate goal of science (starting with the science of modern times) is precisely the creation of technologies. The link between science and technology remained inseparable for a very long time and ensured the dominance of the formation that supported this link. The emergence of digital technologies, in which the idea of automation is practically brought to its logical conclusion, has radically changed the industrial and social context of technologization. However, its ideological side has undergone minimal changes. The entire context mentioned above is considered in the construction of methodological concepts and the content of the subjects «Informatics» and «Technology».

The research examines the stages in the formation of the concept of labor training in China, the content and forms of this training in school from the concept of the five inseparable components of education, the basic secondary school curriculum during the Cultural Revolution, and manual training classes under the updated doctrine of education and training to the development of labor education in the implementation of the policy “Education serves the people.” Historiographically and paradigmatically, the idea of labor training is presented in unity with moral education as a systemic component of the educational process, in which manual training classes include labor education and technical education. The authors studied the history of the development of the educational function of manual training classes in China in urban, rural, and small schools.

The authors analyzed the concepts of moral education, labor training, labor activity of schoolchildren, technical education at school, early vocational guidance for schoolchildren, industrialization of education, and the role of the family in the process of labor training. The research presents current data on the availability of manual training teachers, including from the point of view of the growing number of ungraded schools in rural areas and the structure of the content of manual training of schoolchildren.

The authors analyze the formation of the contemporary system of labor education in educational institutions of China, where work is the driver of the development of all other qualities of schoolchildren through the cultivation of morality through work; the intersection of goals of moral, mental, physical, and aesthetic education with the goals and objects of labor education becomes the key content of the concept of comprehensive development of learners.

The research studies the results of implementing the Belt and Road Initiative in the education system of the People’s Republic of China and the countries of the initiative area. The authors present the results of the analysis of the development of educational cooperation with the countries divided by territorial principle according to the criteria “the number of students from the areal countries” and “the number of Confucius Institutes and Cabinets” (in the context of the development of soft power of China’s external influence). The authors investigate the perspectives of coordination in the field of educational policy and analyze the regulatory legal acts defining the key directions for the development of the Belt and Road Initiative at different levels of the education system. Moreover, the authors analyze the publication activity and current situation on managing the convergence of international students from the countries along the area of the Belt and Road Initiative. The need to organize technical maintenance of the project in the countries along the route actualizes the task of unifying the quality of professional training of foreign personnel participating in the project (according to forecasts, at least 420 thousand people by 2030). The authors prove that the countries located in the area of the Belt and Road Initiative have enormous human, intellectual, natural, cultural, and historical potential, including in the context of implementing educational strategy on the example of the countries of the Maritime Silk Road area of the Belt and Road Initiative in the field of higher education. A case study of Harbin Polytechnic University within the scope of the stated research topic is examined.