It is planned that in 2020, in eight pilot regions of the country, schools will test the program

Representatives of the press service of the ministry, in particular, said: “The ministry, together with specialized organizations, is developing a program for the development of social and emotional skills of students. It is planned that in 2020 in eight pilot regions of the country, the program will be tested in schools. Such a document and its implementation will help to educate emotionally mature individuals, children will learn to control their negative emotions, as well as recognize the emotions of others. “

It is assumed that this program will be tested this year in schools in eight pilot regions.   

In addition, the press service of the Ministry of Education said that today specialists from the ministry and regional departments are working with heads of schools and colleges, aimed at understanding the need to identify and openly solve problems, as well as create conditions for resolving conflicts among adolescents. based on the psychological and pedagogical approach, taking into account the values ​​of friendship, support, mutual assistance, culture of problem solving without aggression. “

The relevant document and its implementation are designed to help educate emotionally mature individuals who are able to control negative emotions, as well as recognize the emotions of other people.

Specialists of the Ministry of Education also noted: “It is important not only to recognize a child with deviant behavior, but also to provide qualified assistance, support, explain to teachers and parents how to behave in situations when the child’s behavior is out of control.”

According to the ministry, over 25,000 psychologists work in Russian schools today. The Ministry of Education set before the regions the task of increasing the number and qualifications of psychologists in schools and sent to the subjects of the training programs for educational psychologists on the main issues of behavioral difficulties in children and adolescents.

During a business breakfast at the World Economic Forum in Davos, the head of Sberbank, German Gref, said that both in Russia and in the world, there is a problem associated with the lack of soft skills among teachers. As such, the bank is investing “millions and millions in developing new school platforms to develop” such skills.

G. Gref, in particular, said: “Now we are investing millions and millions in the development of new school platforms for the development of soft skills, because no one else can teach this. This is the biggest problem in our country. I think the whole world is the same. Who can teach us? Who can teach our children when teachers do not have these kinds of skills: flexible skills, emotional agility and others. “

It is worth noting that flexible skills are a set of over-professional skills that are responsible for successful participation in the work process and are not related to a specific subject area. Unlike professional skills (hard skills), flexible are closely related to personal qualities, social skills and managerial abilities.    

Recall that earlier, within the framework of the Gaidar Forum, the head of Sberbank said that the Minister of Education should be the main one in any government. At the same time, Gref drew particular attention to the fact that in our country there are no training programs for the development of flexible skills for young children. There is still no corresponding GOST for the programs mentioned.

Last week, MAOU Secondary school № 56 with in-depth study of mathematics in Magnitogorsk received a certificate in the amount of 30 million rubles. It was presented by a graduate of this educational institution, billionaire and philanthropist Igor Rybakov. It is assumed that the money will go to the school’s endowment fund, but it will be transferred on one condition if the educational institution collects a similar amount to its fund from other graduates.

Addressing those gathered for a meeting with a former graduate, I. Rybakov said: “I am glad to return to school, I am glad to meet people who have invested in me. I thought that the teachers were flattening me and saying: “Here, Rybakov, nothing shines for you, you constantly argue.” It turned out that all this was not in vain. I’m glad to go back to school and see everyone here. “

At the same time, the billionaire noted that he was taught to count money by the mathematics teacher and class teacher Nina Semyonovna Ionova.

I. Rybakov, allocating funds according to the principle of “provocative financing”, plans, together with directors, teachers and alumni, to create a community that will be engaged in the development of his native alma mater. Teachers will now learn from him how to accumulate money around them, organize the necessary connections, attract business, former graduates, and conduct fundraising.       

It should be noted that at the moment any school in Russia can take part in the competition “School” of the Rybakov Foundation. Among the prizes – 500,000 rubles for 20 secondary educational institutions for the development and implementation of projects and 50 best hero antihero or villain to write an argumentative essay,000 rubles for 50 teachers for the implementation of any professional or personal plans.

According to the press service of the Ministry of Education of the Russian Federation, the department recently held a meeting of the Council for the Development of Pedagogical Education, the participants of which discussed the work plan for the year, taking into account the tasks set by the Head of State Vladimir Putin as part of the message to the Federal Assembly.

According to Ekaterina Babelyuk, head of the Department of State Policy in Higher Education of the Ministry of Education and Science of the Russian Federation, the Council for the Development of Pedagogical Education, created in 2019, was formed as a platform for experts to discuss priority issues in the development of pedagogy.  

Yuri Zinchenko, President of the Russian Academy of Education (RAO) and co-chairman of the Council, at the beginning of the meeting recalled the strategic objectives in the development of teacher education set by the President of Russia, among which he named the following:

increasing the status of teachers, creating a national system for professional growth of teachers, maintaining free full-time higher education, strengthening the educational, research and social infrastructure of regional universities, providing students with the opportunity to choose a new direction after the second year.  

Noting the importance of the role of theoretical knowledge and practical skills in the Russian language in the training of pedagogical personnel, the rector of the Pushkin Institute Margarita Rusetskaya said: “The problems that we are discussing today were identified at the presidential council on the Russian language, including the issue of the possibility of high-quality training of specialists for work in school for undergraduate and graduate programs, as well as mechanisms and tools for training specialists in classical and pedagogical educational programs. “

Recall that the meeting of the Council under the President of the Russian Federation on the Russian language was held on November 5 last year and the most acute speech at it was the speech of Lyudmila Koltsova, head of the Russian language department of the philological faculty of Voronezh State University (VSU), who, in the presence of the heads of relevant ministries, pointed out the problems and contradictions to the head of state existing in the system of training philologists in Russian universities. The above facts led to the emergence of a discussion about the need to return the specialist to pedagogical universities.  

In the framework of the All-Russian conference “Inclusive Education”, which was held in Kazan from 6 to 8 August, experts shared their opinion with representatives of TASS that the system of inclusive education in Russia is well prepared in terms of the legislative framework, but there are a number of questions for it. practical implementation.

First of all, inclusive education presupposes the adaptation of educational institutions to the needs of absolutely all children, which in turn provides access to education for students with special needs.

To date, according to Elena Kutepova, deputy head of the Institute for Inclusive Education of the Moscow City Psychological and Pedagogical University (MGPPU), the regions felt the need to resolve this issue, but the process is developing slowly, since knowledge of legislative acts on the opportunities and rights of parents within the system inclusive education “is delayed due to the remoteness of the regions, and not only with this.”