 School education in the context of national goals and priority projectsTatyana Mertsalova (),
Sergey Kosaretsky (),
Konstantin Anchikov (),
Sergei I. Zair-Bek (),
Roman Zvyagintsev (),
Julia Kersha and
Natalia Senina ()
Monitoring of Education Markets and Organizations (MEMO), 2022, issue 26, 1-94 Abstract: The analytical report for the first time presents an analysis of the current state and dynamics of the school education system, carried out in the context of the national goals for the development of education in the Russian Federation, as well as the ongoing federal projects of the national project ""Education"". The national goals and objectives of federal projects determine the key guidelines for educational policy – creating a modern educational environment, providing the system with qualified teaching staff, developing a system of extracurricular education for children and a system for identifying and supporting talents, reducing the severity of the problem of educational inequality. This focus for the first time made it possible to see and analyze the results of the Monitoring as a tool for assessing the effectiveness of strategic measures for the development of the industry and to answer the questions: to what extent do measures aimed at achieving strategic priorities for the development of the school education system affect its dynamics as a whole? To what extent do the emerging external challenges interfere with the logic of these changes? Key findings of the analysis: - The presence of shifts in schools is still one of the serious factors hindering the implementation of national goals for Russia to enter the top 10 best countries in terms of the quality of general education. Only 85% of schoolchildren study today in the first shift. The shift factor negatively affects both the attitude of parents to school and the motivation of schoolchildren to learn. - The possibility of hot meals for schoolchildren is declared by the government of the Russian Federation as one of the priority areas. According to the MEMO, 77% of schoolchildren receive hot meals. The proportion of children receiving hot meals decreases as the population increases in the locality where their school is located; the proportion of high school students receiving hot meals is significantly lower than the proportion of primary school students. - The problem of the quality of teaching staff and their professional growth is the key to achieving national goals. Two-thirds of the surveyed teachers believe that currently the wages at the school where they work are not competitive in the regional labor market. - About 80% of the interviewed parents noted that their children attend additional general education programs. Moreover, 41% indicated that children master these programs both on the basis of the school and on the basis of organizations of extracurricular education. In fact, additional general education programs have become a full-fledged element of school education, a guarantee of improving its quality and supporting talents. - Educational inequality is one of the most serious problems and risks in relation to the achievement of national goals and objectives of federal projects. Often this inequality is born outside the school due to the differentiation of families according to socio-economic status. Children from families with low SES study worse and are less involved in extracurricular education. Keywords: education institutions; preschool education; education market (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:hig:moneco:v::y:2022:i:26:p:1-94 Access Statistics for this article More articles in Monitoring of Education Markets and Organizations (MEMO) from National Research University Higher School of Economics |
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