Anatoly Arkadyevich Pinsky. On education reform and beyond (current interview)

Context and relevance. Modern Russian school is characterized by a deep gap between the educational process and real life. The education system remains conservative and has not been adapted to the socio-economic changes of recent decades, which leads to the fact that graduates do not have the necessary competencies for a successful career and social integration. Purpose. Discussion of current problems of the domestic education system and pedagogy, and analysis of the need to transition to a model of training focused on the request of society and the real economy (in particular, through the introduction of key competencies). Hypothesis. The Russian education system is disconnected from the vital needs of society and economics. Pedagogical science in Russia suffers from a lack of empirical research and excessive theorization. The effectiveness of the school depends on the change in the role of the director (from "senior teacher" to manager) and the ability of the school to attract and use resources. The modern role of the teacher should change from the only carrier of knowledge to a mentor who helps to navigate the world Methods and materials. Format of interview (conversation) with Anatoly Arkadyevich Pinsky, Advisor to the Minister of Education of the Russian Federation and Director of School No. 1060 Analysis of sociological survey data on the sufficiency of school knowledge for a career Mention of data from the unified state exam (USE) as a source of empirical information about the quality of education Results. Only 12% of respondents believe that the school provides sufficient luggage of abilities and knowledge for a career Pedagogical science in the Russian Federation largely ignores applied, empirical aspects of training in favor of abstract philosophical discussions In Russia, there is no developed content of key competencies, unlike Western countries, where they are determined by the request of business and industry There is a conflict between the traditional approach to school management and the need to introduce management into the management of an educational institution The school has lost its monopoly on the socialization of the child, its influence is about 15%, while the main influence is the media, the Internet and the environment of Conclusion. For the successful development of education, a deep transformation of the system is necessary: the transition from the transfer of the sum of facts to the formation of key competencies, the change of the school management model to management, as well as the adaptation of the content of training to the real requests of parents and employers. Public funding should be a condition for qualitative changes in the system itself.