What do we imagine when it comes to a small school
- Posted by: Tú Tuấn
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What do we imagine when it comes to a small school
The minister also said that following the results of the three-day event, which also includes the work of its participants in five seminars in various universities and public centers, a special decision will be made aimed at further developing mutually beneficial cooperation between Russia and former graduates of Russian universities. And not only in the field of education, but also in science, culture, economics and politics. The forum was attended by the President of the Russian Federation Vladimir Putin, his plenipotentiary representative in the Central Federal District Georgy Poltavchenko, Deputy Prime Minister of Russia Galina Karelova, Deputy Mayor of Moscow Valery Shantsev. The participation in the event of the first woman to conquer space, Valentina Tereshkova, was noted with a real ovation. Former foreign students also know her as the head of the Russian Center for International Scientific and Cultural Cooperation. Addressing the delegates, Vladimir Putin said that he was satisfied and even glad that today almost 90,000 foreign citizens from more than 150 countries are studying, training, and improving their qualifications in Russia. The reason is, first of all, in the successes achieved by their compatriots who received a quality education in Russia. "I am sure, I know, ”the President stressed,“ that your teachers are proud of the fact that among their pupils there are heads of state and government, authoritative politicians, founders of scientific schools and, in the full sense of the word, the elite of the creative intelligentsia."… Vladimir Putin emphasized that even today the good traditions of the student fraternity live on and serve as a good basis for new contacts, for cultural and business initiatives that bring our peoples closer together. The performances of the former students themselves were filled with undisguised warmth and sadness. Minister of Justice of Equatorial Guinea Ruben Maye thanked the organizers of the forum for the opportunity to once again plunge into the former student atmosphere, be among his fellow students, and visit Moscow. "The great state of Russia became our second homeland, – he said, – and study itself was the most important stage in our life. Almost all the leadership of the republic are former graduates of higher Russian educational institutions. With Russia, we all the subsequent years shared her sorrows and joys"… The chairman of the Vietnamese alumni association, academician of the Vietnamese Academy of Sciences, Chin Loig, was also pleased to announce that the president of Vietnam, the chairman of the government, and the speaker of the republic’s parliament – all received higher education in Soviet and Russian universities. For them, Russia has become a second homeland, and Russian has become a favorite foreign language. The moddle school my hero essay academician told a curious episode that amused the whole audience. "When we started to learn Russian and could still speak poorly, did not know many words, then instead of the word "cock" spoke "chicken husband"… Most of the speakers called on the forum participants to expand contacts of university graduates with Russia. Mohammed Habit Aouni, chairman of the Union of National Associations of Arab Alumni, said that about 300 thousand specialists who received higher education in Russia live in Arab countries. This is a huge force that can influence the strengthening of ties between the Arab world and Russia. Many stressed that they were all united by the great Russian culture. On the evening of that day, all forum participants were invited to a ballet at the Bolshoi Theater.
(review prepared by GNII ITT "Informa")Date: 17.05.2003 Title: Rural school. Edition: FIRST OF SEPTEMBER Joint project "First day of September" and newspapers "Rural school from all sides" What do we imagine when it comes to a small school? IN "Pedagogical encyclopedic dictionary" Any school in the countryside with fewer than fifteen students is called a small school. At first, these were only elementary ones, and in the seventies, when villages were rapidly disappearing, the basic secondary schools were already small (or, in other words, few in number). A small school is a phenomenon, a whole world that you can try to explore. Think not only about the difficult socio-economic circumstances of learning, but above all – about the special pedagogy of small schools that arose as a reaction to existing problems. The materials of our today’s page are about different approaches of this pedagogy. *** A panorama that needs to be drawn to see the perspective Altai small ones: a group portrait against the background of specific problems Within the framework of a regional comprehensive program "Preservation and development of the education system in the Altai Territory until 2005 " specialists of the Altai Regional Institute for Advanced Studies have studied the general condition of rural small schools in the region. The details of the life of Altai schools, their problems may seem similar to residents of other regions. This does not mean that problems are solved in the same way, but it is worth learning from Altai scientists to thoroughly monitor the situation so that the solution turns out to be just as balanced, specific and applicable. We publish fragments of this research below. What is the problem? The state of a small elementary school, of course, largely depends on the social and psychological situation in the countryside. Trips to rural areas of the region, including to small towns and villages, in which the bulk (more than 60%) of small primary schools are concentrated, make it possible to determine the qualitative characteristics of their immediate social environment: over-employment of the population in personal subsidiary plots, its low ability to pay, which means that the rural family is very limited in funds for the cultural development of the child, cannot financially support the school in providing normal conditions for the education and upbringing of children. The decline in the number of pupils in small primary schools is directly related to the unfavorable demographic situation in the countryside, the outflow of the population from small settlements and villages. For example, in the Rubtsovsky district, 167 children studied in ten small elementary schools in the 1997/98 school year, and 103 in the 2000/01 school year. Even today, the administration sees only three promising out of 10 operating schools (Katkovskaya, Congressovskaya, Berezovskaya). A similar situation is observed in other regions, where more than 20% of small primary schools teach from 1 to 3 students. Studying the quality of knowledge, abilities, skills of graduates of 11 small elementary schools in Talmensky, Pavlovsky, Rubtsovsky and Zarinsky districts in five educational regions ("Russian language", "Maths", "Nature", "Man", "Society") showed that, in general, the level of preparation of children in the transition to basic school is satisfactory. However, it should be noted that most students do not know how to independently work with test materials. To a large extent, this is due to a broader problem – the lack of skills in working with test assignments in children and teachers. In a small teacher’s school An analysis of the composition of the teaching staff of a number of schools in Rubtsovsky, Zarinsky, Talmensky, Pavlovsky districts, as well as information from some rural district education committees show that at present, among teachers, only 32% have higher pedagogical education, 58% have specialized secondary education, up to 10% have no pedagogical education. Certified for the highest category – 3% of teachers, 18% – for the 1st and 2nd categories. The highest percentage are teachers with a teaching experience of up to 20 years (40%), 8% are teachers of retirement age. Young teachers do not stay in the countryside. The fulfillment of professional duties of a teacher of a small school is undoubtedly negatively affected by his social status. The overwhelming majority of teachers have personal subsidiary plots that take up the bulk of their free time. Lack of funds for the purchase of methodological literature, subscription to special periodicals, trips to advanced training courses not only in the regional center, but also in regional centers seriously hinders the implementation of continuous professional education and teacher development. On average, less than 10% of teachers in small elementary schools take advanced training courses every year. Objective reasons for this state of affairs are the inability to find a replacement for a student in a course or a sick teacher. Help Yourself An analysis of the activities of small elementary schools in more than 60 districts of the region indicates an increase in recent years in the dependence of the state of work and the quality of education on local factors, in particular – on the economic opportunities of the region, the professional competence of the head of the administration, the state of the social sphere. It is quite obvious that, without exception, all small primary schools have very limited sources of support both in the sphere of the immediate social environment and at the municipal and regional levels.