Round table “Innovations in the field of additional education for children. Round table "On the prospects for the development of the system of additional education in Russia Round table discussion of the development of the system of additional education

The second generation of the Federal State Educational Standard was developed as part of solving the strategic, socially significant task of identifying, aggregating and fixing in the form of a conventional norm (social contract) modern requests to the field of education from the individual, family, society and the state.

When developing the standard, education was considered as the most important social activity, a system-forming resource underlying the development civil society, it is based on a target setting that provides for the transition from a “catching up” to a “leading” development model Russian education.

This attitude presupposes the rejection of direct copying of Western models of education. The priority in the creation of the Standard was the Russian value, scientific and cultural component, taking into account the national characteristics of the national education system. The standard was developed as an implementation tool public policy in education, providing:

• equality and accessibility of education with different starting opportunities;
• preservation of the unity of the educational space of Russia;
• succession of steps general education.

When developing the standard, the process of formation of a new didactic model of education based on the competency-based educational paradigm, which assumes the active role of all participants in the educational process, was fully taken into account, objectively taking place in the conditions of the information society. The main educational result in this paradigm is the formation of a motivated competent person capable of:

• quickly navigate in a dynamically developing and updated information space;
• receive, use and create a variety of information;
• make informed decisions and solve life problems based on the acquired knowledge, skills and abilities.

The main purpose of the standard is the regulatory consolidation at the federal level of the requirements for the conditions necessary to achieve the strategic mission of Russian education, the fulfillment of the social order - the upbringing of a successful generation of citizens of the country who own: adequate knowledge, skills and competencies, on the ideals of democracy and rule of law, in accordance with national and universal values.

The standard establishes interrelated requirements for the results of development, the structure and conditions for the implementation of the main educational program of primary general education.

This allows:

• simultaneously provide for both the results of general education and the most general (framework) features of the modern educational process, as well as the conditions for its implementation;
• outline the conditions for effective regulatory legal regulation general education;
• to turn the standard into the most important means of ensuring the systemic development of general education.

The key component of the standard is the requirements for the results of mastering the basic educational program of primary general education, formulated on the basis of generalization and coordination of the expected prospects and demands of the individual, family, society and the state in the field of education. These requirements represent the specified and operationalized goals of education. The standard significantly expands the idea of ​​educational results. If previously subject results were subject to rationing, then the proposed Standard is also focused on meta-subject and personal results.

The standard contains new methodological foundations building a system for assessing the achievement of educational results - from assessing the achievements of students and teachers to assessing the effectiveness of the activities of all participants in the educational process. By expanding the composition of the objects of assessment, the standard simultaneously expands the range of assessment procedures, providing for the use of both personalized (for the purpose of final assessment and certification of students), and non-personalized or anonymous procedures in order to assess the state and development trends of the education system as a whole.

The main guideline for building the content of education is the fundamental core of the content of education (FYaSO), which has the necessary scientific and categorical apparatus, on the basis of which the value orientations of students, the scientific picture of the world and the scientific worldview, as well as generalized methods of cognitive and practical activity are formed.

The structure of the main educational program of primary general education provides for a program for the formation and development of universal educational activities (UUD), which is an integral part of the fundamental core of the content of education. The program is considered in unity with exemplary programs for academic subjects and offers a list of UUD, presented in the form of recommendations for organizing students' activities to solve specific problems in the structure of academic disciplines.

For the first time, the standard defines such a component as the health of schoolchildren as one of the most important results of education, and the preservation and promotion of health as a priority for an educational institution. At the same time, a methodology and methodology for assessing the health-saving activities of an educational institution was developed.

The standard proposes a new structure of the basic curriculum (educational) plan, which includes as a component extracurricular activities. At the same time, the ratio of parts of the main educational program was established with the allocation of invariant and variable parts, which allows to significantly expand the rights of participants in the educational process to meet their educational needs, including regional, local, ethno-cultural, confessional, etc.

The main factor influencing the design of the content of education is the needs of society and the goals that it sets for learning. Content of education is one of the factors of the economic and social progress of society and should be focused on ensuring the self-determination of the individual, creating conditions for its self-realization, developing society, strengthening and improving the rule of law. The content of education should provide an adequate world level of general and professional culture society, to form a picture of the world adequate to the modern level of knowledge, to integrate the individual into the national and world culture, aimed at improving and at reproducing and developing the personnel potential of society.

Close to this approach can be recognized as a view of the content of education by G.M. Kodzhaspirova. The content of education is a system of scientific knowledge, skills, attitudes and experience of creative activity, the mastery of which ensures the versatile development of the mental and physical abilities of students, the formation of their worldview, morality, behavior, preparation for public life and labor. The source of the content of education is the diversity of culture.

Also in the pedagogical literature there is a definition of the content of education as a set of motivational means, methods and techniques in obtaining knowledge for the adaptation of students to life. In accordance with this, the development of the content of education in an institution can be defined as the creation of a motivational atmosphere in an educational institution.

In the context of this approach, the following problems are seen in the design of the content of education: 1. The problem of finding the best ways to motivate the child and the teacher in the education; 2. The problem of the possibility of non-compliance of the moral norms of modern society with the moral principles of the teacher; 3. The problem of the discrepancy between the student's health capabilities and the means, methods and techniques used by the teacher in the content of education (valeological aspect); 4. The problem of weak interaction between all participants in the pedagogical process (parents, students, teacher) in the search for optimal methods, techniques and ways of teaching; 5. The problem of the teacher's lack of full adaptation to modern society, his social security. From the formulation of these problems in the content of education, it can be seen that in this approach the emphasis is on the very method of implementing the content of education.

V.V. Kraevsky defines the content of education as a pedagogically adapted social experience of mankind, identical in structure (of course, not in volume), human culture in all its structural completeness. Content, identical to social experience, consists of four main structural elements:

• experience of cognitive activity, fixed in the form of its results (knowledge about nature, society, technology, thinking and methods of activity. The assimilation of this knowledge ensures the formation of a correct picture of the world in the mind of the student, equips him with the correct methodological approach to cognitive and practical activities);
• experience in the implementation of known methods of activity (in the form of the ability to act according to the model. The system of general intellectual and practical skills and abilities that make up the content of this experience is the basis of many specific types of activity and ensures the ability of the younger generations to preserve the culture of the people);
• experience of creative activity (in the form of the ability to make non-standard decisions in problem situations. This experience requires the independent implementation of previously acquired knowledge and skills in new situations, the formation of new ways of working on the basis of already known ones. This type of social experience provides the young generation with the development of abilities for further development culture);
• experience in the implementation of emotional-value relations (in the form of personal orientations, manifested in relation to the world around, to oneself, to other people. This element of the content of education does not consist in knowledge, not in skills, although it presupposes them. Norms of attitude to the world, to oneself and others like oneself, not only knowledge of worldview ideas, but also conviction in their truth, a positive attitude towards them. This attitude is manifested in human behavior, in activities of a practical and intellectual nature. This is a fusion of knowledge, beliefs and practical actions).

The assimilation of the listed elements of social experience will allow a person not only to successfully function in society, "fit" into the social system, adapt to it, but also act independently, creatively.

The student's assimilation of these elements of social experience is aimed at transforming the latter into personal experience, the “transfer” of the social into the individual on the basis of a specially organized activity of students.

All of these elements of the content of education are interconnected and interdependent. They are interconnected in such a way that each previous element serves as a prerequisite for the transition to the next. For example, skills are formed on the basis of knowledge, and creative activity involves mastering a certain amount of knowledge and simple (reproductive) skills in a given area of ​​creativity.

It is clear that each of the elements of the content of education perform certain functions in upbringing and training Education, organized on the above basis: firstly, really prepares for life - such as it is, for the existing order of things; secondly, a person turns out to be able to make his own contribution to this order, up to its reformation.

Thus, the content of general education: is the most important condition for the educational and cognitive activity of students, since it reflects the current and future needs of society; acts as a tool for the design and implementation of this activity by students and thus is the content of the individual's personal needs in learning.

Directly in an educational institution, the content of education is determined by the educational programs implemented in it: “The content of education in a particular educational institution is determined by the educational program (educational programs) developed, adopted and implemented by this educational institution independently. State educational authorities ensure the development of exemplary educational programs”(Article 14, paragraph 5).

“The educational program determines the content of education of a certain level and direction. AT Russian Federation educational programs are being implemented, which are divided into:

1) general education (basic and additional),

2) professional (basic and additional).

General education programs include:

1. Preschool education.

2. Primary general education.

3. Basic general education.

4. Secondary (complete) general education”.

Principles for selecting the content of education

I. The principle of conformity of the content of education (in all its elements and at all levels of its construction) to the level modern science, production and the basic requirements of a developing humanistic democratic society. It is from this principle that it is necessary to include in the content not only traditionally distinguished elements (knowledge, skills and abilities), but also those that, in accordance with the personal orientation of education, reflect the experience of creative activity and personal attitude to universal values. II. The principle of taking into account the content and procedural aspects of education in the formation and design of the content of educational material. It opposes a one-sided orientation that considers content in isolation from pedagogical reality. The implementation of this principle presupposes the representation of all types of human activity in their interconnection in all subjects of the curriculum. III. The principle of structural unity of the content of education at different levels of its formation, taking into account the personal development and formation of the student, which implies mutual balance, proportionality and harmony of the components of the content of education. It follows from this principle that the content of education should not be regarded as a simple sum of subjects or curricula created independently from each other. Separate academic disciplines, already at the starting point of their construction, should be oriented towards a general idea of ​​the composition and structure of the entire content of education. The meaning of this principle is to ensure the unity of approach to the construction of each academic subject and to all educational materials.

These generalizing principles are the main guidelines for what should and should not be included in the content of education.

With regard to the content of additional education, there are a number of conceptual developments related to:

• strategic meanings of this type of education in the development of mentality modern man(Yu.V.Gromyko, V.I.Slobodchikov, L.G.Loginova, G.P.Budanova, A.K.Brudnov, L.N.Builova)
• his cultural self-identification, the acquisition of personal meanings of life and the development of abilities (Boguslavsky M.V., Isenko S.P., Kargina Z.A., Leontovich A.V., Shchurkova N.E.)
• the role of non-standardized education for the development of the economic and humanitarian potential of Russia (V.I. Panov, V.I. Kozyr, N.F. Trubitsin, I.N. Semenov, etc.)

But only some of them define the mechanisms for entering the declared meanings into the real practice of additional education or attempts are made to describe the didactic model of additional education (L.G. Loginova, G.P. Budanova, A.K. Brudnov, L.N. Buylova, N .V. Klenova, A.V. Leontovich).

In accordance with the law "On Education", additional education is an independent type of education, therefore its content must differ from the content, for example, of the main general or vocational education.

Basic and additional education have two different functions: the main general one is the reproduction of the culture of the nation, the additional one is the development of the potential for self-realization of each person in this culture. Today, these functions reflect the most important aspects of a person's existence in the world: his self-identification as a representative of a certain culture, belonging to a certain society and community; and his awareness of himself as a unique personality with a unique set of qualities, which allows a person to build his own life trajectory and solve creative problems; become the subject of their own activities. “In this logic, additional education of children is not just an element, a structural part of the existing system of general education, but a component of the subjective formation of the personality and its internal growth (self-determination and self-development of the individual).”

The above suggests that the basic general and additional education of children should be arranged differently, both at the level of goal setting educational activities, and at the level of educational programs, methods of their implementation. If in relation to the first task there are a number of conceptual developments (see above), in relation to the second, additional education often follows the path of a general secondary, tracing its methods and means (a time-limited training module (a lesson is a study group lesson), an information unit (section curriculum), methods of appraisal of students ( test, exam), etc.). Such a path is certainly technological; it allows you to determine the content and record the results of the ongoing educational process en masse; however, it does not define the basic characteristics of additional education as a type.

At the same time, it often turns out that a lesson in an additional education group is no different from a lesson, in fact, it is a lesson, either not included in the basic curriculum, or given in depth or expanded. In this case, the result of education is supposed to be the mastery of a set of knowledge, skills and abilities by students, i.e., within the framework of the classes of training groups of additional education, the content is reproduced and the result of basic general education is achieved.

The main phenomenon of educational activity is "the meeting of the student and the teacher, in which the transfer occurs cultural heritage, patterns and norms of human activity, experience and traditions”. It is here that the content of education is realized, while the basic general and professional education is “responsible” mainly for the intellectual and competence-based components of a person’s education. Supplementing education to its "completeness" (including the emotional-volitional sphere, the ability to become the subject of one's own activity) is precisely additional education. This task should determine what we mean by the content of additional education. At the same time, a significant problem is the need to identify common, invariant components of the content of additional education for all areas, all educational programs, whether it be sports or a physical experiment.

1. General orientation in the main thematic sections of the chosen direction of additional education, which allows you to set independent creative tasks, choose the means of solving them from several possible ones, offer non-standard solutions based on knowledge of related fields and creative associations;

2. Experience in the independent implementation of various types of activities, based on mastering the main existing methods for solving problems and constructing their own methods, means of achieving and presenting results;

3. The ability to acquire personal meanings of one's own activity, to build an attitude towards its course and results, to reflect them as a means of finding the goals and meaning of individual life;

4. The ability to enter into meaningful connections and relationships with others to achieve creative goals, organize active communities and enter as an equal participant in existing communities.

Based on this, the content of education within the framework of the direction of additional education can be depicted as follows:

• Mastering the information field of orientation
• Acquisition of experience in the implementation of activities
• Mastering the skill of reflecting activity
• Development of abilities to build communications and cooperation

Within the framework of any direction of additional education, the designated content is realized, which is the essence of the educational process. In other words, the mastery of sportsmanship, the performance of research work, the creation of a work of art are the means by which the four listed universal (for all directions) content components are transferred to the younger generation. At the same time, mastering the material of a specific orientation can also be of decisive importance for the child as a means of professionalization, socialization, etc., but this is not central to the tasks of supplementary education. Educational program of additional education for children

Educational programs for additional education of children are a type of additional educational programs and are outside the main educational programs defined by the state standard:

“An educational institution, in accordance with its statutory goals and objectives, may implement additional educational programs and provide additional educational services (on a contractual basis) outside the educational programs that determine its status” (Article 14, clause 6).

The above provision of the Law indicates that additional educational programs have been moved beyond state standards and, thus, are regulated by the Model Regulations on the educational institution of additional education for children.

Determination of the direction of additional education

Determining the specifics and content of the concept of orientation in the system of additional education of children, determining the structure of orientation, is currently an urgent task, since in this way it is possible to single out and fix the specifics of additional education for children as a special type of education.

Currently, the regulatory documents define the classification of additional education programs by areas. In Art. 26 of the Law "On Education" it is written "Additional educational programs include educational programs of various directions, implemented ... in educational institutions of additional education (in institutions of advanced training, in courses, in vocational guidance centers, music and art schools, art schools, houses children's creativity, stations of young technicians, stations of young naturalists and in other institutions that have the appropriate licenses ... through individual pedagogical activity. Obviously, the concept of the orientation of educational programs in children's institutions, the system of advanced training, and tutoring has a different meaning.

“The orientation of educational programs is a set of certain beliefs, ideas that are characteristic of a group (class) of educational programs. The focus of additional educational programs implemented by institutions is determined in the field of a particular educational field or professional activity. "The orientation of educational programs for additional education of children is determined by its goal or by that" core of values ​​", which is called the mission." “Orientation - common aspirations, guidelines, ... value-semantic "alignment" of the process and line of development towards a given goal ... The direction of development is a vector of change, a route with specific internal stages, "steps", methods, techniques, conditions for moving towards a specific goal core values, common aspirations and priorities”. “Orientation is a subject-thematic or type-activity area within which the content of additional education is realized in the real practice of the work of an additional education institution.”

The concretization of the model for each direction sets the content of this direction and is fixed in the programs of additional education (PDO).

1. Subject-thematic area, limited by a certain framework (subject content, its nature and level, compliance with and differences from the basic educational programs of basic general or vocational education in the relevant field). Subject content is divided into:

Invariant (basic) - ZUNs, basic skills common to all PDO of a given direction;

Special - unique for each of the PDO in this area, determined by the development potential, professional orientation and specialization, technological and methodological solutions, etc.

2. Priority educational goals, characteristic for each direction (predominant orientation to the tasks of education, upbringing, vocational guidance, personality development, compensatory education, etc.). These goals are determined in accordance with the specifics, for example: physical culture and sports - health promotion, physical improvement; natural science - in-depth study of a particular scientific area; ecological and biological - environmental education, in-depth study of ecological systems, etc.

3. Priority educational technologies and methods of work (reproductive, design, research, creative, etc.). They are determined in accordance with the specifics of the direction. For example: natural science - reproductive lectures and seminars, research; physical culture and sports - preparation for competitions, etc. It should be noted that in almost all PDO at the stage of mastering the subject-thematic content of the orientation, reproductive technology is used.

4. The specifics of the performance evaluation criteria (development of motivation, special skills, the structure of achievements - the method of their fixation). In different areas, performance can be assessed on the basis of: exam results and tests; results of participation in competitions, competitions, olympiads; participation in a test event (for example, a hiking trip), etc.

5. Principles of interaction with the relevant professional area, which determines the inclusion of study groups in the relevant cultural and professional tradition. For example, for an artistic and aesthetic orientation, this may be cooperation with a professional theater, for a natural science one, with a research institute, etc.

The basis for attributing PDO to one or another direction is the correspondence of the content of PDO to the content of this direction. In the case of PDO of an integrated orientation, the content of one of them acts as a basic one, and the content of the other - as a special one.

The unifying framework for all PDO of one direction can be the organizational and content program of this direction, which deploys a generalized model in the conditions of a specific focus, determines the goals, objectives, functions, forms of educational activity common to all PDO, and final certification, invariant content. Such programs determine the face of the institution of additional education and the specifics of the implementation of directions in it. The concretization of the model can also be carried out in each specific PDO.

The specificity of additional education allows for various schemes for the promotion of a child from one educational result to another. The development of any educational program can begin with any level of readiness achieved by the child to perceive the proposed material, to solve the proposed problem or to complete some task. (According to the materials of Builova L.N., Head of the Department of Pedagogy of Additional Education for Children of the Moscow Institute of Open Education, Ph.D.)

Additional education has a number of qualities: personal orientation of education; personal orientation of education; profile; profile; practical orientation; practical orientation; mobility; mobility; multifunctionality; multifunctionality; multi-level; multi-level; variety of content, forms, methods of education as a consequence of the freedom of a teacher working in such a system; variety of content, forms, methods of education as a consequence of the freedom of a teacher working in such a system; individualization of educational methods as a necessary condition for demand; individualization of educational methods as a necessary condition for demand; implementation of the educational function of education through the activation of students' activities; implementation of the educational function of education through the activation of students' activities; implementation of the orientation function through the content of the educational material. implementation of the orientation function through the content of the educational material.

The meaning of the development of the system of additional education is, first of all: in preserving and cultivating the uniqueness of each child in a constantly changing social environment; in preserving and cultivating the uniqueness of each child in an ever-changing social environment; in satisfying the natural need of children to know themselves, comprehend themselves in the world around them, gain the ability to maintain their freedom without interfering with others; in satisfying the natural need of children to know themselves, comprehend themselves in the world around them, gain the ability to maintain their freedom without interfering with others; in the formation of a stable resistance of a developing personality to destructive influences. in the formation of a stable resistance of a developing personality to destructive influences.

The development of additional education involves the solution of the following tasks: studying the interests and needs of children studying in additional education; studying the interests and needs of children studying in additional education; determination of the content of additional education for children, its forms and methods of work with students, taking into account their age, type of institution, characteristics of its sociocultural environment; determination of the content of additional education for children, its forms and methods of work with students, taking into account their age, type of institution, characteristics of its sociocultural environment; formation of conditions for the creation of a single educational space; formation of conditions for the creation of a single educational space; expanding the types of creative activity in the system of additional education for children to most fully meet the interests and needs of students in associations of interest; expanding the types of creative activity in the system of additional education for children to most fully meet the interests and needs of students in associations of interest; creating conditions for attracting more middle-aged and older students to classes in the system of additional education; creating conditions for attracting more middle-aged and older students to classes in the system of additional education; creation of maximum conditions for the development of spiritual and cultural values ​​by students, fostering respect for the history and culture of their own and other peoples; creation of maximum conditions for the development of spiritual and cultural values ​​by students, fostering respect for the history and culture of their own and other peoples; appeal to the personal problems of students, the formation of their moral qualities, creative and social activity. appeal to the personal problems of students, the formation of their moral qualities, creative and social activity.

The main task of a teacher of additional education is to develop in children a sense of a citizen of their country, a person who can not only appreciate spiritual and cultural values accumulated by mankind, but also striving to multiply them. It should not be about imposing certain models of culture on a person, but about creating adequate conditions in which knowledge, values, models will be “appropriated” and “experienced” as their own achievements and discoveries.

The interpenetration of basic and additional education can ensure: the integrity of the entire educational system schools with all its diversity; the integrity of the entire educational system of the school with all its diversity; a certain stability and constant development; a certain stability and constant development; the necessary level of ZUN of schoolchildren and the development of their emotional-figurative sphere, the formation of spiritual and moral qualities; the necessary level of ZUN of schoolchildren and the development of their emotional-figurative sphere, the formation of spiritual and moral qualities; maintaining a certain conservatism of the system and more active use of innovative pedagogical ideas, educational models, technologies; maintaining a certain conservatism of the system and more active use of innovative pedagogical ideas, educational models, technologies; support for existing school traditions and the search for new ways to organize the life of student and teaching staff; support for existing school traditions and the search for new ways to organize the life of student and teaching staff; preserving the best forces of the teaching staff and inviting new people who are ready to work with children. preserving the best forces of the teaching staff and inviting new people who are ready to work with children.

The first model is a random set - a random set of circles, sections, clubs, the work of which is not always combined with each other. All extracurricular and extracurricular activities of the school are completely dependent on the available human and material resources; strategic lines for the development of additional education are not being worked out.

The second model is distinguished by the internal organization of each of the additional education structures available at the school, although both one system it is not yet operational. Often in such schools, the scope of additional education becomes open area search in the process of updating the content of basic education, a kind of reserve and experimental laboratory of the latter.

The third model of close interaction is built on the basis of close interaction between the school and institutions of additional education. Such cooperation is carried out on a regular basis. School and specialized agency develop a joint program of activities, which largely determines the content of additional education in a given school. At the same time, the role of specialists from these institutions is significantly increasing in the practical implementation of additional educational programs.

A fourth price model exists in prices). To date, the model is the most effective in terms of integrating the basic and additional education of children, since it organically combines the possibilities of both types of education. A solid infrastructure of out-of-school additional education is being created at the UVK, on ​​the basis of which conditions are created to meet the various needs of the child and his real self-affirmation.

Additional education is represented by a number of areas. artistic and aesthetic; arts and crafts; scientific and technical; sports and technical; ecological and biological; physical culture and health; tourist and local history; military-patriotic; socio-pedagogical; cultural; economic and legal.

The organization of creative work in the system of additional education solves the following tasks: Align the starting opportunities for the development of the child's personality. contribute to the choice of his individual educational path. Development creativity and creative activity of schoolchildren. Development of their cognitive interests. Formation of motivation for success. Creation of conditions for self-affirmation and self-realization. Creation of conditions for the comprehensive development of the individual.

Innovative forms of organization of additional education Optional courses Circles Sport sections Elective courses of pre-profile training and specialized education Computer center Research activities Center for preparing preschoolers for school Children's public association Studios Clubs Museum pedagogy Workshops Publishing activities Comprehensive program for preparing for a university Work of self-governing bodies GPA Psychological service

Additional education GOU SOSH 1096 Artistic and aesthetic direction Artistic and applied direction Sports and technical direction Scientific and technical direction Ecological and biological direction Physical culture and health improvement direction Tourist and local history direction Military patriotic direction Cultural and logical direction Psychological and pedagogical direction "Puppet Theater" Kumparsita "Chorus" "Handyman" "Soft toy" "In the world of art" "Fantasy and the world of hobbies" "Football" "Handball" "Table tennis" "Basketball" "Mathematics around us" "Informatics around us" "Chemistry and medicine » "Introduction to the Internet" "World of Flowers" courses "ABVGDeyka" GPA "Yunkor" "Ethics" "Culture of Communication" club "Vympel" Museum "Terem" "Fortune" summer health Camp"Sun"

GOU SOSH 1096 Youth Center Children of the streets SVOUO pool on the street. Kasatkina Children's School of Arts. S.I. Mamontova Psychological and Pedagogical Center on Snezhnaya Theaters Psychological Center Vozrozhdeniye Children's Polyclinic 9 House of Young Technician Interaction with Organizations

Diagnosis of the interests of students in grades 5-7 p / n Direction% 1 Physics and mathematics 18 2 Chemistry and biology 30 3 Radio engineering, electronics 30 4 Mechanics, design 16 5 Geography, geology 27 6 Literature, art 42 7 History, politics 15 8 Pedagogy, medicine 33 9 Entrepreneurship, home economics Sports, military affairs 54

Diagnosing the interests of students in grades 8-11 Biology Geography Geology Medicine Light and food industry Physics Chemistry Engineering, mechanics Electrical engineering, electronics Processing of materials Information technology Construction Transport, aviation, maritime affairs Psychology Military specialties History Literature, philology Journalism, advertising Sociology, philosophy Pedagogy Law, jurisprudence Service sector Mathematics Economics, business Foreign languages, Linguistics Visual arts Performing arts Music Physical education, sports

On September 22, a round table was held in the Public Chamber of the Russian Federation, where they discussed the prospects for the development of additional education.

At the hearing, the participants discussed three issues. The first is the design of additional general developmental programs and the timing of their implementation. The second is the simplification of the requirements for licensing educational activities in terms of the implementation of additional general educational programs. The third is to ensure equal conditions for access to funding by organizations of additional education for children.

Sofya Mozglyakova, Deputy Director of the Department of State Policy in the Sphere of Education of Children and Youth of the Ministry of Education and Science of the Russian Federation, noted in her speech: “11,695 state organizations operate in the system of additional education, 81 non-governmental organizations are officially registered. We are well aware that in fact there are more non-governmental organizations, but not all of them comply with the norms of statistical reporting. Today, a new form of statistical reporting is being tested in the regions, and we hope that we will be able to unify this form.

We are mindful of the need to reduce the paperwork and will try to do everything so that, on the one hand, the correct forms are filled out, and on the other, so that it does not take too much time. Work is also being carried out in other areas: a professional standard for additional education teachers has been approved. Such standards are needed in order to avoid the substitution of concepts that occur in the regions. Additional education is not guaranteed by the state, but we understand that this is still the responsibility of the state. We are really concerned about what is happening in the country: those organizations that have the right to exist, unfortunately, are being reorganized. In this regard, we plan to hold seminars for the heads of regional executive authorities - not all regions correctly understand the goals and objectives of optimization. We are always open for consultations, our colleagues are always ready to prompt, explain and help. On ensuring equal access to funding: until today, additional education was funded on a residual basis, there was no separate budget classification code, but amendments will be made very soon and such a code will appear.”

Vladimir Romanov, a member of the expert group of the Ministry of Finance of the Russian Federation on the transition to per capita financing of social sectors, among other things, spoke about how the cost of services in the field of additional education is calculated, and also noted that there is a “hot line” through which everyone can get answers to exciting questions.

Irina Abankina, Director of the Institute for Education Development of the Institute of Education of the National Research University Higher School of Economics, touched upon other aspects of the topic under discussion: “It seems to me that licensing of individual entrepreneurs is very important. It should be as simple as possible. All subjects of the Russian Federation and municipalities should receive clarifications on this issue. With regard to equal access to budgetary resources: changes are needed in the law so that non-subordinate institutions are allowed access to budgetary funding. If we are talking about a competitive basis, then there should be fair and transparent procedures for all participants...

If we want to support families and children themselves, certification of additional education is still a promising model. There must be a certificate for the right to receive the volume of additional services in accordance with the choice of consumers. This is also a promising model. And one more thing: today we have no adapted programs for children with WHO. Nor do they exist for gifted children. We also need requirements for personnel, their qualifications, categories. You need annual calculated programs (long-term), taking into account the requirement of vacations. We need to work in these areas."

The editor-in-chief of the Free Wind newspaper, a member of the Coordinating Council for the Development of Children's Tourism under the Government of the Russian Federation, expert Sergei Mindelevich, in his speech, noted the problematic points of additional education: “We need to talk not about how to get a license, but about maintaining additional education in general . The situation is alarming - every year the number of institutions of ecological and biological additional education, technical direction, tourism and local history is reduced ... Over the past 6 years, the number of participants in trips in Russia, committed in the system of additional education, has decreased by 680 thousand children, the number of excursion participants - by 860 thousand . Fifteen years ago there were 547 stations of young tourists, at the beginning of this year there were 210. And appeals to the Ministry of Education do not help.”

In a rapidly changing world, the value of education is of particular importance. Therefore, numerous changes in the system of domestic education and directly the development of additional education attract the closest public attention.

special achievement modern system education was the consolidation at the legislative level of additional education as a type of education, which "is aimed at the comprehensive satisfaction of the educational needs of a person in the intellectual, spiritual, moral, physical and (or) professional development and is not accompanied by an increase in the level of education” (Law No. 273-FZ “On Education in the Russian Federation”).

Since the entry into force of Law No. 273-FZ "On Education in the Russian Federation", a number of regulatory documents have been issued that determine the role and importance of the system of additional education in the development of our state. These include:

— Concept for the development of additional education for children (Decree of the Government of the Russian Federation of September 4, 2014 No. 1726-r).

— The State Program of the Russian Federation “Development of Education for 2013-2020” (Decree of the Government of the Russian Federation of April 15, 2014 No. 295)

— Federal target program development of education for 2016-2020 (Decree of the Government of the Russian Federation of May 23, 2015 N 497)

— Strategy innovative development of the Russian Federation for the period up to 2020 (Decree of the Government of the Russian Federation dated December 8, 2011 No. 2227-r)

They especially emphasize the priority areas for the development of additional education in terms of ensuring the availability of additional education, expanding the range of additional general education programs, developing a quality management system for the implementation of additional general education programs, and improving financial and economic mechanisms for the development of additional education.

Public participation in the discussion of these issues is one of the important aspects introduced by the new regulations. The point of introducing these mechanisms is to strengthen the focus on the interests and needs of the main participants in relations in the field of education.

However, at the moment, a number of problems and contradictions remain, which do not allow to fully ensure the implementation of priority areas for the development of additional education. The current legal documents do not sufficiently spell out the mechanisms for designing additional general developmental programs and the timing of their implementation, the ways to simplify the requirements for licensing educational activities in terms of the implementation of additional general education programs remain unclear, there is no detail on the mechanisms for ensuring equal conditions for access to funding for organizations implementing activities in the field of additional education. The requirements for organizations operating in the field of methodological training of managers and teachers of additional education are not clear. In this regard, the risks of formal and even imitative activities to implement the requirements of the legislation aimed at the development of additional education as a condition for meeting the educational needs of a person remain.

An important task is to generalize the experience of various organizations, state and non-state, in solving the above issues.

The potential of public administration accumulated in the education system can also become the basis for creating new mechanisms for the development of additional education.

The participants of public hearings, having discussed topical issues related to the development of additional education, consider it necessary and appropriate to make the following recommendations:

1. To the Federation Council and the State Duma of the Russian Federation

• consider the possibility of introducing amendments and additions to the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, aimed at improving the regulatory framework in terms of fixing the diversity and gradation of the implementation of additional general development programs; in terms of determining a simplified procedure for licensing the educational activities of organizations implementing additional education programs; in terms of ensuring equal conditions for access to funding from the budget allocations of state, municipal and private organizations of additional education for children.

2. To the Ministry of Education and Science of the Russian Federation, Rosbrnadzor

• develop methodological recommendations for designing additional general educational general developmental programs based on modern requirements with justification for the timing of their implementation;
• when finalizing the draft federal law “On Amendments to Article 26.3. Federal Law "On the General Principles of Organization of Legislative (Representative) and State Power of the Subjects of the Russian Federation" and the Federal Law "On Education in the Russian Federation", providing for equal conditions for access to funding from the budgetary allocations of state, municipal and private organizations for additional education of children at the regional and municipal levels, take into account the proposals made at public hearings;
• when preparing a report to the Government of the Russian Federation on simplifying the requirements for licensing educational activities in terms of the implementation of additional general education programs, take into account the proposals made by the participants in public hearings.

3. Executive authorities and local self-government

• ensure the development and implementation of mechanisms for an independent assessment of the conditions for the implementation of additional educational programs and the quality of additional education,
• develop mechanisms for taking into account and implementing the demand of parents for an independent assessment of the conditions for the implementation of additional educational programs and the quality of additional education, the ability to initiate such assessments in accordance with the positions of the legislation,
• include projects in the field of development of additional education among the priorities for supporting socially-oriented non-profit organizations,
• to ensure openness and transparency of the procedures for the formation of Public Councils, their real participation in the exercise of legally enshrined powers to conduct an independent assessment of the conditions for the implementation of additional educational programs and the quality of additional education, including in terms of assessing the quality of training students in general developmental programs of additional education,
• provide informational, methodological and advisory assistance active citizens - participants in the procedures for public control of the conditions for the implementation of additional educational programs,
• provide within the framework of the implementation of the state (municipal) task for regional structures methodological support activities of governing councils, councils of parents (legal representatives) of underage students in terms of their participation in an independent assessment of the conditions for the implementation of additional educational programs and the quality of additional education,
• more actively inform citizens about the development of additional education, mechanisms for financing the implementation of additional educational programs at the expense of budget allocations from state, municipal and private organizations of additional education for children.

4. Civic Chamber of the Russian Federation

• to carry out public control over the implementation of these recommendations, to monitor in 2015-2016 the implementation of the Sanitary and Epidemiological Requirements for the device, content and organization of the working hours of educational institutions of additional education for children (Resolution of the Chief State Sanitary Doctor of the Russian Federation dated 04.07.2014 No. 41 "On approval of SanPiN 2.4 .4.3172-14"), dated July 21, 2014 N 256-FZ "On amendments to certain legislative acts of the Russian Federation on the issues of conducting an independent assessment of the quality of services provided by organizations in the field of culture, social services, health and education” in the field of education,
• prepare, based on the results of monitoring the implementation of laws, material for the report of the Public Chamber on the state of conditions for the implementation of additional general developmental programs in institutions of additional education for children,
• initiate work on the training of public observers in the field of financing educational programs of additional education.

5. Public chambers of the constituent entities of the Russian Federation, Public Councils under executive authorities and local self-government

• to intensify work on interaction with collegiate management bodies of educational organizations, to involve active representatives of the parent community (public administrators, members of parent councils, etc.) in public control procedures regarding the financing of additional educational programs,
• get involved in the work of regional and local public councils for an independent assessment of the conditions for the implementation of additional educational programs and the quality of additional education,
• support public initiatives for the development of additional education.

6. Collegiate representative management bodies of educational organizations with public participation

• more actively use legislative opportunities to ensure their rights and interests in the field of additional education, initiate procedures for an independent assessment of the conditions for the implementation of additional educational programs and the quality of additional education.

1. 1. Federal State Scientific Institution "Institute of Psychological and Pedagogical Problems of Childhood" of the Russian Academy of Education Western District Department of Education of the Department of Education of the City of Moscow Second All-Russian Pedagogical FESTIVAL "COASTS OF CHILDHOOD" PROBLEM AND DESIGN ROUND TABLE "ADDITIONAL EDUCATION: INNOVATIVE VECTOR OF DEVELOPMENT" December 21, 2012 , Moscow
2. 2. Greetings Tatyana Vladimirovna Volosovets Director of IPPD RAO, Candidate pedagogical sciences Chairman of the Organizing Committee of the Festival "Coast of Childhood"
3. 3. Dedications of the Festival 2012-13: 95th Anniversary state system out-of-school education 20th anniversary of additional education for children in Russia
4. 4. In memory of Nata Borisovna Krylova "Pedagogy of support" is a pedagogy of deep communication, where not a teacher and a pupil meet, but two different people (small and large) who have something to say to each other "N.B. Krylova (1938-2012)
5. 5. The topic of the Problem-Design Round Table "Additional education: an innovative vector of development"
6. Organizers of the Round Table: Federal State Scientific Institution “Institute of Psychological and Pedagogical Problems of Childhood” RAOH Western Department of Education of the Department of Education of the City of Moscow, Center for Creative Development and Humanitarian Education “Dar”
7. 7. Rules of work of the Round table: Working hours in IPPD RAO - 10.00-13.00. Lunch 13.00-14.00. 2nd part at the Center "Dar" - 15.00-18.00 Presentations with problematic reports - 10-12 minutes Questions, suggestions and opinions at the "open microphone" - 2-3 minutes
8. 8. Greetings Naryshkin Vladimir Lvovich - Head of Department of the Department of Additional Education for Children, Upbringing and youth policy Ministry of Education and Science of the Russian Federation
9. 9. 1st block "Psychological and pedagogical foundations for the development of additional education in the constituent entities of the Russian Federation."
10. 10. "Problems of additional education of children: psychological and pedagogical aspect" Golovanov Victor Petrovich - Chief scientific. employee IPPD RAO, doctor ped. Sciences, Professor, Department of Pedagogy, add. education of children MIOO, Department of Theory and Methods of Educational Work, Moscow State University for the Humanities. M.A. Sholokhova, Honored Teacher of the Russian Federation, Honorary Worker of the Youth Policy of the Russian Federation, Leading Expert of the Festival, Moscow
11. 11. “Personal growth of a teacher of additional education” Aglicheva Irina Vladimirovna, candidate of psychological sciences, adviser to the head of the Office of the Public Chamber of the Russian Federation, expert of the public program “Childhood”, Moscow.
12. 12. "Anthropological view of the development modern education. Supplementary education as part of a holistic one” Slobodchikov Viktor Ivanovich, Doctor of Psychology. Sciences, Professor, Corresponding Member of the Russian Academy of Education, President of the Russian Association A.S. Makarenko, Member of the Coordinating Council for Interaction between the Ministry of Education and Science of the Russian Federation and the Moscow Patriarchate of the Russian Orthodox Church, Ch. Research Fellow IPPD RAO, Moscow
13. 13. 2nd block "Dynamics of socio-economic and psychological-pedagogical requirements for the field of additional education"
14. 14. “Analysis of the state of the budgetary sector of institutions of additional education for children in the Russian Federation” Kupriyanov Boris Viktorovich, leading researcher at the Institute for the Development of Education, NRU "Higher School of Economics", professor at the Department of Theory and History of Pedagogy, Moscow City Pedagogical University. University, Doctor of Pedagogical Sciences, Professor, Moscow.
15. 15. "Resource approach to the development strategy of organizations of additional education for children" Loginova Larisa Gennadievna, Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Psychology of APKiPRO, Moscow.
16. 16. "Integration of the sphere of additional education of children with social institutions of education" Frishman Irina Igorevna, doctor of ped. Sciences, Professor, Ch. researcher, deputy Director of IPPD RAO, Director of the Scientific and Practical Center of the International Union of Children's Public Associations "Union Pioneer Organizations - Federation of Children's Organizations" (SPO-FDO), Deputy Chairman of the SPO-FDO, Leading Coordinator of the Festival, Moscow
17. 17. 3rd block "Traditions and priorities in the field of additional education for children - an innovative vector of development."
18. 18. "Development of additional education for children of the Republic of Mari El in the new socio-cultural conditions. Regional models of integration of general and additional education in educational institutions within the framework of the Federal State Educational Standard" Pechenkina Natalia Viktorovna, head of the Center for the Development of Additional Education, State Budget Educational Institution DODRME "DTDiM", Republic of Mari El, Yoshkar-Ola.
19. 19. “Problems and prospects for the development of additional education for children in the ZAO Moscow” Svetlana Aleksandrovna Mikhailova, Director of the Matveevskoye Central Children's Center, Chairman of the Board of Directors of the UDOD of the Western District of Moscow
20. 20. “All-Russian Pedagogical Festival “Shores of Childhood” as an innovative form of advanced training for teachers and specialists in the field of additional education for children” Anna Viktorovna Boyarintseva, Ph.D. Sci., Leading Researcher, IPPD RAO, Festival Coordinator, Moscow.
21. 21. 4th block Free discussion, discussion of the final document of the problem-design round table
22. 22. EXPERT OPINION OF THE PARTICIPANTS OF THE PROBLEM AND DESIGN ROUND TABLE "ADDITIONAL EDUCATION OF CHILDREN - INNOVATIVE VECTOR OF DEVELOPMENT"1. The participants of the round table discussed the state and prospects of additional education for children in three main areas: "Psychological and pedagogical foundations for the development of the field of additional education." "Dynamics of socio-economic and psychological-pedagogical requirements for the field of additional education." "Traditions and priorities in the field of additional education for children." The stated scientific provisions, practical recommendations made it possible to formulate approaches to the directions (vectors) of innovative development in the field of additional education for children, which is an achievement of domestic education.
23. 23. 2. In 2012, the 95th anniversary of the system of out-of-school education and 20 years of additional education in the Russian Federation are celebrated. children, parents, teachers. The sphere of additional education is one of the determining factors of personal, social and professional self-determination of children. Among the great variety of modern infrastructure of childhood, there are several institutions that have a priority influence on the formation of a socially effective personality. This is the area of ​​additional education, children's public movement, a system for organizing work with children and adolescents at the place of residence, including a network of state, municipal and non-profit institutions and organizations.
24. 24. 3. Additional education of children is an integral part of a single educational process, continuing education, which should accompany a person throughout his life, a necessary link in the education of a multifaceted personality, in early professional orientation. The implementation of the model of general education, based on a competency-based approach, specialized training, and the use of new educational technologies, is aimed at freeing up children's free time. A student's free time from lessons is the most valuable resource for self-education and additional education, but this requires expanding the scope of additional education. In institutions of additional education for children, socio-pedagogical models of activity are being introduced, since the traditions, style and methods of work of these institutions take into account the characteristics of society as much as possible. The consequence of this is the accumulation by children of the experience of civic behavior, the comprehension of the foundations of democratic culture, the self-value of the individual, the conscious choice of a profession, the receipt of qualified assistance in various aspects. social life that affects the social adaptation of children and young people to changing living conditions.
25. 25. 4. The sphere of additional education of children, taking into account the mission assigned to it by the state, cannot be cost-free. In the future, for the further development of additional education for children, it is necessary: ​​to find additional reserves of budgetary funds at all levels; develop public-private partnerships with the largest domestic corporations (the content and forms of such cooperation are practically unlimited, they include the possibility of bilateral and multilateral relations at the municipal, regional and federal levels as part of the implementation of specific social projects).
26. 26. 5. For the development of the sphere of preschool education, determining the vector of innovative development, it is necessary to use the principles of modernization (accumulation of experience in the stability of the system, overcoming the factors of its imbalance) and innovative transformations (saturation with ideas leading to the demand for the system as an institution of the social infrastructure of childhood): personal orientation of additional education for children; profile; practical orientation; mobility; versatility; different levels; diversity of content, forms, methods and, as a result, the socio-pedagogical partnership of UDOD with the provision of various social institutions of society and education; individualization of education methods as a necessary condition for the demand for the “Educational Service”; implementation of the educational function of education through the active activity of students; implementation of the orientational function through the content of the educational material.
27. 27. 6. Substantiation of the process of modernization and diversification of the sphere of additional education and integrating the resources of preschool, basic, additional education, the club system of activities at the place of residence, the potential of children's public associations, recreation and recreation facilities for children. The dynamics of the development of the sphere of additional education for children is associated with the use of variable programs that underlie the "socially oriented order" of the municipal, regional levels, taking into account the current socio-cultural situation and the educational needs of the family, parents, persons replacing them. The ideas expressed, recommendations can become the basis for developing programs of pedagogical additional education.
28. 28. Justification of the need to create conditions for the modernization and diversification of programs for additional education of children Evaluation and forecast of options for the diversity of additional education programs for children that meet the needs of children and parents, the immediate social environment. Resources (material, human, technological, financial, informational) - changes in the quality of life, the level of satisfaction of children, families, the immediate social environment in additional programs. education of children Demand for programs, institutions, forms of additional education for children, as an institution of the social infrastructure of childhood. Public-state partnership - the creation of resource centers, internship sites, experimental programs for additional education of children aimed at solving the problems of socio-economic development of the constituent entities of the Russian Federation.
29. 29. We are glad to meet with you "The Shores of Childhood!" WEBSITE: fpir.ucoz.ru MAIL: [email protected]