“Both the society and experts highlight the importance of and need for changes in schools; however, innovations themselves are a factor constraining development of the school system. Sometimes parents who expect a lot of the announced reforms remain unhappy with current changes,” said Inna Karakchieva, Expert of the Analytical Center, delivering the report “2016 School Efficiency Monitoring: Position of Directors and Teachers” at the expert workshop “Role of the Education System in Development of Russian Regions” held in the Russian Presidential Academy of National Economy and Public Administration.
In Russia, the school education may become a priority public project, believes Mrs Karakchieva, but for this purpose “we need a dialog about supposed changes in the school education system, where positions, whether different and sometimes conflicting, can coexist for common and clear benefits.”
Currently, with a gap between the innovative potential of the school education and parameters which are not institutionally set but still define development of advanced technologies, the economy and employment market, the professional and expert community is to assume responsibility for selecting public promotion and decision-making mechanisms. Without understanding the need for and acceptance of school innovations, the society will not support the school education development strategy.
“Similar solutions, which are binding for all regions of the country and do not take into consideration their diversity and specific features, create an inertial field for reforms in schools with simulations and intuitive choice of enablers. In fact, we can speak about a catching-up model of the school education development,” states Mrs Karakchieva. “But whom we try to catch up with and what for (what is the purpose) - these are critical questions to which we need an answer that is clear, understandable and acceptable to the society.”