Transformation of education still resembles movement in darkness

27 february 2017

"The educational system, while in conditions of incremental changes, gets under the pressure of public opinion" stated Inna Karakchieva, an expert at the Analytical Centre, presenting her report at the conference "Education is the Key to Dialogue: Technologies, Innovations, Accessibility". "With the strengthening of the positions of external stakeholders (business-structures, noncommercial organizations, online communities, etc.) within the educational system of Russia, the budgetary organizations are inferior to them both in speed of response to external challenges and the effectiveness of management decisions," believes Ms. Karakchieva.

According to the expert, the complexity of the inherited educational system is seen in the uniform educational infrastructure with a predominance of total management mechanisms. Despite the fact that the accounting function of education is dominating at the present time, the analysis of the results and the assessment of the impact of the ongoing reforms have not yet become the basis for the system designated for support of management decisions adoption. Since the results of the educational reform are to be manifested through 8 - 14 years on average, so far, the transformation resembles the movement in the darkness. On the one hand, the society expects the public dialogue about the current and upcoming changes in the educational system. In the absence of such a dialogue and the "non-involvement" of the society into the processes of decision-making, distrust and skepticism towards the educational reforms are steadily growing. On the other hand, the clearly defined benchmarks, characteristics, lack of flexibility, variability and diversity do not always determine the growing gap between the steps undertaken and the adoption of the initiatives themselves.

"Certainly, the world has changed, and these changes should be taken into consideration by the educational system. We have children, often more functionally literate than their teachers (in the sphere of informational technologies, network communication, foreign languages, etc.)," said Ms. Karakchieva. "In this way, the request for non-formal and informal education is formed; new online systems emerge, which not only change the educational functions, but the whole educational environment, and the interrelationships within it. The choice of a position still remains the most important issue for the Russian educational system. Either the education fits, adapts to changes, and, in this case, turns into a supporting sphere, or it determines and specifies future changes by itself, and, in this case, education turns into a formative sphere. Without assessment of risks in either case, without consideration of different quality resources and the existing challenges, it is impossible to model the effects of the educational system reforms. In these circumstances, educational trends are associated with new institutional forms, the securing of the new status of participants of the educational environment, and, as a result, the variability of models of educational development."