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; diversity of content, forms, methods of education as a consequence of the freedom of the teacher working in such a system; diversity of content, forms, methods of education as a consequence of the freedom of the 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 teaching through the activation of students’ activities; implementation of the educational function of teaching through the activation of students’ activities; implementation of the orientation function through the content of educational material. implementation of the orientation function through the content of educational material.

The meaning of the development of a system of additional education consists primarily of: 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, to understand themselves in the world around them, to gain the ability to maintain their freedom without interfering with others; in satisfying the natural need of children to know themselves, to understand themselves in the world around them, to gain the ability to maintain their freedom without interfering with others; in the formation of sustainable resistance of the developing personality to destructive influences. in the formation of sustainable resistance of the developing personality to destructive influences.

The development of additional education involves solving 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; determining the content of additional education for children, its forms and methods of working with students, taking into account their age, type of institution, characteristics of its socio-cultural environment; determining the content of additional education for children, its forms and methods of working with students, taking into account their age, type of institution, characteristics of its socio-cultural environment; creating conditions for creating a unified educational space; creating conditions for creating a unified educational space; expanding the types of creative activities in the system of additional education for children to most fully satisfy the interests and needs of students in interest associations; expanding the types of creative activities in the system of additional education for children to most fully satisfy the interests and needs of students in interest associations; creating conditions for attracting more middle-aged and older students to classes in the additional education system; creating conditions for attracting more middle-aged and older students to classes in the additional education system; creating maximum conditions for students to master spiritual and cultural values, instilling respect for the history and culture of their own and other peoples; creating maximum conditions for students to master spiritual and cultural values, instilling respect for the history and culture of their own and other peoples; addressing the personal problems of students, developing their moral qualities, creative and social activity. addressing the personal problems of students, developing their moral qualities, creative and social activity.

The main task of a teacher of additional education is to develop in children a sense of being a citizen of their country, a person who can not only appreciate the spiritual and cultural values ​​accumulated by humanity, but also strives to multiply them. The point should not be about imposing certain cultural patterns on a person, but about creating adequate conditions in which knowledge, values, and patterns will be “appropriated” and “experienced” as one’s own achievements and discoveries.

The interpenetration of basic and additional education can ensure: the integrity of the entire educational system of the school with all its diversity; the integrity of the entire educational system of the school with all its diversity; certain stability and constant development; certain stability and constant development; the required level of knowledge of schoolchildren and the development of their emotional-imaginative sphere, the formation of spiritual and moral qualities; the required level of knowledge of schoolchildren and the development of their emotional-imaginative 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; supporting existing school traditions and searching for new ways to organize the life of student and teaching staff; supporting existing school traditions and searching for new ways to organize the life of student and teaching staff; preserving the best forces of the teaching staff and inviting new people ready to work with children. preserving the best forces of the teaching staff and inviting new people ready to work with children.

The first model is a random set of 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 depend entirely on the available personnel and material capabilities; 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 it does not yet function as a single system. Often in such schools, the sphere of additional education becomes an open search area in the process of updating the content of basic education, a kind of reserve and experimental laboratory for the latter.

The third model of close interaction is built on the basis of close interaction between the school and additional education institutions. Such cooperation is carried out on a regular basis. The school and the specialized institution 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 in the practical implementation of additional educational programs increases significantly.

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

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

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

Innovative forms of organizing additional education Optional courses Clubs Sports sections Elective courses of pre-professional preparation and specialized training Computer center Research activities Center for preparing preschoolers for school Children's public association Studios Clubs Museum pedagogy Workshops Publishing activities Comprehensive program for preparation for higher education institutions Work of self-government bodies of the State Duma Psychological service

Additional education GOU Secondary School 1096 Artistic and aesthetic direction Artistic and applied direction Sports and technical direction Scientific and technical direction Ecological and biological direction Sports and recreational direction Tourism and local history direction Military and patriotic direction Cultural direction Psychological and pedagogical direction “Puppet Theater” Kumparsita" "Choir" "Craftsman" "Soft toy" "In the world of art" "Fantasy and the world of hobbies" "Mini football" "Handball" "Table tennis" "Basketball" "Mathematics around us" "Computer science around us" "Chemistry and medicine » “Introduction to the Internet” “World of Flowers” ​​courses “ABVGDeyka” GPA “Junkor” “Ethics” “Culture of Communication” club “Vympel” museum “Terem” “Fortune” summer health camp “Solnyshko”

GOU secondary school 1096 Youth center Street children Swimming pool SVOUO on the street. Kasatkin Children's Art School named after. S.I. Mamontova Psychological and Pedagogical Center on Snezhnaya Theaters Psychological Center Revival Children's Clinic 9 House of Young Technicians Interaction with organizations

Diagnosis of interests of students in grades 5-7 p/p 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

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

The work describes the development of an event for the vocational guidance of adolescents, which is very positively perceived by the participants, and also serves as an actively used methodological development for class teachers when conducting educational activities.

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Methodological development of an event in the form of a “round table”

for vocational guidance for high school students

in the system of additional education for children

Loginova N.N., Ph.D., methodologist,

Explanatory note.

The Federal Law “On Education in the Russian Federation” states that additional education for children ensures their adaptation to life in society and professional guidance. To satisfy the interests of a teenager outside of school educational activities in the system of additional education, hePsychological, pedagogical and informational support can be provided in choosing the path of further education, as well as in choosing a profession.

In carrying out this task, various forms of work can be used. The experience of the Academic Center of St. Petersburg in implementing educational programs for teenagers shows that the most effective and interesting group form of work with children, in particular when conducting career guidance events, is a round table. The main feature of this form of work is a collective conversation dedicated to a specific problem. The optimal number of participants in such a meeting is 15 people, which ensures a free exchange of views on topical issues in a round table conversation and allows, without “pressure” from adults, to approach a conscious solution to the problem at hand, for example, choosing your own educational route.

When developing an event (session), first of all, the problems that are brought to the “round table” are clarified, one’s own experience, the experience of colleagues and literature data are analyzed on the possibility and conditions of using this form in practice. Then the materials are systematized and a lesson plan and outline are drawn up. When planning and conducting an event (session), we pay great attention to reflection, which allows participants to realize how close and interesting the ideas that they discussed are to them.

As an example, we give a vocational guidance event, which is very positively perceived by the participants, and also serves as an actively used methodological development for class teachers when conducting educational activities.

Round table: “My choice of future profession”

Prepared for holding within the framework of the regional event of the technical creativity department of the State Budget Educational Institution of Children's Education Center of the Kalininsky District of St. Petersburg "Academic" "Children's Technical Creativity Week"

1. Loginova N.N., methodologist,
2. Lavrinenkova Ya A., educational psychologist, methodologist.

Subject:

Additional education in professional self-determination of students

Group characteristics:

1. children of senior school age (multi-age group of older teenagers in grades 8-11). Number of people – from 10 to 25,
2. class teachers;
3. students in the “Printing Production” program;
4. guests, representatives of UDOD and technical school.

Target

To familiarize schoolchildren with the basics of choosing a profession and to interest them in receiving additional information on issues of professional self-determination in the system of additional education for children.

Tasks:

1. give an idea of ​​the basic concepts of career guidance;
2. introduce the main factors in choosing a profession;
3. introduce common mistakes in professional self-determination;
4. introduce the possibilities of additional education in pre-professional training.

Logistics:

1. room with tables and chairs,
2. multimedia equipment,
3. pens,
4. markers,
5. sheets of paper,
6. handouts, questionnaire forms, etc. - in accordance with the number of participants.

Regulations:

1. 45-50 minutes – round table,
2. 30 minutes - presentation of the project “The world of technology and modern technologies in my future profession.”
3. 10 minutes - summing up, reflection.

Structure of the event

1. Greetings. Acquaintance. Introductory part.
2. Discussion of basic concepts (profession, position, specialty, specialization).
3. Discussion of the possibilities of additional education for children when choosing a profession (speeches by the deputy director of the technical school, students studying through the network education system).
4. Summing up the lesson. Reflection.

1. Greeting. Acquaintance. Introductory part.

The teacher welcomes the guests, introduces himself, invites each guest to write their name on a piece of paper, make a house and place it in front of them for the entire duration of the lesson, so that it is convenient and easy to contact the person (pieces of paper, markers must be prepared in advance). (The screen displaysslide 1 “World of professions”»).

As a warm-up, the teacher conducts a mini-conversation. An example would be the interpretation of materialsGretsova A.G. (Choosing a profession. Advice from a practical psychologist. - St. Petersburg: Peter, 2005):

“How many professions are there?Before moving on, I suggest you pause... and write down on a piece of paper the professions that you know.

So how many are on your list? Usually between 20-30. if you remember 50 or more, it means that you navigate the world of professions much better than most teenagers. How many are there in total? The “International Standard for the Classification of Occupations” (as it turns out, there is such a document!) describes 9,333 professions... As technological progress and changes in the social structure, many new professions appear.

In fact, a young person living in an average Russian city chooses from about 700 professions, and in large cities such as Moscow and St. Petersburg - 2000 - 3000. What percentage of this number could you name? Most likely, only 3-5%. So how do you choose if you don’t really know what to choose from?

Of course, it is extremely difficult to train in such a huge number of professions and specialties... But... many professions and specialties have similar requirements for the basic training of workers, and various subtleties and nuances are successfully mastered directly on the job. Training in educational institutions is carried out according to the so-callededucational professions and specialties.Each of them is more or less generalized and corresponds to several real professions and specialties. There are about 1000 such educational specialties... They, in turn, are united into larger groups (for example, this one - “construction, installation and repair work”).

There are thousands of professions. Do you want to choose the one that is best for you? Try to get to know as many of them as possible. It’s hard to make a choice if you don’t know what to choose from!”

With the help of leading questions, the teacher leads the guests to formulate their own goals.

For example, you can ask: “What do you expect from the work of the round table “My choice of future profession” (and you can ask the question to everyone, or you can address it to a specific participant - a schoolchild, addressing him by name), or the question: “Are there those who have not yet decided on your professional future?”, or: “Have any of you encountered difficulties in your self-determination? For example, your parents say one thing, but you want something completely different, or you would really like to become such and such, but you don’t know whether you have the ability and talent for this.” Or other kinds of questions, answering which, the children, together with the teacher, voice the purpose of this lesson, why it is being held, and what useful things it can give to the children.

The teacher distributes the “Continuing Education Route” to students and asks them to indicate their intended route. Suggests saving the diagrams for future work.

2. Discussion of basic concepts(profession, position, specialty, specialization).

Concepts are displayed one by one on the screen. The children are invited to describe their understanding and idea of ​​the essence of this phenomenon. The assistant records the guys' ideas on pieces of paper. Using the children’s wording, the teacher leads to a clear definition of this concept.

After working on each stage, a definition is displayed on the screen ( slides 2-9): Profession – a type of work activity that is usually a source of livelihood and requires certain qualifications (slide 3).

Speciality -a functionally separate area of ​​work activity within one profession (slide 5).

Specialization –1) concentration of activities on relatively narrow, special areas, individual technological operations or types of products; 2) acquisition of special knowledge in a certain field (part of a specialty); 3) division of labor according to its individual forms and types (slide 7).

Job title - official duty, official place. This is a circle of actions assigned to a specific person and unconditional for execution (slide 9).

Then there arewith comments from the teacher:

– slide 10 “Examples”,

Slide 11 “Choose a specialty”

Slide 12 “Choose a profession”

Slide 13 “Answers.”

1. Discussion of the main factors in choosing a profession and typical mistakes when choosing.

The teacher askswhat qualities are professionally important, together with the participants, formulates the answer (these are those qualities of personality, character, features of the cognitive sphere that are necessary for a person to successfully master this profession) ( slide14).

Then he asks on what basis people usually choose a profession and leads tomotivating factorswhen choosing a profession ( slide15).

Drivers discussed(slides - 16-interests, 17-inclinations, 18-demand).

Addressing schoolchildren, the teacher asks on what basis the schoolchildren are going to choose a profession. Children think and discussmain factors for choosing a profession,The children's suggestions are recorded by an assistant. Based on their proposals, the teacher, together with the children, draws conclusions(slide 19).

At the same time, the teacher carries out similar work with guests (teachers), asking them to identify typical mistakes when choosing a profession, then formulates the results ( slide20).

Ignorance of the professional world	Ignorance of self	Ignorance of the rules choosing a profession
Outdated ideas about the nature and conditions of work in a particular profession. Prejudices regarding the prestige of the profession.	Biased assessment of one’s abilities (overestimation or underestimation), ignorance of one’s health. Inability, and sometimes unwillingness, to correlate one’s abilities with the requirements of the profession.	Identification of an educational subject with a profession. Transferring attitude towards a person to a profession. Choosing a profession “for the company.” Inability to determine ways to obtain a profession.

The presenter moves on to the role of additional education, which can help avoid mistakes.

4. Discussion of the possibilities of additional education for children when choosing a profession(speeches by the deputy director of the technical school, students of the network education system

The assistant shows the audience choice card, compiled on the basis of data received from children and comments on the general trend.

Teacher's story (main points):

“Primary vocational education –training of skilled workers (workers, employees) in all main areas of socially useful activities on the basis of basic general education in educational institutions of primary vocational education (vocational schools, etc.)

Secondary vocational education– training of secondary education specialists on the basis of basic general, secondary (full) general or primary vocational education in educational institutions of secondary vocational education or at the first stage of higher vocational education.

Higher professional education– professional training and retraining of specialists on the basis of secondary (complete) general, secondary vocational education in educational institutions of higher professional education (HEIs)

Basic general, secondary (complete) education and additional education are engaged in pre-vocational training, i.e. gives children the so-called general labor skills, abilities and personal qualities important for any work. Thus, the area of ​​general labor general production skills includes, for example, planning, organizing one’s work (learning activities), self-control, calculations, etc. Strictly speaking, part of what a student does at school or during extracurricular activities actually contains original (albeit simplified) models of this or that work.”

The teacher discusses with the children the possibilities of classes in the additional education system. This conversation ends with the teacher leading the participants to the idea that in additional education institutions it is possible to implement programs that introduce schoolchildren to a specific profession and even specialty. Such acquaintance makes it possible to make the right choice in life.

It is proposed to return to the “Route of Continuing Education” diagram and use colored markers to mark at what stage of education students see help in career guidance for children’s additional education. The assistant collects the diagrams.

The teacher gives the floor to the representative of the technical school and the students of the technical school.

5. Presentation of the project of network interaction of educational institutions for vocational guidance of schoolchildren

6. Conclusion. Reflection (event evaluation)

Teacher:

1. as a relief, he asks you to fill out a comic questionnaire “Find a profession for a familiar character”, using the matrix;
2. asks participants to evaluate the level of novelty of the information received;
3. thanks the participants for their active work, asks them to fill out evaluation sheets and answer questions about what was interesting and useful during the round table;
4. invites schoolchildren to take with them the “Profession Selection Matrix.”

The round table was dedicated to the results of the study “Rating of Demand for Universities in the Russian Federation – 2018”. During the event, issues related to the formation of the rating (data sources, criteria, assessment) were discussed; trends and trends in development, dynamics of productivity development of both the network of Russian universities and individual groups; the main results of the rating presented at https://na.ria.ru/20181212/1547815645.html.

The following took part in the discussion:

• scientific director of the study, scientific director of the Federal Institute for Educational Development (FIRO) of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation Efim Kogan;
• Deputy Governor of the Tomsk Region for Scientific and Educational Complex Lyudmila Ogorodova;
• Director of the Department of State Policy in the Sphere of Higher Education and Youth Policy of the Ministry of Science and Higher Education of the Russian Federation Artemy Rozhkov;
• Director of the Federal Institute for Educational Development (FIRO) of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation Maxim Dulinov;
• Deputy Head of the Staff of the State Duma Committee on Education of the Federal Assembly of the Russian Federation Alexey Mayorov;
• Director of the Center for Economics of Continuous Education of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation Tatiana Klyachko;
• Executive Director of the National Personnel Training Foundation Irina Arzhanova;
• Rector of the National Research Nuclear University "MEPhI" Mikhail Strikhanov;
• Rector of NUST MISIS Alevtina Chernikova;
• Rector of Tomsk University of Control Systems and Radioelectronics Alexander Shelupanov;
• Rector of the ANO VO "Russian New University" Vladimir Alekseevich Zernov.

Moderator - Head of the Department of Projects in the Field of Education and Social Sphere, Head of the Social Navigator Project, MIA Rossiya Segodnya Natalya Tyurina.

05/22/2018 - a round table “Practice-oriented training: problems and prospects” was held in Ivanovo, dedicated to discussing the work of the FIRO network experimental platform “Development of forms of on-the-job training in the implementation of a practice-oriented open source education model”

Location: Federal state-owned professional educational institution "Ivanovo Radio Engineering College-Boarding School" of the Ministry of Labor and Social Protection of the Russian Federation (Ivanovo, Muzykalnaya St., 4)

The round table was attended by representatives of the Department of Education of the Ivanovo Region, the Federal State Autonomous Institution “Federal Institute for Educational Development” in Moscow, managers, teachers, and masters of industrial training of professional educational organizations.

Moderators: Ekaterina Yurievna Yesenina, leading researcher at the Center for Vocational Education and Qualification Systems of the Federal State Institution “FIRO”, Doctor of Pedagogical Sciences; Irina Vasilievna Kiseleva, deputy director for research and development of the Ivanovo College of Services, candidate of pedagogical sciences.

Ivanovo College of Service Sector works with 85 enterprises of the Ivanovo region in the field of service and tourism. A basic college department has been created at OJSC Complex Express, where, in addition to practical training for students, advanced training for teaching staff is organized. Representatives of employers are co-directors of students’ coursework and diploma projects; out of 24 graduates of the last year (2017), 16 were employed at OJSC Complex Express.

The college also uses the material and technical base of the Resource Center for Training, Retraining and Advanced Training of Personnel, created at the college. The Resource Center operates training companies in the art of cooking and hotel service. This solves the problem of conducting educational and practical training for students.

The college also works with a number of travel agencies in the Ivanovo region. As a rule, these are small enterprises, so they cannot take on a large number of students for internships. Students are divided into groups of 102 for practice; there are companies that provide practice bases in Yaroslavl, Moscow, and St. Petersburg. Among the enterprises of the Ivanovo region, for example, is Horizon Plus LLC, a representative of which also took part in the round table. This year, the college’s teaching staff, Horizon Plus LLC and students launched a project on the topic “Creation of a travel agency.” Together we calculated its cost (about 300 thousand rubles) and intend to bring the project to life. An analysis of the needs of the population showed that water adventure routes are in demand. On this basis, the project received a second name - “Pirates of the Black Sea”. It is planned to launch the travel agency “Ivanovo Meridian” in September 2018, where students will undergo internships and have the opportunity to gain experience in real professional activities.

Another area of ​​such project activity is working with schoolchildren, organizing walking tours around the city of Ivanovo. This is also a social project supported by the governor of the Ivanovo region.

Vichuga Multidisciplinary College offers professions in the field of culinary arts and mechanical engineering. There are no large machine-building enterprises in Ivanovo and the region. For example, KB “Frezerovshchik” employs only 10 people. Therefore, the college decided to use the potential of the ICPC, created in stages from 2009 to 2014. MCPC today has the latest equipment worth a total of 59 million rubles. A training and production site has been created that accepts orders from citizens of the Ivanovo region and various enterprises (for example, Vichuga-mebel LLC, Armos LLC, etc.). Teams of students, under the guidance of industrial training masters, produce parts for assembling furniture, gardening tools, weather vanes and other products. We recently received an order to design and manufacture a frame for a trundle bed. In 2017, a profit was received from the training and production site in the amount of 200 thousand rubles. College students, in addition to participating in WorldSkills Russia competitions, participated in a competition of the DMG Mori company and received a prize - software worth 800 thousand rubles for organizing training in professions using CNC machines.

The college's largest partner is the Vichuga Industrial Company. There is a system of mentoring in production, company representatives participate in examination committees, and help the college by supplying consumables for training. In return, the company can use the potential of the training and production site of the MCPC to fulfill its orders.

Teykovsky Multidisciplinary College trains hairdressers and cooks. The college also operates an MCPC. By September 2018, it is planned to launch the “Cooking Art” training company. There is a wide contractual network with small enterprises where students do internships. In most cases, the practice is paid, which indicates the high readiness of students for professional activities already during practice-oriented theoretical training in college.

Another participant in the network EP is the Ivanovo Radio Engineering College-Boarding School of the Russian Ministry of Labor. The technical school works with persons with disabilities aged 15 to 54 years from all over the country (26 regions). The main task is vocational rehabilitation and employment. To successfully master a future profession, the potential of the general education cycle is already used. Problematic tasks related to professional activities in physics and mathematics help students to be more successful in the general and vocational training cycles. Each student has his own approach. The college employs psychologists and specialists who accompany the education of people with hearing, vision, motor problems, etc.

03/6/2018 - a round table “Prospects for the development of volunteering in the healthcare sector” was held at the Public Chamber

The round table was attended by specialists in the field of health care, Chairman of the Council of the Association of Volunteer Centers Artem Metelev, experts, representatives and experimental sites of the Federal State Budgetary Institution "FIRO" participating in the public movement "Medical Volunteers" within the framework of the Educational Project of the Moscow Department of Education "Medical Class in Moscow school."

The role of the Federal Center for the Support of Volunteering (FCPD) in the field of health protection in the overall structure of medical volunteering and the main directions of its activities were considered; the work plan and prospects for the development of volunteer activities in medical educational organizations for 2018 were analyzed.

03/2/2018 - a round table “Development of volunteerism (volunteering) in museums: current problems and best practices” was held at the Public Chamber of the Russian Federation

Participants of the round table held on March 2, 2018 at the Public Chamber of the Russian Federation, including representatives of the Federal Institute for Educational Development, discussed current problems of volunteering in museums, and also exchanged best practices for attracting children and youth to museum activities as volunteers .

In the Year of the Volunteer (volunteer) and in connection with the adoption of the Federal Law “On Amendments to Certain Legislative Acts of the Russian Federation on Volunteering Issues,” museums, like volunteers, have expanded the boundaries of interaction. This was discussed at a round table dedicated to current issues of cultural and educational volunteering.

A special place here is occupied by educational programs of museums for children and youth and the attraction of volunteers to state and non-state museums. Deputy Chairman of the Commission of the RF OP on issues of cultural development and preservation of spiritual heritage Denis Kiris noted the relevance of developing volunteer activities in Russian museums.

“Today museums, especially in the outbacks of the country, do not receive proper funding, so the contribution of volunteers in this matter is invaluable. I am glad that volunteering is gaining momentum,” he said, adding that volunteer initiatives should be supported by the state at the legislative level.

Chairman of the Central Council of the All-Russian Society for the Protection of Historical and Cultural Monuments, member of the Coordination Council at the Public Chamber of the Russian Federation for the development of volunteerism Artem Demidov reminded that 2018 has been declared the Year of Volunteers and Volunteers.

“The round table and discussion of this current topic are necessary to give new impetus to the development of the volunteer movement in museums. After all, a museum is not only about exhibiting collections, it is about interaction with society. It’s great when the museum has teams of volunteers made up of caring people,” he said.

Member of the Commission for Youth Affairs, Volunteer Development and Patriotic Education Artem Metelev noted the main task in volunteering.

“We need to remove as many barriers as possible for volunteers and unlock the enormous potential of Russians in the format of volunteer work, be it museums, libraries or any other social sphere,” he said.

Round table No. 3

Round table No. 2

Round table No. 1

Round table No. 3 “Current approaches to organizing preschool education for children with disabilities”

Round table No. 2 “Regulatory support for the introduction of the federal state educational standard for preschool education and assessment of the quality of preschool education”

Round table No. 1 “Scientific and methodological support for the introduction of the federal state educational standard and the approximate basic educational program of preschool education”

09/28/2017 - a round table was held “Implementation of the Concept for the development of additional education in the Russian Federation: results in priority areas”

As part of highlighting the results of measures to update the content and technology of additional education, modernize organizational, managerial and financial-economic mechanisms in the system of additional education for children, a round table “Implementation” was held among managers, specialists of educational authorities, managers and teachers of educational organizations implementing additional general education programs Concepts for the development of additional education in the Russian Federation: results in priority areas.”

The purpose of the round table is to inform managers and specialists of educational, cultural and sports authorities at the regional and municipal levels, managers and specialists of organizations providing additional education for children.

Main speakers:
1. Sergey Gennadievich Kosaretsky, Director of the Center for Socio-Economic Development of Schools, Institute of Education, National Research University Higher School of Economics, Ph.D.

2. Tatyana Anatolyevna Mertsalova, leading expert of the Center for Socio-Economic Development of Schools, Institute of Education, National Research University Higher School of Economics, Ph.D.

Issues discussed during the round table:

• State policy in the field of additional education for children;
• Independent assessment of the quality of additional education.

The event was attended by the deputy editor-in-chief of the information and methodological magazine "Vneshkolnik", deputy head of the Center for Socialization, Education and Informal Education of the Federal State Institution "FIRO", Ph.D., Associate Professor I.N. Popova and the editor-in-chief of the magazine "Additional Education" V.V. Yunak.

09/15/2017 - a round table was held “Effective tools for career guidance and development of employment skills for children and adolescents”

September 15, 2107 A round table was held at the Federal Institute for Educational Development on the topic: “Effective tools for career guidance and development of employment skills for children and adolescents.” The event was organized by the Center for Socialization, Education and Informal Education of the Federal State Autonomous Institution FIRO and the FOCUS-MEDIA Foundation for Social Development and Health Protection, which is an experimental platform of the Federal State Autonomous Institution FIRO.

The round table was attended by the head of the Center for Socialization, Kh.T. Zagladina, senior researcher at the Center S.A. Koval, Deputy Director of the FOCUS-MEDIA Foundation, O.G. Barkalova, project trainers and representatives of secondary vocational education institutions in Moscow. Participants discussed the innovative capabilities of the experimental sites of the Federal State Autonomous Institution “FIRO”, new approaches and tools for solving current problems of personal development, independence and future employment of youth. The FOCUS-MEDIA Foundation presented the project “Development of Employment Skills” and an innovative tool developed within the framework of this project - the Internet platform “My Career” http://career4me.ru/.

The Deputy Director of the Foundation spoke about the results of the project, presented interactive methods of working with youth that help increase the competitiveness of graduates in the labor market - the ability to create motivation, provide access to the necessary information, teach skills and provide employment services using Internet technologies.

The project trainers, Victoria Kopeikina and Irina Steba, gave a presentation of the distance learning platform “My Career” for teachers. After that, a brainstorming session “Experience of secondary vocational education in developing students’ employment skills” was organized, during which teachers presented their experience and mechanisms for career guidance and employment of students from their institutions.

At the end of the round table, those present discussed how to most effectively implement the “My Career” platform into the educational activities of secondary vocational education and began to develop a joint action plan for the project. The result of the round table was agreements to hold master classes in colleges to launch the “My Career” platform in secondary vocational education institutions in Moscow.

05/26/2017 - a round table was held “Space education for schoolchildren: problems and prospects”

May 26, 2017 at the Institute of Space Technologies of the Peoples' Friendship University of Russia took place Round table “Space education for schoolchildren: problems and prospects” with the participation of the scientific and pedagogical community: teaching staff of specialized and specialized universities of Russia, as well as representatives of industry corporations RSC Energia named after. S.P. Korolev, scientists from academic institutes IKI RAS, FGAU FIRO, Institute of Geography, employees of social scientific and educational organizations - Russian Academy of Cosmonautics named after. K.E. Tsiolkovsky, Federation of Cosmonautics of the Russian Federation, teachers and educators of additional education.

The Round Table participants confirmed the significant role of aerospace education (AE) for children (schoolchildren) in the system of secondary (general) and additional education and the concern of the professional community about the extremely slow pace of its development, as well as the lag behind the needs of scientific and technological development and the country’s education system.

It is noted that the transition of the ACS system to a qualitatively higher level is possible within the framework of new approaches to the implementation of state policy and the integration of the efforts of industrial enterprises, scientific, educational and public organizations, museums, museums and cultural centers.

The round table participants proposed a wide range of specific measures for the development of the secondary aerospace education system in the (Moscow region and in) the country, requiring the development of new approaches.

The Federal State Autonomous Institution “FIRO” presented a report from the Deputy Head of the Center for Socialization, Education and Non-Formal Education, Ph.D. I.N. Popova on the problem of designing additional education programs of a new generation. The report aroused interest among the round table participants and sparked a discussion about the prospects for the development of ACS in the system of additional education.

03/15/2017 - a round table was held on issues of civil participation in the development of Russian education

On March 15, 2017, an expert round table was held at the Federal State Institution “Federal Institute for Educational Development” on the initiative of the Council under the President of the Russian Federation for the Development of Civil Society on Human Rights.

The round table was devoted to discussing issues of civic participation in the development of Russian education. The main goal of the event was expert discussion, formation of the main range of problematic issues and preparation of a special meeting of the Council under the President of the Russian Federation on the topic of civic participation in the development of Russian education.

The round table was attended by: representatives of executive authorities involved in management in the field of education, federal and municipal levels, teachers, researchers of the Federal State Institution "FIRO", representatives of trade union organizations, employees of higher education and non-profit organizations.

During the discussion of issues of civil participation in the development of Russian education, reports from the participants were presented, as well as a professional expert discussion of the stated issues.

Speakers at the event:

• Fedotov M.A. - Advisor to the President of the Russian Federation, Chairman of the Council under the President of the Russian Federation for the development of civil society and human rights;
• Kaganov V.Sh. - Deputy Minister of Education and Science of the Russian Federation;
• Asmolov A.G. - Director of the Federal State Institution “Federal Institute for Educational Development”, academician of the Russian Academy of Education, professor;
• Adamsky A.I. - Scientific director of the Institute for Problems of Educational Policy "Eureka";
• Zinchenko Yu.P. - Vice-President of the Russian Academy of Education, Dean of the Faculty of Psychology of Moscow State University. M.V. Lomonosov;
• Merkulova G.I. - Chairman of the All-Russian Education Trade Union;
• Bunimovich E.A. - Commissioner for Children's Rights in Moscow;
• Soboleva A.K. - Chairman of the Standing Commission of the Council under the President of the Russian Federation for the development of civil society and human rights.

The following participants took part in the round table as experts:

• Braginskaya N.I. - Professor of the Russian State University for the Humanities;
• Soldatova G.V. - Professor of Moscow State University. M.V. Lomonosov;
• Lukashevich M.B. - Advisor to the Director of the Federal State Autonomous Institution “FIRO”;
• Babushkin A.V. - Member of the Council under the President of the Russian Federation for the Development of Civil Society and Human Rights;
• Safonova A.V. - Executive Director of the publishing house "Music";
• Khromov A.M. - Chairman of the All-Russian public organization "Russian Student Union";
• Kudyukin P.M. - Member of the Council of the Confederation of Labor of Russia.

Based on the results of the round table, proposals were formed for hearing at a special meeting of the Council under the President of the Russian Federation

The event is over

The round table is held with the aim of informing specialists from educational, cultural and sports authorities at the regional and municipal levels, managers and specialists of organizations providing additional education for children about the current results of projects that contribute to achieving the indicators of the Federal Target Program for Education Development for 2016 – 2020.*

Organizers of the round table:

electronic portals PEREMENKA.CHILDREN and LET'S KNOW-WORLD.CHILDREN, with the support of the Ministry of Education and Science of the Russian Federation and the Institute of Education of the Higher School of Economics.

Speakers:

Sergey Gennadievich Kosaretsky, director of the Center for Socio-Economic School Development of the Institute of Education (CSERSH) of the National Research University Higher School of Economics;
Boris Viktorovich Kupriyanov, Leading Analyst at the Center for Special Education and Science of the National Research University Higher School of Economics;
Semyon Vasilievich Yankevich, head of the Center for Applied Legal Developments at the Institute of Education, National Research University Higher School of Economics.

Issues for discussion:

Current problems of the system of additional education for children;

Priority areas of the Federal Target Program for the Development of Education for 2016 – 2020 in the field of additional education for children;

Innovative practices in the field of additional education for children.

Location: Moscow, Potapovsky lane, 16/10, room. 309

For full-time participation please register using the link. The building has a pass system - don't forget your passport.

For those who cannot attend in person, a on-line translation. Registration via link.

Contacts:

for questions of participation - Andrey Vasilievich Petlin: 8-962-921-8487;
media accreditation – Maxim Nikolaevich Petrov: [email protected]

* In 2016, for the first time, a competitive selection was held for the right to receive grants in the form of subsidies from the federal budget for organizations implementing pilot projects to update the content and technologies of additional education in priority areas within the framework of event 3.1 “Updating the content and technologies of additional education and raising children” task 3 “ Implementation of measures to develop the scientific, educational and creative environment in educational organizations, development of an effective system of additional education for children” of the Federal Center for Education and Training for 2016-2020. The winners of the competitive selection were 16 organizations implementing additional general education programs from 15 constituent entities of the Russian Federation.

Children in the capital's education system"

within the framework of the city Conference

“Modernization of physical education in the capital’s education system”

from 01/01/2001

Currently, the main prerequisite for further improvement of the development processes in the sphere of physical culture and sports has become the increased attention of the state to improving the quality of life and well-being of Russians, promoting health, physical development of children, spiritual education of youth, to the issues of creating a material and technical base, to increasing the importance of physical culture and sport as a tool for solving social and economic problems.

Based on the Law of the Russian Federation “On Education”, the Federal Law “On Physical Culture and Sports in the Russian Federation”, city target programs “Capital Education” and “Moscow Sports”, educational institutions, taking into account their charters, local conditions and interests of students, determine the forms classes, means of physical education and sports, and also carry out extracurricular physical education and recreational and sports activities with the involvement of additional education institutions, physical education and sports associations, including federations for various sports, etc.

The education system has been given a specific task - to create learning conditions in which the child would be comfortable both psychologically and physically, in which an individual approach was applied to each student and pupil, minimizing health risks during the learning process.

We see one of the priority tasks of our activities as the creation of an integrated system of physical education and sports activities at different levels that will help attract students to systematic physical education and sports.

In the capital's education system, a network of institutions is growing with the priority of improving the health of students, including through physical education. Currently, educational institutions of all types use innovative physical education and sports technologies to improve the health of students; Effective physical education systems focused on the developmental characteristics of children and adolescents are being introduced into the educational process.

Non-traditional sports are developing, the network of school sports clubs is increasing, and students’ physical fitness indicators are improving.

At the same time, the round table participants note that despite certain achievements in the development of physical culture and sports in the city of Moscow, there are certain problems in the organization of extracurricular and extracurricular work in physical education.

Unfortunately, today many educational institutions do not have a sufficient number of sports facilities, which does not allow them to fully solve the problems of education in the field of development of physical culture and sports.

One of the options for solving the problem is the use of regional and municipal property, regardless of departmental affiliation, of physical education and health complexes for educational and extracurricular sports activities.

The system for holding competitions in school sports leagues requires improvement.

There are no goals, approaches, or continuity in holding SSL competitions with the subsequent performance of the best school teams in Moscow at competitions at the All-Russian and International levels.

There is no close interaction and ideology with the Federations of sports carried out within the framework of mutually beneficial agreements.

There is no system for organizing work with preschool educational institutions, the block of additional education of schools, and early childhood education.

In connection with the above, the round table participants recommend:

1. Improve the system of interdepartmental interactions for the development of physical culture, mass sports and school physical education movement;

2. Update the content and pedagogical technologies of physical education and sports education in accordance with the educational needs of the population and promising trends in the development of general education;

3. Continue the implementation of programs for additional education for children;

4. Continue the formation of an infrastructure of educational services of a physical culture and sports orientation, ensuring territorial accessibility;

5. Improve the quality of educational services in the physical education and sports sector in the block of additional education;

6. Improve the work of school sports leagues;

7. Create a unified calendar of sports events regardless of departmental affiliation;

8. Do not allow unscheduled physical education, recreation and sports events to be held during the academic year.

9. Continue developing the network of school sports clubs;

10. Improve the system of training high-class young athletes and sports reserves to increase the competitiveness of capital sports in the Russian and International arena from among students and pupils of educational institutions in Moscow;

11. Improve the quality of mass sports and physical education and recreation events;

12. Increase the load on school gyms, sports fields, and interschool stadiums outside of school hours;

13. Improve work on monitoring the indicators of the physical readiness index of students in the additional education block;

14. Create modern conditions for the work of a teacher of additional education, increase the status of a specialist in physical education;

15. Improve the quality of teaching in advanced training and retraining courses for physical education and sports workers.