Stop the lawlessness of the Ministry of Education!

Education reform has reached Moscow schools . They are starting to be dumped. The principle is simple: the best schools, especially specialized ones, are taken, the lagging ones are added to them, and this is done in such a way that in the process the pedagogical work is completely disorganized. No one knows how to connect special schools with regular ones, especially against the background of budget cuts and radical redrawing of standards, and no one is interested in this. The task is simple and obvious: to liquidate and destroy structures that are still working normally. The number of students in classes increases sharply in order, firstly, to facilitate the spread of various winter and autumn epidemics and worsen attendance, and secondly, to make individual work with students extremely difficult or impossible. These new rules clearly contradict sanitary standards, but in the current circumstances, either the rules will be ignored or they will be changed.

The principle of fusion corresponds to a well-known joke: if you merge a liter of borscht and a hundred grams of some kind of crap, you will get 1100 grams of some kind of crap. Of course, no one is thinking about how to raise and strengthen lagging schools. No methodological work is being carried out in this direction. Quite the contrary, methodological centers are systematically downsized and understaffed. The liquidation of pedagogical universities is also taking place throughout the country. Not only will there be no specialized teacher education, but also no relevant research.

The liquidation of rural schools was explained by a lack of students, but such explanations do not work in the capital. Moreover, the mergers occur after classes have already been enlarged at the request of the ministry - I know this not only from the press, but also from the specific example of the school where my daughter studies.

The number of universities should be sharply reduced, so that a large number of specialists are left without work: this will put pressure on the labor market and create a situation where it will be impossible to stimulate professionals by increasing salaries. Minister Livanov’s insulting statements addressed to teachers are part of the same program, a kind of moral and ideological support: it is necessary to squeeze out of the system everyone who retains respect for themselves and their profession, and to demoralize the “enemy” - the educational community of Russia.

Insane rankings declare the country's leading universities ineffective. Moreover, these ratings are compiled in such a way that they fundamentally do not take into account educational activities themselves. The time invested in teaching students not only does not contribute to increasing the university’s rating, but, on the contrary, lowers it.

We must pay tribute to the reformers, they act systematically, comprehensively and on a large scale, creating a situation where there is “nowhere to run”, consistently “cleaning up” all possible and even potential pockets in which any real educational or educational work can be continued, at least on a semi-underground level. Job.

All elements of the educational system must be out of sync to ensure that young people cannot acquire any systematic knowledge, and the principles underlying the Unified State Examination tests make it impossible to test students' understanding of the subject, so that universities cannot even get an idea of ​​what , how realistically prepared applicants are for studying there and what exactly needs to be improved and further studied. True, the decline of school education, which sharply accelerated after the introduction of the Unified State Exam, guarantees that almost everyone has already failed to one degree or another, so that selective “pulling up” still loses all meaning. Just like university education in general, people for the most part will still be unable to absorb knowledge at the level that university education requires.

From the moment the current Ministry of Education and Science was created, it has been systematically working to destroy the industry entrusted to it. According to the officials themselves, the quality of education in the country is steadily declining, which speaks volumes about the level and meaning of the reforms being carried out. But every time the education crisis is used as an excuse to introduce new measures that lead to a further deterioration of the situation, after which officials triumphantly tell us how bad things are and begin new programs in the name of correcting the situation, which make everything even worse.

Like any demagoguery, the propaganda of the Ministry of Education contradicts itself. They are simultaneously introducing the Unified State Exam, explaining this by the need to give “boys and girls from the hinterlands” a chance to enter the capital’s universities, but at the same time reducing the number of universities and budget places in them, insisting on the formation of “elite” education, thereby consistently and purposefully narrowing and blocking channels of social mobility. However, if someone believed the nonsense about creating an “elite” education, do not believe it. It simply cannot be created through the destruction of mass democratic education. History knows examples of how, by expanding access to good schools and universities, elite education was turned into mass or at least relatively democratic, but history does not know a single example when it was possible to do the opposite. The destruction of educational institutions affects the system as a whole, and the methods used to achieve such goals deal a mortal blow to the entire professional corporation, and hit universities that are intended to be “elite” even more painfully than all the others.

Significant funds allocated by the state for education are spent on reforms, in other words, on the destruction of the very system for the development of which they are supposedly intended.

The insane bureaucratization of all aspects of the activities of the educational community, reducing any work of a teacher to the implementation of obviously idiotic formal rules and filling out meaningless papers, should complete the destruction of education at the “micro level”, turning the teacher into a petty official living according to the logic of the novels of Franz Kafka .

There is more and more murmur within the state apparatus, but general discontent is developing not into resistance, but into despair. As for our patented oppositionists who sit on the Coordination Council, they are either indifferent to these kinds of problems, or do not know how to tackle them, or even support the policy of the Ministry of Education, without daring, however, to talk about it out loud.

If Mr. Livanov’s employees burned crops and blew up bridges, the meaning of their activities would be clear to everyone. Meanwhile, by destroying schools and universities, paralyzing the work of the education system, they, like their colleagues engaged in the liquidation of clinics and hospitals, cause no less damage to society in modern conditions than if infrastructure facilities were bombed (especially since these facilities are also are destroyed - due to lack of funds and negligence). However, it is easier to restore a collapsed bridge than to revive a destroyed university.

Officials of the Ministry of Education do not leave society a choice. Carrying out criminal orders and instructions from the Ministry of Education is a crime in itself. Their demands must be ignored, their decisions must be boycotted. Only by resisting them with a united front can we stop the liquidation of Russian education and science, which threatens the country with a catastrophe of historical proportions.