Translated material
Why are special schools needed
Alexander Kovalji , deputy director for science of the Lyceum "Second School", director of the NMS, invited teacher of the department of system analysis and computer science of the RANEPA:
In the draft law on education there are no categories of “lyceum”, “gymnasium” and “special school”. We consider this a step back and want to justify our point of view. Yes, most special schools turned into parties for children of bosses and businessmen, stopped giving a good education. But you can not "splash out the child with dirty water." There are real special schools that stretch the scientific intelligentsia, built on democratic principles and do not take money from parents. If you do not believe it, come to us, in the Lyceum “Second School”, and make sure this is true.
They tell us: what are you worried about, because you are allowed name Lee By this logic, let's allow any citizen to be called a general or academician. They answer us: the provision on lyceums and gymnasiums was canceled several years ago, which means that you are only called lyceums and gymnasiums, and nothing bad happened. We answer: while we were normally financed - there was nothing wrong with, but now, with per capita financing, we are forced to reduce the hours and bets we need.
Why special schools status? - For the sake of stable work. For example, last year, our Lyceum was given a large grant for third place in Moscow, but forbidden to spend it on equipment (only on the prize to employees), this year they did not want to give a grant for the third place, motivating this for two years in a row to get a Grant Girno. Then they gave a grant from the city hall, but 5 times less than last year and again with restrictions - you can not spend it on a salary and you can not buy interactive boards. It’s impossible to work like this: we need to hold teachers (there was a 15%allowance), we need to divide the class into groups according to special subjects, we need assistants, we need a clock for inviting lecturers, we need well-equipped laboratories and additional laboratory assistants, funds for summer mathematical schools, for the evening multi-predatory school, for the publication of their journal, etc.
It is harmful to special schools to engage in paid educational services - this will take time and effort from the main activity and lower the quality of work.
There is an opportunity to fight with linden special schools. It is necessary to create conditions under which special schools can easily lose status if they do well, and successful ordinary schools can become special schools. The transparency of the learning outcomes has already been created now (which is fixed in the draft law) and remains once every 3-5 years all special schools and candidates for special schools undergo re -certification based on an independent examination. An independent examination is necessary in any case, because it is known that schools and universities were licensed, far from always worthy.
In the draft law, a bet on creating conditions for the successful development of all children in all schools was made. It is for this that schools are now united. But there will be no more good teachers from this, such teachers are barely enough for a thin layer of special schools. Complete utopia that advanced training courses will allow all teachers to work with talented children. And rural children now have to walk to the district center, since there are enough buses only to younger schoolchildren. And waiting every morning to the bus of all children from different villages is difficult. And teachers are not going to travel to the district center. And on the way back, the bus will not wait for those who want to stay on a circle.
We copy the American system of educational complexes and educational trajectories, but there it was forced, since society is extremely heterogeneous in social and ethnic compositions, and the idea of social justice does not allow creating classes for strong and weak. But the Americans themselves write that the quality of education in small schools is higher (2008 data).
Sergey Zair-Bek , Head of the FIRO Education Center ( Federal Institute for Education Development ):
- Who was author project “Law on about education " ?
- Everything is complicated with the draft law. He does not and cannot have authors, this is not a “war and peace”. There were expert groups in areas that made primary proposals, the text was prepared. Then it was all processed by Mon (and there it was done by competent professionals from the legal department). But then numerous editing and editorial office began, and nothing remained of the initial text. For example, the same experts from the tower offered a very necessary franchising for the field of education, so they cleaned everything under the root. Now this is already a document without an author, and even from the editorial offices of Mona there is practically nothing, everything was drowned in some lobbying amendments.
It turned out such a monster. And this as a result of attempts to make political guarantees from the collection. But the law was initially not for this. He was supposed to: 1) reflect the fact that there is already de facto, but de jure is not fixed and therefore created obstacles; 2) create a base for the normal functioning of the industry not in a fire mode or continuous voluntarism, but through norms; 3) Put the basis for future reforms ... So what is the result? A set of slogans and torn standards. And everyone still shoves something of their own. Ah, let's make a salary in industry and fix it so that no-no. So then? And if an industrial decline, then reduce the salary to the level in industry? And so you can go for each slogan ...
Talking Natalia Demina