About new school GEFs

Overstated requirements of the school curriculum, the formation of children's anti -compliance and weak economic growth

Many experts are trying to understand the reasons for the decline of the school, a large percentage of unsuccessful children, low ratings of Russian education. It is precisely for the vast majority of students that the requirements of the school curriculum to avert children from studying, form anti -compliance with them and accustom to the optionality of fulfillment of the requirements from society. The result may be high latent unemployment among young people and economic stagnation on the model of southern Europe in the coming decades.

About the author

Sergey Vladimirovich Anureev - professor at the Department of Public Finance of the Financial University under the Government of the Russian Federation, head of the master's program in English Public Financial Management, an invited teacher of the master's programs of the Economic Department of Moscow State University. As well as the father of two children, a long -term member of the school council and a co -organizer of specialized classes, a supporter of the exam in his execution of the last two years.

The Russian school is moving along the path of complicating many subjects, and schoolchildren cannot withstand this

The requirements for schoolchildren and the number of subjects have increased, and the number of years at least has not increased for this. Compared to the ten-year-old 1980s, the 11th year was essentially added to elementary school, which became a four-year-old from the three-year-old. The results of this elementary school, according to the consensus opinion of teachers and parents, became noticeably better. In the middle, 5-9th grades, the opposite situation has occurred-tightening requirements with the same number of years, which gives a sharp increase in functionally unsuccessful children and gives the impression of the poor quality of domestic school education. Compared to the 1980s in the middle grades of the school, such mega-subjects appeared as social studies (citizenship) and computer science, OBZH became mandatory from the 5th grade (despite the fact that only NVP in graduation classes was used), plus several cultural and ethical objects were added.

Within the framework of school programs, the requirements and volumes of knowledge of the graduation classes in the middle, and from the 1st year of the university-to the graduation classes of the school. In the smallest degree, this affected such unpopular objects in the Unified State Register of Legal Entities as physics and chemistry. In mathematics, the increase was clearly manifested only in economic tasks, and in general, mathematics was divided into a base and profile. The historians were less fortunate, and what used to be in the textbooks of academician B. A. Rybakov “History of the USSR” for university students (in terms of material and in detail), in many respects were transferred to school history textbooks. Let us recall that 25 years ago, a textbook on social studies was one thin book that was mastered in a month - this is as if only geometry for the exam in mathematics. Now in social studies of 10-11 grades, economics and law have migrated from the 1st year of universities. The exam in English has become like IELTS (International English Language Testing System), and our high -point can pass IELTS at 6.5 (maximum - 9), which is enough for a decent British University.

When setting an unrealistic task to perform the task, schoolchildren begin to mess and hooligan in the lessons. About this a lot of demonstration was removed, for example, the “teacher” by Alexei Petrukhin or “School” by Valeria Gai Germanicur. Primary school teachers of several Moscow schools discovered a dependence between poor behavior in the lessons and the educational program. On the more complex program “School of the XXI Century” there was more hooliganism than the less complex program “School of Russia”, although, simplified, the difference in accelerating the program is for six months a year (for example, to teach a multiplication table in the 2nd grade or partially in the 3rd). There was still a demonstration case when the school student at the 6th grade teacher set the task of starting to prepare children on the GIA high-points, and she began to meticulously demand to delve into the textbook and the simple tasks of the GIA. Six months later, parents were massively protested, who were tired in the evenings to do difficult homework with children on this subject.

We will “grow up” a little in the description of the problem and move on to the graduation classes of the school, to surrender the exam and admission to universities, when even one extra subject significantly affects academic performance. A top university usually requires the exam in three subjects, and some faculties of Moscow State University require the exam in four subjects and plus the dva in a profile subject. As a result of the passage score in Moscow State University for the budget, it is about 80-83 per subject for one item, while the direct competitors of Moscow State University are approximately similar in terms of prestige, they receive applicants with average points of 92-98. It is much more difficult for schoolchildren of graduation classes and their parents to prepare even 4-5 items instead of three, and even one additional subject already knocks out the best graduates into the average on average points of the budget at Moscow State University. Understanding this, the Economic Faces of Moscow State University since 2017 gave applicants the choice of the fourth subject (social studies or English), did not require five exams, and the average score became noticeably higher compared to the Navy. The secret of the police in preparation for the exam is simple-the last three years (starting from the 9th grade and from preparation for the GIA), the majority teaches only three subjects.

Rule 80/20 in study, in future work and with weak economic growth

The school, especially in the 9-11th grades, not just uselessly grinds ¾ of the time of the work of teachers, but forms a whole worldview in imitation ¾ of any effort to achieve something. Economists have a well -known joke that hurricanes increase GDP, because in order to insert new glass in return for the knocked out, the glass must be made, brought and actually inserted, and this gives economic transactions. Residents of Moscow are often indignant about the constant alteration of paving slabs and borders, about painting entrances and replacing the ceiling as an imitation of overhaul. Scientists write scientific articles that no one reads with extremely rare exceptions and which the state in recent years fetishizes as the development of science and allocates large funds for allowances. Many campaigns in doctors in fact are necessary simply for receipt of certificates or provoke pseudotage, and the state insists on universal annual medical examination. And all these are salaries, transactions, GDP, just not the Sustainable Growth (steady growth), but its imitation, like school fgos (federal state educational standards) and imitation of their implementation.

Entered the 1st year, even in leading universities in the specialty and with a predominance of state employees, quickly probed teachers to the need for specific disciplines. Study is built on the principle of “dedicated”: “Someone will take a picture of the slides of the lecture on the phone-and why everyone listens and write to everyone?!”, “Somehow, a couple of slides and tests for the exam for the exam”, “the teacher of the beast-selects smartphones on the exam, but we will lower his rating of assessment through the eyes of students” (these are approximate quotes from first-year chats). How many years have it been said about Fiebe (university analogue of the exam) and how many years this FIEB has been carried out in test mode and will not become mandatory! Just developers and supporters of this exam know that the result will be much worse than the first years of the exam. Why? The teenagers became even older, and their neglect of study became even more, especially among those who were taken for paid training with minimal USE points and expelled only if the student completely stopped appearing at the university.

Employers over the past 5-8 years in shock from graduates: even in top companies, the best graduates of prestigious universities cannot cope with the standards of development from the 1990s. Some young workers, having gone through a few layoffs, having worked side by side with the older generation, being deprived of their parents, will be able to withstand the pace of work of those who are now over 40 years old. More often, it is simply not possible to correct the typical reaction formed for their school years. It is not for nothing that in the countries of Southern Europe, unemployment among young people reaches 50% (having supervised, moreover, still on raising the retirement age to 65–72 years). Employers there often prefer nursing with their qualifications, diligence and even weak health than healthy and worthless young people.

Demography becomes the main challenge for Russia, and consensus it is necessary to invest in human capital. Demography is not only statistical birth and mortality tables, not only the percentages of GDP for education and healthcare, not only the double average salary of teachers and doctors in the region. In recent years, first-graders in Russia are twice as many school graduates, the bottom of the labor market as an echo of low birth rate of the 1990s will begin to break down in 5-7 years. The question of future specific skills, about the attitude to study and work among current schoolchildren of secondary grades will be more relevant. Will it be party members and imitators of the passage of school and university programs or specialists with at least several subject knowledge and skills?

The maximum volumes of the requirements of the Federal State Educational Standard and the deepening of variability of grades 9-11

The current de facto situation, the officials from education still carefully try to resolve. The exam in mathematics was divided into basic and profile, although almost all universities, not even technical, continue to demand specialized mathematics. KIME Unified State Examination are divided into 2-3 parts in terms of training the school graduate, more precisely, according to programs of different classes. Requirements for all -Russian verification work (VPR) are sparing: for example, the history of the basic knowledge of the main events and dates in the amount of a summary 5% of the textbook. Profile of grades 10-11 redistributes three hours a week to objects in accordance with the USE, chosen by the student.

First, it is necessary to supplement the existing limiting standards for the classroom load on the student with standards for the maximum volume of the text for reading, decorating and memorizing over the entire aggregate of objects. The conscientious graduate schoolchildren or 1st year student of the university can really and systematically memorize a maximum page of the text per day, exploits before the exam (in order to convey the exam and forget) are not taken into account. To a series of exams (three exam or a university session as an analogue), a student with abilities above average can really repeat and operate no more than 120–150 pages of knowledge.

Officials talk well about the choice of training trajectories, and you should move from mantras to specific matters. Say, he handed over the schoolboy at the end of the 8th grade of chemistry or literature immediately for the 8-9th grades-and then in the 9th grade he does not go to these objects, focusing on profiling objects. Profile exam in mathematics for 60-65 points can be handed over at a good base of 8-9 grades, solving perfectly only the first and slightly second part, and if the student is aimed at a humanitarian university, then it should be given such an opportunity in the early 10th grade. In the Russian language, even leading technical universities conducted entrance exams in the form of a presentation with an assessment of the test, and should be divided by the exam in the Russian language into profile and basic, with the delivery of the base in the 10th grade for aimed at technical disciplines.

Mathematics is the gymnastics of the mind, the development of formal logic skills, and most of the topics of grades 10-11 in real life are useful to units. Maybe you should give a choice of mandatory exam in mathematics or physics, since physics is also built on formal logic and many will count it closer to real life? Literature and history are designed to show the event wealth of the past of our country, the roots of the modern characteristics of our society. Some of the schoolchildren will be liked by literature even with its 235 works, and it is enough for him to go through the story of several dozens of historical films (such as “The Legend of Kolovrat”, “28 Panfilov” or “Trotsky-Demon of the Revolution”). One of the schoolchildren, on the contrary, will prefer more stringent descriptions of events in history textbooks, and will choose the literature to go through the adaptation of classical works. Only films need short training manuals for their discussion, as well as those feasible to schoolchildren.

It is impossible to enter the content of objects of the basic and profile levels into one textbook, as you can’t have one Federal State Educational Standard for schools of different levels. Bookstores are full of publications of cheat sheets, abstracts, which are more than popular among schoolchildren as an alternative to official textbooks. In the textbooks, in principle, it is customary to highlight the main idea, to represent the resume of each chapter, to bring key formulas or date of historical events to the application, but this is not always done qualitatively. Officially, it is necessary to recommend not only textbooks that the schoolboy is good if he reads “for deduced”, but also their significantly abbreviated versions for non -core classes. If VPR is aimed at testing basic knowledge, then it is necessary to provide teachers and schoolchildren with the corresponding educational and methodological literature of the base level.

The list of potential combinations of individual educational trajectories can be continued and detailed for a long time. It is necessary to lower from heaven to Earth of highly specialized developers of the Federal State Educational Standard, to differentiate all school subjects to basic and specialized levels. Schoolchildren should be released from overwhelming requirements, give reasonably limited choice and great opportunities to study specialized subjects. Then you can ask stricter the results of the VPR and the USE, then the “generation of millennials” will not develop skills in bypassing overpriced and optional requirements, but skills to work on the result, for future labor and economic growth.

Sergey Anureev