Позитивные изменения. Образование. Школа будущего (Тематический выпуск, 2022)/Positive changes. Education. The school of the future (Special issue, 2

All of these characteristics can be included in any school program that can be determined and regularly updated/adjusted by the "academic council" described above. It turns out that we are talking about introducing the fundamental principles and landing them in a specific territory and in a specific community, on the basis of a specific educational program developed with the participation of the academic council and the team of the school itself. Thus, it is not the specific elements of curricula that are proposed for implementation, but the criteria for developing such models for each particular school. It is important that the school team has the freedom to plan its activities. As many experts noted in our study, this is the component that is missing from the curricula of «average» secondary schools in Russia. We are talking about both the possibility of independent planning of learning activities, and the ability to independently determine the content of the necessary methodological tools, the procurement of exactly what is required, etc.

SCHOOL AS A COMMUNITY DEVELOPMENT CENTER

We see great potential in developing the idea of the School as a center for community development. We assume a broader understanding of community than is commonly used for schools, usually involving the creation of a community of parents and alumni. In our case, we are talking about the School as the center for the development of the entire area in which it is located. And this is a mutual exchange: by developing the area, the school, in turn, develops itself.

How can this interaction be organized? In our opinion, it can be about creating a fundamentally new educational environment, which will include all the opportunities offered by the local community. It can include local authorities, businesses, non-profit organizations, and generally all residents of the area. School thus becomes a school based on real life. In other words, why should we model life in the classroom when it is all around us?

Here it is worth recalling the ideas of Anton Makarenko and other educators who spoke of the importance of introducing real life to children and the value of such experiences for them. This should also include consonance with the peculiarities of the course of age-related crises, which fall on the school years, when the characteristics and attributes of adulthood are important, professional self-determination occurs, etc. It is worth noting that this idea of a "school for life" is at the heart of many modern approaches, from the Finnish educational model to phenomenon-based learning.

How can such an idea be put into practice? In our view, it may be a matter of research first, aimed at "inventorying the resources" of the local community. What organizations exist in the area that are willing to cooperate? What resources from such organizations could be used in the educational process? By resources we mean both immediate resources (available premises, equipment, etc.) and areas of expertise, as well as areas of tasks that could be accomplished by students. In the process of creating such a map of the area, especially when it comes to just starting a project, the issue of staffing for the school can also be addressed. As noted by the experts in our study, attracting people who are eager, ready and excited, who are in love with their field of expertise, not always even with a pedagogical education, is one of the trends in the market, at least in private school education.

By understanding the available resources, we can begin to plan their integration into the educational process, both in the program of mastering specific academic subjects and project activities, conduct hackathons to solve local community problems, lectures by invited experts from among local residents, summer internships, provide opportunities for part-time work for students, opportunities to learn skills under supervision, develop business plans for businesses, participate in volunteering and many other activities.

We see great potential in developing the idea of the School as a center for community development. And this is a mutual exchange: by developing the area, the school develops itself.

On the other hand, there is a mutual exchange — the School also provides available resources to be used by local residents under different conditions beneficial to all parties, to the extent that does not harm the educational process, but allows the use of resources as efficiently as possible.