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The Pushkin Institute

The Scientific Research Institute of Innovative Strategies in the General Education Development

Moscow, 2007

The Russian School of the Future in Moscow. This brochure outlines the main ideas of School of the Future project that has been initiated in the system of the Moscow City education. Project Editors and Contributors: L.V. Golubtsova, Director, The Pushkin Institute, M.V. Polovkova, Deputy General Director, Scientific Research Institute of Innovative Strategies in the General Education Development

© The Pushkin Institute

© The Scientific Research Institute of Innovative Strategies in the General Education Development



Children, parents, teachers, scientists and managers are building School of the Future 

General education has never been solely a concern of the education authorities since almost any citizen of the country has been a school student or is, at present, closely watching the achievements or failures of his or her children or grandchildren at school.

The development of electronic media such as Internet and other forms of telecommunications, together with new technological possibilities has brought about mass public discussion of the educational problems.

As a result of such discussions of the problems and prospects of the Russian school, a new project emerged. Proposed by Yury Luzhkov, the Mayor of Moscow, this project was called School of the Future.

Today, the School of the Future project can be regarded as a national project, whereas parents and secondary school students have been involved in the discussion of the project. The representatives of various branches of science, industry and financial structures are invited to take part in the discussion and to cooperate.

There are two basic approaches that shape the vision of School of the Future. The first approach stipulates identification of those social institutions of science, culture, industry, financial structures, those government agencies and large social groups that are responsible for the Future of the country in general; in addition, this approach implies creating around School of the Future a special field of activity contiguous with this future. This approach creates front line beachheads for building and testing new institutions of the future and break-through projects. The other approach implies restructuring of life space within the School itself followed by the reorganization of the educational society around it based on the community of children and adults – teachers, students and their parents.

The Builders of School of the Future

Who shapes the vision of School of the Future? In Moscow, the vision of School of Future is shaped by teachers, school principals, members of the local government, scientists, parents, and, of course, students themselves.


The main principle of building the Moscow School of the Future implies identifying the best samples of educational practice in the Russian capital and in the world, as well as local break-through projects already in existence, and, using those as the foundation, creating a single overall infrastructure of the national School of the Future in Moscow.

The participants of the competition "Building School of the Future" held in Moscow on October 26-27, 2006, had to present not only the achievements of their educational institutions but also – and this was the most important requirement – to come up with and substantiate the ideas and projects that can serve as the foundation for the future education.

Having the above in mind, the key, basic elements and features of School of the Future were identified, and the approaches already in practice or under development had to be linked to these key elements of School of the Future with the goal to improve the quality and competitiveness of education, to enhance the education opportunities for all children (taking into consideration the difference in the social profile of students of different schools).

The competition was held in two stages; the first stage included expert evaluation of the applications and documents, the second stage was conducted in two steps, semifinal and final, and consisted of the presentations of projects delivered by the participants. Out of 161 educational institutions that submitted applications for the competition 64 were selected to take part in the semifinal. The schools were asked to elaborate on the main idea (or ideas) of their projects in several presentations which would allow to understand not only the key idea of the project but also the conceptual and organizational solutions that would help to implement the project.

Elements of the competition:

• Presentation "My school as the Russian School of the Future"

• Speech "The Key Feature of School of the Future"

• Technology for fostering School of the Future

• Building up a network of Schools of the Future

• Presentation "School of the Future as a Social Microcosm" where a vision should be presented

• Teacher, child, economy and management, human relationships at School of the Future. Presentation of solutions.

• Presentation "Social Macrocosm" which includes the description of social and cultural environment around School of the Future

Special matrices were developed to conduct the expert evaluation of ideas during each stage of the competition. This approach helped to take into consideration many aspects of a school's life, to evaluate the quality of ideas and to identify the product which can serve to increase the value of the national educational project already in the making.

The results of the first day of the competition based on the number of points accumulated by each participant revealed 34 educational institutions that would take part in the final stage. The activities of the days one and two consisted of both individual presentations and group work that would facilitate and trigger the creation of network interaction among educational institutions. The participants were grouped in teams based on both the core ideas of the applications, documents submitted by the participants and the requests by the participants themselves.

During day two the representatives of two schools redefined the subject for the team-work. Altogether, 6 work groups were created.

1. New content of education;

2. New forms of organization of educational process and new management models;

3. Multi-aspect schools (educational environment of a school);

4. Professional self-determination and school's cooperation with scientific organizations and institutions of higher learning;

5. Health maintenance;

6. New pedagogical models.

The abovementioned organizational model gave the participants an opportunity to interact "live" with each other and to further elaborate their professional opinion on this or that issue. Many participants who reached the final stage also noted that the competition was held in a friendly atmosphere and there was a potential for personal growth. Thus, new forms of cooperation were identified: mutual evaluation that allows locating the activity basis in the work of an educational institution (and this cannot be achieved by simply studying the documents), joint designing of the next stages of School of the Future.

In general, the teamwork that took place during the competition confirmed School's of the Future openness as a part of the overall pedagogical culture. During the competition, the participants were limited to 3-5 minutes of the presentation time and yet had to deliver, casting away all deemed non-essential, the core ideas that were dear to various teams of the teachers. Thus, by the end of the day two, the participants gave up the competitive spirit and concentrated on finding the solutions to the problems: how School of the Future should look like, what should be left behind and what would be taken along, what would be the general/special ratio at School of the Future?

Fifteen schools became the winners of the competition: Education Technologies (A.A. Ezdov), School No. 1835 (E.Yu. Ivanova), School No. 57 (S.L. Mendelevich), School No. 548 (E.L. Rachevsky), School No. 1303 (S.E. Semyonov), School No. 1553 (O.D. Kalachikhina), School No. 825 (V.A. Karakovskiy), School No. 1535 (M.G. Mokrinskiy), School No. 1314 (E.A. Vasyasina), School No. 1321 (R.A. Reuel), School No. 1517 (A.L. Barenbaum), School of Self-determination (A.N. Tubelskiy), School No. 597 (E.V. Zaitseva), 1811 (A.A. Ryvkin), School No. 1679 (V.N. Prosvirkin).

Despite the fact that the areas of research of new teaching models can be narrowed to certain categories that gave the names to the work groups, the educational institutions demonstrated much individuality and came up with "signature models". The jury unanimously accepted the idea to institute the following additional nominations:

1. Introduction of information technologies into the educational process (School No. 1533, T.P. Kravchenko);

2. School management (School No. 46, N.A. Mansurov);

3. A multi-aspect school model;

4. Individual approach in education (School No. 218, Ya.V. Krapivskiy);

5. For humanism (School No. 1060, M.I. Sluch).

"The Club of Directors of School of the Future"

Since the tasks we face when designing the model of School of the Future are very complex it is important, first of all, to define ultimate, framed, basic conceptions about the mission of the Russian School of the Future.

Today, the success of the School of the Future project depends on the answer to the question – will the New Russian School, still a successor of the best in the world Soviet school, be open and involved in the process of communication with those on whom the future depends in general? Such statement of a question means coming up with an initiative of the global level that allows us to attract to the discussion and use in this project the best professionals in the world representing various branches of science and areas of practice.

All the mentioned above brings up the first problem – to purposely create a communication environment where the latest trends of the world development and requirement that the School should meet could be presented and discussed with the representatives of various areas, authorities and political entities. Children as builders and designers of the future life should be full member status participants of these discussions.

Setting up the Club of Directors of School of the Future is one of the organizational tasks and also a condition of conversion of School of the Future concept into a working structure.

A.L. Barenbaum, S.L. Mendelevich, E.L. Rachevskiy, A.N. Tubelskiy and othners came up with significant, fundamental ideas concerning the creation of the Club.

The Preliminary Agenda of the Club of Directors Meetings in 2007-2008

1. Foundation of the Club of Directors of School of the Future.

2. School of the Future and the world development trends:

Cash flows and School of the Future;

Regional development and School of the Future;

Informational environments and School of the Future;

Technological platforms and School of the Future;

The development of art and School of the Future;

The development of sciences and School of the Future.

(April-May 2007)

3. National projects and School of the Future (June-July 2007).

4. Competition "Building School of the Future – 2007". Elaboration and approval of the tasks and program of the competition (September 2007).

5. Developing new models of teaching at School of the Future. Who is concerned about it? (October 2007).

6. School of the Future as the communication entity relaying to the future zone (November 2007).

7. School of the Future and the City of the Future (December 2007).


On January 26, 2007, The Moscow Government Education Department held a conference for the parent community. School of the Future project was presented to the parent community. An opinion poll among the members of the parent community was conducted prior to the conference.

Parents chose two priority tasks that are connected with each other – to teach to understand the structure of the contemporary society and act independently in it and to give the children an opportunity to try their abilities in different activities. Such a result was not accidental. Today, the main problem is that children cannot get oriented in the modern problems of social life and cope with the avalanche of information pouring down on them. If we want to make School of the Future a school of success then the instruction should necessarily include activity-based approach that creates new type of educational successfulness. The most important thing is that School should teach a child to act sensibly and efficiently in the contemporary world thus providing the child with success after leaving school.

Should parents participate in determining the ways of school's development?

The main purpose, "mission" of School of Future

Which, in your opinion, is the biggest problem at school at the moment?

It is important to remember that the model of School of the Future we propose incorporates the best experience and practice accumulated by the Soviet school. The Soviet school, however, was connected to mass ideology, one for all, but the Russian School of the Future is associated with fostering the new view of the world which exists within group and team interaction networks and is based on the concept of human dignity. The nucleus of the world view that School of the Future will create is "Russia as the world leader of the 21st century".


Students as active participants of the discussion of the program "Building School of the Future"

Internet forum and teleconference

Bringing students to deal with the problem of School of the Future creation is one of the first priorities both for the School of the Future program and for the school self-government program development. School of the Future, certainly, should have a system of students' participation in discussions and improvement of the educational space at school, in making a choice and creating options of educational opportunities for students, in creating forms and content of external relations of a school, in resolving problems and conflicts within the walls of the school itself.

The first step in this direction was creating the Internet forum www.schoolfuture.ru/forum/, which has been open to users since January 26, 2007. By opening the forum we created a virtual communication space open for all schoolchildren, with optional registration and two additional options: opinion poll and competition for the best proposal.

More than 200 schoolchildren were active at the forum; there were more than 300 posts and 10,000 hits. The forum allowed us to find out issues that schoolchildren are most interested in: the teacher at School of the Future (62 posts), fostering spiritual development in young people (22 posts), "What (a student) should be like?" (31 posts), integration of science, industry, and education at School of the Future (12 posts).

The opinion poll revealed that for the students the most important issue is the absence of mutual understanding and trust between students and teachers. 29.63% of all respondents chose this problem, while the second and the third places were split between the problem of the information overloading of educational process and a gap between the current level of school technical equipment and current level of IT development (22.22% each).

One of the users under the nickname Bimmer from Lyceum No. 1564 gave a very picturesque description of how he wishes School of the Future to be: "School of the Future should have combination of certain components necessary for students: high class of school teachers, adequate technical equipment, teachers should have ability to encourage desire to learn rather than forcing to study using various types of punitive sanctions and deprivation, making educational process more entertaining, incentives for excellence in studies, participation in students' contests and competitions..." There were two more issues that the users got split over, with two opposite opinions in place: the first problem was the level of information training school should offer, and the other problem was the necessity of a special subject focused on the preparation for life in the modern society.

Based on the results of the forum there was prepared a plan for students' teleconference called "Building School of the Future". The conference was held on March 13, 2007. Altogether, the questions were grouped in five categories:

1. problems of the school organization and set up (at a given educational institution),

2. content of education,

3. the formation of the world outlook and development of capabilities,

4. mastering the contemporary informational environment,

5. inclusion of students into break though projects that set up standards for development in various area of science and industry.

During the preparation of the teleconference the most active students of the city and the authors of the School of the Future program met together to discuss the innovations at school, new lines of development and change at educational institutions, the organizational conditions of introduction of innovation including the accessibility of innovations involving advanced level of mastering of subjects for all students, students' awareness of possibilities of introducing various innovations at different educational institutions. The most acute problem was the lack of correspondence between the changes and the real needs of the students and particular qualities of the current social and cultural situation. In fact, the most active members of the students' community raised the following problem: "We are planning certain changes based on our needs, but it not us who will enjoy the fruit of these changes but the future generation coming after us. They will live under different conditions, and, probably, they will need something we do not need today, and we do not know what this may be." That is why it is necessary to think not only about a one time off change at school but about a whole procedure of implementing regular changes corresponding to the real needs of the educational process participants, as well as bringing the school educational environment in balance with the external conditions, the resources for development of an educational institution and the needs of students.

The teleconference was held as a discussion between the students' community active members and the students of the schools that won the competition "Building School of the Future" (who met at the Head Resource Center, Director V.G. Yablonskiy), as well as the members of the active groups of the district students' communities (there were four studios located in the Northern, Northeastern, Northwestern and Southern districts. The students - representatives of all the districts of Moscow - came to these studios to take part in the teleconference). First, the students were given an introductory presentation explaining the gist of the School of the Future program, as well as the most acute topics of the Internet forum discussion mentioned above. The senior staff scientist of the Scientific Research Institute of Innovative Strategies in the General Education Development A.A. Andryushkov was the host and mediator at the Teleconference.

The first topic of the discussion was the structure, way of life and environment of School of the Future. The active students of the Western district of Moscow emphasized that the School of the Future structure should be an open system with active position towards the social community and, moreover, should be active in asserting and implementing this position; the students of "The School of Self-Determination" raised the issue of certain norms of interaction of all the educational process participants at school; the students' councils discussed the structure of students' self-government which should be an indispensable element of School of the Future.

The second topic raised at the Teleconference was the content of education. The Northern District studio broadcasts: the students of State School No. 597 raised a non-standard issue, they want to see an epistemotheka (knowledge archive) on the Internet as a pool of knowledge which can be used by any student working on a research and teaming with other students. The students of the Southern District were concerned about their own role in obtaining the knowledge, their own research. At the Head Resource Center the students were most active; here is incomplete list of the topics of discussion: information and knowledge, what new subjects should be introduced into the curriculum if any, what the proportion between the specialized subjects and general education should be, the role of fine arts training in the general school education.

The third topic was focused on the world view and capabilities. These are very complex issues brought together as one topic for a discussion, and it's not incidental – during his or her school years, a student has to build a certain world outlook, as well as secure his or her future success in life through the development of his or her capabilities and competencies. All in all, it came out to be a difficult issue – students engaged in the discussion of how the content of the education they receive at school influences their world view development.

The last topic discussed at the Teleconference was break through products. This topic is about the future, about prospects in life outside school. The discussion was centered on design activity. The students representing the School of Chief Designers, speaking from the studio of the Northwestern district, came up with some interesting ideas, however, the discussion at the Central Studio had to be interrupted at the most interesting point. This topic became the central issue of the School of the Future project: how the education the students are receiving today helps to get included into the projects of tomorrow.

All the studios and the active students representing all the districts took part in summing up the discussion. The most interesting resume was brought up by the active students of the Northeastern districts, and at the Head Resource Center studio Alexander Kapustin expressed the opinion everybody agreed on that School of the Future should be a Home for all students.

Summing up the results of the discussion, Lyubov P. Kezina, the Head of the Education Department of the Moscow City Government, emphasized that she listed to every speaker with much interested and was very pleased with the discussion. Lybov P. Kezina emphasized that "one could agree or disagree with the opinions of the students but the way they spoke was just fascinating. We should continue in this direction. We need to set up press centers, children's mass media publishing houses, and we should take all over to School of the Future."

Mrs. Kezina singled out as very interesting the following proposals: child rearing should be transferred to junior school, the school must be an integrative educational institution where children form various social groups can be integrated, where there is a place for people of different nationalities, different faith, each school must teach speech making and presentation skills, School of the Future should secure the development of healthy balance of teamwork and leadership skills, and, finally, we need to leave the school of mechanical memorizing behind and come to the school of thinking. Mrs. Lyubov P. Kezina suggested including into the complex program of School of the Future the break through projects discussed by the students of Northwestern, Southern and Southwestern districts.

Mrs. Lyubov P. Kezina gave a high appraisal of the discussion in general, and suggested the students took part in future conferences concerning School of the Future development.

To draw a conclusion, we would like to mention the main, big ideas that will be implemented in School of the Future project:

1. This Teleconference should be regarded as one of the forms of public self-government at School of the Future;

2. The problems raised at this teleconference should be once again discussed by a wider audience at forums and councils of school self-government. Moreover, the discussions must be followed by the plans for the solving of the above mentioned problems;

3. As a result of the discussions between students and teachers at forums and teleconferences there should be drawn a list of key issues concerning the model of public self-government at School of the Future, and also a step-by-step program of such a model implementation has to be set up.




The main goal of a child's education is to equip him or her with universal skills, thought-activity capabilities and development competencies

The mission of School of the Future is to make Russia the country of free, talented and capable individuals. Our wish is to make sure that when a young person leaves school, he or she has adequate apprehension and intellectual capacities, that he or she is capable of goal setting and has adequate social interaction experience, that he or she is capable of purposeful interaction and communication, can understand other people and adequately present his or her ideas to others. In order to achieve all this, School of the Future should provide the future generations with the opportunity to assimilate the cultural modes of thought, communication and action, to master the exploration, designing and management activities.

School of the Future should have a different view on the main result of educational process, and should have a different approach to its evaluation. It is quite possible that in some time the General Education Certificate will contain, besides grades on the subjects, the evaluation of a student's universal skills, capabilities and key competencies. The important stage in this process of transition to the competence-based approach and evaluation of the educational process could be the development of a competence level standard for each stage of education (for each grade). In order to achieve this, Moscow scientific and research institutes should implement the program to create such a standard, and also to perform a comparative analysis of educational successfulness of competency and capability development model in various capitals of the world.

The most important goal of School of the Future is to provide each child with an individual educational trajectory based on personality-oriented education model and also on the age-specific tests of universal skills development, intellectual and activity capabilities, and development competencies.

Such qualities as reflection, apprehension and imagination can be acquired by a child only through special meaningful and trusting relationship with equals and adults. The educational environment where the child lives, the place the child occupies in the community of other children and adults, the level of apprehension, scope of action and responsibility the child has reached – all these affect the educational result.

The Educational Community of Children and Adults and School's of the Future Structure

School of the Future means a school with the correctly organized process of a child's maturing whereas he or she is a member of multi-age educational community of children and adults.

We can achieve the desired educational result if the educational community in which the child grows and matures gives him or her an opportunity to apply his or her forming capabilities. Moreover, the educational community poses problems and tasks that make room for growth, calling all the faculties of the child into play, and giving him/her an opportunity to take responsibility for a social action. Such a child matures in a community where he or she can find the patterns of live thinking and action breaking through to the vanguard of science, technology, and business. So, school's structure must change significantly. First of all, it means that cultural patterns of thinking, activity, and communication are to be made accessible to the children, so that they can both apprehend and reproduce those patterns. This also means, however, that the adults within the educational community should have an opportunity to exercise these abilities.

New forms of life activity and the activity of the community of children and adults should be introduced, which, on one hand, require the capabilities to be activated, and, on the other hand, can be understood and implemented by children.

The new structure includes, but is not limited to, material, technical and information technology equipment. It is very important to equip schools (to buy computers, set up playrooms, open laboratories and workshops, implement information technologies) but it is not enough to build School of the Future. In order to achieve this, there have to be built certain types of interaction and relationship between children and adults, teachers, students and parents, among children of the same age, and also with the representatives of non-educational circles.

In order to define the type of educational community and the structure of the school we need to specify the following features: the goal and mission of the school, the description of the social profile of students, the types of communication and activity environments, the forms and types of activity, the holidays cycle currently in existence at school, the link to the society, the cooperation with the representatives of educational circles.

The formation of the community of children and adults at school should provide for the real link between generations, the opportunity to keep up traditions, and, at the same time, this community allows to understand and support the aspirations of children and adolescents, to design life together both within and outside the school.

The New Information Culture and High Technologies at School of the Future

Infrastructure-Information Platform of School of the Future

The elements of the new hyper media environment are various types of interface, both individual and group-oriented, intelligent blackboards, hyper media protocols, different ways of archiving knowledge, and information search systems. While working in this environment, the child should be able to discern information from knowledge, to compare and distinguish the characteristics of the real situation and its image on the different screens, and not to equate the forms of a fact's representation to the fact itself. Each district should have 2 or 3 resource centers that provide for the equipping of schools with modern information technologies and methodological support for incorporating these information technologies into educational process. On the city level, there should be created a pool of knowledge (epistemotheka) that will provide training on new forms of work with knowledge structure in the hyper media environment. Such epistemotheka will allow analyzing the ways of discovering and using new knowledge. The discoveries should be made available to users via Internet and should have respective epistemological comments attached to them. These comments will explain the particular properties of the structure of this or that piece of knowledge, how it has been generated and outline the areas of application to resolve various types of problems.

School of the Future as the Institution of Moral Development, Shaping the World View and Self-Consciousness, Fostering Responsible and Active Citizens

What kind of moral development model is adequate for the contemporary social life in Russia? This question still needs an answer.

Today, it is not only the school that shapes the moral values and the world view (Weltanschauung) of the young generation, other institutions of society are actively involved in it, and, first of all, we should mention the mass media. Today, the school is challenged by this situation. So, School of the Future should take a dare and become competitive enough in the area of fostering moral development, world outlook modeling, and forming active citizen position in the young generation.

The students of School of the Future should have a complete and distinct social and cultural identity, they also should possess an identity as citizens of Russia, and this should become the main goal of the education system.

The children in the late teens belong to the group of social and individual risk. At School of the Future we suggest creating the educational mechanism targeting the minds of young people and teenagers of 12-18 years. The most important part of this work is providing the young people with clear guidelines and orientation regarding a whole array of hidden, potential and evident social conflicts that they live through. Such orientation would be impossible without their clear understanding what they are, what their interests and opportunities are, what cultural and historical tradition they belong to and who the people around them are. The adequate level of consciousness of a teenager is a result of self-identification process. So, we should come up with a system of working with the self-identification process in the young people and teenagers.

The main condition of shaping the self-consciousness is an organized experience of understanding that arises from the dialogue with the individuals holding an extreme cultural viewpoint on the issues vitally important for a young person.

In order to start such a dialogue, the young person will have to come up with a world outlook question associated with security and life perspective a young person has in our society, and to define the cultural-historical tradition which he or she has consciously chosen to follow.

The system of education and moral development, as well as fostering active citizens at School of the Future will be based on:

- world view (Weltanschauung) based on the values and self-determination of children and adolescents in relation to social processes;

- cultural and family traditions;

- working with the Russian language as the basis of the identification of the mind of students, as a universal medium of intercultural and international communication, a tool of creative and professional success;

- social design and social action of children and adolescents;

- encouragement of patriotic attitudes whereas students are prompted to independently search for answers to the questions about the future of Russia, and to find the connection between the history of Russia and the contemporary Russia.

Break Through Projects at School of the Future

The pace of knowledge renewal is sometimes slow and this leads to the situation that certain educational materials within the general school curriculum are separated by tens of years from the time this or that piece of knowledge was obtained. On the other hand, the traditional approach centered on verbal reproduction of memorized texts does not guarantee comprehension of the content that the authors of the textbooks have chosen for the student to study.

Besides that, such cultural types of activity as designing, exploring, managing and other, i.e. those activities that help the humanity to develop, are cast aside in the above approach. The third problem that the traditional educational practice faces is lack of usage of skills to tackle scientific-practical problems and tasks.

As a result of the above approach, senior students do not have the capability to apply the acquired knowledge to the events of life that involve the students directly (for example, what type of air jets will be used in Russia in the future).

The idea of break through projects is the following: the children are gradually introduced to solving complex problems, that can be resolved with the help of both the knowledge available to the children and searching of mental tools that the children do not possess at the moment. The important requirement of successful work in the projects of this type is using various types of knowledge, position retention, organization of work in groups and teams. That is why one of the educational models was named "The School of Chief Designers".

The model suggested above allows to visually and clearly locate the relevant conditions existing in the society (to buy foreign made middle range jets or manufacture locally) and start an array of communication events regarding this pair of options.

The content efficiency of this communication method, which is described in this approach as the process of thought communication, allows, at the later stages, to bring forth the subject of consideration and go over to the work with the mental processes directly, to initiate the process of knowledge creation.

The complexity of activity capabilities required of an efficient general designer is linked to the need of integrating various types of theoretical knowledge in order to resolve a practical task. The opportunity to work with basic idealizations, simulations, models, schemes when building a model of the industry is very important for this project.

Introducing professional positions into the educational process (i.e. an air jet designer) brings forth new planes in the theoretical knowledge transfer model. So, if a lecturer holding a Sc. D. degree gives a class on air transport system his lecture will contain real professional knowledge which will have to be translated into mental constructions comprehensible for children.

That is why it is necessary to use schemes and visual representations that allow the children to relay their own vision of what the lecturer is telling them about. Certain mental modules produced by a child's mind as a result of working on a task will have to be brought forth and joined together resulting in building up a whole construction which is called "industry" during a group work session. It is this collective and distributed educational activity and retention of the task of aviation industry construction (reproduction and development) as a separate industry that will allow the children to initiate the process of "industry" idealization simultaneously with the process of its construction.

It is important to emphasize that here we are talking about purposeful work to create an ideal object, i.e. an industry, in contrast to simple rendition of texts similar the general school curriculum where a student simply has to insert this word into his speech. In this approach, one of the key content units is discerning and the "element-structure" link which the students will have to master while working with the concept "industry".

Working with schemes and models takes up considerable time and elaboration of the concept emerges when the concept clashes with the idea of the so called "life cycle" which allows us to see the multi-layered organizational structure of the industry depending on the cycle currently in question – design, manufacturing, operation or recycling. Time sequence and working with the map of Russia helps to create the categories of space and time necessary for chief designer.

Leading the children to the next stages of work and developing their capabilities is done through posing questions about the current developments in certain scientific or economic areas. The most important question is whether we have here a lead to a new fundamental discovery and technological solution.

Health and Life Style at School of the Future

A health maintenance program should be an indispensable part of the Russian School of the Future. Such a health maintenance program will emphasize value of a healthy life style and attitudes envisaging further development, including ideas about nutrition systems, activity and relaxation cycles, and forms of self-appraisal. In order to fulfill the above tasks, special centers dealing with various psychological, medical, social and legal issues need to be created. Such centers will employ medical workers, psychologists, family consultants, lawyers, and other professionals for designing school modes of operation, accumulation of available experience, designing and implementing "Healthy and Friendly School" module. An important goal of these centers would be designing social environments together with children, teachers and parents; such social environments must be "teenager-friendly" and they could be themed cafes, crisis lines for adolescents, clinics for adolescents, teenage activity centers and the like.

New Teacher at School of the Future

The success of these projects largely depends on the implementation of School of the Future teacher training standard yet to be developed based on the social request of the directors of "School of the Future" club. Also, there has to be a new teacher training technology in the form of professional growth workshops run by outstanding teachers who created their own systems of training and education.

New Architecture and Design of School of the Future

The architecture and design of the buildings where children spend most of their life is very important. The military barrack style of the educational institutions designed with so many square meters per person ratio in mind leaves an indelible trace in the minds of people and, which is worse, forms a "defective asceticism" mentality. A special Educational Space Design Commission has to be set up, and teachers, psychologists, architects, designers and student will become members of this Commission that will design new projects of school environment organization. During the second stage of implementation of School of the Future Project another competition will have to take place; this competition will be dedicated to fundamentally new architectural designs of educational institutions; needless to say, conditions for successful implementation of these projects and designs will have to be created.

Anticipatory Development of Primary Education at School of the Future

Anticipatory development can only be secured through the creation of scientifically approved centralized pool of individualized systems of training that provide for imagination development, speech capability, intellectual and physical development, as well as healthcare technologies. A single registry of all the younger children has to be set up in Moscow. There should be set up city and district level game stores and play centers where both parents and teachers can select games and toys, consult a developmental psychologist, where children can help invent new games to be later produced on mass scale.

School of the Future and City of Education (Paideiapolis)

At School of the Future the education and learning continues outside the walls of the school in the educational environment of the city. The educational environment of the city (the city of education) exists thanks to the link between education and industry, business and financial institutions. In order to build a city of education, itself an element of School of the Future, it is necessary to create in Moscow two or three efficient child-adult manufacturing facilities (an electronics manufacturing facility), child-adult bank, children's film studio and children's TV studio, children's educational advertising agency, fully equipped research laboratories, children's opera theater.



Development of School of the Future within the area of experimental education of the best Moscow schools

The Soviet schooling system placed the emphasis on educational training and certain moral, even ideological, development; both these processes formed the base of the Soviet school. The next stage of development at the contemporary school is that today we have different social groups of children and the education is becoming more individuated. That's the first frame on the above scheme.

The second frame indicates that today we have an emerging stratum of the society where students together with teachers are dealing with social design, where they can come up with and develop projects of different levels. It is here that we see the connection between school and modern industry and manufacturing, school and corporations, school and R&D companies, school and the authorities. So, this frame means the area of social design. This structure is based on the structure of individualization of education.

The next structure deals with research community of children and adults, where students and teachers jointly engage in the research and development activity. A school then has an array of individual research programs that include both adults and children. The students together with the teachers learn to obtain new knowledge. We can even say that each new frame of the scheme creates a whole new structure of education.

The frame shown on the scheme in green is called individualization of education and this aspect is very important for a contemporary teacher who begins to understand that he or she is teaching a certain social group of children possessing certain capabilities and interests. Next, the teacher starts to understand that, besides giving instruction, he or she also introduces the children into various types of social and cultural design, including the connection between school and different social and industrial, as well as social and cultural systems. A school, therefore, should have a range of R&D programs in place which are run by the teachers themselves. This is how the teachers would know what the actual research is like, would have a hand-on experience, and how the knowledge is created and where it comes from in the contemporary environment saturated with information. School should actively seek getting knowledge. School, then, is no longer a system that simply relays knowledge; it becomes an organization that generates knowledge.

The development of School of the Future projects is necessarily linked to the emergence of new ways of practice. Various educational institutions (the schools that won the "Building School of the Future – 2006" competition, the schools that are getting actively involved in and supporting the project) begin to develop and disseminate certain technological modules of the School of the Future program. The attachment to a specific location is very important but also we have to achieve a level of action appropriate for the implementation of the project on the district and metropolitan scale. This is an important issue associated with the development of School of the Future project on the national scale. We certainly need to create complete operating Schools of the Future that can serve as a model but at the same time we need to create an infrastructure for development of general education as a whole.

By the beginning of the next academic year there has to be created a project map of School of the Future building within the system of the City of Moscow education. This project map should indicate which Temporary Scientific Research Teams and schools will be grouped together for a joint work, and which school will implement particular key modules of the project.



School of the Future within the framework of global development

Comment: School cannot establish its strategy without the integration of the trends of development of various social, political and financial entities that control the development of the future.

Creating "Future zone" around School of the Future

Comment: The new, enhanced zone appears around school; it is associated with promising and break through ideas and means a transition from the school we have today to the school of the future.

The educational community brings up its own, independent goals of development

Comment: There are two basic approaches that shape School of the Future vision. The first approach deals with the directions taken by the development of those areas and structures the Future depends on general; thus, within this approach School of the Future has a special space around it indicating activity-based contact with this future. The second approach assumes re-organization of life within School followed by the restructuring of the society around it thanks to the efforts of the community of children and adults – teachers, students and their parents.

Platforms and projects securing the trajectory of individual development, professional self-determination and personal goal setting

From child-adult projects to real life achievements

Development of new content of education, making it available through a public network of epistemothekas, which also provide for centers of instructional design

Changing the educational practice of the mass school

Development of new content of education that will be provided for by centers of instructional design network and high intellectual technologies

The development of the society around School of the Future



The conceptual ideas of School of the Future project should be elaborated to the point of practical technology and "packed" into technological modules in such a way that any educational institution could implement any fragment is considers worthy. A whole array of Temporary Scientific Research Teams have been set up; these Teams work on the most promising and strategically important directions of School of the Future development.

The modules produces by Temporary Scientific Research Teams have their own logic, structure and purpose. Once these modules are transferred to schools, the latter have to tackle a special task of module implementation management, namely "embedding" new content, approach, and technology into the educational process. Besides that, new modules to be introduced have to be coordinated with the current understanding of what "capability" or "competence" means, and how this new module will change the structure of the given school in general (e.g. "new content of education" – way of thinking, design, research techniques). As an example, we give below several programs most fully elaborated by the Temporary Scientific Research Teams dealing with School of the Future project on the inter-institutional scale.

Temporary Scientific Research Team program "Content of the education at School of the Future"

The main goals of the Temporary Scientific Research Team program "Content of the education at School of the Future" are creating the mechanism of perpetual renewal of the education content, designing adequate forms of educational process, transferring new education content tools to teachers, re-organization of the educational process that will necessarily include individual plans, modules, profiles, activity and communication content.

Today, the content of education can be categorized in the following manner:

1. Within the traditional instruction framework dealing with object material and focusing on the formation of object thinking, the way of thinking characteristic of this or that object domain, and respective world view.

2. Activity-based approach dealing with mastering such types of activity as research, design, management.

3. Integration approach dealing with, among other issues, meta-subject education.

The experience indicates that different approaches can be implemented at one and the same school. For example, School No. 218 combines the basic curriculum with modules enhancing the available subjects that are optional for students to choose; these modules are associated with activity-based aspect of training. At the stage of grades 6-9 this form of instruction transforms into the initial differentiation of education and students, based on their motivation level and pace of work, are split into groups that work within specific environments of their own – both informational and communicative. Basically, thus students go over to choosing individual educational plans.

There is another example that also can be considered an accomplished experience. Lyceum No. 1553 developed the program of students' mastering the basic tools of activity such as research and design whereas four foundations of mastering certain activity have been outlined:

1. Orientation networks

2. Activity realization experience

3. Reflection

4. Communicative-organizational areas

Once we have the certain approaches to the content of education we need to organize network interaction that will have the following goals:

- Continuous renewal of the content of education implemented at a given educational institution based on the instructional design.

- Continuous professional quality growth of the teaching faculty.

The form of the organization of the educational process, the experience of the organization of the educational process already accumulated by the School of the Future Club are incorporated into the structure of the network interaction organization and transferred to the Center of Instruction Design. From some specific schools' practice, the Center of Instruction Design singles out samples and types of education content, systematizes them, and, further on, determines the norm of operation with such types of activity and templates for implementation of a given type of content within certain methodological practice. It is the creation of the Center of Instructional Design that makes the new modes of work with the content of education at School of the Future possible.

Content of education


• Developing the mechanism of perpetual renewal of the education content

• Searching for and designing adequate forms of educational process

• Transferring the tools for working with the new content to the teacher

Temporary Scientific Research Team:

content of education at School of the Future


• Project – individual educational plan, modular education, free elective curriculums

• Project "Provision of activity based content of education"

• Project "Introduction of communication and mutual understanding tools"

• Project "Center of instructional design"

Variants of organization of educational process

at Center of Education No. 218

1. Basic curriculum (complete educational material) –

modules (subject and its activity based development).

Each student must choose 1-2 modules. Grades 5-6.

2. Differentiation of education by group. Differentiation

is based on the pace and motivation of students.

Content of education: type of problems,

comprehension and assimilation of concepts and


3. Individual education plans.

Variants of organization of educational process

at Center of Education No. 218

1. Basic curriculum (complete educational material) –

modules (subject and its activity based development).

Each student must choose 1-2 modules. Grades 5-6.

2. Differentiation of education by group. Differentiation

is based on the pace and motivation of students.

Content of education: type of problems,

comprehension and assimilation of concepts and


3. Individual education plans.

Activity content of education

(based on the experience of Lyceum No. 1553)

Program of mastering and assimilation of

activity tools by students

• Orientation networks (pieces of knowledge that allow

to orient oneself in the subject)

• Activity realization experience

• Reflection

• Communication organizational schemes


Correspondence between the forms and content

of educational process


Form of the organization of educational process

New content of education

Differentiation by group

Material – type of problems, ways of thinking, activity


Tow levels of the explanation of the material

Individual education plans


Free electives education




Game sessions



Managing the renewal and reorganization

of content at a state educational institution

Introduction of new forms and new content of

education is a complex structural process that

requires the following conditions:

• creating holistic educational process;

• enforcing the rights of a child;

The goals of network interaction

• Perpetual renewal of the content of education

implemented at a specific educational institution based

on the instructional design

• Continuous quality growth of professional level of the

teaching faculty

The explanation of interaction of

the Center of Instructional

Design in Education

• Club of Directors of School of the Future –

ideology and strategy of development

• The Scientific Research Institute of Innovative

Strategies in the General Education

Development – methodological and

organizational support

• The Moscow Institute of Open Education –

provision of the required level of new


• Independent Experts – general evaluation,

development of quality and efficiency

evaluation criteria

• Educational Methodological Center – general

methodological support


Temporary Scientific Research Team program "Development of universal skills, basic capabilities and key competencies at School of the Future"

This program focuses on the principles of transition from school based on Knowledge→Capability→Skill development model to school concentrating on the development of universal skills, capabilities and competencies.

The main directions of work (in the organizational part) are:

• analysis of the best contemporary pedagogical practices of Moscow schools focusing on the development of universal skills, capabilities and competencies (the Scientific Research Institute of Innovative Strategies in the General Education Development, "School of Self-Determination", School No. 1314, School No. 2030, Education Center No. 345, Education Center No. 1679);

• development of the concept and network program of the Temporary Scientific Research Teams;

• creation of a network of schools implementing the program of the Temporary Scientific Research Teams and organization of a network interaction among them;

The main directions of work (in the content part) are:

• developing the list of universal skills, basic capabilities and key competencies of the Moscow education;

• developing diagnostic tools for the evaluation of the level of development of universal skills, basic capabilities and key competencies;

• developing video standards and aids of the main competencies and universal skills for different level of the educational process (pre-school, junior school, middle school and high school);

• creating the structure of and launching into operation the comparative monitoring of the level of development of universal skills, basic capabilities and key competencies in different educational systems:

o the schools of Moscow

o international monitoring (schools of various capitals of the world);

• creating certain requirements to be met by the content, the educational environment of schools targeting the development of universal skills, basic capabilities and key competencies;

• developing the principles of creation of a friendly out-of-school environment focusing on the development of universal skills, basic capabilities and key competencies.

Sub-project "Comparative monitoring analysis of secondary education in the capitals of the world: development basic abilities and key competencies based on the general education systems"

The concept of this work is creating a new version of comparative monitoring research of educational achievements within the system of education of Moscow alongside with other capitals of the world. This research should be an alternative to the International Monitoring Research Program for International Student Assessment (PISA). PISA has two imperfections: firstly, the suggested base of the diagnostic tasks does not correspond to the best developed aspects of the Russian system of education, and, secondly, absence of normative-conceptual statement about the structure of the tested competencies that leads to the optional choice of the subject of the diagnostic analysis. As a result, the International Monitoring Research Program for International Student Assessment (PISA) yields a very rigid and at the same time strongly understated evaluation of the quality of the Russian education. In order to compare, using an objective comparative base, the level of quality of the Russian education system (and the Moscow education as its most developed part) with the education of other countries of the world we need to create a conceptual and methodological base for comparison that gives proper weight to the strong aspects of the Russian education and respective main directions of development of the contemporary Russian educational practice, specifically, activity-based and thought-activity approaches in education. As a subject for analysis we suggest taking the basic capabilities and key competencies considered within the framework of thought-activity approach.

The goals:

1. To develop a conceptual base for conducting comparative analysis of the systems of general secondary education in the capitals of the world adequate to the strong aspects of the Russian education.

2. The develop a methodological scheme and program for conducting an international monitoring research and comparative analysis of basic capabilities development;

3. To conduct trial monitoring of the basic capabilities development at the capitals of the world.

4. To analyze the data obtained as a result of the aforementioned monitoring research.

5. To prepare for publishing in the educational, scientific and public press the materials and results of the monitoring of the development of the basic capabilities and key competencies possessed by students of general education schools at various capitals of the world.

Temporary Scientific Research Team "Social design and social communication. The urban environment friendly to adolescents"

The main idea of this project is creating and developing social educational forms allowing students to understand and participate in the social practice and the social development process.

These forms, first of all, include:

1. Social projects as a form of organization of youth and educational provision of the social initiatives of young people.

2. Youth's communication platforms as a form of dialogue with the authorities and other social structures responsible for the social issues and the programs of social development of the region.

3. Problem discussion forms targeting life value based self-determination of the young people and elaboration of their own position.

The main educational result of the work is that the high school children will be socially active, will develop skills of social action, social analysis, and social inter-position communication.

As a separate task we need to create urban social environment that is friendly to teenagers. It's a multi-aspect project that includes territory-based communities, organization of interesting, productive activities during leisure time, job employment for young people, service industry targeting young people, ecological programs, visual and cultural-historical saturation of the urban environment, and the like. This project, in all the aforementioned aspects, necessarily takes into account the interests and positions of young people. In order to achieve this, the young people need to directly participate in the current situation analysis, evaluation of the city/district development plans, and direct involvement in the projects crucial for the development of the region.

The Temporary Scientific Research Team project is based on the best samples of practice of the schools – winners of "School of the Future" competition, as well as the achievements of the district experimental models (The Western Administrative District, "Unified educational space – social infrastructure of childhood", The Northwestern Administrative District "Strategic employment of young people").

The main results and directions of the work of the Temporary scientific Research Team:

• Creating a package of problem discussion forms targeting the value based self-determination of senior school children and elaboration of their own position.

• Creating a standard organizational project of the youth's communication platform with the authorities and representatives of various government agencies and social structures, young people evaluate the city development plans.

• Creating a standard program of research targeting the analysis of problems in the immediate social environment, developing a city portal for discussion of the results of the communication platforms activities and research results analysis.

• Developing social design practice.

• Developing advanced training courses for teachers focusing on the positive socialization of the senior schoolchildren, running master classes.

• Holding a conference where the students of Moscow, the City Hall, the Committee on Family and Youth, and the Committee on the Public Relations will participate. The topic of discussion will be "The Participation of Youth in the Social Life of the Moscow Region: Problems and Solutions".

• Creating a list of priority themes of child-adult social design and research based on the city development plans.

• Creating expert community consisting of the representatives of various professional spheres that will determine the strategy of work with youth and realize the future employment policy of the Moscow region.

The main goal of this Temporary Scientific Team's activity is the development and elaboration of the promising educational technologies targeting the positive socialization of adolescents and introduction of such technologies into the mass educational practice.

The successful implementation of this program, however, requires the participation of the City Government, setting up a work group (Commission) on the level of the City Hall. This work group (Commission) will deal with formulating the social request for the social initiative of senior schoolchildren, determining priority subjects and direction of design and research activity of the students coordinated with the most relevant and important areas of the social development of the region.

Temporary Scientific Research Team "Educational Internet (epistemotheka): principles and methods of handling knowledge in the informationally saturated environment"

1. The model of educational Internet (epistemotheka) is the model of handling the modern knowledge, and through this model – a way of development of not only the Moscow school system but the society as a whole.

In order to create an epistemotheka we need the following:

• conducting audit of problems, building the hierarchy of these problems: how, through resolving one problem, it is possible to resolve another;

• creating reference books that have information about what we know today and what we do not know today, i.e. designating the border between the known and the unknown (this idea was introduced by the leading Russian scientist Pavel Florensky who proved the need to create such reference books); a problem is this border between the known and the unknown;

• creating the connection between knowledge and knowledge-based solutions and the business community and business decisions where the new knowledge-based solution can immediately capitalize.

Epistemotheka is a special digital communication environment that does not exist today. Its significant feature will be intellectual saturation and special intellectual communication possibilities both for students and teachers.

For example, we can create a service of providing answers to well-defined question by an organized group of Russian and foreign experts in the interactive mode. Accordingly, we plan to create new "search structures", rather than search engines, that will produce answers to questions posed by students or teachers but these answers will be provided by experts.

Today, the level Internet penetration in Russia has reached an adequate level and this makes the creation of the epistemotheka possible. It is important to mention that since the very beginning the RuNet (the Russian Internet) was a rather intellectualized web, and still has this quality.

Today, the Russian Internet has:

• digital libraries

• personal home pages

• Internet schools run by institutes of higher learning

• Internet competitions and contests for school children

The epistemotheka will be based on the resources already available on the Internet. The epistemotheka (educational Internet) is a certain "superstructure" above available Internet resources that deals with a very special aspect – drawing a line between the known and the unknown through the whole mass of the inflated digital communication environment.

Epistemotheka (educational Internet) will become the quintessential model of the development of the society.

Epistemotheka will create a completely new type of universal, encyclopedic knowledge proficiency – digital knowledge proficiency that schoolchildren will have to learn. This encyclopedic knowledge proficiency will require an absolutely different type of capabilities because if before a student had to keep in memory a lot of information today all this information is available on the Internet and contemporary students will have to develop not so much the memory (which is the goal of the general school education at the moment) but the capabilities required for theoretical thinking, design activity, mastering of the research culture, and the like. And memory could be trained for other uses. This approach opens up absolutely new anthropological opportunities for each school child.

2. The planned products-components of the epistemotheka:

1. Creating a communication environment that can be translated into a certain template of interaction of a student with a group of Russian and foreign experts, which will form the base of the search components.

2. Creating a model of digital encyclopedia as educational model.

3. Creating a model of theoretical schematic knowledge by the means of multiplication based on the materials of different educational subjects followed by demonstrating this model to the expert community (e.g. physicists) and discussing with them the efficiency of this model in the educational project.

4. Developing a portal opening up new technological opportunities (i.e. using palm PCs to access this portal and creating mobile platforms).

5. Creating business schemes allowing to capitalize on the new knowledge obtained on the Internet, creating a pool of problems and projects arranged in a certain hierarchy and requiring a different level of investment (here, the hierarchal level of the problem will be directly connected with the investment resource). This "knowledge about knowledge" will be relayed to students: they will learn that knowledge has a certain financial equivalent. Thanks to this approach the students will enjoy completely opportunities of education in the area of knowledge economy.

Temporary Scientific Research Team "Management, Economics, Finance at School of the Future"

Upon the change of the current school structure and organization and transfer to the next stage of school development the school management structure will become more complicated. The new school will have a more complex infrastructure and the management focus will shift.

The management and finance problem at School of the Future needs to be tackled today because tomorrow this problem may develop according to different scenarios. In the optimistic scenario the society plays a very big role and addresses certain social messages to school. Both the experience and the surveys conducted in the recent 5 years indicate that the society has a growing interest in education. There is a certain threat related to this situation: the competition between the institutional school and the school that is institutionalized in it. Some of the leading School Principals complain that high school students prefer external studies for reasons outside of the school's control. The problems of content, structure, organization allow for certain degrees of freedom at school because school more actively reacts to the threats from the society that a large scale system. School is the nucleus of the quick reaction to changes, and the problems of management, economics and financing are directly linked to resource factors.

The school management has a strict limitation in the form of per student based financing scheme. The item-by-item school financing budget should be left behind and a single financing package should be adopted instead together with the Law on the Standard Cost Financing. The possibilities of the standard cost financing indicate that school management teams are either unhappy to be forced to or happy to come up with competitive advantages. Here we are talking about school equipment. In Moscow, school no longer enjoys a monopoly in the area of education. Usually, students and parents choose between two schools, or between school and external studies. Per capita financing schemes depends on the changing political conditions. On the other hand, the transition from the item-by-item budget financing to the standard cost financing scheme is possible if school changes its legal status, becomes an autonomous non-commercial organization; this possibility bears a certain risk of state denying the secondary liability. If the Law on the Standard Cost Financing is adopted then the state will not be able to deny the secondary liability but school will have an opportunity to act as a customer in relation to the society, which is necessary for School of the Future.




• Transition from item-by-item budget

financing to standard cost financing

• Law on standard cost financing

• School performs functions of a customer

• Opportunities of multi-channel financing


• Systematic training of school principals in

the area of management under new

conditions of School of the Future

• Schools and teachers independently choose

advanced training systems


• School transition to new organizational

legal frameworks

• Reality of state-public school


• Publicity and transparence, openness of


activity (annual public report by

the school principal)


• Development of labor efficiency basis criteria in the educational sphere

• Wage variability irrespective of the formal factors

• Creating experimental platforms on management within new labor remuneration system framework




Appeal to the readers

Dear readers!

The book you are holding now contains ideas that will determine the future of the educational system and, subsequently, the school life of our children and, we hope, their life after leaving school. Our confidence is based on the deep understanding of the importance and necessity of the changes we suggest here as well as bold, interesting, large scale solutions proposed the scientific teams of Moscow and supported by the school principals and the best teaching teams of the capital.

The success of the School of the Future project depends on the answer to the question: will the New Russian School, while remaining the successor of the best in the world Soviet school, become open and be able to interact with those on whom the future depends in general? Such statement of a question means bringing up an initiative of the global level, which allows for the best experts of various branches of science and practice to get involved in the project.

The projects we suggest in the book and the projects already in practice did not at once receive a warm and enthusiastic welcome; moreover, they led to heated arguments and ambiguous reaction. However, we judged the feasibility and value of the ideas presented to us based on one important criterion, among others: does this project, this idea embrace past, present of the future?

Parents, representatives of science, industry, business, the army, and authorities gave their judgment and participated in the evaluation of the conceptual foundations and practical solutions. Students themselves became actively involved in the discussions and thus demonstrated that they share the responsibility for their own future and the future of this country. This is the keystone for success and further development of this project.


School of the Future in Moscow

1. Introduction - navigator

2. School of the Future concept

3. Presentation of School of the Future

4. Competition "School of the Future"

5. Winner of the "School of the Future" competition

6. Temporary Scientific Research Teams working on School of the Future project

7. Schools of the Future in districts

8. The horizon of School of the Future: School of the Future in Russia

9. Issues concerning School of the Future open for discussion:

a) The outlook for centralized testing systems and development of basic capabilities in general secondary education;

b) Problems of financing and management at School of the Future


НИИ ИСРОО: технологии прорыва