Imran of Gurevich, as in a pandemic will take place final examinations in schools and entrance exams to universities this year?

Imran Akperov: the Situation is under control, and Rosobrnadzor has already given a comprehensive explanation on this matter. To obtain a certificate OGE and EGE this year to pass the exams didn’t have the documents issued on the basis of the final annual estimates.

Those who exam required for admission to the University will be able to deliver them in accordance with the schedule. Of course, complications are now much greater than usual. But the disaster didn’t exactly happen. The transfer exam for a month is even better for graduates, it is possible to carefully prepare. In the universities too familiar with the new format of the admission campaign and entrance examination. I communicate with dozens of colleagues-rectors in the entire country – the postponement for anybody not critical.

Universities have switched to udalenku. How do you like the new format of the lectures via mobile apps and other technical innovations? Many teachers perceive them negatively.

Imran Akperov: data Openness will make adjustments in the work of universities, and overall it is a great change. But I understand why some don’t like it. First, you have to leave the familiar comfort zone and learn new technologies. And “digital footprints” can easily be traced to the degree of readiness of teachers to classes, their level of involvement in the learning process and so on. I think many universities suddenly discover discover the inefficiency of some employees and start to get rid of them. And it is a useful “health” of the process.

I leave out all the obvious advantages of distance education: time savings, the ability to quickly switch from large groups to small, organization of conferences and seminars in any convenient format and so on. Naturally, we fully go online. But the so-called blended learning, blended learning, which in recent decades has gained popularity in the best educational institutions in the world, now Willy-nilly, it’s in everything, even the smallest provincial universities of Russia. Of course, the new technology is not a panacea, but they definitely will increase the efficiency of higher education. As they say, there would be no happiness, Yes the misfortune has helped.

what about technical training of teachers? In educational institutions in rural areas and small towns of the technology they own, not all.

Imran Akperov: Yes, it is a problem. Unfortunately, the government programs of digitalization of the Russian school was missed an important component – namely, technological and psychological retraining of teachers. Because the digitalization is not just to buy a computer in school and report to the chief in Moscowe on the funds spent. It is a strategy understanding, understanding of the logic of education in the twenty-first century.

I often ask teachers, where their students spend most of the time? No, not houses, and on the Internet. And we have about 80 percent of school teachers are not willing to move to simple digital technology. In rural areas, not even many modern smartphones, what to speak of the possession streaming software such as Zoom, automatic translators from a foreign language or, say, services to create online presentations. Let’s, instead of expensive, often unnecessary buy computers teachers working modern smartphones and learn to use them effectively. The sense is much more.

six Months ago, I as a member of the city Public Council persuaded the colleagues from the Department of education of Rostov-na-Donu to start preparing principals for digital transformation. We scored 26 of Directors, developed a special training programme and started to work. Now we meet online every night. But while it is a private initiative. Hope her extrapolat the whole area, and then to other regions. Because without that we will not be able to build a modern school.

a Small provincial universities may lose appeal. If I have the opportunity to listen to lectures in Moscow or Western teachers, what is the point to enter the University of his native city? Would not the technological shift to the decline of regional education?

Imran Akperov: on the one hand, this threat is. But a lot depends on universities. After all regions have new opportunities. For example, we’ve not been able to hire and bring in teachers from Moscow – it turns out expensive, but the online system allows you to “buy” them in a graduated way, depending on needs. It is fantastic expands opportunities for the creation of new programs, courses or even new faculties. And regional universities, for example, tight linked to local economic and social agenda, they are much cheaper than popular brands at a comparable quality of education.

so it’s not So bad. But definitely need fair competition. If the authorities will provide protection to selected universities (where the effectiveness of spending, by the way, are often questionable), it will lose not only other universities, but the whole system of professional education. Students will go where structure is more. And “public” education we have considered seems to be more reliable. It’s a dead end road. And today, in my opinion, we go by leaps and bounds. The state continues to help the huge, unwieldy universities and closes his eyes to the prospects that open to us “small traders”.

In�� believe you need to pay more attention to private schools?

Imran Akperov: Definitely. I will tell banality, but private universities faster and more efficiently responds to the demands of the economy and solve applied problems. The emergence of Silicon valley, the world capital of it industry was only possible due to the private Stanford University. I am impressed by their free model of education, when professors have budgets for the development projects of wards the students can invest real money in research and in projects involving the maximum of students in the process of innovation, creating together with them this Wednesday.

Students in a unique environment, learn to solve a global application problem. And from this are born then the best research programs in the world and unique business projects.

Our model, when universities inflate the faculties and training programmes to get them more money from the budget, – is archaic. We have repeatedly invited the authorities to establish on the basis of private universities some of the experimental “sandbox”, which would be freed from unnecessary bureaucracy. There for two or three years could be interesting projects. We can do something to go the beaten track and to be based on global best practices. But while officials are unenthusiastic. No one takes responsibility, everyone is afraid of the initiative without a nod from above. And this is a destructive environment for education and innovation.