Topical issues of the regulatory framework of domestic education

Barinova Sof'ya Gennad'evna ORCID: 0000-0002-4388-901X PhD in Philosophy Associate Professor of the Department of General and Social Pedagogy of the Siberian Federal University 660041, Russia, Krasnoyarsk Territory, Krasnoyarsk, Svobodny Ave., 79 barinova-sg@mail.ru

The understanding of education by the state and society as a strategic national priority determines the success of all areas of development, social, economic and other transformations. The problems of education are connected today with many factors, including ideological, economic, technological and others. The rejection of the ideology of "Leninism", "Marxism", "communism" at the end of the XX century did not mark the rapid formation of new approaches to education. But it was during that period that today's parents grew up and matured.

The study of the rich database of works by Russian researchers on education prompted us to turn to the topic of the regulatory framework of domestic education in the context of the challenges of the time and the demands of society. The active work of modern scientists presents a multi-faceted research, whose theoretical and practical developments are scientific and practical value: P. V. Stepanov ("the Structure of educational activities of the teacher as explanatory model", 2013; "quality Assessment and analysis of education in primary and secondary education", 2014; "Trust as the basic principle of the control system development of the school education", 2018; "the Concept of "education" in contemporary educational research", 2017); N. L. Selivanov ("the Modern theory of education: problems and imperfections", 2014; "the prerequisites for the development of advanced models of education", 2013; "the Interaction of science and practice: the history of the theory of educational systems", 2009; "the directions of the changes in education in the contemporary social situation", 2015; "Educational space as a pedagogical concept and phenomenon of pedagogical reality", 2010); S. A. Raschein ("the Child as a subject of education and socialization in the unstable conditions of society", 2020; "Network identification teen in the context of social change", 2018; "Socio-pedagogical work with the system, anthropological, discursive approach", 2020); T. A. Romm ("the Formation of theoretical images of social education as a scientific-pedagogical problem", 2006; "the Horizons and boundaries of education", 2017; "Education in the modern reality: prospects and limitations", 2017); V. S. Sobkin, V. A. Fedotov (the"Teenage aggression in social networks: perception and personal experience," 2019; "the Network as a space of socialization of the modern teenager", 2019); S. D. Polyakov ("principles of pedagogical-psychological theory of social education", 2016; "Realistic education", 2004); O. S. Gazman ("non-classical education", 2002); E. V. Bondarevskaya ("the Axiological foundations of personality-oriented education", 1995; "the Meaning and strategy of the personality-oriented education", 2001; "the Humanitarian mission of education in the modern world", 2016), etc.Socio-pedagogical challenges to modern domestic education are generated by global changes in society, which cause the need for transformations not only in education, but also in related fields and institutions (culture, management, family, etc.).

Accordingly, all this requires its own regulatory understanding and registration not only in the educational process, but also in all spheres of life. This problem of theoretical understanding and practical implementation is characteristic, of course, not only for pedagogy, but is relevant today in the context of significant changes in both the legal and scientific fields.

The main theoretical and methodological approaches to the consideration of topical issues of domestic education in the context of state policy are systemic and complex. The specifics of the study revealed the need for the use of methods of analysis of normative legal documents of the topic under study and causal analysis of the phenomena under study.

In the context of global challenges of our time, the "Strategy for the development of Education in the Russian Federation for the period up to 2025", developed and approved by the Decree of the Government of the Russian Federation in 2015, is focused on strengthening the creative foundations of Russian society, namely, support and authority of the family, civic responsibility, patriotism, traditional moral values, national and ethnic identity ^[8]. In accordance with these directions, a complex of direct measures and actions is being formed that would meet both modern socio-cultural conditions and the peculiarities and needs of today's children.

Qualitative changes in the implementation of the Strategy are determined by ensuring the personal results of education – successful self-realization in the profession and in life, motivation for continuous personal growth, development of socially significant abilities, civic formation of personality, etc. It is important that the Strategy, on the one hand, based on the system of spiritual and moral values that have developed in the process of cultural development of Russia, consolidates the activities and interests of the family, society, and the state; on the other hand, develops the mechanisms of education as an integral part of education, interconnected with learning, but also carried out in the form of independent activity. The systematic nature of this document makes it possible to clearly see, define and plan educational activities in the broadest sense.

In the summer of 2020 The State Duma adopted amendments to the Law "On Education in the Russian Federation" on the education of students – children and youth ^[10]. They were submitted to the State Duma by the President of the Russian Federation V. V. Putin. This law on education came into force on September 1, 2020. All schools, colleges and universities had to adjust their educational programs by September 1, 2021, including work programs of education and a calendar plan of educational work. It is important that the councils of students and parents play an active role in the development of these programs and plans. That is, as conceived by the developers of the sample program from the Russian Academy of Education (RAO), the process of education should become a mutual creative matter.

Thus, the principle of a unified system of upbringing and education is legally fixed, the state is obliged to create conditions for self-determination and socialization that contribute to the upbringing of the best moral and civic qualities in children. The new mechanism of the organization of educational work includes work programs of education and a calendar plan of educational work. The law is aimed at the comprehensive spiritual, moral, intellectual formation of students, the development of a sense of patriotism and citizenship in them.

During 2019-2020 . In Russia, an exemplary education program was developed and tested, developed by the Institute of Educational Development Strategy of the RAO, and mandatory for all schools. Researchers-developers (N. L. Selivanova, P. V. Stepanov, V. V. Kruglov, I. S. Parfenova, I. V. Stepanova, E. O. Cherkashin, I. Y. Shustova) point out the insufficiency of the implementation of educational activities in the framework of only special events, which in fact are only variants of the form of leisure, where the teacher performs the role of a mass-an entertainer, although the school receives formal points for these events, increasing the formal rating. With such a quantitative assessment of activity, the most important thing in the process of upbringing (relationships, emotions of children) goes to a secondary plan, since it cannot be quantified. But even more negative and destructive is the fact that the structure of control here sets the structure of the activity itself ^[7].

Researchers also do not recommend "dissecting" education into components (environmental, patriotic, moral), since the work of a teacher should be aimed at the comprehensive development of the individual as a whole and have a complex character.

The approximate program of education developed by the Institute of Educational Development Strategy assumes the creation and functioning of a network of children's and adult communities in the school that would unite children and teachers with interesting joint activities: children acquire new knowledge independently, comprehend the world themselves - this is the view put into the new program ^[2]. According to the developers, it best unites all interests (both children and adults), has similar expectations and prerequisites. So, for children at school, psychological comfort, interesting pastime, communication (including informal) with significant adults are important. Parents make demands on both academic knowledge and social skills. Different teachers focus professional views on different things.

According to the Strategy and the sample program, the next stage should be the creation of appropriate conditions at school, and for this it is necessary to adjust the principles on which the education system is built today. In particular, it is proposed to focus not only on career goals, but also on the level of happiness. Comparative international studies are increasingly paying attention to such an indicator of the development of society as the level of happiness; social progress is no longer measured only by gross domestic product. And the education system today is little focused on this formation of happiness: there is no place for joy, joint creativity, mutual assistance, care, what makes a person happy, what should be the basis of educational work – important social skills not only in career, but also in family, in life... The education system needs a balanced approach to the two components of the fullness of human life: "career" and "happiness".

The National project "Education" is also aimed at solving educational tasks, which is designed, firstly, to ensure the global competitiveness of Russian education, and, secondly, to educate a harmoniously developed and socially responsible person based on the spiritual and moral values of the peoples of the Russian Federation, historical and national cultural traditions. The federal projects included in the national project are consistent with the general goals of the state policy in the field of education: the introduction of new teaching and upbringing methods in Russian schools, the participation of schoolchildren in various forms of support and mentoring. Despite the fact that the National Project "Education" has passed even less than half of its path (2019-2024), certain results have already been achieved, including in terms of domestic education ^[1].

The unity of the educational space of the Russian Federation and the continuity of the main educational programs are ensured in domestic education by federal state educational standards (FGOS) ^[9]. As N. L. Selivanova writes, within the framework of the development of the Federal State Educational Standard, "personal characteristics of a graduate of all levels of general education were presented; personal results of mastering the basic educational program of general education" ^{[5, p.65]}. N. L. Selivanova also points out that "if we look at the research in the theory of education before the adoption of the Federal State Educational Standards, we will practically not find research on the topic of standards in education. Now, in many studies, problems that are quite traditional for education are considered within the framework of the implementation of FGOS" ^{[5, p.66]}.

It is important that the issues of education are also reflected in the Family Code of the Russian Federation, where parents have a preferential right to education and upbringing of their children, the right to choose an educational organization, the form of education for children and the form of their education, taking into account the opinion of children before they receive basic general education. Of course, the law also regulates responsibility for the upbringing and development of children, taking care of their health, their mental, spiritual and moral development ^[6]. Thus, the Family Code regulates not only the property relations of the family, which was characteristic of earlier practice, but also moral and moral, which is important for the preservation of traditional family values and upbringing. The same can be said about the main law of the country, where the key concepts are "motherhood", "childhood", "family", "marriage as a union of a man and a woman".

Undoubtedly, meaningful study, planning and step-by-step implementation of state policy in the field of education is bearing fruit. But not all issues have been resolved yet. Over the past 30 years, there has been a radical change in the entire socio-cultural context of development in our country, which has also affected educational practice. Although, according to scientists, a fundamental breakthrough has not occurred in recent decades ^[4], and therefore it is important to continue theoretical and practical searches. Among the negative trends, both the low motivation of school teachers for education and the weak preparation of teachers for educational work are mentioned ^[3].

Taking into account the defining role of education of both individuals and entire generations, the issues of its content and implementation are regulated by the state authorities, which sometimes causes conflicting opinions in society. And yet the law reflects the regulation of social relations, and education is a social order. Teachers-researchers today insist that any regulation should determine not only the attributive, but above all the substantive aspects of education, and this is impossible without turning to science, theory and practice.

The key provisions of the regulatory framework of domestic education, thus, define the concepts, principles, and goals of education, consolidating the interests of a person, family, society, and the state. This is the formation of a spiritually, morally, intellectually developed and socially responsible personality based on the spiritual and moral values of the peoples of the Russian Federation, historical and national cultural traditions. This is the support and authority of the family, civic responsibility, patriotism, traditional moral values, national and ethnic identity. Successful self-realization is emphasized not only in the profession, but also in life in general, motivation for continuous personal growth, development of socially significant abilities, and civic formation of the individual.The state policy in the field of education today demonstrates an active and systematic building of the educational process.

The studies of the most important concepts, the relationship with the challenges of modernity, the design of the future of today's children for new changing conditions are updated, the line of building a safe life for young generations is clearly traced. The content and value foundations of education are legislatively fixed, the conditions of the educational environment are determined and reconstructed. The success of implementation in practice depends to a certain extent on the understanding, acceptance, coordination of all stakeholders.