Sep 15, 2021
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Another reform awaits the school

In May 2022, another experiment on the reform of the teacher’s remuneration system will start in five regions of Russia. The experiment will last a year in Belgorod, Nizhny Novgorod, Yaroslavl and Sakhalin regions and Mordovia. Speech, for the umpteenth time, will be about improving the payment of teachers’ work. The goal is officially declared “to increase the transparency of payments,” but to a large extent will be to eliminate distortions from previous reforms in this area.

Calculated – wept

Our school teachers, college educators and preschool educators have long successfully replaced laboratory rats and mice. So often all kinds of experiments have been made on them in the last 20 years and there are so many who want to start new changes in this area. Probably,

in terms of the number of reforms, only the state security bodies of the 1990s can compete with educational departments, when the authorities had nothing to do with the teachers. But now the education system is receiving increased attention.

The last reform was accompanied by “enlargement” and the creation of a kind of “educational bushes”. As a result, the management of some educational institutions began to receive salaries in the hundreds of thousands of rubles. But this reform had little effect on the salaries of ordinary teachers. Moreover, many teachers who gave tens of years of their lives to school eventually began to receive almost half less – as, for example, those who have disappeared not only “overwork”, but also the lion’s share of bonuses and incentives for class success. including educational Olympiads, city and federal competitions, etc. Note that this is happening in prosperous Moscow. In remote regions, the situation with teacher salaries is worse.

As a result, now, as Mikhail Avdeenko, deputy chairman of the All-Russian Trade Union of Education, said, “the pay for the same job may differ five to six times.”

It is clear that there cannot be a single amount of payment – the situation in the regions is too different. But this imbalance is too much

– he summed up.

Indeed, even if we compare the average salary of the teaching staff of schools, then in Ingushetia and Karachay-Cherkessia it is currently the lowest (23,835 and 25,816 rubles, respectively), and in Chukotka and Yamalo-Nenets Autonomous Okrug, in comparison with these, they are simply gigantic (118 072 and 103 625 rubles). You can, of course, compare climatic conditions, recall the northern and other allowances, but Moscow is very far from the Arctic Circle, and the average salary of teachers in it, to the envy of colleagues in other regions, is 98,991 rubles. Moreover, the average teacher’s salary in the country barely reached the level of 45,832 rubles.

It is interesting that in the health care system, after all the optimizations (undoubtedly based on the experience of fighting the epidemic), they came to a simple idea: a doctor in one region should not earn three times less than in a neighboring one. We need basic salaries. In the education system, this is still a pipe dream.

Where does the extra money come from?

Lyubov Dukhanina, Deputy Chairman of the Education and Science Committee of the State Duma of the Russian Federation, said:

Teachers expect an increase in salary for one rate of teaching work, at least bringing it up to the minimum wage. Even this is not done in all regions. It is also necessary to increase the share of the base part of the salary, because the payment of bonuses is not guaranteed, and additional payments and incentives are canceled in an increasing number of schools.

Meanwhile, as reported, “within the framework of the reform, the authorities will establish a procedure for determining the official salaries of teachers and draw up lists of additional payments with the size and conditions of their appointment, on the basis of which the regions will form the size of teachers’ salaries.” In addition, “the regions will be able to appoint additional payments themselves, and educational institutions – allowances for employees at the expense of the income received.” Of course, if there will be any additional income. As well as additional payments from regions. I wonder how the already subsidized regions will be able to find the necessary funds for additional payments in their deficit budgets? These are possible only at the expense of the federal center. And schools will be able to receive additional income only in rich regions and only from wealthy parents. Because in whose favor the choice will be made between a couple of kilograms of meat for the family table and a paid elective in advanced mathematics or English, I hope there is no need to explain to anyone.

So what

Reform of education is really needed. But it is necessary to change educational programs, develop and implement a real alternative to the USE, which is causing more and more criticism and fair claims against itself. And here, for example, one of the benchmarks can (or should) be the education system and curricula of pre-revolutionary grammar schools in tsarist Russia. When all training was based on motivating the student and teaching him to independently search for solutions to various kinds of problems. Yes, we see that our current students win gold and silver medals at various kinds of international Olympiads and competitions. But these are the guys who really make their way to the stars through the thorns of the modern school system. Motivated initially. And the bulk is satisfied with the role of the middle peasants, who are quite content with the stage of correctly passing the test tasks.

As for the system of remuneration of teachers, there are two important postulates. First. Their salary should be such that teachers concentrate all their efforts on fulfilling their professional duties, and not on solving the dilemma – to prepare for a lesson and work with students or find a part-time job, or even a monetary hack.

Second. How this should happen and what the system of remuneration for teaching labor should look like should be asked not from macroeconomists, not from government experts or the leadership of the trade union, but from the teachers themselves. Many will be greatly surprised, but there is reason to believe that such an approach will require less money than the employees of the Ministry of Finance imagine in their nightmares. And on this, stop all the reforms of the teacher’s payment system, finally focusing on the main task – creating such an education system so that smart, well-read, knowledge-hungry graduates come out of school, and not fashion bloggers and “instasams” who, in response to the question who was the father of Alexander Sergeevich Pushkin, they clap in confusion with their maximally extended eyelashes or answer: “Tolstoy, oh, excuse me, Lermontov.”

Alexander Grishin

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