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Образование сегодня одна из самых динамично меняющихся отраслей, предоставляющая самые разнообразные решения в удаленной местности, в центре мегаполиса или на мобильном телефоне и предъявляющая современные требования ко всем участникам.

MIEF-2019 Highlights

Preschool Education

Standards and innovations

Supervised by: Tatyana Volosovets Director at Research Institute of Childhood, Family and Education of the Russian Academy of Education, FSBSI (Federal State Budgetary Scientific Institution)
The preschooling cluster programme at MIEF-2019 will be focused on all the standards related to preschool education. We shall discuss the current outcome of FSES (Federal State Educational Standard) and how its implementation moves the preschool education forward. Professional standards and new challenges: how today’s preschool education is to develop between two vectors, standardisation and innovations. We shall also discuss the experience of introduction of digital technologies at nursery schools, using the professional standards for preschool teachers and nannies as examples. The issue of balance between the old and the new is going hand in hand with the image of preschool education, therefore we find it essential to discuss how this field is represented in the mass media and how it is seen by modern parents who prefer early childhood development, if they are turned off by or attracted to the image of a nursery school.
Secondary Education

The school’s yesterday, today, and tomorrow

Supervised by: Alexander Yezdov Principal at Moscow School No. 1788, SBEI (State Budgetary Educational Institution)
We are living in a fast-paced world. This is pertinent to each and every area of life, and especially education. #Kids_have_changed — this is the unanimous opinion of most teachers. We hear about mosaic thinking and about the new #generation_Z. But has the school changed, too? This year, the common thread running through nearly all the events held in Ushinsky Room will be the comparison of yesterday’s and today’s school. We will try to recall what the Soviet school, the school of late 1990s, and the school of early 2000s were like, and together we shall take a look at the present-day school. What do the parents, the children, and the society expect from the school nowadays, and how far does the school meet these expectations? Last year, the issue of how the principal’s role has changed was discussed at the Fair. What about current-day teachers, supplementary education teachers, and school counselors — what should they be like? All this will give us cause for reflection and discussion at the Fair-2019. We are not aiming at deciding if the old school was better than the modern school; instead, we will try to find out which of the Soviet school practices are applicable today and which ones should only live as a memory. We will be looking for answers to these questions all together, including speakers, experts, moderators, and all the participants of the Fair. And the answers we shall find will not only help us to build the new school today but also give us an idea of what it will be like in the future.
Supplementary Education

From a startup to personal growth: supplementary education in the contemporary world

Supervised by: Sergey Kosaretskiy Director of the Centre for Socioeconomic Aspects of Schooling, Institute for Education at the Higher School of Economics, NRU (National Research University)
At our Fair, we shall not speak about supplementary education from the academic point of view. Let us leave it to official plans, reports, and conferences. The view of today’s world of education is getting wider day by day. And the most important features of this reality are the people’s interests, motivation, and initiative, which will be the key issues to be discussed at the Fair. Indeed, not only the forms of education but also our views of the purpose and the meaning of education are broadening. Who are startupers and how do they become the driver of creation of new projects and frameworks? How do new programmes and technologies keep the children engaged, inspire them, and serve as a resource facilitating the development of active and motivated persons? Who are the opinion leaders whose initiatives shape the image of the new education? It has become clear nowadays that the energy of “the broadening of education” is concentrated not only and perhaps not so much in individual persons as in their communities and movements. Uniting for cooperation is essential for implementation of truly large-scale and far-reaching projects (in view of their idea, coverage, and geography). Therefore communities, movements, networks, and collaborations will be among the top items on the Fair’s agenda. We will give the most spectacular examples of modern educational trends and collaborations. What practices help humans to understand themselves and the world, facilitate their mindfulness, develop the culture of emotions and relations, and unlock the mental and physical energy reserves? We will try to address this philosophical issue at the Fair as well. Certain matters that are usually left beyond the educational standards but are of true importance both for a child and for an adult, such as the consciousness and the senses, the emotions and the feelings, will also be brought in the limelight. The modern education exists and finds its implementation at all levels: in music and in movies, in parks and on the streets, in museums and cafes, and especially on the Internet, therefore the Fair will evolve around informal education (lying beyond the scope of the standard educational environment) and personal growth. The Fair designed as “The Week of Education” will allow for traveling around various “educational worlds” and researching them together with the “stalkers” — programme originators, experts, and experienced “travelers”.
Vocational Secondary Education

Supervised by: Alexander Molchanov Founder of E-Prof — Professional Electronic Education, LLC
The demands of the society give rise to the need in fast training of skilled personnel, and MIEF-2019 is the place where successful cases will be discussed, including those related to the Worldskill movement and its integration into teaching of students, as well as to practical training and the quality parameters of such training. The questions are numerous: Should a demonstration exam replace the final academic assessment in vocational secondary education, or should the movement remain a standalone championship for exclusive people? Is a champion's score more important for an employee than stable performance, or vice versa? The issue of interaction between vocational schools and employers, their synergism and the actual opportunities for co-operation will be yet another common thread at the Fair. Training and occupational guidance for schoolchildren, leaving a regular school for a vocational school, finding and motivating prospective students — these are also important topics requiring careful attention of the experts attending the Fair. Trying a job and acquiring skills, finding one’s true vocation before adulthood, obtaining a profession and feeling confident about the future instead of the lottery with the unified national exam — these are just a few topics to be discussed within the scope of the vocational education cluster at MIEF-2019. Upgrading of the teaching process at vocational schools, material resources and infrastructure, new standards, teachers, and digital solutions — all these topics will rank high on the vocational education agenda at the Fair.
Higher Education

Supervised by: Alexander Molchanov Founder of E-Prof — Professional Electronic Education, LLC
We will consider transformation of universities and colleges in present-day conditions, customers’ expectations of higher education, and modern educational products designed for development of the national workforce capacity. The Fair will be the place where various tools and approaches, including digital technologies, will be discussed in terms of finding prospective students and working with them. Ways to turn students into sought-after graduates, lifelong learning, and practical usefulness of online courses — this is a non-exhaustive list of what will be discussed and resolved at MIEF. Yet another important vector of discussion will comprise such issues as the development of research activities, choosing between fundamental and applied research, changes in training of academic personnel, and upgrading the R&D infrastructure at universities and colleges. The topics to be covered by the higher education cluster will go hand in hand with dialogues concerning individual learning paths, new university types, digital tools of transformation, and working with graduates. The question of private vocational education and its place in the established system will also be touched upon at the Fair. Discussions of what is peculiar about the operation of private educational institutions and how to raise funds for educational projects are also expected to arouse interest.
Lifelong Learning

Supervised by: Alexander Molchanov Founder of E-Prof — Professional Electronic Education, LLC
This year, the Fair will look at lifelong learning from a different point of view — through the spectacle of the consumer of lifelong learning services. An employer interested in hiring personnel with deep fundamental knowledge in a certain field can be such a consumer. Such specialists usually take their path as early as in their school years, gradually becoming absorbed in their favorite occupation while at vocational school. When they make it into college or university, they already have quite a wealth of knowledge, and they keep learning. For many employers, such a graduate means not only great luck but also plenty of work to ensure his or her incorporation in the company’s operations. The college or university itself can be the consumer, as the interdependent chain “Secondary school — Bachelor’s programme — Master’s programme — Postgraduate education” allows for creating schools of thought, engaging in serious academic research, and selecting such specialists whose background fits best for scientific activities. The learner as such, feeling the need in personal development and wishing to increase its inherent value, can also act as the consumer here. This kind of consumer, being highly motivated, is making his path of life on its own account, choosing the learning programmes and the educational institutions that meet his needs best. And, of course, the state can also be the consumer; in such a case, it is represented by the authorities in charge of satisfying the state’s interests concerning development of a certain industry. Issues entailed by various requests for lifelong learning from the consumers and ways to address them locally by individual educational institutions — this is what will be discussed during the Lifelong Learning track which will permeate other discussions of the Fair as well.
Special Education Needs

From isolation to inclusion

Supervised by: Alexander Yezdov Principal at Moscow School No. 1788, SBEI
Special education is one of the most sensitive and heartfelt issues for the modern society. Therefore, one of the Fair’s high-priority tasks is to elaborate the question of everyone’s equal rights to quality education, including learners with disabilities, and to put this problem point-blank. During the whole Fair week, a special room will be traditionally dedicated to discussion of the concerns of education for learners with disabilities. There, teaching practitioners, school counselors, scientists, and speakers for ministries will share their experience, problems, and inclusion models allowing for learning and socialisation of people with disabilities. However, the very approach of the inclusion process is about co-education of different people brought together. Having these issues discussed in a separate room, in isolation from other discussions, runs contrary to the idea of inclusion as such. Therefore, a decision has been made that this year, in order to facilitate the development of special education, the aspects of special education will be touched upon during all the discussions dedicated to learning and socialisation, whatever the cluster of the Fair’s program. The agenda will be prepared for each cluster by its supervising person in co-operation with an expert in special education, who will be in charge of determining the aspects pertinent to teaching of persons with disabilities within each topic to be discussed. As a result of putting the issues of teaching children with special education needs on the agenda of all the clusters and special projects, the special education needs programme will be expanded significantly. Those guests traditionally getting together at Vygotsky room can schedule their time at the Fair by searching for #инклюзия (#inclusion) on MIEF’s website and selecting the aspects that appeal to them most. Will the Vygotsky room operate during this year’s Fair? Of course it will, but its programme will address the most complex issues concerning children with health limitations, such as teaching of children with a complex structure disorder, establishing professional communities for parents of children with disabilities, etc. All these measures are designed to ensure that a broader audience is involved in the discussion of special education needs.
Blended Learning

Multiple genres in contemporary education: the pros and the cons of blended learning

Supervised by: Natalya Andreyeva Head of Centre for Blended Learning
The modern education works towards integration at various levels, therefore blended learning is gaining ground and getting increasingly important. Blended learning is an educational approach where classroom learning (face-to-face with the teacher) is combined with online learning and project activities of various kinds. Blended learning implies that the learner has some control of the educational path, the timing, the place, and the speed of learning, the process thus being customised to personal needs. During the conference, we shall demonstrate the best practices of mass adoption and application of blended learning, personalisation, and project activities by schools and supplementary education institutions. We will invite the most outstanding speakers from Russia and neighbouring countries. Teachers utilising various blended learning models and applying online environments will demonstrate how they use these environments in their lessons and what results they achieve. Master classes on implementation of blended learning and project activities in class and outside of class hours, round table discussions of school education personalisation, and a round table discussion for school principals and vice-principals where they will share their experience of introduction of blended learning, will also be held. The following items are on this year’s agenda: How does blended learning and e-learning help rural schools to solve the staffing problem? Present-day blended learning models utilised by Russian teachers. Blended learning in supplementary education for schoolchildren: approaches, models, problems.
Supplier’s Summit

Efficient mechanisms for cooperation

Supervised by: Irina Egorova (Русский) Президент Ассоциации участников рынка артиндустрии
The global market of teaching and learning equipment and software is growing year by year and will achieve some $110.9 billion by 2022, according to experts. How can the manufacturers find their customer on the educational market? How should they promote their products into the system of education? Manufacturers of teaching and learning equipment and means are declaring their interest in co-operation with integrators ever more often. Purposeful integrated introduction of ready-to-use solutions in the field of IT, communications, and innovations into the educational environment becomes virtually their only opportunity to enter the educational market. In an ideal scenario, manufacturers and vendors must respond directly to requests from teachers and educational organisations. However, quite often they speak different languages and don’t understand each other. Successful promotion of technologies and innovations on the educational market is ensured by major integrators whose offering comprises products of multiple suppliers. However, they have no effect upon procurement packaging, as they are servicing tenders where the government-sponsored programmes are the key influence factor; that is, there are national projects under which money is allocated to regions for purchase of strictly determined kinds of equipment. What are the procurement motives of an educational organisation and what laws apply here? How should a manufacturer of learning and teaching equipment and means work with an educational institution to ensure that the products are included in the bid specification, and what needs to be done to win the contract? How can one become a supplier for a federal integrator? Experts in the field of education, representatives of manufacturers and federal and regional integrators will get together at MIEF-2019 in order to discuss these questions. A meeting of business representatives and regional procurement agencies will be held as part of the event.
Vocational Guidance

Educational resources and personal potential

The future belongs to Generation Z — highly adaptable, bold, and pragmatic people living in the phygital (physical + digital) world where the virtual and the physical reality are of equal significance. They are creative and independent, and they want to keep abreast of all the trends and to set trends themselves. With these features, how can one find its way around among the multiple and diverse industries of today’s world and make the right choice when it comes to finding a development area and a growth direction? Which college or university can offer not only teaching of a highly sought-after professional specialisation but also an environment for acquiring and developing highly monetisable skills (hard skills & soft skills)? This year, representatives of the new generation will answer these questions themselves: for the first time in MIEF’s history, students and graduates of leading colleges and universities partnering with the Fair will be holding program events. They will participate in the Vocational Guidance cluster as speakers and experts, as well as mentors for the future high school graduates in the field of determining one’s own learning path and the future profession. The programme of the Fair will allow high school seniors not only to determine their aptitude for a certain job but also to make up their minds concerning their personal growth vector, following the present-day trends or even outpacing them. Both general and individual vocational guidance computer tests will be available to schoolchildren, based on which individual programmes of participation in the Fair will be created for them. The general test results will help the teenagers to find out which one of the seven activity areas fits for them: economics and finance; manufacturing and robotics; agricultural business; art and mass media; medicine and bioengineering; information technologies; education. As for the individual test, its results will serve as the basis for setting routes among MIEF locations with the aim not only to get an idea of new educational practices but also to create one’s personal career strategy. Having divided into groups by area, or following an individual programme of exploring the Fair, high school seniors will get an idea of innovative teaching practices applied at leading national colleges and universities, check out creative interactive areas (online and offline activities, training sessions, PR campaigns) of these colleges and universities, attend brief lectures on vocational guidance delivered by students and graduates, and talk to major experts of global and national level — businessmen and representatives of colleges and universities — who will share their practical insights of building a career development strategy in the form of direct dialogue and presentation. Generation Z teens will get a complete picture of new educational techniques, consider all the aspects of the multicomponent process of creating one’s personal career path, and see for themselves that the opportunities of learning, development, and self-fulfilment are inexhaustible in today’s world.
Homeschooling in the 21st Century

Trends and prospects

Supervised by: Guzel Gurdus Director General at the Centre for Homeschool Support
Homeschooling (HS) is a truly promising ways of future education invaluable for the Russian educational system and capable of giving it a boost. HS has a long-standing tradition, and it lies in our power to preserve and enhance it. The experience of an expert consultation on homeschooling during MIEF-2018 proved to be so meaningful that we suggest a broad dialogue to be held in 2019, where the role and the values, the advances and the hardships of homeschooling in Russia would be discussed. After a long break, many people are attracted to the values of homeschooling again. The law “On Education” regards to this form of education as to a fully valid one, along with traditional school education. The logic of homeschooling fits perfectly with the key trends that will be shaping the image of the whole educational system in the nearest future, such as individual education plans and active use of digital educational technologies. The panel will address the main issues of today’s homeschooling practices, such as: What modern methodological materials and teaching aids can be used by in homeschooling? How can homeschooling results be assessed? How can their compliance with FSES requirements be ensured? Which appraisal and testing systems should be applied and why? What is socialisation for homeschooled children and why is it necessary? What are the ways to adapt children to adult life? What are the pros and the cons of homeschooling as compared with intramural education at school? How should digital and e-learning technologies be used in HS? How can HS practices set the pace for the reform of general education? How can HS be integrated into the system of general education? A parent as a HS teacher: a new type of a skilled specialist. How can one use one’s expertise, knowledge, and skills?
Teenagers’ Forum “Pink Elephant”

Getting teenagers involved in the dialogue on modern education

Supervised by: Yekaterina Luksha Advisor to President at AO Proobraz, Managing Director at Zashchita Detstva (Chilhood Protection) Charitable Fund
Every new day issues new challenges for everyone, irrespective of age, nationality, profession, or interests. This requires development of special kinds of knowledge and skills. Of course, the background experience serves as the base and the starting point for creation of new educational systems. However, we haven’t got a clear understanding of the applicability of expertise, knowledge, and skills, and how far they are in demand by the young generations. Adults judge by their own needs and deficiencies in accordance with their experience of living in the predigital era. The real life requires that we address the task of intergenerational co-operation in order to find answers to such questions as Why anything should be taught, What should be taught, and How it should be taught, and to look for stable forms and practices of human development. The expert educational community in Russia is eager to take the first step to a dialogue and co-operation between all the generations with a view to create a relevant educational ecosystem within the scope of the program of the Fair. We trust the teenagers, and we want to get them involved in creation of a common space to carry on a dialogue about the current situation and further development of education. A space where equal collaboration and communication between people of any age, position, or role will occur. We want the children to decide upon the topics and areas of their part of the conference on their own, to nominate their speakers and master class instructors, and to determine the issues they are eager to discuss with adults, along with sharing ideas with each other. We will be supervising but staying out; we will be offering advice but not imposing anything. Our top priority is to hear the teenagers and to take their position into account.
New Challenges

In the present-day educational process

Supervised by: Sergey Kosaretskiy Director at the Centre for Socioeconomic Aspects of Schooling, Institute for Education at the Higher School of Economics, NRU
Education cannot and must not keep aloof when our society is facing challenges and problems. Their solution will determine the future vector of development of education to a significant extent. It is essential for us to perceive this interaction and, where possible, to keep control of it. But what is truly motivating and inspiring is that education can have an influence over the world, facilitate solutions to global problems, and strengthen the potential of the human community. In the previous years, these questions were raised at the Fair to a greater or lesser degree, but this time we want to pinpoint this topic. At this year’s Fair, we are planning a special series of discussions dedicated to the relationship between education and the changing world. Food for thought: health and longevity, ecology, migration and cultural diversity, poverty and inequality, artificial intelligence and transformation of the labour market, gender and changing generations. Scientists and philosophers, leaders of civic and religious organisations, and politicians will be among the guests of the Fair. Welcome to join the dialogue!
Students’ Forum “My Attitude”

How to turn college years into a springboard for a successful future

Supervised by: Yuliya Selyukova Executive Director at Enactus Russia
In 2019, MIEF will host a Students’ Forum fully designed by college students themselves and not by professionals in the field of education or youth policy. All the topics and issues to be discussed there are of real concern for the students. Why have we done this? Quite often, universities where young people spend at least 60% of their time for four or six years, are far from being student-centric. Even more often, someone enrolls at a college or university not because of their interest in a specific profession or field but just because they had enough credits to be accepted, or were prompted to do so by the parents. What result do we see? The fear of not being in demand after graduation. Lack of understanding of the future profession. Forcing oneself to learn for the sake of grades and not for the sake of the future, which leads to depreciation of education and to burnout. We are not going to seek a guilty party. What we will do is figure out what and how should be done about it.
Rural School Ecosystem

The image of the future

Supervised by: Alexander Yezdov Principal at Moscow School No. 1788, SBEI
Should rural schools have preferences over other schools? Do they need a special legal status? Can the problem of lack of teachers in rural schools be solved by means of online resources and robot teachers? These as well as other issues will be addressed within the scope of the Rural School Ecosystem special project. The participants will contemplate on the existing relations between all the parties to the educational process, the community, and the authorities; they will identify problems and suggest solutions to them. The problems faced by rural schools will be considered with due regard of Russian and international practices. We invite rural school principals and teachers, heads of agricultural enterprises and other businesses operating in rural areas, and specialists of education authorities to participate in the panel. The day will be divided into two parts: the theoretical part (immersion into the topic) and the practical part (project session). The participants will study practical cases and get to know the possible solutions to the problems and tasks relevant to their region (three 10-minute long cases). During the project session, rural school principals, heads of agricultural businesses, representatives of regional education authorities and non-profit organisations will design a model of a state-of-the-art rural school meeting the requirements and challenges of today. Following the results of the project session, recommendations will be given concerning such key areas as funding and HR; school graduates’ self-fulfilment; educational and information technologies.
Children’s Camps Festival “Fifth Term”

Supervised by: Elena Ryzhenkova Director General at OOO Incamp.ru
“Fifth Term”, a festival of modern children’s camps, is an interactive event held as a part of the Parents’ Day — “Saturday at MIEF” — in order to create a true-to-life image of a children’s camp. The modern children’s camps festival is a unique event allowing the parents and the children to discover new forms and demonstrating the trends and the main growth areas in the field of children’s leisure. The modern children’s camps festival is all about children’s leisure as it is nowadays, with due account of the latest trends in upbringing and education as well as of the camping traditions from prior years. The modern children’s camps festival is about safety, about shaping and development of new generations’ values, about modern teachers with their unique methods and techniques, and about a trust-based dialogue between providers of leisure services, parents, and children. This is the second time that the “Fifth Term” festival welcomes leading providers of leisure services for children both in Russia and abroad listed in the online catalogue of children’s camps and events incamp.ru, the official MIEF-2019 representative for participation in the Festival. An open discussion platform will host a dialogue between camp representatives, parents, and children regarding matters of current interest and issues of children’s leisure nowadays. The parents will meet teachers, youth leaders, and principals, ask questions regarding safety, accommodation, entertainment, and education, and review more than 40 programmes of children’s leisure. At the same time, children aged 6 to 17 will get a chance to feel the atmosphere of a children’s camp, learn about their traditions, and take part in master classes and interactive creative and sports events. Every guest of the festival will be able to make a reservation at a camp they like, find out which type of leisure suits them best, and, last but not least, make sure that modern packaged holidays for kids are always safer and more useful than unplanned holidays.

Program

Directorate

Maxim

Kazarnovsky

Program Producer, MIEF Director

Oksana

Goncharova

Curator of the cluster «State Policy», VCHT Director

Natalya

Andreeva

Curator of special projects «Blended Learning» and «Digital Education»

Tatyana

Volosovets

Curator of the cluster "Preschool education"

Darya

Gladysheva

Film track curator

Maxim

Dulinov

Curator of "National Projects' Day"

Irina

Egorova

Curator of the special project "Suppliers' Summit"

Alexandr

Ezdov

Curator of the cluster "Secondary Education' and projects "Special Education Needs", "Rural Schools"

Veniamin

Kaganov

Curator of the cluster Lifelong Learning

Sergey

Kosaretsky

Curator of the cluster «Supplementary Education»

Tatiana

Lavrenova

Manager of Education Week

Ekaterina

Luksha

Curator of special projects «Open Lab for Parents”; and Teenagers’ Forum “Pink Elephant”

Alexander

Molchanov

Curator of the clusters «Higher Education» and «Vocational Secondary Education»

Natalya

Rubin

Curator of the cluster “Vocational Guidance”

Helena

Ryzhenkova

Curator of the Festival «Fifth Quarter»

Julya

Seliukova

Curator of Students’ Forum “My Attitude”

Natalya

Chebotar

Curator of special project «Primary School»

Maksim

Chechetenko

Program Manager

MIEF-2019 Program is created with the participation of members of the Organizing Committee, in collaboration with

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