Federal Institute of Education development research manager
- What are the questions you think should be recommended to the G8 for their consideration?
- I think there are two questions. First, there is need to raise the education level in developing countries, applying the European culture knowledge. Second, it’s the education of migrants, as the number of migrants, especially, in the G8 countries will only grow. There is necessary to provide the primary professional education and solve the problems of acknowledging the skills acquired in the countries those migrants came from. Of course there is e need for cultural adaptation and socialization.
Ýòè äâå ïðîáëåìû, íà ìîé âçãëÿä, ñàìûå íàñóùíûå.
- What concrete decisions do you expect from the Forum “Civil G8” on the 9-10th March.
- Speaking of the Civil society, it is of necessity that it participates in solving those problems, as they are cannot be solved only at the government level.
The civil society may be of great help in the questions of the primary education. There is a lack of volunteers for creating a base for the education in the form of some technologies, including the question of life in a society. It is important to overcome the complex of the Other that exists in many developing countries. We have to stop treating immigrants as people of second chop. It’s a huge problem that concerns many countries especially Russia. Nonetheless, Russia has a precious experience in creating primary education institutions, for instance, in Africa and some other developing countries. This experience may be valuable.
As fro the Forum, it is difficult to expect serious solutions as, unfortunately at such events, people tend to either lobby their own interests or to solve State problems.
- Mr. Saburov, at the CivilG8 forums the participants face the difference in public understanding of the education in G8 countries. How can NGOs contribute to the solution of this problem?
–First of all by overcoming the barriers between different social and cultural groups. Within certain countries as well as between them. It’s a great problem but it’s not a problem of children. It is the problem of adults. It’s the problem of our own social and cultural sense and of our attitude towards others. Finally, it is the problem of the civil society. Because the standard acts and laws adopted in this or that country convey the people’s will no matter how we treat it.
The government cannot but consider the will of the sovereign. If there is some trouble, which is obviously there, then we have to overcome barriers inside of the society. If we want the Civil G8 activities get a big resonance, we have to point out main topics: for example the attitude to the invalid children and the children’s attitude towards inclusive school. Speaking of the immigrants’ kid, we have to look into the problem of tolerance towards people of another nationality. If we speak about the students going to study abroad, we have to speak about spreading “Bologna process” worldwide. Then it is important not to let accidents like ones in Voronezh, happen again. And this is not children’s problem.
If we speak about the mean hysteria about Russian kids being adopted by foreigners, again, this is not children’s problem. True, foreign citizens adopt kids of more or less adult age but with serious physical flaws. These kids are not adopted here. This is what the civil society has to think about.
–A child's world outlook forms mainly within education institutions. But it takes time to prepare students to assimilate new educational standards and to understand the new tasks of education, considering the civil society role in that. Does the present day school meet those requirements?
–We should not overestimate the role of school. This is not a hearth of culture in a village. School participates in the educational process for 20%, not more. In developed countries even less. Parents are enough educated to assist with their kids’ study. A child is more and more influenced by the electro Mass Media. Before the main source of knowledge belong to the local yard, now it belongs to television. In other words, there are many more additional key factors to influence education, not only school.
- Which ones?
- Mass Media and family for instance. Influence of these factors leaves behind the process of school reorganization. But reorganization is still of necessity.
–Do you mean that modern education takes place at different education grounds?
- Absolutely, especially if speak about the role of the civil society.
–Can we apply any foreign experience? What would be most beneficial for us?
–The question of borders in the XXI century, obviously, is very different from the same question at the beginning of the XX century. It would be useful to remember Nikolay Kuzansky thought – we are people and we are all pretty much the same. Of course the other countries’ experience is very important for us.