14 january 15:15–16:00


 Studio, Clock
Sergei Kravtsov, Minister of Education of the Russian Federation
Vadim Moshkovich, Chairman of the Board of Directors, Rusagro
Maxim Oreshkin, Aide to the President of the Russian Federation
Education has traditionally been seen as transmission and in many ways solidification of generational experience and intrinsic societal values. In the last century, school-centrism reigned supreme in education, emphasizing the special role the school played in the process. In addition, education was considered a "forge of human resources," i.e. it was "responsible" for training specialists for the economy and social sphere. The learner was rather an object that was treated, prepared and refined in the educational system. His aspirations and interests were usually given attention only if they were in line with general trends and objectives. This approach to education can be considered product-centric. Increasingly, education should not so much be about transmitting experience as it is about preparing the individual for a future that will be very different from the past. And in this process, the choice of educational trajectory by an individual, his motivation in getting education, in designing his future begin to play an increasingly important role. This means transition from product-centrism through the stage of process-centrism (largely coinciding with school-centrism or university-centrism) to human-centeredness in the development of education, its personification and multi-resource (multi-channel) nature, from the educational institution to the human-forming environment.

Discussion points:
• How can a mass education system become human-centered, personified? Is there no contradiction between its mass nature and personification of learning?
• How to build a human-centered education system? Or will it gradually shape up on its own as educational technology develops?
• Does the shift from product-centered to human-centered education imply the need for a shift towards smaller educational institutions? Towards them being more intimate?
• Will the pandemic and the development of distance technologies accelerate the transition to human-centeredness, with education literally coming into every learner's home? Or, on the contrary, will it only create the illusion of personalization and lead to a reduction in the quality of education?
• What resources will the transition to human-centeredness in education require?