Igor remorenko. Igor Remorenko - a man of the school - What you do not mind spending money on

• Specialty VAK RF13.00.01
• Number of pages 198

CHAPTER I. THEORETICAL FORMATIONS OF AESTHETIC PUPILS

BACKGROUND VALUES ATTITUDES

§1. Philosophical and psychological foundations for the formation of the value of the aesthetic attitude

§2. Value characteristics of an open educational space

§3. Solving the problem of forming an aesthetic attitude in pedagogical theory and practice

CHAPTER II. CONDITIONS FOR FORMING THE VALUE OF AESTHETIC RELATIONSHIP

STUDENTS IN THE OPEN

EDUCATIONAL SPACE

§ 1. Creation of an open educational space as a condition for the formation of the value of the aesthetic attitude of schoolchildren

§2. Development and implementation of value components of the aesthetic attitude of schoolchildren

§3. Organization of positional interaction of subjects of open educational space as a condition for the formation of the value of the aesthetic attitude of schoolchildren

Recommended list of dissertations

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Dissertation introduction (part of the abstract) on the topic "Formation of the value of the aesthetic attitude of schoolchildren in an open educational space"

The relevance of research. Economic and sociocultural changes in Russian society have an impact on the value guidelines of its further development, significantly change the requirements for the education system. Democratization, humanization, variability, openness of modern education have actualized the problem of the relationship between the changing functions of the education system and the task of forming personal value orientations. In this situation, the responsibility of education for the formation of a culturally consistent, non-utilitarian character of the value orientations of the individual has increased. One of the basic values ​​of this nature is the value of the aesthetic attitude. Ensuring its formation is one of the most important tasks of national education, the solution of which is possible if the student is included in the broader context of socio-cultural relations. This allows him to form a holistic image of being, and within its framework - the image of a person. This kind of integrity, eliminating the traditional division of a child's life into school, family, and public, can be represented as an open educational space.

The historical, pedagogical and psychological aspects of the formation of value attitudes were developed in the studies of A.A. Bodaleva, J1.C. Vygotsky, A.N. Leontyev, V.N. Myasishcheva, C.JI. Rubinstein. This problem was reflected in the philosophy of education (N.G. Alekseev, I.V. Bestuzhev-Lada, V.V. Veselova, B.S.Gershunsky, F.T. Mikhailov, A.P. Ogurtsov, V.V. Platonov, V.M. Rozin, P.G. Shchedrovitsky). The theoretical foundations of the analysis of value relations are determined by pedagogical axiology (N.D. Nikandrov, AA Pinsky, V.G. Pryanikova, Z.I. Ravkin, N.S. Rozov, V.N. Sagatovsky, V.A. I. Chizhakova). M.A. Agatova, S.A. Anichkin, A.B. Eliseeva, D.B. Kabalevsky, A.C. Makarenko, B.M. Nemensky, M.G. Plokhova, K.S. Stanislavsky, E.V. Yazovitsky, E.F. Yashchenko and others | The category of "attitude" is substantively revealed in studies devoted to the issues of pedagogical ethics and pedagogical skills (I.F. Isaev, V.G. Pryanikova, Z.I. Ravkin, V.A. ... A number of studies determine approaches to the process of forming the aesthetic attitude of schoolchildren (I.G. Zenkevich, B.T. Likhachev, A.Zh. Ovchinnikova,

T.V. Chumalov). In the last decade, characterized by a change in the value orientations of domestic education (A.I. Adamskiy, A.G. Asmolov, Yu.V. Gromyko, E.D. Dneprov, V.M. Senko, VI Slobodchikov, ID Frumin, AM Tsirulnikov), the need to search for new conditions for the formation of the value of aesthetic attitude in schoolchildren is actualized. In mass practice, attempts are made to solve this problem, but they are ineffective due to the undeveloped complex of interrelated conditions that ensure the formation of the value of the aesthetic attitude of schoolchildren.

The growing interest of researchers in the problem of forming the value of aesthetic attitude in modern conditions of the functioning and development of education is caused by a number of contradictions. On the one hand, social transformations associated with the expansion of the space of individual initiative lead to a natural change in the functions of educational institutions. On the other hand, the traditionally existing closed educational space of the school does not allow effectively solving this problem. In a situation of a socio-cultural crisis, a value vacuum, the formation of the value of an aesthetic attitude is possible only in an open educational space, the center of which is the school.

Thus, the contradiction between the need to form the value of the aesthetic attitude in schoolchildren and the insufficient theoretical elaboration of the problem in domestic pedagogy, as well as the lack of practical experience in solving this pedagogical problem, is actualized.

Taking into account this contradiction, the choice of the research topic was made: "Formation of the value of the aesthetic attitude of schoolchildren in an open educational space."

Purpose of the study: to develop and test the conditions for the formation of the value of the aesthetic attitude of schoolchildren in an open educational space.

Object of research: the process of forming the value of the aesthetic attitude of schoolchildren.

Subject: conditions for the formation of the value of the aesthetic attitude of schoolchildren in an open educational space.

Hypothesis: the value of the aesthetic attitude of schoolchildren can be formed if: use the possibilities of the open educational space by all its subjects;

Ensure the implementation of the components of the value of the aesthetic relationship in their entirety;

Organize positional interaction, including the positions of: the author of the content presented in the general subject of positional interaction; an interpreter perceiving this object; an organizer providing communication between the author and the interpreter; a coordinator that defines and implements a common reflective space.

Based on the problem, object, subject, goal, hypothesis of the research, the following tasks were formulated:

1. Consider the theoretical prerequisites for the formation of the value of the aesthetic attitude of schoolchildren in philosophy, psychology, pedagogy, pedagogical axiology.

2. To reveal the stages of creating an open educational space that contributes to the formation of the value of the aesthetic attitude of schoolchildren.

3. To develop and implement in the activities of the subjects of the open educational space the content of the components of the value of the aesthetic attitude in their integrity.

4. To organize the positional interaction of the subjects of the open educational space in the process of forming the value of the aesthetic attitude of schoolchildren.

Methodological foundations of the study. They are the works of philosophers (Aristotle, G.V.F. Hegel, Plato, V. Windelband, J. Kon, AB Gulyga, M.S. S. Vygotsky, V. P. Zinchenko, A. Maslow, AA Melik-Pashaev, V. N. Myasishchev, B. M. Teplov, D. N. Uznadze), domestic teachers (S. Yu. Kurganov, AM Lobok , B.M. Nemensky, A.Zh. Ovchinnikova, T.V. Chumalova). Conceptually, studies that analyzed approaches to the problem of forming a value attitude from the standpoint of pedagogical axiology (B.S. Gershunsky, N.D. Nikandrov, AA Pinsky, Z.I. Ravkin, V.A. . Khar'kin).

The study was based on an analysis of the ongoing changes in the domestic education system (A.I. Adamskiy, A.M. Gendin, E.D. Dneprov, G.N. AM Tsirulnikov, G.I. Chizhakov, M.I.Shilov). The design of an open educational space is based on the ideas of N.G. Alekseeva, Yu.V. Gromyko, S.E. Zueva, V.V. Kraevsky, V.M. Rosina and others.

Research methods: - analysis and systematization of domestic and foreign sources;

Generalization of teaching experience;

Observation;

Pedagogical experiment;

Modeling method;

Statistical processing methods.

Source and experimental base. Information support of the research was carried out by attracting a wide range of literary sources, including monographs, articles, textbooks, dissertations, information from the Internet system. The empirical part of the research was carried out on the basis of gymnasium No. 35 in Krasnoyarsk. More than 200 students were involved in the study (50 of them were students in the experimental and control classes); 24 teachers of gymnasium No. 35; 32 employees of institutions of the aesthetic sphere, subjects of open educational space.

The personal participation of the applicant consists in the implementation of a meaningful analysis and generalization of the main provisions of the formation of the value of an aesthetic attitude; in the development of the components of the value of the aesthetic attitude; in the implementation of educational activities; in the guidance of experimental work on the formation of the value of the aesthetic attitude of schoolchildren in an open educational space.

The research was carried out in several interrelated stages.

The first stage is search-theoretical (1994-1997). The degree of elaboration of the problem in domestic and foreign philosophy, psychology, philosophy of education, pedagogy, pedagogical axiology is studied, the categorical apparatus of the study is determined.

The second stage is experimental (1997-1999). Systematization and generalization of theoretical and empirical material on the research problem has been carried out; the author's approach to the creation of an open educational space was tested; the components of the value of the aesthetic attitude have been developed; ascertaining and formative experiments have been carried out.

The third stage is generalizing (1999-2000). The analysis and generalization of the research results were carried out; the theoretical provisions and conclusions obtained at the first and second stages of work have been clarified; completed the literary design of the dissertation.

Scientific novelty of the research and its theoretical significance:

The value characteristics of an open educational space are revealed, which provide an opportunity for the formation of the value of the aesthetic attitude of schoolchildren.

The indicators of the formation of the value of the aesthetic attitude of students have been determined.

The principles of construction, structural components of the open educational space are determined, its value characteristics are revealed, taking into account the aesthetic needs of the individual.

The components of the value of the aesthetic attitude have been developed, the characteristics of the activities of the subjects of the open educational space, participating in the implementation of these components, have been determined.

The organization of positional interaction in the process of forming the value of the aesthetic attitude of schoolchildren is presented.

The practical significance of the research lies in the fact that the results obtained can be used in the system of training and advanced training of teaching staff, in the activities of educational institutions, in the system of teacher education. The results of the empirically tested educational project "Formation of the value of aesthetic attitude in an open educational space" are used in the educational practice of the Krasnoyarsk Territory.

The reliability and reliability of the results obtained are provided by the methodological substantiation of the initial parameters of the study associated with the axiological, synergetic, cultural, anthropological approaches; application of methods adequate to its tasks and logic; significant source base; the comparability of the conclusions drawn with mass practice.

The following provisions are submitted to the defense:

1. Mastering by schoolchildren of an open educational space contributes to their aesthetic awareness; perception, comprehension of aesthetic values.

2. The implementation by the subjects of the open educational space of the main components of the value of the aesthetic attitude, including the significance of the characteristics of the individual's activity (finding the aesthetic personal foundations of the activity; building culturally consistent patterns of activity; their inclusion in the general life-semantic context; ecological attitude to reality), provides the orientation of students on aesthetic values ​​as priorities.

3. Organization of positional interaction of schoolchildren allows students to engage in aesthetic activity, to develop their tendencies to act in the position of the author, interpreter, organizer.

4. An open educational space, characterized by the spread of educational activities beyond the traditional forms of organizing education, the focus of education on the transfer of cultural norms in understanding culture as a personally significant space of activity, allows to provide an integral process of forming the value of aesthetic attitude in its cognitive, emotional, behavioral components ...

Testing and implementation of research results. The results presented in this work were reflected in scientific articles, reports and speeches at international, all-Russian, regional scientific and practical conferences, scientific seminars, meetings, including at the International Scientific and Practical Conference "Education Management: a View from the Third Millennium" (Krasnoyarsk, 1999), the All-Russian scientific-practical conference "Pedagogy of development and changes in Russian education" (Krasnoyarsk, 1997, 1998, 1999), Siberian pedagogical readings "Pedagogical traditions and innovations as a factor in the development of vocational education" (Krasnoyarsk, 2000), International seminar a meeting on public administration (Maidstone, Great Britain, 1999), seminars of the Open Society Institute within the framework of the Megaproject "Development of Education in Russia: General Education", the "Beautiful School" competition (Moscow, St. Petersburg, 1996, 1999, 2000), seminars of the laboratory of methodology and new pedagogical technologies Krasnoyars the regional Center for the Development of Education (Krasnoyarsk 1996, 1997, 1998, 1999, 2000), seminars of the Institute of Educational Policy "Evrika" (Moscow, Krasnoyarsk, Ust-Ilimsk, London from 1996 to 2000), a meeting of the expert group for the consideration of competitive projects of cultural and educational initiatives and reports on their implementation (federal experimental site, Moscow, 1999, 2000).

The approbation of the research results and their implementation into practice were carried out in the process of implementing the project of the cultural and educational initiative "Federal Experimental Site" in the gymnasium No. 35 in Krasnoyarsk.

The main ideas and theoretical provisions of the study were used in the development of the target Program for the stabilization and development of the education system of the Krasnoyarsk Territory.

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Conclusion of the thesis on the topic "General pedagogy, history of pedagogy and education", Remorenko, Igor Mikhailovich

The problem of forming the value of an aesthetic attitude is one of the most relevant for pedagogy, pedagogical axiology, which determines the value foundations of modern education and the strategy for its further development. The formation of a value attitude as a way of being involved in things, as a condition for revealing and realizing the axiological properties hidden in them in a social context means ensuring stability in society on the basis of universal human values. The value of the aesthetic attitude is defined as a set of certain characteristics of the connection between the subject and the object in the aesthetic respect, considered from the point of view of sociocultural significance and determining the super-individual content of the subject's spiritual activity. The formation of the value of the aesthetic attitude allows, on the whole, to reveal meaningfully and ensure the non-utilitarian nature of social relations. In ancient philosophy, the main categories of analysis of the value of the aesthetic attitude are outlined: "harmony", "proportionality" “Fantastic”, “comic”, etc. Of particular importance is the fixation of the non-utilitarian nature of the aesthetic relationship, the study of the characteristics of the object of the aesthetic relationship. Medieval aesthetics focused on the subject of the aesthetic relationship. The value of the aesthetic attitude was gnoseological in nature and was associated with the cognitive characteristics of the subject, with the sacred nature of aesthetic cognition. understanding of the aesthetic attitude in connection with certain characteristics of the individual. In the philosophy of the twentieth century, the aesthetic attitude is not determined by some naturally developing reality, which only needs to be properly understood, but it is also not an exclusively artificial area, built arbitrarily. The aesthetic attitude is based on artificially natural realities, which, depending on the research emphasis on some idea introduced into aesthetic reality, are filled with one or another content. The method of ascent from the abstract to the concrete becomes the basis for the study of aesthetic categories. From a psychological point of view, the aesthetic attitude is understood as an aesthetic reaction that depends on a certain activity of the subject, on the subject-actor, consciously transforming reality; as a necessary condition for the holistic development of the individual. The formation of an aesthetic attitude and its value is considered in the process of interaction between the subject and the artistic form. The perception of an art form is the starting point of an aesthetic experience. The nature of aesthetic experience is reflected in a complex constructive activity in which the perceiver himself builds and creates an aesthetic object. This is followed by a synthesis of the disparate elements of the artistic whole. It is a complex activity and is reduced to the creative processing of an aesthetic object through a number of internal emotional reactions (L. S. Vygotsky). In psychology, the aesthetic attitude is considered, in addition, in a social context. From a pedagogical point of view, this means that there is a certain, in a special way cultivated in the social environment, the significance of the aesthetic attitude. This significance forms the basis of the pedagogical study of the value of the aesthetic attitude. Modern approaches to changing the national education, conditioned, in particular, by the principles of openness, axiologization and variability of education, allow us to identify ways of forming the value of the aesthetic attitude in the activities of an educational institution. Theoretical foundations of the formation of the value of aesthetic attitude are determined by the pedagogical axiology, which considers an open educational space as a space of meanings in a socio-cultural context, and gives the very process of interaction of its subjects an ecological character, aimed at a non-utilitarian, spiritual unity of people. The generalization of the experience of pedagogical research on aesthetic education aimed at the formation of aesthetic tastes and ideals also shows that in modern conditions the problem of the formation of the value of aesthetic attitude in schoolchildren is actualized. This is due to the transition of domestic education from an authoritarian to a humanistic paradigm, focused on meeting the needs and interests of the child in accordance with his individual characteristics; on the wider use of cultural, economic opportunities and characteristics of the social environment. The closed educational space of the school does not allow effectively organizing the process of forming the value of the aesthetic attitude of schoolchildren, complicates the exchange of aesthetic values ​​between generations, does not create situations for comparing opinions, assessments that contribute to the formation of the value of an aesthetic attitude in schoolchildren, characterized by the presence of their own aesthetic position. An open educational space contributes to a more active involvement of the individual in various types of activity, the development of his individuality. At each stage of creating an open educational space (creating a search group that studies the possibilities of the city's social environment in terms of aesthetic education of schoolchildren and introducing them to aesthetic activities; creating an Aesthetic Council at school, including schoolchildren, subject teachers of the art cycle, museum staff; organization and implementation joint aesthetic activity of the subjects of the open educational space), students received various knowledge and experience. The main requirements for the design of an open educational space are: mutual understanding and satisfaction with communication; positive mood; the authority of the leaders; participation of all actors in expanding the open educational space; the productivity of interactions in the educational process. The model of an open educational space reflects the characteristic of the value of aesthetic attitude in the aggregate of cognitive, emotional, behavioral components that reveal the content of the activities of the subjects of an open educational space. The structural units of an open educational space are: the physical environment, human factors and an educational program that carries a certain aesthetic load. The model of an open educational space includes three basic components: spatially-subject, social and psychodynamic. The main components of the value of aesthetic attitude are: the importance of finding oneself in the material and the content of education adequate to it, found in the educational space; the importance of building holistic culture-consistent patterns of activity on the basis of the identified personal grounds; the significance of the transfer and use of the revealed personal foundations and the integrals built on their basis in the general life-semantic context; the significance of the ecological attitude to reality. The components of the value of the aesthetic attitude are organically connected with the universal values ​​inherent in the entire world community and do not depend on ethnic, national and other geographically determined characteristics. "The way of forming the behavioral component of the value of the aesthetic attitude is positional interaction, which presupposes the co-organization of positions: the author, the creator of the cultural material, specifying the subject of interaction of all other positions; the interpreter who perceives the cultural material; the organizer, providing communication between the author and the interpreter, keeping the meaningful reference points of the interaction of these positions, which are the components of the value of the aesthetic attitude; the coordinator who analyzes the joint activities of the author, interpreter, organizer in the reflexive space and, on the basis of the analysis, draws conclusions about the adequacy of the educational space to the idea of ​​reproduction of the positional interaction presented by us. Thus, the study carried out allows us to conclude that the creation of an open educational space, the implementation of the main components of the value of the aesthetic attitude, the organization of positional interaction contribute to the formation of the value of the aesthetic attitude of schoolchildren. The results obtained in the work open a new field for further research: analysis of pedagogical phenomena from the standpoint of the axiological approach; study of the formation of value relationships in educational activities; development of open educational spaces based on the definition of the axiological component of pedagogical activity and

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Remorenko Igor Mikhailovich - Deputy Minister of Education and Science of the Russian Federation.

Property

Income for 2011 amounted to 3.569 million rubles.

Property:

• Apartment (individual property) - 54 sq.m., Russia.
• Nissan Tiida car.

Biography

Education

He graduated from school with a silver medal and with honors from the physics and mathematics school at Novosibirsk State University.

1993 - graduated from the psychological and pedagogical faculty of the Krasnoyarsk State University, specializing in “Mathematician-teacher”.

Science degree

Candidate of Pedagogical Sciences.

Thesis topic: "Formation of the value of the aesthetic attitude of schoolchildren in an open educational space."

Career

1991 - 1997 - worked as a mathematics teacher, deputy director for teaching and educational work at secondary school No. 52 in Krasnoyarsk.

1997 - 2003 - worked as a chief specialist in expertise and innovation policy of the Education Department of the Krasnoyarsk Territory Administration.

2003 - 2004 - Program Coordinator of the National Training Foundation.

2004 - 2007 - Deputy Director of the Department of State Policy and Legal Regulation in the Field of Education of the Ministry of Education and Science of the Russian Federation.

2007 - 2011 - Director of the Department of State Policy and Legal Regulation in the Sphere of Education, Director of the Department of State Policy in Education, Director of the Department of Strategic Development of the Ministry of Education and Science of the Russian Federation.

In this position, Igor Remorenko took part in changing the amount of payments to students of universities and vocational schools. So, in 2007, at a meeting of the board of the Ministry of Education and Science of the Russian Federation, Igor Mikhailovich announced that a draft law had been developed that would increase the amount of scholarships for university students, as well as for students of vocational schools.

2009 - awarded the class rank "Active State Councilor of the Russian Federation, II Class".

2011 - 2012 - State Secretary - Deputy Minister of Education and Science of the Russian Federation.

June 5, 2012 - By order of the Government of Russia dated June 5, 2012 No. 915-r was appointed to the post of Deputy Minister of Education and Science of the Russian Federation.

Social and political activity

May 2012 - took part in the XVII Annual All-Russian Scientific and Practical Conference "Pedagogy of Development: Driving Forces and Development Practices".

September 12-15, 2012 - Member of the Organizing Committee of the Interstate Forum of the CIS Member States "Population Health - the Basis for the Prosperity of the Commonwealth Countries".

October 11, 2012 - spoke at a meeting of the State Duma Committee on Education.

Member of the Russian tripartite commission for the regulation of social and labor relations (the commission of relations consists of representatives of all-Russian associations of trade unions, all-Russian associations of employers and the Government of the Russian Federation).

Director of the Department of State Policy and Legal Regulation in the Sphere of Education, Ministry of Education and Science of the Russian Federation.

Member of the Supervisory Board of the Federal State Autonomous Institution "Federal Institute for the Development of Education" (FGAU "FIRO").

Report of the Deputy Minister of Education and Science of the Russian Federation Igor Mikhailovich Remorenko

Igor Remorenko on the system for assessing the quality of education in the Russian Federation

Job responsibilities

As Deputy Minister of Education and Science of the Russian Federation, he oversees the following issues:

• development and implementation of state policy in the field of general and additional education, upbringing and socialization of children and youth;

• interaction with the constituent entities of the Russian Federation on the content and organization of general and additional education, directions of state policy in this area, changes in the regulatory legal framework;

• ensuring the development and implementation of federal state educational standards and federal state requirements for general education;

• organizing the formation of a system of advanced training and professional retraining of teachers and heads of educational institutions and educational institutions of additional education for children;

• the national educational initiative "Our New School";

• guardianship and trusteeship in relation to minor citizens.

Quotes

• All parents load their children with whatever they possibly can. Everyone wants their children to be smarter than others. It is impossible to reverse this, to completely prohibit all additional paid services.

• To translate the language of normative regulation into normal human language is a special job, it is not done by itself.

• There is not a single company that is capable of providing normal PR to a government department. Nowhere in the world will you find a person who would say: “How great is our ministry!” ...

• Our rules are new, and the way of life of people has changed little for 20 years. People solve problems in the old way: by negotiating, picking up the phone or meeting in person. Seriously living by the rules is yet to come.

• The development of software is much more in line with advanced humanitarian technologies than the development of society. There is feedback, which is given from below and which they want to hear at the top. We just need to build a feedback system.

• Power is just an instrument on which what is defined in the few powers of power depends.

Family status

Married with two daughters.

Notes (edit)

1. Information on income, property and property obligations provided by federal state civil servants of the Ministry of Education and Science of the Russian Federation for 2011
2. Ministry of Education and Science, Deputy Minister
3. Ministry of Education and Science of the Russian Federation: Management - I. M. Remorenko
4. Formation of the value of the aesthetic attitude of schoolchildren in an open educational space, topic of the dissertation and author's abstract on VAK 13.00.01, candidate of pedagogical sciences Remorenko, Igor Mikhailovich
5. 5.0 5.1 Equal guarantees policy
6. Interstate Forum of the CIS Member States "Population Health - the Basis for Prosperity of the Commonwealth Countries": Forum Organizing Committee
7. On October 11, 2012 at 11.00 a meeting of the Education Committee will be held
8. Russian Tripartite Commission for the Regulation of Social and Labor Relations
9. Federal Council for Textbooks of the Ministry of Education and Science of the Russian Federation
10. FIRO: Supervisory Board
11. Igor Remorenko appointed Deputy Minister of Education and Science of the Russian Federation
12. Russian Reporter: What the authorities promised the school
13. We just need to build a feedback system
14. Ministry of Education and Science: Igor Mikhailovich Remorenko

• 12 march 2018
• 2000

In one of the Shinsto temples in Japan. Ema - wooden boards with wishes.

In the mid-80s, Krasnoyarsk became the pedagogical capital of the USSR. This happened largely thanks to the Krasnoyarsk University, which was headed by Veniamin Sokolov, an outstanding scientist and organizer. On his initiative, the activity pedagogy and psychology of Vygotsky appeared in the region, he invited the then disgraced academician Vasily Davydov, the school's methodologist Georgy Shchedrovitsky. As a result, among other things, the now famous gymnasium "Univers" was created. , one of the founders and the head of which was the young mathematician Isak Frumin, and the Faculty of Psychology, the dean of which was appointed Viktor Bolotov. This legendary faculty arose on the basis of summer mathematics schools at Krasnoyarsk University and very soon turned into a forge of innovative personnel not only for the region, but for the whole country.

This faculty graduated from Igor Remorenko.

His career was developing successfully and even rapidly: after graduating from Krasnoyarsk State University with a degree in mathematics and six years of work at school, he seriously and for a long time moved into the field of education management, making a rise from the chief specialist in expertise and innovation policy in the administration of the Krasnoyarsk Territory to State Secretary - Deputy Minister of Education and Science of the Russian Federation.

And in 2013, he changed the chair of a high-ranking federal official to the post of rector of the largest pedagogical university - Moscow City Pedagogical University.

But whatever position he occupies, teamwork has been and remains his favorite form of communication with colleagues.

Vats to God

To get to the village of Boguchany in the Boguchansky district, which occupies tens of thousands of square kilometers in the north-east of the region, you need to travel almost 600 km from Krasnoyarsk, the train winds through the taiga for 14 hours.

The village of Boguchany arose in the 17th century during the conquest of the Siberian lands by Russian pioneering Cossacks. The very name of the village is shrouded in legends: according to one of them, it comes from the Evenk “ bukachan"-" hillock "," hill "," island ".

But there is another version: as if, when the Cossacks conquered this village after a long and bloody battle with local residents, in honor of their victory, they put large vats of wine on the river bank in the evening, and the next morning they turned out to be empty. Then the Cossacks decided that these vats went to God - hence the name: Boguchany.

The rapid economic and social development of the Boguchansk region began in 1950–1970, at which time it became the largest timber processing center of the Krasnoyarsk Territory. In the 1960s-80s. up to 6 million cubic meters were harvested in the region. m of timber per year - two-thirds of the total volume of the entire Krasnoyarsk Territory. 16 large timber industry enterprises and 10 chemical forestry enterprises worked successfully.

November holidays, school column.

The village of Boguchany, whose population was about 10 thousand people, did not lag behind.

Some of the local residents worked at the sawmill, some were engaged in the extraction of minerals and the manufacture of resin from pine resin - an important resource of the chemical industry.

The favorite pastimes of the villagers were hunting, since the taiga with its dense forests and rich fauna is nearby, or fishing, since the Boguchany are located on the Angara River, which was home to a lot of fish: from pike, omul, grayling, yazi to rare - whitefish, sterlet, nelma and sturgeon.

It was not customary to sit with a fishing rod on the bank of the river: nets or so-called "muzzles" were used to catch fish for winter fishing.

At that time (70-80s of the last century) the water in the river was still clean, it was possible to swim and fish in it, but after the construction of the Boguchanskaya hydroelectric power station and a number of industrial enterprises that dumped their waste into the Angara, the situation changed for the worse.

But this is now, and then the Boguchany actively developed, and the symbol of the development of the village, as you know, is the school. In the 1970s, a new ten-year school was built here, new teachers were invited, and Igor Remorenko went to study at this school.

He admits that he was interested in everything here, because life at the school was in full swing: some kind of evenings, discos, contests and competitions were constantly arranged.

9th grade, with friends at one of the school evenings.

Igor was the star of school discos. No, he did not dance the best - everyone danced to his music. He was the best in musical directions, he already had a collection of fashionable records, and therefore he stood at the DJ's table, directing the entire disco.

At the disco.

In the 5th grade, he was even elected to the school council of the squad, but after sitting at several boring meetings, he wrote a letter of resignation. He was removed from the council of the squad, but left as a pioneer, which allowed him to join the Komsomol, successfully finish school and even receive a silver medal.

Leaving a warm place for more interesting activities - we will remember this stroke in the biography of our hero.

In addition to the school, the village had another attractive place - the local history museum. The guys loved to come here not only to look at the exhibits (on the territory of Boguchany, during the excavations, many tablets with ancient hieroglyphs were found), but also to listen to the stories of the founder of the museum, a former exiled political prisoner Daniil Markovich Andon.

Here it is necessary to make a small digression and note that a good half of the inhabitants of Boguchany (which is typical for Siberia) consisted of the descendants of exiles, repressed or migrants.

From the second half of the 19th century, Priangarye became a place of political exile and a zone that still exists today.

Igor Remorenko recalls how, during his trips to his homeland, he saw from the train window long rows of barracks behind barbed wire, and in everyday life he often had to meet people in gray overalls - those who were in a free settlement and who were allowed to leave the zone.

The parents of our hero also ended up in these harsh lands not by chance: ancestors on the paternal side came from Ukrainian peasants who had moved to Siberia to develop local lands on the "Stolypin call" at the beginning of the 20th century. And the maternal grandfather and grandmother came to Boguchany on Komsomol vouchers.

Igor Mikhailovich's father was in charge of a construction organization, and his mother worked as a mathematics teacher.

In dad's arms.

Mathematical abilities were passed on to our hero by inheritance: while studying in the 8th grade, he won the Olympiad in this subject, and he was given a referral to the physics and mathematics school at Novosibirsk University. But he did not want to leave Boguchany to live in a boarding school, so he studied in absentia: manuals and assignments were sent by mail, and in the same way he sent completed assignments.

By the way, he graduated from the physics and mathematics school with excellent marks.

And his choice was predetermined: the mathematical faculty of the Krasnoyarsk University, where he entered in 1988.

Krasnoyarsk

Krasnoyarsk State University (now it, together with a number of other universities and scientific organizations, became part of the Siberian Federal University) at that time was a very young university. It was opened in 1969.

“And there were Novosibirsk and Tomsk universities nearby, and there was a lot of competition. Therefore, Krasnoyarsk University has always looked for some points of excellence, - says Igor Remorenko. - Veniamin Sokolov, the then rector of Krasnoyarsk University, in the 80s decided that it was necessary to stake on psychology and pedagogy. And then he invited Vasily Vasilyevich Davydov and Georgy Petrovich Shchedrovitsky to Krasnoyarsk, after whom teachers and psychologists from all over the Soviet Union began to come for permanent or temporary work, many scientists of the region participated in organizational and activity games. This is how a fundamentally new innovative psychological and pedagogical faculty of Krasnoyarsk State University emerged. The competition here has been great since its inception, and the study was the most interesting at the university. "

The dean of the new psychological and pedagogical faculty at that time was Viktor Bolotov, the future Deputy Minister of Education of the Russian Federation.

In general, Krasnoyarsk State University has provided Russian education with many famous figures.

For example, in 1979, Isak Frumin graduated from the mathematics faculty of this university, who from 1987 to 1999 headed the legendary Krasnoyarsk experimental gymnasium "Univers", during the same period he also headed the department of general pedagogy alma mater. And then he made a dizzying career leap, working as a visiting researcher at the University of Washington (University of Washington, Seattle ), University of Hawaii ), Leading Education Specialist of the Moscow Office of the World Bank. Now he is a well-known expert in the field of education, a member of international scientific councils of a number of universities, a member of the Expert Council under the government of the Russian Federation. From 2012 to the present - Scientific Director of the Institute of Education, National Research University Higher School of Economics. Vyacheslav Bashev, the former Minister of Education of the Krasnoyarsk Territory, and Pavel Sergomanov, the former director of the Regional Institute for Advanced Studies, also work at the HSE. Both were associated with the Faculty of Psychology and Education: Bashev graduated from it, Sergomanov taught there.

And Viktor Bolotov, as mentioned above, was the dean of this faculty and told the students about him so fascinatingly that many responded to his call to transfer there. Among these students was Igor Remorenko, who by that time, having studied at the Faculty of Mathematics for two years, had become disillusioned with computers and programming (personal computers were then exorbitantly expensive, and a queue was lined up for the new computer class, it was very difficult to get there). And the questions of pedagogy and psychology just interested him, although he continued to simultaneously write term papers in mathematics.

True, in addition to the academic, our hero also had a selfish interest: at the mathematics faculty they paid a scholarship of 42 rubles, and at the psychological and pedagogical one - 65 rubles. In the post-perestroika period, this also mattered.

At one time he worked as a loader at a medicine factory. At first he lived in a hostel, then rented a room.

It was difficult with groceries in the late 80s: empty shelves were gaping in stores. They were rescued by caring parents who sent parcels to student children, and the students themselves tried not to miss their chance and brought potatoes from collective farms, where, according to the old Soviet tradition, they were sent to harvest.

And, while still studying at the university, in 1991 our hero went to work at school number 52 in Krasnoyarsk.

Class teacher at school # 52, Krasnoyarsk, 1995

“Well what can I say, it was difficult to work as a teacher in the 90s,” says Igor Remorenko. - At first I didn’t like it very much, I didn’t know how to communicate with children, then I learned. I was worried that they did not pay their salaries on time, they sometimes gave them food. Then everyone got used to it somehow. In the summer months, I helped realtors sell apartments, later took the children on trips, worked part-time on refresher courses. I remember that $ 10-15 seemed like a very significant increase in salary. "

At first he lived for several years in a small extension at the school. I was always aware of all school affairs - heating broke through, problems with the sewage system, children climbed onto the roof, a drunk high school student came, someone found drugs. In the school of the 90s, it was all. Once I had to save a high school student from a fifth grader who attacked him with a Finn. Yes, it happened.

And yet, in that period, despite all the difficulties, our hero worked with great enthusiasm.

The headmaster of the school, Lyubov Gileva, was very fond of innovations, she could not stand school boredom and routine. Igor Remorenko and his colleagues learned this optimism from her. The school was very much helped by Alexander Aronov - the scientific advisor of Igor Mikhailovich.

The school teachers mastered the technologies of developing education, created a club of young teachers, developed the concept of the “School of Choice”, and conducted organizational, activity and business games. The favorite pastime of our hero at that time was "School of the Future". Every year, the guys prepared a set of projects to update school life for it. There were a variety of fantastic proposals for re-equipment of the building, reorganization of training sessions, communication space.

In the late 90s, Igor Mikhailovich was invited to the Main Department of Education of the region for the position of a specialist in expertise and innovation policy. At that time, everyone was writing development programs, a kind of competition appeared between the regions - who had the best development strategy. For this they gave federal grants, provided methodological support. Igor Remorenko was involved in the preparation of such development programs. He worked with Galina Vychuzhanina, Galina Weber, Vladimir Minov - very experienced managers who know how to combine any current fuss with ideas about the future. Together with his colleagues, Igor Mikhailovich traveled a lot across the large Krasnoyarsk Territory, met with a variety of people.

He attended schools, including rural ones, studied various models of the rural socio-cultural complex, network interaction of schools in the countryside.

Moscow

This experience helped him a lot in his future work at the National Training Foundation, and then at the Ministry of Education and Science, where he was invited in 2004 and where, among many other issues, he was involved in the reorganization of the network of rural schools.

Together with his colleagues, he looked for and offered various options: in particular, common legal entities were created, including a school, a village club, and an institution of additional education. This allowed to reduce administrative costs, the freed up funds were channeled to teachers' salaries.

“So that we directly interfere in the politics of a region and forbid him to carry out reforms - this was not the case, and we did not have such powers,” recalls Igor Mikhailovich. - It happened, however, that the reorganization of the school was carried out without the necessary decision of the village meeting. In this case, we asked the regions to reconsider the decisions they made ”.

For almost 10 years of work in the ministry, our hero led a variety of areas, including the Priority National Projects in the field of education.

At a conference at the Moscow School of Economics and Social Sciences, February 2018

Large amounts of money were allocated for their implementation - 50 billion rubles a year, but clear mechanisms for transferring funds from the federal to the regional level have not yet been worked out. And this was just a period when the regions had a very large autonomy and some of them deliberately distanced themselves from the federal center, while support for innovative schools and the best teachers had to be carried out in accordance with general rules, selection criteria, public participation, a roadmap and other regulations established for the whole country. And to put all this in order, Igor Remorenko and his team worked very intensively, came to work at about eight in the morning, left at about eleven in the evening. He still maintains relationships with his colleagues.

Igor Remorenko considers one of his achievements to be the development of the conceptual document "Our New School". A roadmap was not issued for its implementation, no special investments were envisaged, but some ideas of this program - for example, new educational standards; pedagogical master's degrees for specialists wishing to work at school, but do not have a basic pedagogical education; community school boards; the emergence of autonomous institutions - have been successfully implemented.

But Igor Mikhailovich considers the creation of a new version of the Law "On Education in the Russian Federation" to be the most interesting and important stage of his ministerial activity.

“When we started this work, there was a very negative attitude towards the law, a lot of myths, everyone believed that as a result of the adoption of this law, only two free subjects would remain at school,” says Igor Remorenko. - And then we came up with a crowdsourcing project to discuss this bill and at the same time live discussions - webinars, round tables. There were a lot of discussions and controversies. For example, when developing a new version of the law, they forgot to include in it a clause prohibiting the activities of religious organizations in schools, and a lot of noise arose on this matter. We wrote on the website that this is a very important topic indeed. And we are ready to return this formulation to the law. Everyone was very surprised that like this, in the mode of live communication, it is possible to promptly construct a law by the whole world, to offer something to all concerned citizens ”.

Trip to Yakutia. 2011 r.

Now, looking back, Igor Mikhailovich says that much could have been done differently. For example, it would not hurt to more often focus on foreign experience, including when developing the Federal State Educational Standard. According to Igor Remorenko, the structure of educational standards could be somewhat different, there could be a more detailed description of educational results. And we need a monitoring system that constantly refines these results, gives feedback between the accepted norm and real activity.

During the period of work in the Ministry of Education and Science, there was no time for this.

Now at the Moscow State Pedagogical University, a lot of studies are being carried out that compare Russian education with education in other countries. The university learns to conduct research at the international level, develops educational law, digital technologies, experiments with teaching methods.

Career difficulties

Igor Remorenko admits that he feels more comfortable in the rector's chair than in the position of an official.

There I had to control myself more in public space: an accidentally dropped word, even a glance, could be misinterpreted. Here you can speak more freely, express some doubts, versions, options.

In the office of the Deputy Minister. 2012 r.

In the status of deputy minister from 2011 to 2013, he often spoke to deputies of the State Duma, senators of the Federation Council. Sometimes they were very critical, but they managed to find a common language. He tried to be persuasive and simply find arguments to support his own statements. At the same time, he was not afraid, if necessary, to admit his mistakes. This happened at a meeting with human rights activists, who drew his attention to errors in the documents prohibiting the admission of migrant children to schools.

It was not directly interpreted that way, but there were discrepancies that caused misinterpretations. I had to write an explanatory letter to the regions in order to correct these contradictions.

It should be noted that the activity of Igor Remorenko in the Ministry of Education and Science fell on the period when the department was headed by Andrey Aleksandrovich Fursenko.

As you know, he was not popular in society, which, incidentally, was typical for all European ministers of education of that time.

Anti-globalization speeches, student pickets and strikes, protests against the Bologna process were in full swing. Italian unions, for example, hung posters all over Rome calling for the resignation of then Italian education minister Letizia Moratti, who ran the informal club of European education ministers. Igor Mikhailovich recalls those times with humor: “When Andrei Alexandrovich Fursenko arrived at the first meeting of the ministers of education in Italy, Letizia Moratti asked him:“ Andrei Alexandrovich, are the students on strike? ” He says: "Of course there is." "Do teachers express dissatisfaction in the press, in public actions?" He says: "Yes, they do." (They threw eggs at him, remember, there was such a case?) "And do the Ministry come to picket?" He replies: "They come, of course." She says: "Well, then welcome to our club!" "

Since 2013, Igor Mikhailovich has been heading the Moscow State Pedagogical University, the largest pedagogical university in the country, which trains not only teachers, but also lawyers, managers, civil servants, designers, psychologists, sociologists and other specialists.

There are 16 thousand students studying at the Moscow State Pedagogical University, there are 60 undergraduate programs and 80 master's programs. There is a college, a pre-university for schoolchildren, and the Silver University for retirees opened last year.

Igor Mikhailovich is now subordinate to more than 2 thousand employees.

I ask: is it difficult to manage such a large team?

What to do when people do not obey, are offended, come into conflict?

“The hardest part is not when people disobey. In a large organization, you can always find a person who will make a reasoned and thoughtful decision. If my colleagues disagree with something, I try to argue and convince. But it is more comfortable for me to work in a team, to work out decisions collectively, the quality of implementation of such jointly adopted decisions is much higher than the formal execution of these instructions alone, ”says Igor Mikhailovich.

And at the end he admits: "By the way, I don't remember any open conflicts."

A family

The hero of our essay does not like to talk about his personal life. The first student marriage was short-lived. Now he has been in his second marriage for many years, raising two daughters. The eldest is studying to be a psychologist, the youngest is in the 3rd grade. The age difference between them is 13 years.

The main principle of upbringing, which Igor Mikhailovich professes, is very simple and clear: to make it interesting together. He believes that we should ask each other more often who wants to do what and try to help each other. And also to go to theaters, to sporting events, to travel together.

The whole family love to visit not only foreign countries, but also often travel around Russia: Taganrog, Rostov-on-Don, Sochi, St. Petersburg, Moscow region ... Two years ago, together with his youngest daughter, he visited Boguchany, showed her his small homeland.

The school in which he studied is still operating; optimization has not yet affected it, despite the fact that many local residents have left these places. Siberia retains someone with its transcendent strength and vastness, and in someone it fosters a desire to conquer new territories. Igor Remorenko is more likely one of the latter.

On vacation in Hungary. 2013 g.

Blitz survey

- If a person has no friends - is it ...?

- In difficult times, I ...?

- I concentrate and think about how to get out of the situation.

- What would you wish yourself an 18-year-old?

- Perseverance. Nothing more.

- What are you not sorry to spend money on?

- Everything related to good music.

- Everything that I have achieved in my life, I owe ...?

- Education, and only him.

- Most of all in people I value ...?

- Passion and ability to captivate.

- Will save the world ...?

- Dream of a wonderful new world.

Olga Dashkovskaya

Photo from the personal archive of Igor Remorenko

"News"

Deputy Minister of Education and Science I. Remorenko confirmed that he can leave the post.

06/18/2013, Moscow 10:15:42 AM Deputy Minister of Education and Science Igor Remorenko confirmed that he could leave his post at any time. The official wrote in his microblog on Twitter: "I am thinking of taking a break in the civil service, it is very useful, first of all, for the civil service."
link: http: //www.rbc.ru/ rbcfreenews / 20130618101542. shtml

Schools for Gifted Children: Present and Future

The discussion was attended by Deputy Minister of Education and Science of the Russian Federation Igor Remorenko, Scientific Director of the Institute of Education of the Higher School of Economics Isak Frumin and his colleagues, teachers of leading Moscow schools, representatives of academic institutions. The purpose of the discussion is to clarify positions and find common ground between them. Discussion materials will be published on Polit.ru.
link: http://www.polit.ru/article/ 2012/12/24 / schools_of_the_ future /

The Ministry of Education and Science calls on the OS to be active during the election of school principals

“The idea of ​​electing school principals and providing them with programs for the development of the institution was discussed, but it was never said that it would be an open vote, the idea was that public councils would take a more active part in this procedure,” said Igor Remorenko.
link: http://ria.ru/education/ 20121024 / 906416206.html

Igor Remorenko received a delegation from the Ministry of Education and Culture of Finland to the Ministry of Education and Science of Russia

On October 11, 2012, Deputy Minister of Education and Science of the Russian Federation Igor Remorenko received a delegation from the Ministry of Education and Culture of Finland headed by Director for International Affairs Jaana Paloyarvi.
link: http://www.informio.ru/news/ id2540

"We need to train a new working elite"

On Thursday evening, the new Minister of Education and Science Dmitry Livanov officially introduced his team. From the previous leadership of the ministry, who worked with Andrei Fursenko, three deputies remained, including Igor Remorenko. He lost the status of Secretary of State and will now oversee issues related to preschool, school and additional education for children and schoolchildren. According to Remorenko, its main goal is to create conditions for choosing an "individual trajectory" of education at school and the development of "irregular" forms of education - that is, preschool and additional.
link: http://www.gazeta.ru/social/ 2012/07/06/4672033.shtml

Ministry of Education and Science: It is important to write the letter "ё" in passports and other documents

Officials of the Ministry of Education and Science of the Russian Federation have clarified the procedure for using the letter "ё" in official documents. This letter was signed by Deputy Minister Igor Remorenko.
link: http://www.fontanka.ru/2012/ 12/25/137 /

105 kindergartens will be built and reconstructed in Yakutia by 2016

According to the Deputy Minister of Education and Science of the Russian Federation Igor Remorenko, amendments will be made to the criteria for the competitive selection of entities for concessional lending, taking into account the disbursement of funds in 2012.
link: http://www.1sn.ru/69931.html

Nothing threatens the work of the Novosibirsk Physics and Mathematics School - Ministry of Education and Science of the Russian Federation

Nothing threatens the special status of the Novosibirsk Physics and Mathematics School (SSC NSU) and the teachers of the Novosibirsk State University will continue to work in it, according to the statement of the Ministry of Education and Science of the Russian Federation and the comments of the deputy head of this department, Igor Remorenko, made on the eve of the court appeal in this case. Sib.fm correspondent got acquainted with the statements on September 18.
link: http://sib.fm/news/2012/09/18/ rabote

Yo is restored in rights

The Ministry of Education and Science has explained in which cases it is necessary to put dots over E. The corresponding statement was made by Deputy Minister Igor Remorenko. According to the rules, the long-suffering letter should prevent incorrect reading and understanding of the word. That is, it is impossible to do without it in names and surnames - it threatens both phonetic and bureaucratic incidents, the website www.vesti.ru reports.
link: http://www.rzn.rodgor.ru/ DeskTop / DetailNews? newsId = 1655

The Ministry of Education and Science proposed to actively teach sign language to teachers of sign language

Deputy Minister of Education and Science of the Russian Federation Igor Remorenko announced the need to consider the issue of increasing the hours of teaching sign language for sign language teachers. The proposal was made in response to the speech of the vice-president of VOG Stanislav Ivanov, who in his report spoke about the problems existing in the field of education for the deaf and hard of hearing.
link: http://www.voginfo.ru/top/news/3642/18887

From vocational school to space

Igor Remorenko: The main innovation of the standards is the change in their structure. The standard now has a three-tiered structure. The first part is the requirements for the results of the implementation of educational programs, the second part is the requirements for the structure of educational programs, the third is the requirements for the conditions for the implementation of these programs. At the level of the standard, specific details, technologies, what and to what extent to teach are no longer prescribed in detail. On the other hand, the procedural conditions that ensure the quality of education are specifically spelled out, for example, the requirement to involve practicing teachers in training, to use information technologies, electronic library systems, and modern equipment.
link: http://www.rg.ru/2009/12/23/ remorenko.html

Control blow to universities

“The number of budget places in full-time education will remain practically at the level of 2009 - 418 places per 1000 people,” said Igor Remorenko, director of the Department of State Policy in Education of the Ministry of Education and Science of the Russian Federation.
link: http://www.proforientator.ru/

The State Duma demands the creation of a second Ministry of Education

The existing ministry comments on the initiative neutrally. Igor Remorenko, Deputy Minister of Education and Science, wished good luck to those who are thinking about creating an open Ministry of Education and Science.
link: http://izvestia.ru/news/541135

Scandalous order of the Ministry of Education and Science on language does not apply to schools

This was announced on Monday, September 7, by Igor Remorenko, Director of the Department of State Policy in Education of the Ministry of Education and Science of the Russian Federation.

“These dictionaries are not related to the school. In educational institutions, textbooks that have passed the examination are used. These are publications with a special stamp: “recommended by the Ministry of Education and Science,” he said.
link: http://nam.kiev.ua/index.php? newsid = 14059

The third compulsory exam will be a foreign language from 2020

The day before they were registered by the Ministry of Justice of the Russian Federation, this information was confirmed by the Deputy Head of the Ministry of Education and Science of the Russian Federation Igor Remorenko.
link: http://www.rg.ru/2012/06/08/ inostranniy-anons.html

"We went into outer space", or What the ministry's tweets are talking about

Minister Dmitry Livanov tweets @DmitryLivanov, and his deputies Alexander Klimov - @ alexanderklimo2, Igor Remorenko - @Remorenko_ Igor, Igor Fedyukin - @IgorFedyukin. There are also links to Twitter accounts of several department heads of the Ministry. So, Natalia Zolotareva, Director of the Department of State Policy in the Field of Training of Workers and Additional Professional Education (APE), writes under the nickname @NmZolotareva.
link:

There are already too many interpretations of a possible future official for a solid figure. When it became known that Igor Mikhailovich was leaving, he was immediately suspected of some kind of opposition, they say, Fedyukin left, so Remorenko was packing up his things almost as a sign of solidarity and protest with his former colleague and namesake. As soon as Igor Mikhailovich rushed into a different plane: they say, he was thinking that he had decided to part with the civil service for a while, so the idle cadre fortune-tellers immediately began to look for holes in the USE, which is deputy. supervised the minister on official duties.
In fact, everything is much simpler than our teaching community thinks: in June, as they say, Remorenko's contract ends, and here, of course, options are possible. On the one hand, rumors about the departure arose, apparently, out of considerable fear that the Minister of Education and Science of the Russian Federation Dmitry Livanov would not want to keep Igor Mikhailovich in his team, in this case it would have been necessary to make a good face - they say, he was going to leave, it doesn't hurt and I wanted to stay in the ministry. However, for the deputy. It would still be good for the minister to extend the contract, then Remorenko could leave the ministry with his head held high, just as his former head, deputy, left for more than two years in the Moscow education leaders. Minister Isaac Kalin. They signed a contract for the next five years, and despite this, he took and accepted the invitation of Sergei Sobyanin, became the Minister of Education in the Moscow government. In this sense, Remorenko is doing well, there is where to go, because he is Kalina's man, and he has long invited him to work in the capital.
It is usually scary for officials to move from the federal level to the regional level (they usually move from the bottom up); everything needs to be calculated, evaluated, and weighed. On the federal one, you can calmly order your subordinates and punish for non-observance of the order, but on the regional one, the picture is different - you need to turn around yourself, and how to turn around! On the other hand, based on the same badly conducted USE, Remorenko may still not be left in the ministry, accusing him of all sins, however, against the background of the USE scandals, Dmitry Livanov unexpectedly announced that de Remorenko was young, full of strength and could still work hard for the good of the department. Somehow the minister was inspired by his deputy, although at one time he took the sweet place of state secretary from him in favor of the former first vice-rector of MISIS Natalia Tretyak. And Remorenko is probably wondering: if you stay in the ministry, Livanov will not be dismissed at exactly the same time, a new minister will come, that is, a new broom, and it’s not a fact that he will not sweep out the old team, then go find a worthy place of work, but the family will be in your hands, two small children.
Moscow, in the face of contradictory and incomplete information about the upcoming personnel reshuffle, is full of rumors that roll in waves from one educational institution to another, giving rise to the most incredible options for future decisions. At first, Remorenko's rumor was sent by the rector of the Moscow Pedagogical State University instead of the current Viktor Matrosov, but soon it drowned, because it’s just that the academician of the Russian Academy of Sciences and the Russian Academy of Education cannot be displaced overnight, with his connections the officials’s guts are still thin for that. Even an unfair diagnosis of the university's inefficiency and a fair dissertation scandal did not shake Viktor Leonidovich's position. And the rumor went further: Remorenko-de will become the head of the Moscow Institute of Open Education, where Academician of the Russian Academy of Sciences Alexei Semyonov has recently ceased to be the rector. It seems that it was decided that Aleksey Lvovich would become the president of the IIOO, but the matter somehow stalled. Remorenko could well have become rectors, but, apparently, this position either did not look to him, or seemed insignificant. MIOO is, in fact, a former institute for advanced training, and Remorenko, in response to insinuations, honestly told the public that he would not go to the IPK. Apparently, this is why another idea immediately arose - to transfer the Russian Academy for Advanced Studies and Retraining of Educational Workers from the federal to the regional level, to merge it with the IIOO and get a powerful structure for retraining. In a word, to unite the quivering autonomous metropolitan doe, that is, the MIOO, with what kind of federal structure you yourself understand. The idea seems to have received approval, and the merger is likely to take place, but who will get such a merged structure along with its hotel, restaurant and solid land plot as a result? Meanwhile, another idea of ​​merging into a new structure by joining the Moscow City Pedagogical University has appeared on the horizon, especially since there is already some experience of such a reorganization - a year ago the Moscow Humanitarian Pedagogical Institute was merged with the Moscow State Pedagogical University. This process was extremely difficult, the new rector Alexander Kutuzov lived for a year like on a volcano, trying to reorganize and modernize this giant university in accordance with the policy of the Moscow Department of Education, maybe he would have succeeded, but the contract this year he not renewed. Probably because the idea of ​​joining the Moscow State Pedagogical University and the Academy, which had not yet been merged into one, appeared, and together it was decided to merge a business university with the pedagogical university - the Moscow Academy of Business Administration located in Zelenograd.
As a result, it is likely that such a powerful organization will appear, which, it seems to me, will be able to compete with the giants - federal universities, if all processes are carried out clearly and, as they say, intelligently. All the same rumor threatens that this difficult task will be entrusted to Igor Remorenko, who in the near future may change from the chair of the Deputy Minister of Education and Science of the Russian Federation to the chair of the rector of the city pedagogical university. And here the question arises not about whether he will or will not sit in this chair, but what he can or cannot do in it. If the doctor of philological sciences, the author of excellent textbooks, the intellectual and clever Alexander Kutuzov, who enjoys universal respect and recognition, who was next to the experienced president of Moscow State Pedagogical University, Viktor Ryabov, spent an incredibly difficult year in the struggle for a new modern university and still could not win a complete and final victory, then will the candidate of sciences, who has no experience of work in a leading university position, Igor Remorenko, manage to cope with a huge organization that threatens to become a kind of educational, scientific and retraining monster ?!
Now is the time to look at the biography of the future head of the regional level. Born in 1971 in Krasnoyarsk, where he graduated from school with a silver medal and honors from the physics and mathematics school at Novosibirsk State University, the psychological and pedagogical faculty of Krasnoyarsk State University with a degree in mathematician-teacher. When he was still at the university, Igor Remorenko began working at school as a mathematics teacher, then became deputy director for teaching and educational work at secondary school No. 52, but not for long - in 1997 he began his career as an official and worked for six years as a chief expert on examination and innovation policy of the Education Department of the Krasnoyarsk Territory Administration, then he moved to Moscow, where he became the coordinator of the programs of the National Training Foundation. In 2004, Remorenko was appointed Deputy Director of the Department of State Policy and Legal Regulation in the Sphere of Education of the Ministry of Education and Science of the Russian Federation, which would have been impossible without the approval of the then director of this department, Isaac Kalina. Apparently, the support of Remorenko was also provided by well-known fellow countrymen from Krasnoyarsk - now the vice-president of RAO Viktor Bolotov, with whom, as a student, Igor Mikhailovich studied, as well as the scientific director of the Institute of Education of the Higher School of Economics, Isak Frumin, who then worked at the World Bank and was related to the NFP ... Not without the help of the influential trio Remorenko becomes first the director of the Department of State Policy and Legal Regulation in the Sphere of Education, then the Director of the Department of Strategic Development of the Ministry of Education and Science of Russia, and in 2011, after Isaac Kalina left for Moscow, he works as Deputy Minister and State Secretary up to the arrival of the Minister of Livanov, after which he becomes his simple deputy.
Climbing the bureaucratic ladder, apparently, did not affect Remorenko in the best way. Gradually, the once kind, smiling, open and easy-going Igor Mikhailovich became a little arrogant, strict and closed, he could shout at his subordinates, be harsh. The impression was that he was already alien to some of the traditions that had developed in the pedagogical community. For example, recently he tried to push through the decision to turn the All-Russian competition "Teacher of the Year" into a banal Olympiad for teachers. There were two arguments: the one who pays the money is the one who dances, the ministry pays and therefore has the right to decide its fate, the second - it's time to end the show and get down to serious business. But here, apparently, two circumstances affected: either Igor Mikhailovich never attended the competition, did not see his lessons, master classes, did not hear lectures, discussions, conversations with ministers, or his own experience of participating in the competition, which, as Krasnoyarsk residents say , was not entirely successful, remained in his memory precisely as an experience of participating in a regional show. This, probably, was not worth mentioning, but after all, the university community has always been proud of its democratic traditions, how will the rector, who is inherently different, fit into it? In addition, in Moscow, where Remorenko probably intends to work, there have been traditions for many years when teachers - winners and prize-winners of the “Teacher of the Year” contests combine their work at school with teaching at universities, holding master classes and workshops for future teachers. How will he be able to continue these traditions with his position, or will he cancel them here too?
A university is, first of all, scientific pedagogical schools, so will a candidate of pedagogical sciences, who does not have solid experience in scientific and pedagogical activity, become an authority for venerable scientists and teachers? In the first days, of course, they will be mesmerized and proud that they were given a former deputy minister as their chief, but then they will definitely want to communicate in substance and content, you cannot force them to respect the rector by orders. And there will be many questions about the content and organization of work. The new structure cannot be vague and amorphous; a large-scale reorganization will have to be carried out, reducing duplicate departments, building both educational and scientific structures, and structures for advanced training and retraining of personnel. In addition, today the MIOO acts (or should act) not so much as an IPC, but as an operator receiving applications from teachers and schools for advanced training and organizing this process in other higher educational and scientific organizations in Moscow. So far, MIOO has not fully mastered this new task set by the Department of Education of the capital, but here it will be necessary to find a niche for the former Academy of Advanced Studies and similar structures of the Moscow State Pedagogical University. In a word, Remorenko has to solve a difficult and responsible task. Although there will be all the same faithful, reliable Frumin and Bolotov, and most importantly, a professional of the highest level Isaac Kalina, a lot will depend on Igor Mikhailovich himself, because no one will work for him, but they will start asking in full. The biggest danger for Remorenko is that he does not yet know Moscow and Muscovites. I do not exclude that all these considerations, risks and pitfalls now lead to the fact that Remorenko hesitates for so long with the final fateful decision. But by the end of June we, apparently, will still learn about what personnel decisions will be made by the Minister of Education and Science of the Russian Federation Dmitry Livanov, with which Igor Remorenko will agree or disagree. One thing is certain: never before have personnel transfers in the ministry aroused such keen interest in the pedagogical (and not pedagogical too) community. Either leadership positions have really become a very prestigious and tidbit for education officials, or there is hope that personnel transfers will best affect the fateful decisions in the life of the domestic education system.