The Sustainable Development Goals (hereinafter referred to as SDGs), adopted by the UN General Assembly in 2015, are
an attempt to direct international development efforts to achieve certain results in various fields, including education, through the
corresponding Goal 4 (hereinafter referred to as SDG 4). Despite Russia's current movement towards revising the principles and parameters of international integration and cooperation in various fields, including education, the SDG agenda, as a whole, continues to be applicable. In this regard, the issue of Russia's progress towards achieving the SDGs remains significant, and the analysis of the national work already done provides an opportunity to assess the degree of penetration of the SDG ideas at the national level. For this purpose, the analysis of the Voluntary National Review of Russia on the achievement of the SDGs within the framework of international monitoring and comparison of the goals of the educational policy measures mentioned in it with the objectives of the SDGs on education is carried out. The analysis
shows that the measures mentioned in the framework of achieving SDG 4 do not always correspond to these tasks, and the degree of
application of a holistic approach remains low, which raises the question of actual compliance with the SDG 4 agenda in the national education policy.

Complexity-generating human activities, in which people create complexity in an initiative way, are considered. Creativity
of artists, writers, scientists and practitioners is often related to design of new kinds and levels of complexity. Amongst all diversity
of complexity-generating activities, those ones which are related to problem generating (design, posing) are analyzed in more details. Posing math problems at different levels by different persons is considered: from posing problems by prominent mathematicians and by posers of problems for math Olympiads to initiative posing problems by school students for themselves. Some results of I. Kontorovich’
project «The art of problem posing» including introduction of concept of nesting ideas (idea-generation ideas) are described. An example of A. Poddiakov’s posing a new chess problem is presented. The initial (idea-generating) idea was to study possibility / impossibility to design chess players’ positions (positions of White and Black) in intransitive («rock-paper-scissors») relations, or in other words, design of intransitively winning chess players’ positions. It is shown how abstract chess and checkers world was made more complex in this aspect by several people’s efforts. In conclusion the following statement is introduced: initiative complexity-generating activities are
fundamental constituents of development of culture and many individuals’ personal and cognitive development.

The article presents the aggravation of the tasks of the general education system for the accelerated scientific and
technological development of our country. The authors define the problems associated with the low level of Russian general school
students’ readiness in science subjects as well as suggest their vision of solving problems. In addition, interesting data on the results of the OGE and the Unified State Examination in physics and chemistry proving the fact of a decrease in interest and poor preparation of students in these subjects is indicated in the article. It is stated that an increased attention to the educational results of physics and chemistry, the development of pre-professional education and of technical and interdisciplinary clubs can solve these problems. The authors see the major role of the education system’s contribution in ensuring the success of the scientific and technological development of the country in changes in the future teachers’ training, i. e. developing interdisciplinary knowledge and skills, interdisciplinary projects and research work management skills of teachers. Moreover, significant attention is paid to the development of professional teaching communities as a means of teachers’ professional development based on regular communication and collaboration aimed at solving issues related to the training of school students in science subjects.

The concept of educational poverty has emerged in scientific literature at the end of the XX century, and denotes socioeconomic conditions, in which it is impossible to fully provide high-quality education. The problem of educational poverty as a barrier to
the formation of human capital is increasingly attracting the attention of the world community, particularly in the context of SDGs and the threat of increasing of educational inequality due to Covid-2019. To date in Russia there are no papers, in which educational poverty is considered in theoretical terms or as a framework for empirical research. This article presents an overview of various approaches to the definition, measurement, and contexts of use of educational poverty concept in scientific literature, substantiates the potential and options for its application in Russia’s educational context.

The article is devoted to the problem of maintaining financial literacy of schoolchildren. The author focuses on the
appearance in recent years of new financial products and services, the use of which is becoming necessary processes of life in modern
society. Based on a review of the literature on the topic, the article reveals the approaches developed in science to the concept of «financial literacy», its components and evaluation methods. Adhering to an integrated approach, the author considers financial literacy as a cumulative characteristic, including the knowledge, skills and attitudes necessary for making competent financial decisions, ensuring the financial well-being of an individual. In connection with the technologization of the financial sphere, the transfer of many financial transactions to the online environment, the article suggests that students undergoing financial literacy training online are diagnosed with higher levels of financial literacy formation than those who are engaged in full-time. To test the hypothesis, a pedagogical experiment was conducted in 2020–2021, in which 76 students of grades 9–10 of the cities of Vologda and Staraya Russa took part. In the course of it, significant changes were revealed in the levels of formation of financial literacy among the subjects. The highest results and significant changes were diagnosed in the group where the formative impact on the development of financial literacy was provided online, and the
lowest – in the group of schoolchildren studying full – time and not subject to targeted formative influence. In the mixed learning group, average values in the levels of financial literacy were revealed. Also, against the background of sufficiently high indicators of the formation of financial literacy among the subjects of all groups at the initial and final measurements, the author concluded that it was necessary to further maintain financial literacy among students, rather than increase it, due to the influence of various factors on this process. 

 The family form of general education has existed in Russia for more than 20 years. Every year there is an increase in
students whose parents (legal representatives) choose the opportunity to receive general education outside of educational organizations. Despite the long period of regulation of this form of education, a number of significant problems remain in law enforcement practice, which are barriers to the realization of their right by students. Such problems include the uncertainty of the legal regime of intermediate certification, issues of compensation to the parents of students and providing students with textbooks and teaching aids, the actual impossibility of combining the family form of general education with other forms of education. This article is based on an analysis of the appeals of parents (legal representatives) of students and proposals of the state authorities of the subjects of the Russian Federation that manage education, an analysis of federal legislation and legislation of the subjects of the Russian Federation. The authors propose a model of legislative changes that ensure the development of the family form of general education.

The article discusses the view of S. I. Gessen on the goals of education. It is shown that in his works S. I. Gessen creates a holistic concept of human development and education, the basic ideas of which are still relevant today. The connection between the
ideas of the cultural-historical approach of L. S. Vygotsky and the concept of S. I. Gessen is traced. Particular attention is paid to the
concept of “vocation” — one of the key in the philosophical and pedagogical system of S. I. Gessen. Vocation is considered as a matter, the fulfillment of which, on the one hand, is the duty of a person, and on the other hand, brings him pleasure.