The world-famous clown Slava Polunin became a guest of the
«Rectory» and told about how fools live and how to study so as not
to study. The meeting was held within the framework of the project of the Sberbank University and the School of Anthropology of the
Future of RANEPA «Rectory».

The article considers the implementation of the principles of
human-centrism in the conditions of transition to the post-industrial stage of the development of human civilization, the formation of a network society and the digital economy. The article also
analyzes the «management by results» that has become widespread in domestic practice.

In the conditions of rapid and accelerating changes, the headlong progress of science and technology today, no one can say
for sure what skills will be in demand tomorrow, what it is
worth teaching and learning yourself. It is obvious that education should at the same time acquire not a “catching up”, facing
the past, but a forward-looking, preadaptive character. The article shows the need to develop in the education system, along
with subject, specialized (hard skills) knowledge and skills, soft
(universal, meta-subject, flexible, key, life) skills (soft skills) necessary for the use of advanced technologies in various spheres
of life. The socio-pedagogical characteristics of such skills and
approaches to their definition and systematization are outlined.
It is shown that an important stage of their formation is a comprehensive school. The model developed on the basis of the
methodology of personalized education and implemented on
the school digital platform “SberClass” is characterized, which
includes seven soft skills (system thinking, critical thinking, creative thinking, decision-making, emotional intelligence,
self-management, teamwork), combined into three groups (cognitive, social, emotional), as well as their components. The presented model meets the requirements of the federal state educational standards of general education both in terms of basic
principles (development of personal qualities necessary to solve
everyday and atypical tasks; development of cooperation and respect for others and oneself; application of collaboration technologies; formation of a culture of continuous education and
self-development throughout life) and by groups of planned personal and meta-subject educational results (universal learning
activities, basic skills), thus taking into account the traditions of
domestic education, the realities of today and the challenges of
the future.

In the article, the authors evaluate the methods and results of
the All-Russian online test of pedagogical literacy among teachers in grades 10-11, as well as analyze the identified professional deficits and give recommendations on how to minimize them.
The authors find it convincing that close attention to the problem
of professional deficits in teachers, the search for and large-scale
implementation of effective ways to overcome such deficiencies in the continuous education system is the key to high-quality staffing of the education system, and, as a consequence, an increased level of education in Russian society. The study is based on an online survey of teachers of educational organizations in Russia and an expert survey of specialists in the field of education. The survey methodology is based on the materials of preschool education specialists from the RYBAKOV PRODETEI and RYBAKOV PLAYSCHOOL projects, experts in online education First.School, Teen.Study, authors and editors of the book publishing house Alpina Pablisher, experts from leading Russian universities, such as: Moscow Pedagogical State University, Russian State Vocational Pedagogical University, Novgorod State University named after Yaroslav the Wise. Thanks to this methodology, an “Online test” is held throughout Russia to identify teachers and parents with modern knowledge in the field of pedagogy, psychology, education, didactics and make recommendations for improving their competencies. According to the results of a study of the results of the “online test” and an expert survey, the authors of the article revealed professional deficiencies in the psychological and pedagogical literacy of teachers, in matters of upbringing and career guidance. The consequences of pedagogical literacy deficiencies are predicted and recommendations are given for their prevention and elimination.

The Russian Presidential Academy of National Economy and
Public Administration (RANEPA) has launched a corresponding project dedicated to the development of the target model for attestation of heads of general educational organizations on
May 07, 2021. The project was initiated by the Ministry of Education of the Russian Federation and the Academy of the Ministry
of Education of Russia. The number of models of certification of
heads of educational organizations is a multiple of the number
of subjects of the Russian Federation and the number of founders of general educational organizations. This practice of implementing the principle of federalism and the separation of powers
makes it possible to take into account regional peculiarities and
the specifics of the territories. Its disadvantage is the lack of unified approaches to the procedure of certification of heads of general educational organizations. The implementation of state personnel policy in the field of education as one of the elements in
achieving the strategic goals and objectives of the development
of education in the Russian Federation is impossible. The Targeted Model, Implementation Program, and other documents developed based on an analysis of the results and current practices of
attestation in regions and municipalities suggest that procedures
and approaches to attestation of heads of general education organizations within the existing federal legal framework should be
improved at the level of state and local governments. The founders of general education organizations, in accordance with the
law, exercise their rights to conduct attestations using federally
developed software, invariant diagnostic tools, with methodological and advisory support from the Federal Targeted Model Operator. At the regional and municipal level, regional and municipal
operators of the Target Model, appointed by the Founders, are responsible for developing the variant part of the certification, for
working with experts, and for conducting the certification itself,
respectively. The result of the implementation of the target model
will be the improvement of the composition of the heads of general educational organizations through «positive» staff selection.
Phased implementation of the Target Model with the adaptation
of the professional community, the preservation of best regional
practices, the gradual involvement of the regions as staff and organizational readiness until 2030 is envisaged

The article provides an analysis of the state, demands and
problems of the private sector of educational robotics in Russia,
and offers tools for market development. The study was conducted in May-October 2021 based on in-depth interviews with owners and leaders of robotics clubs, as well as discussions of intermediate results in the expert community. This work is the first
attempt to study the Russian educational robotics market in a recession after the previous rapid growth, including the backdrop of
COVID-19 constraints.

The article reflects the results of a study that examined the
work of school teachers when dealing with topics related to
comprehensive sex education in the framework of basic school
subjects such as biology, literature, social studies and others. As
a result of analyzing 23 in-depth semi-formalized interviews,
2 groups were identified, including 5 types of fears that teachers have regarding sex education, and 3 mechanisms of protection against existing risks reflected in the fears that teachers
resort to. In addition, a number of other topics have been identified, which were called “borderline” and were similar to the
aforementioned in the way teachers deal with them. Specific
laws and articles limiting teachers dealing with these topics are
considered

This article presents a review of the publications of the works
of P. G. Shchedrovitsky «Introduction to philosophical and pedagogical anthropology» and «Сritique of pedagogical reason»