The purpose of this article is to discuss current situation
and trends in education in the world and in Russia. Three main trends are discussed in this study. Firstly, large and rapid expansion of preschool education because it is increasingly seen by parents and society as a guarantee of future success. Secondly, development of practice-oriented education. Finally, the growth of mass higher education, and subsequently transition to universal high education in some countries.
Education development trends in Russia are the same as in the world: increased preschool enrollment, even for children from 1 to 3 years old; rise in the share of youths that prefer vocational rather than higher education; the choice of upper secondary school indicates that pupils will prefer academic trackin the future.
This paper will also discuss the economic effects of education transformation

The article discuses the outcome of OECD’s Programme for International Student Assessment (PISA-2018) with the focus on
the success of Moscow students there, as related to changes in
the management of the Moscow education system. The ranking of the Moscow schools in PISA is comparable with the results of such recognized best schools in the world as the schools
of Shanghai (China), Singapore, Hong Kong (China). Their results
outperform the most of OECD countries. Regarding the quality of
education, Russia is going to become one of the top 10 countries by the end of 2024. Each country’s position in this ranking list is going to be based on PIRLS, TIMSS, and PISA research. The global system changes of secondary education in Moscow, addressed in
the article, will appeal, therefore, to policy-makers and researchers seeking to understand the quality-of-education related processes in the Russian regions

The need to modernize education arises as a result of new technological breakthroughs, discoveries in science, and changes in the socio-economic sphere of society. The success of modernization depends largely on the understanding of its importance by the heads of regional education management bodies and educational organizations. The article presents the goals, objectives, content and main results of the project “Implementation of programs for professional retraining of heads of educational organizations and Executive authorities of the Russian Federation subjects that carry out public administration in the field of General education”. The project is implemented by the Russian Academy of national economy and public administration under the President of the Russian Federation as part of the Federal project “Digital educational environment” and is aimed at improving the efficiency of regional education systems management, implementation and functioning of the target model of the digital educational environment in educational organizations

The study is devoted to the system of independent assessment of
the quality of educational activity conditions (NOKO). The authors discuss their findings in interviews with 10 respondents-experts who have experience working with the system of independent assessment of the quality of education at different levels. The authors conclude that to date, the system of independent assessment of the quality of educational activities is not used as a real management or monitoring tool in the regions.the results of
this assessment are formal reports that are repeated from year to
year, and usually do not take into account the peculiarities of local and regional educational systems.
The experts interviewed do not see any sense in the current
implementation of procedures for independent assessment of the
quality of educational activities. They have an internal belief that
the system does not solve important social problems, but can formally confirm the existence of democratic institutions. However, some of the experts noted that the ”futility“ of procedures has a side effect on the work of the education system: the organization of procedures requires time and financial resources.
Regulation of the NOKO system is currently concentrated at the Federal level. It seems that the Federal criteria for independent evaluation of the quality of educational activities should be of a framework nature, and the specific indicators that are evaluated should be set at the regional level. This approach will take into account the specifics of the regional education system and the existing conditions in the region, and at the same time will ensure the use of evaluation results in making management decisions

The article presents a set of possible scenario solutions that provide variable ways of development of Federal and regional systems of professional education in the Russian Federation for the long term. Some solutions may be related to maintaining the existing status of secondary vocational education as a special type and level of educational programs implemented on the basis of a special type of educational organizations (technical schools,
colleges). Other solutions involve more or less close integration
of professional and General, professional and higher education,
or the construction of public-private models of professional education. Each scenario solution has certain advantages and risks,
while the choice of development paths should take into account
external scenario conditions, which may also be different (for example: transition to a post-industrial economy or new industrialization; liberalization of economic policy or strengthening of the role of the state, etc.). Consideration of the fan of possible scenario solutions allows us to more clearly identify the socio-economic potential of vocational education, which is currently not fully realized, to determine the desired state and ways to move in the chosen direction

The article analyzes the resource potential that ensures the integration of education and culture to form the modern competencies of the younger generation. Based on a study of the volumes and dynamics of financial flows directed to additional education, both from budgetary and non-budgetary sources, trends of growth in the share of paid services are revealed while maintaining the volume of budget aryfunding. At the same time, the possibilities of increasing the participation of families in co-financing this sector are almost exhausted. The authors substantiate the findings that, in a resource-limited environment, the integration of education and culture improves the quality and diversity of additional education. The article summarizes the best practices of cooperation between cultural organizations and schools

The article presents the experience of applying the anthropological approach in developing a culture of dialogue between the academic community and school teachers. Its important feature is that dialogue plays the role of the tool in shaping the value synonymy of two professional communities, actualizing the
personal potential of participants, generating new meanings and The article presents the experience of applying the anthropological approach in developing a culture of dialogue between the academic community and school teachers. Its important feature is that dialogue plays the role of the tool in shaping the value synonymy of two professional communities, actualizing the personal potential of participants, generating new meanings and ideas, also promoting the development of new practices. Particular attention is paid to the enlargement of scientific and educational formats for the interaction of the academic community with
the institution of school teaching, ensuring a value-oriented relationship between them. In this regard, the po-lemic over the establishing of professional teachers’ community, capable to maintain a dialogue with the academic community on issues of mutual professional interest, is of fundamental importance. This is a socially predetermined request that is able to provide an understanding of the meanings of the academic culture language in the dialogue between both communities and the readiness of school teachers for changes. Discourse practices within the framework of an intra-communal dialogue in the format of interaction between school teachers participating in the “Profile Class of RANEPA”project made it possible to determine in practice their motivation in the form of interest to the cognitive and competency components. By defining specific didactic practices, strategic importance was stressed while addressing to systematic experiences and competencies, which are to some extent close to the activities of the academic community. All of this found its shape in strengthening the positions of design and research practices, the formation of a set of skills for vocational guidance, critical thinking skills and prepearing for assessment activities. The most promising feature from the point of view of creating conditions for positive liability of the teaching staff in the framework of the intra-communal dialogue should be considered its permanent existence in the space of professionally defined subject knowledge.

This article is devoted to the theoretical and methodological grounds and to methodological issues of development of soft skills within the framework of the program “Digital platform of personalized education for the School” of the Sberbank
Charitable fund “Investment into the future”. The basic principles, methodological and technological tools of personalization
are revealed. Types and groups, psychological and pedagogical features of soft skills, their interrelation with personal values and qualities are defined. Methods of determining of learning goals and of development of complex learning tasks, which
are aimed to develop flexible skills, based on the principle “soft
through hard”, according to which the meta-subject results are
formed at the same time as substantive results, and which improves the efficiency of the educational process as a whole, i.e.
extra training modules can be developed for the correction of
the specific skills of individual students, are justified. The main
evaluation procedures, including procedures for the digital platform, are characterized. The corresponding examples are given.
The article presents the main results of practical approbation of proposed methodological approach within the framework of the educational session “Values and methodology of personalized education for teachers of Russia” (30.06–04.07.2019), which was attended by 249 teachers from five regions of the Russian
Federation.