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Extended Education of Teenagers in the Republic of Tatarstan

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Extended Education of Teenagers in the Republic of Tatarstan © Kamla-Raj 2019 Int J Edu Sci, 27(1-3): 50-54 (2019) PRINT: ISSN 0975-1122 ONLINE: ISSN 2456-6322 DOI: 10.31901/24566322.2019/27.1-3.1101 Extended Education of Teenagers in the Republic of Tatarstan R. Shakirzyanova1, M. Mefodeva2, A. Eveleleva3, A. Fakhrutdinova4, A. Iudintseva5 and A. Fakhrutdinova6 1, 2, 3, 4, 5, Kazan Federal University, Kazan, Russia 6Foreign Languages for Humanities Department, Kazan Federal Universit, Kaxan, Russia E-mail: 1<[email protected]>, 2<[email protected]>, 3<[email protected]>, 4<[email protected]>, 5< [email protected]>, 6<[email protected]> KEYWORDS Education. Extended Education. Socialization. Student. Teenager ABSTRACT The issue of organizing teenagers’ free time has gained special significance in connection with increased risks of their socialization. The purpose of the present study was to identify the most attractive directions for extended education programs for high school students. Accordingly, parents, students, and teachers were interviewed from the position of the educational effectiveness of these institutions. It was revealed that varieties of educational services providing conditions for the personal, professional, and creative development of students were not still fully used by institutions of extended education. This type of education also had great potentials in organizing socially significant activities and leisure ones for teenagers. Namely, in the system of extended education, there was an individual approach to children with any abilities, different levels of knowledge, and limited possibilities. Still, there were not enough programs that would acquaint them with the range of existing professions. INTRODUCTION 5. The decline in intra-family connections. Besides, it is necessary to take into account Changes in personal values and priorities are the changes in economic conditions that have taking place in modern society. In this regard, led to a distortion of moral values (Mulford 2008; issues of human communication are of particu- Demakova 2016; Zakirova et al. 2016). lar importance. Modern teachers in Tatarstan also All these factors are reflected in the revision attempt to use the maximum of the educational of issues related to the upbringing of children potentials of each activity of children and teen- and students. Now, there are several types of agers. Moreover, human existence in the world extended institutions which can modify the prob- implied active cooperation with other people and lem of organizing leisure time for young people. organized spontaneous activities that connect a Most of them are private, but only state-regu- person as a free and independent individual with lated ones were examined in this study (Fakhrut- the whole world (Richards et al. 2017). The im- dinova 2015; Richards et al. 2016). portance of institutions of extended education So, the purpose of the present study was to in the upbringing of teenagers is also dictated identify the most attractive areas and programs by the changes occurring in society and within for extended education, targeting secondary the sphere of education, that is, and high school students. Since the socializa- 1. Change in the demographic situation; tion of students of a given age is closely related 2. Deterioration of health status among to the choice of their future career and profes- young people (according to the Ministry sional self-determination; monitoring of pro- of Health, the current health status of grams was also carried out from this position children and young people has been de- (Ukhimenko et al. 2017; Tovar-García and Podmazin teriorated by 22 percent over the past ten 2018). years); 3. Cultural imbalance in society (sociologi- Objectives cal studies show that schoolchildren read less good literature) (Polukarov 1998). In the current study, it was tried to identify 4. Digitization as a substitute for live com- the most attractive directions for extended edu- munication; cation programs for high school students. EXTENDED EDUCATION OF TEENAGERS IN THE REPUBLIC OF TATARSTAN 51 METHODOLOGY education for children seem to be an essential part of not only the system of professional edu- To conduct this study on extended educa- cation but also organizational educational-cul- tion, information was collected from several cer- tural leisure time. These institutions are multi- tified institutions in Tatarstan in 2017. To this level and multistage for their target audience, end, the documents of ministries which includ- which can be divided: ed institutions of extended education (Ministry of Education and Science of the Republic of Ta- 1) By Content tarstan 2002) in the city of Kazan, as school reg- ulations on the procedure of certification and • Multifunctional (creativity, sports, spiri- state accreditation of institutions of extended tual and moral education, musical educa- education of children in the Republic of Tatar- tion, etc.) stan were used (Ministry of Education and Sci- • Adaptive-hierarchical (readiness of stu- ence of the Republic of Tatarstan 2000). dents) To determine the percentage of students’ • Significantly-conditioned (flexible struc- involvement in supplementary education pro- ture, selection, content which response grams, a survey was also performed among stu- to public and modern challenges) dents in Tatarstan. The survey involved 700 schoolchildren from the city of Kazan and 300 2) By Organization students from Vysokogorsky, Baltasi, and Men- deleevsk districts. The smaller number of rural • According to the location (walking dis- school students participating in this study ac- tance) counted for the fact that the total number of • Multi-structure (age division) residents in rural areas is small. However, calcu- • Multi-varietiveness (child centers and in- lations presented in the study are based on a terest clubs) percentage analysis of the data. The sample for • Wide accessibility (state institutions and schools and districts of the Republic of Tatar- private clubs) stan was selected randomly (Russell et al. 2016; Today, in Tatarstan, there are 11 republic and Evgrafova et al. 2019). 341 public institutions of extended education. The survey was conducted in March-April The analysis of infrastructure development, as 2017, indicating the constant nature of the in- a whole, showed that the Republic is among the volvement of children in the system of extended leaders in this area. Currently, 11 percent of the education, since the participants in the activity extended education institutions of Russia work of extended sectors and clubs leave them in in the Republic of Tatarstan. Such institutions October-November. To determine the most at- provide training for children and youth in sports, tractive directions and programs for extended artistic-aesthetic, musical, professionally-orient- education, the survey included 45 teachers and ed, technical, and patriotic spheres. The activi- parents as well as 1000 children studying under ties of such institutions are also regulated by supplementary education programs to identify various ministries. Approximately 25 percent of the most attractive areas of additional educa- them belong to the Ministry of Culture of the tion (Makhmutov 1997; Mukhamedyanova Republic of Tatarstan, 36 percent of such insti- 2000). tutions are part of the Ministry of Education and Science of the Republic of Tatarstan, and RESULTS AND DISCUSSION the remaining 49 percent are affiliated with the Ministry of Youth, Sports, and Tourism of the The present study, along with the analysis Republic of Tatarstan (Lukmanova and Sait- of the work of leading researchers of the prob- galieva 2000; Russell et al. 2016). lem, made it possible to determine the role and The results of the present study reflect on the place of organized free time in the life of a the work of the institutions of extended educa- modern Russian schoolchild. It should be noted tion and demonstrate that there is a variety of that current Russian institutions of extended directions that ensure the interests of children Int J Edu Sci, 27(1-3): 50-54 (2019) 52 R. SHAKIRZYANOVA, M. MEFODEVA, A. EVELELEVA ET AL. of all ages. The number of adolescents involved ents in their children; only a fifth of the inter- in the work of these institutions exceeds 100,000 viewed parents indicated that the classes had students from different social groups, including provided a practical help in the vocational guid- those from large families. This accounts for 30 ance; and 18 percent of them had learned the percent of all children enrolled in the programs skills that were important for professional activi- of the institutions examined in this study. This ty. Of particular interest were the students’ re- survey covers 1,000 schoolchildren, wherein sponses (there were 177 students enrolled be- only 20 percent of students attend supplemen- tween the ages of 14 to 17 years) who were at- tary education institutions for urban children, tending institutions of extended education, and and only 9 percent of them are among rural ones such classes could positively affect their academ- (Table 1). ic performance (in 60% of cases) by compulsory educational programs at school (Evgrafova et al. Table 1: Sample of students in the pilot study 2019). Both parents and students noted that the Living Number Students Students’ area of attending parents system of extended education could make it pos- students institutions attending sible to try their hand at developing their abili- of exten- institutions ties and opportunities. At
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