N. I. Churkina
n_churkina@mail.ru
Omsk State Pedagogical University, Omsk, Russian Federation
Development of functional literacy of schoolchildren:
regulatory framework and regional practices
Abstract: The article is aimed at revealing the connection between pedagogical theory, normative documents and practices of developing the functional literacy of students in the Russian regions. Based on a comparative analysis of federal documents, regional plans for the development of functional literacy in three Russian regions, a conclusion is made about the main directions and content of this activity. For an adequate assessment of the practice of implementing regional plans, the article presents an analysis of the survey, which involved about 3,550 respondents representing 22 Russian regions. Comparison of the regulatory framework for activities in the regions and the results of an empirical study made it possible to draw conclusions about possible managerial decisions at the federal and regional levels, which make this process more productive: to harmonize the results of general education and the results of professional and pedagogical activities; expand the forms of inclusion in the process of formation of functional literacy of additional education programs, the space of educational activities, expand opportunities and inform social partners, parents. It is necessary to change the model of advanced training courses, namely, to move from the traditional subject orientation of advanced training courses to a problematic one.
Keywords: functional literacy, best practices for developing functional literacy, professional deficits, vocational education.
Paper submitted: August 14, 2022.
For citation: Churkina N. I. (2022) Development of functional literacy of schoolchildren: regulatory framework and regional practices. Russian Journal of Social Sciences and Humanities, vol. 16, no. 4, pp. 84-92. DOI: io.570i5/issni998-5320.2022.i6.4.io
