Main stages, principles and trends of additional education development in the Russian Federation

The review article describes the stages of additional education development in Russia, starting with extracurricular education in the post-revolutionary and Soviet periods and ending with modern trends of its development. A comparison of the laws on education of the Russian Federation of 1992 and 2012 is carried out and a higher degree of detail of the new law is noted, which takes into account not only additional professional education (APE), but also general additional education (AE). Extracurricular out-of-school education is described in detail, within the framework of which the child and the student were considered the main subjects of the learning process in 1930 - 1992, when extracurricular education passed into the category of AE. The contribution of the pedagogical community representatives in the 1930s, such as N.K. Krupskaya, A.V. Lunacharsky, A.S. Makarenko, S.T. Shatsky to the development of the system of extracurricular education on the principles of self-government, accessibility and openness is assessed. An important principle of the activities in palaces and houses of pioneers and schoolchildren was the refusal to duplicate school programs. Two “golden periods” of the development of extracurricular education in Russia are identified in the 1920-30s and 1960-70s, which were characterized by a wide variety of extracurricular institutions and the development of their scientific and pedagogical foundations, while a negative trend was the excessive ideologization of their activities, especially in Stalin's time. A periodization of additional education for adults is given. The main trend of the 1920-40s to eliminate illiteracy was gradually replaced by another trend in additional education for adults: a focus on the professionalization of training in additional education institutions. In the late 1930s and in the 1940s, advanced training in the Soviet Union acquired the significance of the state system. Advanced vocational training courses appeared in academies and institutes, and were widely established at universities, in particular, at evening and correspondence departments. Since 2000, additional vocational education has been implemented mainly through advanced training courses, taking into account the personal preferences of students in traditional and online formats. The main professional development function of additional vocational education is now supplemented by personality development, academic, consulting and psychological functions. The article describes options for implementing the current level of additional vocational education, for example, additional translation education at Peter the Great St. Petersburg Polytechnic University. A modern interpretation of the main general principles of additional vocational education development is presented: those of complementarity, democratization, continuity between the general and professional aspects of training, the relationship between the general and professional sectors of education, humanization, humanitarization and regionalization. It is shown that additional vocational education and additional vocational education programs fit into the UNESCO paradigm of continuous education and life-long learning of the Bologna Declaration. In the Russian context, continuing education, especially in terms of updating general developmental programs of additional adult education aimed at developing creative abilities and personal interests, contributes to an overall improvement in the quality of students’ lifestyle. The research into andragogy as a branch of pedagogical knowledge studying the features of adult learning is also taken into account. The principles of independent learning priority, those of joint students’ activities, reflexivity, electivity, individual approach to learning drawing on personal needs, learning results updating are considered. The principle of an individual approach to learning and taking into account the individual needs of students in intellectual development noted in andragogy is consonant with the general principle of humanization characteristic of additional professional education. The article examines modern trends in digitalization and the steady growth in the number of private schools and additional education courses using foreign language courses as an example. The availability of online learning allows teachers to organize advanced training courses in a distance or hybrid format, when some students are in the classroom and the rest connect to the session from their gadgets. To illustrate the trend of growth in the number of private schools and additional education courses, statistics foreign languages on the emergence of new Chinese language courses in St. Petersburg over the past seven years are provided. The authors declare no conflicts of interests.

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