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Find out moreThe 21st-century school must evolve to enhance the prestige of the teaching profession, embrace smart digitalization, and emphasize educational work. Experts emphasize the importance of creating equal educational opportunities for all students, which will enable them to develop the necessary competencies for life in the digital age. Another important aspect is preparing high school students for university entrance, which will create a solid foundation for their further education. Adapting curricula and introducing modern technologies will be key factors in ensuring high-quality and accessible education for every student.
Researchers from the HSE Institute of Education turned to international experience to find ideas for modernizing the Russian school system. As part of this study, they visited five unique educational institutions in different countries to study the innovations they employ and their impact on educational processes. The result of this work was a collective monograph, "The New High School Abroad: Solutions." The authors and editors presented this publication at a presentation where they discussed three case studies—schools in Germany, the Netherlands, and Kazakhstan. We invite you to explore their characteristics and conclusions, which may be useful for the development of the Russian education system.
Berlin Evangelical School (Germany)
The case presented by Mikhail Lebedev, Academic Director of the Olimp-Plus Secondary School, highlights an interesting aspect of the classical education system in Germany—the formation of an educational landscape. In this system, school is just one component of the learning process, encompassing a broader context. In addition to school lessons, children have the opportunity to attend additional education courses, participate in informal activities in parks, museums, and sports fields, and engage in volunteer work in their communities. This approach to education promotes the comprehensive development of children and their integration into public life.
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Educational urbanism is a field of knowledge that studies the interaction of educational processes and the urban environment. It focuses on how urban spaces can influence learning and how educational approaches can be applied to improve urban life. An urban educator is a specialist who analyzes how various aspects of urban infrastructure, social interactions, and cultural characteristics influence educational practices and students' perceptions of urban space. These professionals work to create more effective educational programs that take into account the specifics of the urban environment and promote active citizenship and responsibility for the environment in students.
The authors of the monograph found that the traditional approach is preserved at the Berlin Evangelical School (Evangelische Schule Berlin Zentrum, ESBZ), which is distinguished by innovative solutions in other areas. The school was founded in 2007 by Margret Rasfeld, a pioneer in adapting the "teal" management model to education.
The ESBZ educational institution educates children from the age of 11, covering grades 7-10 (primary school) and grades 11-13 (high school). Currently, the school has 500 students.
The Berlin Evangelical School's main goal is to create optimal conditions for the development of the unique abilities of each student. An important aspect of its philosophy is ensuring freedom of choice, respect for differences, and the active participation of students in shaping a shared future. The school is focused on the development of individuality, which contributes to the harmonious learning and socialization of children in modern society.
Mikhail emphasizes the importance of academic preparation, since without it, children will not be able to realize their educational and career ambitions. However, at ESBZ, the main focus is on the development of metacompetences, which are key to a successful future. These skills enable students to adapt to rapidly changing conditions and interact effectively in various areas of life. Interaction with others – the ability to cooperate, including the development of leadership qualities and skills; Interaction with oneself – self-organization, self-regulation, self-control. The school applies the principle of free development, which is manifested, among other things, in the organization of the schedule. A traditional, rigid schedule is absent, allowing students to plan their time flexibly. There are no bells at ESBZ, creating a comfortable learning atmosphere. Students up to the 11th grade are exempt from mandatory homework, and students up to the 9th grade are not given grades; instead, they are provided with feedback on completed assignments. This approach promotes deeper learning and the development of independence in students.
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Modern educators are increasingly opposed to grade-based assessment systems. The main reason for this is the desire to create a more productive learning environment where the emphasis is on the learning process rather than its results. Grades can cause stress for students, reducing their motivation and desire to learn. Instead, educators suggest using alternative methods, such as formative assessment and feedback, which promote the development of critical thinking and independence in students. Abandoning grades also helps create a more inclusive atmosphere, where every student feels valued and can develop their abilities in a comfortable environment. Thus, the transition to a grade-free system can significantly improve the quality of education and student satisfaction.
The schedule is a structure that the student creates independently. From 8:30 to 10:00 there is a study block where students choose subjects of their choice, including mathematics, English and German, history, and geography. However, all students are assigned specific deadlines for assessing their learning outcomes. This ensures objectivity and consistency in the educational process.
Every week, students devote time to project activities and school theater classes. They also regularly have individual conversations with a tutor, which helps develop their skills and unlock their potential.
According to Mikhail, instruction is organized in mixed-age groups, allowing children from grades 7, 8, and 9 to study together. Each of the three study groups, consisting of 26 students, forms a section with its own subject teachers and tutors, for a total of eight teachers. Interestingly, the section functions as a self-governing mini-school within the main school. Decisions made by students and teachers at a democratic meeting remain outside the control of even the principal. This approach fosters responsibility and independence in students and develops their skills in collective decision-making.
In grades 12 and 13, in-depth preparation is provided for the final exams in five subjects required to obtain the Abitur. According to a school representative, final exam results at ESBZ exceed the Berlin average. Students also have the opportunity to accelerate their learning process and take exams after completing the 12th grade, which allows them to move on to the next stage of education faster.
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There is a possibility that the demand for higher education may exceed its availability.
Organized instruction at the educational institution lasts 36 weeks per year, in addition to six weeks of free study. Throughout the year, a group of two to three teachers from different disciplines offers students an interdisciplinary topic for in-depth study, within which each student develops their own research. In addition, two weeks per year are allocated for educational expeditions and internships. Students have a wide range of activities to choose from: they can study photography or complete an internship at a dance school. The main requirement is the development of practical skills, which contributes to a deeper assimilation of the educational material. This approach to learning fosters critical thinking and creativity in students, which are essential aspects of modern education. The annual curriculum includes mandatory courses titled "Responsibility" and "Challenge," which foster the development of key skills. "Responsibility" involves regular volunteer work, for example, in a kindergarten or nursing home, helping students recognize the importance of helping others and develop social skills. "Challenge" offers a group of students the opportunity to choose an external project, often involving a trip to another country, and receive €150 in funding to complete it. The project takes three months to complete, during which time the students are accompanied by an adult, usually a student at a pedagogical university, who ensures their safety and support. These initiatives not only develop leadership skills and teamwork but also deepen their knowledge of the world. Despite its emphasis on freedom, the school sets reasonable boundaries for its students. According to Mikhail, all students are aware that if they are late for three times in a week, they will have to attend Saturday classes with the teacher on duty. A key rule is the ban on the use of smartphones and other gadgets during school hours, with the exception of time allocated for independent study. Violating these rules may result in an administrative warning, and a third warning will be grounds for expulsion.
An interesting practice is the active involvement of parents in the educational process. They can allocate several hours a week to teach students specific subjects or impart practical skills. This involvement not only enriches the learning process but also helps families reduce their child's monthly education costs. Parental involvement fosters a closer connection between home and school and improves children's educational outcomes.
Mikhail emphasized the unique student admission system at ESBZ, which is based on the principle of equal opportunity for all. The school admits approximately 50% of children from low-income families, 25% from middle-income families, and 25% from high-income families. Anatoly Kasprzhak, Professor in the Department of Educational Programs at the HSE Institute of Education and editor of the book "New High School Abroad," noted that despite the high competition for admission to ESBZ, the school does not turn into an elite institution. The student body reflects the demographic structure of the city, including diversity by income level, nationality, and religion. This creates an inclusive atmosphere that promotes the harmonious development of all children.
Agora School and Spinoza Lyceum (Netherlands)
Natalia Logutova, Deputy Head of the School of Design at the Faculty of Communications, Media, and Design at HSE, conducted a study of the education system and schools in the Netherlands. She emphasizes that the structure of Dutch school education differs significantly from that of Russia. Specifically, there is no secondary school in the Netherlands. Children complete primary education at age 12, after which they take a final exam that determines their subsequent educational trajectory. At this stage, students choose one of three tracks, allowing them to focus on the subjects that best suit them and develop the necessary skills. This approach ensures a more individualized learning process and helps students better prepare for their future careers.
- VMBO — this program takes four years and prepares future graduates for a vocational specialty. That is, if we use the Russian equivalent, for admission to college.
- HAVO — this track, according to Natalia, is also more focused on applied skills, but allows for admission to technical universities. The course lasts five years.
- WVO — this program lasts six years, and after completing high school, graduates can enter a university and continue their academic education.
At first glance, the system may seem rigid, but in practice, this is not entirely true. According to the speaker, students dissatisfied with the results of the final exam have the opportunity to retake it the following year. High school also provides the opportunity to transfer between educational tracks. An interesting point that Natalia drew attention to: after choosing an educational track, families select 12 high schools in order of preference in a special system, and then students are automatically assigned to educational institutions. This approach allows for the interests and needs of each student to be taken into account, which facilitates a more individualized educational process.
The speaker noted that in the multicultural Netherlands, there are many schools with diverse pedagogical approaches. Among these, HSE researchers were particularly interested in schools using the Dalton Plan. This approach eliminates the classroom-lesson system, giving students the freedom to choose their subjects and manage their own study time. At the same time, the teacher acts as a coach-mentor, which promotes a more individualized approach to learning.
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A person-centered school is an educational institution where the emphasis is on children's independent learning. These schools create an environment conducive to the development of each student's individuality. The focus here is not simply on imparting knowledge, but on developing critical thinking and decision-making skills. It's crucial that children feel like active participants in the learning process, not just listeners. This approach helps develop their creativity and self-confidence, which are the foundation for a successful future. Agora School in Roermond implements an innovative approach to education based on the principles of student self-determination. This school eliminates traditional classrooms and lessons, allowing students to independently set their educational goals. They choose areas and topics that interest them, and school coaches support them in this process, providing the necessary resources and finding qualified teachers and experts. This approach fosters independence, critical thinking, and initiative in students, making education more personalized and relevant to each individual. Natalia noted that Agora has no strict rules, with the exception of two key ones: mandatory attendance at school for at least six hours a day (arrival time is from 8:30 to 10:00) and respect for others. The lack of strict prohibitions is explained by the fact that this approach eliminates the desire to break rules or seek ways to circumvent them. This freedom in the educational environment is reflected in the school infrastructure, which is distinguished by its transparency. The school's interiors are characterized by spacious rooms and extensive use of glass elements, allowing for easy observation of what is happening in the classrooms and lecture halls. Natalia notes that this educational institution has many staircases, each unique. This diversity symbolizes the idea of finding your own path in education and life.
In addition to open spaces available to all schoolchildren, Agora provides Meeting rooms require advance booking. Students can also take advantage of this option. As Natalia noted, the school has a unique "golden room" designed for presentations. In this room, students present their projects not only to teachers and classmates, but also to representatives of the local community. To gain the opportunity to present in the golden room, they must successfully pass a competitive selection process. The Dalton Plan became the foundation of the pedagogical concept of the Spinoza Lyceum in Amsterdam. This educational institution accommodates 1,200 students studying in three tracks: VMBO, HAVO, and WVO. The Lyceum is guided by two key principles: freedom, which provides opportunities for personal autonomy and independence, and cooperation, which ensures effective interaction in groups. These principles help create a favorable educational environment where every student can develop their abilities and skills.
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Personal qualities and soft skills of schoolchildren play an important role in their learning process. Responsibility, organization, and self-discipline contribute to the successful completion of assignments and meeting deadlines. Communication skills and the ability to work in a team help build relationships with teachers and classmates, which, in turn, creates a favorable learning environment.
Critical thinking and the ability to self-analyze allow students to better absorb material, ask the right questions, and find solutions in difficult situations. Emotional intelligence, including the ability to manage one's emotions and recognize the feelings of others, also has a positive impact on the learning process.
Flexibility and adaptability help students cope with changes in the curriculum and quickly respond to new challenges. Finally, motivation and determination are key factors in achieving academic goals and developing personal potential. Ultimately, developing these qualities and skills not only improves academic performance but also lays the foundation for future success in life.
Unlike Agora, in this educational environment, freedom is limited by school regulations, which all participants in the school process—from students to the principal—are required to adhere to. The institution has clear rules of conduct, including noise restrictions in certain areas, such as the library and media room. These rules help create a comfortable and productive atmosphere for learning and working.
Zoning space in the lyceum is important. There are designated areas for independent study, as well as for group discussions and project work. The school has a professionally equipped auditorium, ideal for school concerts and performances. Natalia notes that the lyceum creates a comfortable atmosphere not only for students but also for teachers—the staff room features desks for work, as well as cozy corners for relaxing, snacks, and coffee. This contributes to the effectiveness of the learning process and improves the overall atmosphere at the lyceum.
More than 80% of Spinoza Lyceum graduates achieve A-level results in national assessments, demonstrating the high quality of education at this institution. In contrast, according to Natalia, the academic achievements of Agora students are significantly inferior to those of other schools studied. This underscores the importance of choosing an educational institution that can provide a high level of preparation and a successful academic career for its students.
Nazarbayev Intellectual Schools (Kazakhstan)
Anatoly Kasprzhak shared information about innovative schools in Kazakhstan, such as the Nazarbayev Intellectual Schools (NIS). These educational institutions attract the attention of researchers due to their high level of state funding and the implementation of modern educational technologies. Innovations developed in NIS are not limited to their walls, but are actively integrated into the general educational system of Kazakhstan, thereby contributing to its modernization and improving the quality of education.
The creation of NIS is aimed at developing Kazakhstan's industry. All 20 schools, located in various regions of the country, are focused on the STEM model. They include schools of chemistry and biology and schools of physics and mathematics. These educational institutions contribute to the development of a new generation of specialists prepared to solve modern problems in science and technology.
NIS provides unique educational opportunities, preparing children not only for the Unified National Testing (UNT), similar to the Unified State Exam, but also for international exams such as the IB, IGCSE, and IELTS. This allows students to successfully enroll in leading international universities, ensuring a high level of preparation and competitiveness in the global arena. NIS educational programs are focused on developing critical thinking, analytical skills, and a deep understanding of subjects, which are important for students' futures.
The activities of the Nazarbayev Intellectual Schools are inextricably linked with their subsidiary organizations: the Center for Pedagogical Excellence, the Center for Pedagogical Measurements, and the Center for Educational Programs. The main goal of these centers, as Anatoly noted, is to transfer successful practices and methods developed at NIS to mainstream schools. This improves the quality of education and enhances the level of student preparation in general education institutions.
NIS enrolls 15,000 students. Competitive selection of students is carried out through testing organized by an independent third-party company. Tuition is charged for grades 1 through 6, while students must successfully pass an exam upon entering grade 7; failure to do so may result in expulsion.
The academic workload for schoolchildren is significantly high. In 11th grade, 42 academic hours per week are allocated to compulsory subjects. This is supplemented by four hours of elective courses and two hours dedicated to extracurricular activities. In 12th grade, which is the final grade, the number of hours varies from 31.5 to 33, depending on the choice of the number of mathematics lessons. In addition, students attend seven hours of additional courses and two hours of extracurricular activities. This emphasizes the importance of properly managing time and resources for successful preparation for exams and further education.
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In China, legislation is planned to limit the educational burden on children. This decision is aimed at reducing the stress and pressure experienced by schoolchildren due to excessive amounts of homework and extracurricular activities. Legislative initiatives are aimed at protecting the mental and physical health of children, as well as creating a more balanced approach to education. It is expected that such measures will help parents and educational institutions focus on quality education rather than quantity.
Anatoly highlighted several negative aspects of the NIS project. These include the uneven distribution of state funding, which could negatively impact the quality of education. There is also an outflow of qualified teachers and talented students from regular schools, leading to a deterioration in the educational process in these institutions. Furthermore, the project creates an artificial bias towards natural science education, which could lead to a lack of attention to the humanities. These factors require careful analysis and adjustment to achieve a more balanced approach in the education system.
The speaker expressed a desire to "end on a positive note" and mentioned the benefits that the NIS brings to the entire education system in Kazakhstan. These benefits include modern methodological developments, vacation and virtual schools for preparation for admission, sample tests, and trial exams. He also noted the importance of the "Parents' School" project and professional development courses for teachers from general education schools. These initiatives contribute to improving the quality of education and support teachers in their professional development.
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