Education options for young people from indigenous minorities of the North: regional aspect

Автор: Markin Valerii V., Silin Anatolii N., Voronov Viktor V.

Журнал: Economic and Social Changes: Facts, Trends, Forecast @volnc-esc-en

Рубрика: Social development

Статья в выпуске: 5 (65) т.12, 2019 года.

Бесплатный доступ

The relevance of the problem considered in this article is due to the need to provide qualified personnel for investment megaprojects in the Arctic region, while preserving the traditional culture, language, and life values of indigenous peoples of the North. We use qualitative and quantitative methods of the sociological research we conducted in 2016-2017 on the territory of Yamalo-Nenets Autonomous Okrug of the Tyumen region of Russia: mass surveys of northerners, highlighting among them the indigenous peoples of the North, in-depth interviews of experts and so on. The analysis of scientific domestic and foreign literature on the subject of the study, including the study of Russian and foreign educational practices of different levels in the Arctic regions, allows us to assess the current level of training of qualified personnel for the Arctic. We substantiate possible ways to improve the system of ethno-regional education, assess the satisfaction of representatives of aboriginal ethnic groups with the system of general and professional education and its compliance with the desired future for their children. According to the results of the study, we make the following conclusions. General and professional ethno-regional education for different levels of the Arctic Zone of Russia needs long-term state and non-state support, including corporate and non-governmental support associated with the prospective modernization of its entire system. It is necessary to strengthen the interaction of universities and other educational organizations with companies that participate in neo-industrial development of the Arctic with the aim of expanding the training of specialists in the industries related to the traditional life of indigenous Northern ethnic groups. Ethno-regional education in the Arctic region should be considered on the basis of the standards adopted by UNESCO for minority groups as an inclusive education having a status different from other educational organizations, taking into account the smallness of the majority of schools in Arctic settlements and nomad camps. At the same time, it is necessary to expand the range of educational opportunities for young people who belong to the indigenous peoples of the North.

Еще

Arctic, indigenous peoples of the north, professional and ethno-regional education, levels of education, traditions, social changes, sociological diagnostics

Короткий адрес: https://sciup.org/147224210

IDR: 147224210   |   DOI: 10.15838/esc.2019.5.65.9

Текст научной статьи Education options for young people from indigenous minorities of the North: regional aspect

Sociological diagnosis of the educational system, which is the most important element of human capital and potential, conducted by us in the Arctic circumpolar region on the basis of Yamalo-Nenets Autonomous Okrug (YNAO), situated in the Tyumen Oblast of the Russian Federation, demanded special attention for two of its subsystems: vocational secondary, higher education for the development of the largest hydrocarbon (oil and gas) resources and ethno-regional preschool, primary, secondary general education for children of northern indigenous peoples. In this paper, we rely on the 8-level classification of the Russian educational system in the format of the UNESCO international standard classification of education (ISCED) [1]. Levels 0–7 of ISCED 2013 are analyzed in detail.

The primary goals of this research are as follows: to substantiate the areas of ethno-regional educational system’s improvement, to assess satisfaction of aboriginal ethnic groups’ members with the system of general, professional education, and to assess the system’s compliance with people’s desired future for their children.

The relevance of this problem is caused by the necessity, on the one hand, to provide qualified personnel for this Arctic region’s investment mega-projects and, on the other hand, to create environment for preserving traditional culture, language, life values of minor indigenous peoples of the North (SIPN). At the same time, it is necessary to extend the range of educational trajectories of young people who belong to indigenous people of the North.

Until 2014, oil and gas companies, participating in the Arctic projects, actively involved foreign specialists, who were ready to work in the exotic (for them) environment of the Far North, with the help of high salaries and additional social packages with low tax deductions. However, after the adoption of international restrictions, many of them were made to leave Russia. A task of training domestic specialists became relevant. At the same time, importance of getting qualitative primary, basic, secondary general, vocational secondary and higher education by native northerners, while keeping the culture and language of their peoples, increased. We analyzed different foreign and Russian educational practices in the Arctic regions, conducted field sociological studies in YNAO, which allowed creating the bank of empirical information, necessary for finding a solution to this problem, conducting its sociological diagnostics, and suggesting some recommendations for power structures of YNAO and other stakeholders, which may be of interest to other Arctic regions.

It is worth mentioning that all the levels of education are open for SIPN representatives. However, its implementation on the scale necessary for the region faces several objective and subjective barriers. Objective ones are the attachment of SIPN to their traditional way of living; weak orientation of these peoples’ representatives toward mastering industrial professions, entrepreneurship, etc.; Arctic companies, engaged in the extraction of raw materials, are poorly involved in professional orientation (industrial aspect) of SIPN. The main subjective barrier is that older generations of SIPN want to keep their identity. That is why they do not always want their children to be involved in new spheres of labor (“large world of professions”): they often do not come back to their families, to “minor world” of their people.

Список литературы Education options for young people from indigenous minorities of the North: regional aspect

  • Levels of education in Russia. Available at: http://273-фз.рф. (accessed: 16.07.2019). Fields of education and professional training 2013 (MSKO-0 2013) / UNESCO Institute for Statistics. Montreal: UNESCO, 2014. 23 p.
  • Tishkov V.A., Kolomiets O.P., Martynova E.P., Novikova N.I., Pivneva E.A., Terekhina A.N. Rossiiskaya Arktika: korennye narody i promyshlennoe osvoenie [Russian part of the Arctic: Indigenous peoples and industrial development]. Ed. by V.A. Tishkov. Moscow; Saint Petersburg: Nestor-Istoriya, 2016. 272 p.
  • Lyubimova E.A. Ethnoregional education as a social institution: Peculiarities of functioning in Siberia. Vestnik Tyumenskogo gosudarstvennogo universiteta. Social'no-ekonomicheskie i pravovye issledovaniya=Tyumen State University Herald. Social, Economic, and Law Research, 2016, vol. 2, no. 4, pp. 50-63. 10.21684/2411- 7897-2016-2-4-50-63. (In Russian). DOI: 10.21684/2411-7897-2016-2-4-50-63.(InRussian)
  • Egorov V.N. Malokomplektnaya kochevaya shkola kak social'no-pedagogicheskaya zakonomernost' v razvitii shkol'noj seti v usloviyah Severa: avtoreferat dis. kandidata pedagogicheskih nauk 13.00.01 [Small nomadic school as socio-pedagogical regularity in the development of the school network in the North: Candidate of Sciences (Pedagogy) dissertation abstract 13.00.01]. RI of national schools of the Republic of Sakha (Yakutia). Yakutsk, 1999. 21p.
  • Petrov A.N., Rozanova M.S., Klyuchnikova E.M., et al. Contours of the future of the Russian Arctic: experience of constructing complex scenarios for the development of the Russian Arctic zone until 2050. Uchenye zapiski Rossijskogo gosudarstvennogo gidrometeorologicheskogo universiteta=Proceedings of the Russian State Hydrometeorological University, 2018, no. 53, pp. 156-171. (In Russian).
  • Vanujto G.I. et al. Kochevaya shkola: innovacionnye proekty [Nomadic school: innovative projects]. Salekhard: GAOU DPO YNAO "Riro", 2015. 83 p.
  • United Nations Declaration on the Rights of Indigenous Peoples (2007). Available at: https://www.un.org/development/desa/indigenouspeoples/declaration-on-the-rights-of-indigenous-peoples.html (accessed: 18.08.2019).
  • International Covenant on Civil and Political Rights. Adopted by 2200 А (21) resolution of General Assembly on December 16, 1966. Available at: https://www.un.org/ru/documents/decl_conv/conventions/pactpol.shtml (accessed: 15.09.2019).
  • Berger P., Epp J.R., Møller H. The predictable influences of culture clash, current practice, and colonialism on punctuality, attendance, and achievement in Nunavut schools. Canadian Journal of Native Education, 2006, vol. 29, no. 2, pp. 182-205.
  • Kanu Y. Teachers' perceptions of the integration of Aboriginal culture into the high school curriculum. Alberta Journal of Education Research, 2005, vol. 51, no. 1, pp. 50-68.
  • Oskineegish M. Developing culturally responsive teaching practices in First Nations communities: learning Anishnaabemowin and land-based teachings. Alberta Journal of Education Research, 2015, vol. 60, no. 3, pp. 508-521.
  • Aikio-Puoskari U. The ethnic revival, language and education of the Sami, an indigenous people, in three Nordic countries: Norway, Finland and Sweden. Social Justice through Multilingual Education, 2009, pp. 238-262.
  • Lempinen P. The Finnish Education and Qualifications systems. Obrazovanie i nauka=The Education and Science Journal, 2014, no. 5 (114), pp. 125-138. (In Russian).
  • Zaikov K.S., Kalinina M.R. Shepelev E.A. et al. Scientific and educational space of the Arctic: Norway. Arktika i Sever=Arctic and North, 2016, no. 23, pp. 144-170. (In Russian).
  • The Danish Education System. The Ministry of Higher Education and Science, The Ministry for Children, Education and Gender Equality and The Ministry of Culture. Available at: https://ufm.dk/en/publications/2016/the-danish-education-system (accessed: 12.04.2019).
  • Statistics Canada. Available at: http://www.12.ststcan.gc.ca./nhs-enm/2011/dp-pd/dt-td (accessed: 12.04.2019).
  • Aylward L.M. Discourses of cultural relevance in Nunavut schooling. Journal of Research in Rural Education, 2007, vol. 22, no. 7, pp. 1-9.
  • Alaska Native Language Center//UAF. Available at: http: www.uaf.edu/anlc/classes (accessed: 15.07.2019).
  • Cherubini L., Hodson J. Ontario Ministry of Education Policy and Aboriginal Learners' epistemologies: a fundamental disconnect. Canadian Journal of Educational Administration and Policy, 2008, no. 79, pp. 1-33.
  • Lewthwaite B., Owen T., Doiron A., McMillan B., Renaud R. Our stories about teaching and learning: a pedagogy of consequence for Yukon first nation settings. Interchange: A Quarterly Review of Education, 2013, vol. 44, no. 1-2, pp. 105-128
  • Barnhardt R., Kawagley A.O. Indigenous knowledge systems and Alaska: native ways of knowing. Anthropology and Education Quarterly, 2005, no. 36 (1), pp. 8-23.
  • Smirnova O.O., Smirnov O.A. Evolution of indigenous education in rural schools of Alaska. Pedagogicheskii zhurnal=Pedagogical Journal, 2016, no. 3, pp. 222-230; Alaska. Available at: https://ru.wikipedia.org/wiki/ Аляска (accessed: 21.09.2019). (In Russian).
  • Takasami N. Ch. Pecularities of secondary education in Alaska at the turn of 20-21 centuries. Izvestiya Rossijskogo gosudarstvennogo pedagogicheskogo universiteta im. A.I. Gercena=Scientific journal of Herzen University, 2008, no. 12 (81), pp. 282-289. (In Russian).
  • Schweitzer P. Indigenous peoples and urbanization in Alaska and the Canadian North. Etnograficheskoe obozrenie=Ethnographic Review, 2016, no. 1, pp. 10-22. (In Russian).
  • Markin V.V., Silin A.N. Human and social potential of neo-industrial development of the arctic: sociological analysis, modeling, and regulation. Ekonomicheskie i sotsial'nye peremeny: fakty, tendentsii, prognoz=Economic and Social Changes: Facts, Trends, Forecast, 2017, vol.10, no. 6, pp.75-88. 10.15838/esc/2017.6.54.5. (In Russian).
  • DOI: 10.15838/esc/2017.6.54.5.(InRussian)
  • Bourdieu P. Sotsiologiya sotsial'nogo prostranstva [Sociologie de l'espace social]. Мoscow: Institut eksperimental'noi sociologii. St. Petersburg: Aleteiya, 2007. 388 p.
  • Boyakova S. I. Legal status and ethnic identity of Russian Arctic old residents of Yakutia. Arktika XXI vek. Gumanitarnye nauki=The Arctic of the 21 century. Humanities, 2016, no. 4 (10), pp. 145-153. (In Russian).
  • Glossary: International standard classification of education (ISCED). Available at: https://ec.europa.eu/eurostat/statisticsexplained/index.php/glossary:international_standard_classification_of_education (accessed: 10.08.2019).
  • Cymbalistenko N.V. Nomadic education: prospects of the development of experimental activities for creation of moral development school. Nauchnyi vestnik Yamalo-Neneckogo avtonomnogo okruga=Scientific Bulletin of Yamalo-Nenets Autonomous Okrug, 2016, Issue no. 3 (92), pp. 34-38. (In Russian).
  • Markin V.V., Silin A.N. Circumpolar region amid socio-spatial transformation of a territory (case study of Yamal). Ekonomicheskie i sotsial'nye peremeny: fakty, tendentsii, prognoz=Economic and Social Changes: Facts, Trends, Forecast, 2016, no. 6 (48), pp. 28-52. 10.15838/esc/2016.6.48.2. (In Russian).
  • DOI: 10.15838/esc/2016.6.48.2.(InRussian)
  • In YNAO, more than 32.2 billion rubles will be send on the national project "Education". Available at: http://www.edu.ru/news/nacionalnyy-proekt-obrazovanie/v-yanao-na-nacproekt-obrazovanie-do-2024-goda-napr/ (accessed: 18.08.2019).
  • Silin A.N., Tkacheva N.A. Formation of human resources in the process of circumpolar region development. International Journal of Economic and Financial Issues, 2015, no. 5, pp. 121-127.
Еще
Статья научная