The high density of Moscow schoolchildren's excellent results, which you all admit, is a consequence of the fact that modern Moscow school refused monopoly on the education, and became an integrator for each student with all its capabilities and also all the opportunities of the city: museums, universities, science and technology parks, etc. Because the enormous possibilities of the unique city added to the opportunities of the school, it resulted in such density of the results. So, general features formed the overall results.
I confess that I do not like comparing schools among each other. I am against it because, to some extent, it is a judgment of children and teachers. I think, in the context of schools, all our comparisons are about the administrators of schools on their ability to attract all the opportunities of the big city to help their students. We have all the information about it on our website "School of the big city". If anyone finds it interesting, take a look. It seems to me that this is a significant reserve for the improvement of the quality of modern education – attracting all the educational and cultural resources of the city to the school's resources.
The next thing I want to mention is what I reflected on while listening to colleagues. When you begin contemplating on something you hear, yet you did not fully listen; so, you cannot entirely understand it. You think about the delta, which is almost wholly covered and yet not covered. Tatiana V. Chernigovskaya talked about preschool age. You know, what worries me and strains a little now is when I look at these remarkable children who are in preschool-age today: if using the terminology of 2030 skill, it seems to me, that at this age such ability to invent a game by yourself is essential. I have said this phrase and immediately got scared; what if we added to study plans and assessments "ability to invent a game on his own". No, colleagues, I believe that we should not think about how to teach a child this or how to check, but how to create an environment in which the child is able and aspired to invent a game for himself. I think that is where everything else begins. If he does not know how to create a game in early childhood, later he will not want to invent his life; he will always wait for somebody who will organize his life.
If we talk about essential skills, the ability to make decisions based on all the knowledge that a person has, including his competencies, always seems to me as the crucial skill in life. For this talent, the most important knowledge is knowledge of oneself, and the primary assessment is self-evaluation: without knowing yourself, and without adequate self-judgment, you will never make the correct and effective decision. At the same time, I think we are very bad at involving our knowledge in the decision-making process. We have our data so discretely spread out on some subject shelves that it is tough for us to unite it for actions.
[...] If we could involve knowledge from different subjects, integrate it, or as Mikhail Valentinovich Kovalchuk says, "to carry out the convergence of this knowledge", then we would make the decision. We passed physics – it is detached, passed biology – it is separated, passed history – it is also on its own. It seems to me that the ability to make decisions is the convergence of our knowledge and our skills. I think it is very, very important.
Can the final certification help this? I want to explain to you how weightlifting competitions run. For each exercise, the athlete is given three attempts; but the weight, which he will be lifting, he chooses himself, knowing and soberly assessing his abilities. I repeat there are only three attempts. He can select his weight limit at the border of his capabilities, and if all three times he does not lift - as they say in weightlifting "whole lot of nothing", meaning with zero points - he will let the team down. He can select a weight that is very far from his limit, and then during three attempts, he will not show the result that he actually could and lose the contest. This forms a vital skill in a person - the ability to evaluate himself realistically and make the right effective decision. In general, I can say that it brings up the character. I must admit, colleagues, probably the sport, in contrast to the studying process, forms the character much better than we can do it.
Now form printing (example: the Russian State Exam) is made in the classroom. We can arrange so that the graduate would be able to choose easy, intermediate, or advanced tasks. It should be mathematics for life; for the practical purpose; and mathematics as art, so something that our department of the mechanic and mathematic does, etc. Then we will be able to check crucial person's competence, which I think, is a work of intelligence and character. If one thing equals zero, then the result is zero. Perhaps, under such elements of final certification, the educational process would be gradually adjusted. The school is able and therefore must - as it is mentioned in the great work "if it is possible, it is a must" - contribute to the development of the intelligence and character of a person. Maybe then, we will stop looking sorrowfully at the suffering graduates who failed to pursue self-realization in life, although they had 300 points on the RSE. They could not express themselves because - as they say - "didn't have enough character". We need to think about the fact that the most valuable competence comes from the combination of intelligence and character.
I have finished. Thank you very much!