The Nomadic Schools

In Aldansky distrcit

Since 1992, 2 main communal school function in places of industrial activity of the family community “Ugut”, “Amma” as Khatistir secondary school’s main branch. Headmasters: Pavlova Svetlana Semenovna, Enokhova Svetlana Nikolaevna (“Ugut”).

Distance from the base school: 90-180 km. Transportation is by water (summer-full period), automobile (winter).

Educational process is organized in accordance with individual cur1riculum. Parents and members of community are called to the educational program “Technology”, “Culture”. School year is organized inclusive of full-year economic cycle of reindeer-breeders and hunter (full-spring hunting season, calving, count of reindeer). Main forms or work are individual and team. Schools successfully carry out goals of children’s attachment to the national culture in practice, traditional economy’s branch, traditional way of life, culture’s assembler. Communities have adapted wooden schools.

Buildings: adapted wooden schools, standard school furniture, 1 computer.

In 2005/2006 school year 2 nomadic small complete schools function by gender communities "Ugut" and "Amma" on the territory of Aldansky state. There are 6 pupils in "Ugut" school №38, "Amma" school №40-14 pupils. Schools realize educational programs of elementary school, completed with pedagogical staff. Nowadays, it's running a work for bringing changes in normative base of schools' function because of changes in federal and republican ligistation in education sphere, and also necessity of discount of the planning systematic cooperation between schools: nomadic school- Hatistir village elementary school №20-reserves center "Aldan gymnasium".

Educational process in nomadic schools draws up discounting 1-full year economic cycle of community. As members of gender communities all pupils carry out production jobs, by school leaving learn the minimum of professional skills: traditional management of the economy (reindeer breeding, hunting, fishing, national sewing), management of the small sized technique. In recent years took steps over grow out of only didactics goals, education's goal pre-orientation for answer of ethno-social problem-problem of the ethnos survival. Today schools allow to keep primary school age child with his family in traditional lifestyle condition, to prepare they for the traditional economy.

The difficulty is how provide a competition for nomadic school leaver in case of choosing another education. Teachers see their task in assistance for children to make right choice, direct their activity in correct the problem of individual's socialization.

The main prop lies on a family education, parents bear responsibility for carrying out of educational program by educational branches "Technology", "Culture", "Gymnastic", "Art". Situated the system of work-education and upbringing, which reflect the real lifestyle.

Children have a part in common industrial work, pass their learning and practice practical work. Reindeer breeding and hunting practice with deer team. In conditions of permanent base of community, where schools are situated children are occupied with animal husbandry, national sewing, hothouse economy. The analysis of the professional self-determination of nomadic schools' pupils show more than 90connect their further life with work at agrarian sector of state economics. Since 2003 teachers have had a part in realization of the project "Ethnic tolerance of the few nations of the North children in conditions of cultures' dialogue in village social", developed by group of teacher of the main school.

Schools' educational program is approved by pedagogical soviet of main school in 1999-2000.

Teachers settle an issue of providing correlation of the federal, national and regional and school's component in nomadic school. For school function's period developed individual educational program of schools, which provide for 1-week work and 3 types of studies: class, individual, tests. Class and tests studies are carried out by teachers according to the time-table, individual work of pupils to schedule - essential studies for each pupil. There are 2 or 3 teachers in schools: teacher of scholarship, teacher of the scientific-mathematic subjects, the primary school teacher. Educational program and educational literature satisfy recommended list of books by Ministry of education of Russian Federation and the Sakha Republic, УМК, programs. There are no inventor's programs. Teachers’ plan calendar-thematic schedule inclusive of organization of the 3 types of studies. Nowadays, activity directs on organization of individual education process.

Individual education program coordinate each subject, period, place and form with pupils. By means of suspending time, classes are carry out in schools. In September, December, January and May months carry out the visiting classes. When other children are in tour, another part of children do individual tasks and creative works under the direction of parents or members of community. Passing of programs is analysed by results of education quarters. In case of arrears (teacher’s sickness, unforeseen circumstances by virtue of distance) plans are corrected.

Teachers developed KCO technology, teaching in large blocks; use the individual and sectional forms of education. It is observed children have formed educational skills. But absence of information office, popular-science literature and fiction makes difficulty in development of the pupils’ educational and knowing activity.

Material and technical base: Furniture, books are delivered by MY OY, and also bought at parents’ costs. In 2005, notebooks, VHS were brought by means of the Ministry of education of the Sakha Republic and school furniture was renewed (chairs and tables).

In the organization of educational process possibilities of children’s teaching and education in surrounding conditions of environment are used maximally. Lesson at native, lesson-cum work, lessons at the place of production and handmade masters’ lessons are the mark educational studies. Because of gradual withdrawal from class-task system nomadic schools’ teachers allot pedagogical and methodical tasks. Development’s vector towards personalized education demands following problems’ solution:

• individual education plans’ introduction in practice (individual educational programs);
• foundation of the creative, scientific works of pupils;
• introduction of module education system in ungaded nomadic school’s conditions.

School year period is common, the beginning and the end of school year depend on concrete conditions of community’s work.

The teachers’ scientific work directions to the renovation of the education content for 2005-2010:

• content’s renovation of the educational sphere “Culture”, “Art” and “Technology”; study aborigine’s culture of foreign polar region, which have got the common living conditions, traditional kinds of activity, culture and customs;
• organization of projected pupil’s activity in traditional branches’ sphere;
• realization of the project “Save our customs-will save ourselves” (the Ministry of education’s categorical project “Belletsky nasleg”), participation in expeditions for keeping spiritual culture;
• organization of children’s participation in distance Olympiads, competitions, distance education.
  

Teacher staff tackles the following problems:

1. Staff problem. Narrow specialization of the teaching staff is one of reasons of pupils’ basic knowledge lower level under field of subjects in ungaded school. Target preparation of a teacher with encyclopedic knowledge is necessary for the work in educational institution with settling at native-born indigenous’ place; organization of creative relations between nomadic school and education institutions of the republic.

2. Informatization of educational and organizational process. It's necessary that teachers have to learn new informative technology.

3. Reinforcement of material and technical base. Difficult transport's structure, organization of the children's participation in after-care and health surveys, organization of children’s participation in state and republican competitions, demand acquisition of transport equipment and government's support to providing school with fueling.

4. Isolation and farness form center demand creation of conditions for the self-education, library found ... contemporary orders.
Policy of the development of Aldansky state's nomadic schools supposes:

• Change of content's element of the education system. Policy of government's support of school unique demand wide discuss about education quality from parents and communities. Changes will be directed to organization of school new model of individual version development, education and teaching, using time-reserve, get free by means of little fill of classes.
• System interaction of education institutions. Specific characters of village schools' system in Aldansky state consists in realization of common system program in condition of farness from center and distance between communities.
• Social space.
• Individual education schedule.
• Distance education.

In the organization of educational process take into account:

• realization of training to the agriculture sphere's economy.
• learning and productive practice under reindeer breeding and hunting.
• organization of the scientific and approximate practice pupil's activity.
• study of Evenki language.
• introduction of informative technologies, computer science study.
• pupil's participating in the state and pepublican competitions.
• organization of individual educational schedule, introduction module and project education.