Quote of the Week: "The question of how to bring young teachers into schools is pressing"

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The President of the Russian Academy of Education is a key figure in the national education system. This position entails the leadership of the Academy, which is engaged in the development of educational standards, scientific research, and the introduction of innovative methods in the educational process. The President of the Academy represents the institution's interests at the national and international levels, participates in the development of educational policy, and facilitates interaction with other scientific and educational organizations. An important task of the President is to improve the quality of education and ensure its accessibility for all segments of the population. The role of the President of the Russian Academy of Education also includes active participation in personnel training, as well as in the evaluation and implementation of new educational technologies and programs.

RIA Novosti interviews provide a unique opportunity to learn the opinions of experts and specialists on current issues. This is a platform for discussing important events, trends, and forecasts reflecting the state of various spheres of life. In interviews, journalists strive to reveal the depth of the topic, providing readers with valuable insights and analysis. Reading interviews can provide not only information but also an understanding of the development prospects of the issues discussed. RIA Novosti covers current topics, making interviews an important source for those who want to stay up-to-date on the latest news and trends.

Today, the shortage of school teachers remains a pressing issue, although not on the same scale as in the 2000s. Projections indicate that by 2029, the proportion of teachers under 30 will be no more than six percent. The departure of older teachers from schools raises an important question: how to attract young specialists—university graduates—to work in educational institutions. Addressing this issue requires a comprehensive approach, including both raising the status of the profession and creating favorable conditions for the work and development of young teachers.

There is a widespread belief that a young teacher who has worked in a school for three years usually remains in that position. However, recent research shows that less than 30% of students who choose pedagogical training programs remain in schools. This fact highlights the significant challenges faced by beginning teachers and points to the need to create a more supportive environment for teachers.