| Аннотация | 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 142 Volume 12, Issue 5, 2019 Economic and Social Changes: Facts, Trends, Forecast Educational Opportunities for Young People of Indigenous Minorities of the North... Introduction 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 ofISCED 2013 are analyzed in detail.The primary goals of this research are as follows: to substantiate the areas of ethnoregional 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.
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. |
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