A socially oriented non-financial development institution and a major organizer of international conventions, congress, exhibitions, business, social and sporting, public, and cultural events.

The Roscongress Foundation is a socially oriented non-financial development institution and a major organizer of international conventions; exhibitions; and business, public, sporting, and cultural events. It was established in pursuance of a decision by the President of the Russian Federation.

The Foundation was established in 2007 with the aim of facilitating the development of Russia’s economic potential, promoting its national interests, and strengthening the country’s image. One of the roles of the Foundation is to comprehensively evaluate, analyse, and cover issues on the Russian and global economic agendas. It also offers administrative services, provides promotional support for business projects and attracting investment, and helps foster social entrepreneurship and charitable initiatives.

Each year, the Foundation’s events draw participants from 208 countries and territories, with more than 15,000 media representatives working on-site at Roscongress’ various venues. The Foundation benefits from analytical and professional expertise provided by 5000 people working in Russia and abroad. In addition, it works in close cooperation with 163 economic partners; industrialists’ and entrepreneurs’ unions; and financial, trade, and business associations from 75 countries worldwide.

The Roscongress Foundation has Telegram channels in Russian (t.me/Roscongress), English (t.me/RoscongressDirect), and Spanish (t.me/RoscongressEsp). Official website and Information and Analytical System of the Roscongress Foundation: roscongress.org.

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Coadaptation Issues from School to University
4 June 2021
A new format of secondary education is taking shape

When Yandex launched its projects [...], we thought that the most important thing was to educate personnel for ourselves and, by extension, for everyone else, if that were to work out by chance. That’s why we preferred to do something like a master’s degree, that is, we had classes on our unconditional subjects [...] and it was like a master’s degree or a data analysis school. At first, we were satisfied with this, then [...] we started to sort of slide down in terms of age, getting younger and younger. This is how Yandex.Lyceum was actually formed. First, we started doing a bachelor's degree, and then we realized that we needed to move down in terms of age to school and teach high school students something. And then we will already have kids coming to universities who are well prepared for what we need in the future — Elena Bunina, General Director, HR Director, Yandex Russia.

In recent years, we have seen that there has been such a trajectory as, if not complete seamlessness [..], then a certain straightening between these levels [nurseries – school – university]. And one of the scenarios for such personalized education and its implementation requires straightening out these levels amongst themselves — Anton Stepanenko, Partner, BCG.

I believe that a special aspect of [interaction between schools and universities] is to purposely accelerate the changes that are taking place today as well as the issue of who will become the leader of such changes and what changes are we thinking about. I think that school is where it has a choice and opportunities […] A school becomes a coordinate to other knowledge holders. And this is a challenge to the school, no doubt. New actors are emerging, above all, digital ones, of course. In some cases, these actors are institutionalized, while in others, they simply remain a part of the community that surrounds the children and interacts with it. In this regard, we are probably talking about the more active position of the parental community with which a school undoubtedly has to interact and search for new forms of such interaction — Roman Kotov, Director, Gorchakov Lyceum, MGIMO University.

Interest in the Russian language and Russian education is growing around the world

A project to send Russian language teachers [abroad] turned out to be in great demand. I believe we have about a thousand teachers in Uzbekistan [...] We have even created a group of four ministers – Tajikistan, Kyrgyzstan, Uzbekistan, and Russia – and we are discussing these issues, i.e., sending teachers to schools and to rural schools. We launched such a programme based at our Herzen University [...] because building a school takes time and involves certain expenses, of course, but sending teachers [abroad] is in great demand — Sergey Kravtsov, Minister of Education of the Russian Federation.

Of course, [the Federal Agency for the Commonwealth of Independent States Affairs, Compatriots Living Abroad, and International Humanitarian Cooperation] operates with a quota of at least the Russian government (this year it is 18,000 quotas). We are seeing an increase in rather serious interest in Russian education around the world, and not only in CIS countries. It’s also Southeast Asia, and Africa has great interest. Europe has interest one way or another, but it’s more related to scientific professions. In general, Latin America [has interest too]. And this is a ubiquitous trend. Of course, we are certainly interested in a young man or lady coming from abroad to study at Russian universities to receive a high-quality education both in the Russian language and in the subject field. Very serious questions and problems have arisen here in this regard, which we are very actively working on together with the Ministry of Enlightenment — Pavel Shevtsov, Deputy Director of the Federal Agency for the Commonwealth of Independent States Affairs, Compatriots Living Abroad, and International Humanitarian Cooperation.

A consensus is needed on common values taught in school

Overall, school creates a certain foundation in terms of preparing for further education at university. [...] I believe the issue of the educational system and instilling values in schoolchildren and the younger generation, which allow us, on the one hand, to be successful in life and develop, while studying at university, is no less important [...] but, on the other hand, certain moral values, which, among other things, help us keep the peace, allow us to interact with other countries. And we can see, with the pandemic, for example, how fragile the world is and how important these issues of interaction and cooperation are. I also believe it’s very important for us to agree on certain common values that we instil in young people in order for us to preserve our planet and preserve our peace [...] so it’s probably time to talk about this too. And talk at the international level — Sergey Kravtsov, Minister of Education of the Russian Federation.

I pointed out that in terms of the coadaptation of educational work […] there are virtually no best practices in the world. This means that we are teaching something separately at school, then there are certain individual events about education and volunteer work [...] at university, but there is virtually no coadaptation between them — Anton Stepanenko, Partner, BCG.

Help teachers

As for the training of teachers, I believe we can say that correct training takes place in a pedagogical university or a classical university. There are pros and cons to each approach. I think it’s important to determine which programmes to teach as well as educational support and the result we will reach. I firmly believe that today a modern teacher should not only be able to teach a subject, but should also be able to talk and communicate with young schoolchildren because they are, of course, different. Be able to find a common language with them and know social media and information technologies, be modern, and be an example for students [...] It’s important that a teacher be that pillar [...], including a moral pillar for the future schoolchild, so as we develop pedagogical universities and training at pedagogical universities, we also talk a lot about this and will attach great importance to this — Sergey Kravtsov, Minister of Education of the Russian Federation.

It’s important not only to do certain things for children; it is important to help the teacher because teachers are confused. The first thing that we have done from the very beginning and have continued to do now over the last year is to provide all kinds of help to teachers. That is, create a resource where the teacher can read what is happening, what can be done, how to conduct remote lessons in general, what are the rules there, and what resources are online in principle. I believe continuous teacher training, which we also offer throughout the country, is also very important — Elena Bunina, General Director, HR Director, Yandex Russia.


As such, we see that there is a very big risk if we use another language and not our own national language. Of course, there is the risk of the depletion of our analytical and creative abilities, and this naturally raises the issue of linguistic diversity. In this sense, of course, we must admit that innovations and new technologies are a challenge for our languages. Proactive digital technology needs to be developed for our language to evolve so that our scientists can write in their own language and then translate their work into other languages with complete peace of mind — Paul De Sinety, Executive Officer, General Delegation for the French Language and the Languages of France.

We have such a very good ecosystem within which in our cycle we have children whom we teach, whom we prepare to become students, and master’s students who become teachers. I believe we have succeeded in asserting this leadership position, leading this process of change, and doing it by thinking about end-to-end learning paths with digital tools. Why is this possible today? Because we are talking more about personalization and, consequently, creating a vertical ‘school – university – labour market’, in which the pillar is the child, with whom there is direct interaction throughout his/her entire growth […] Thus, on the basis of our digital platform, we are implementing a system of personalized education in this vertical that is carried out in a single organized space, in which we can work on motivating children, socialization, and the problems of upbringing — Roman Kotov, Director, Gorchakov Lyceum, MGIMO University.

The Russian Federation [...] has become a leader in organizing distance learning, which is necessitated by the pandemic. Around 50 countries have used our resources and the Russian electronic school. As such, it’s also a good opportunity, among other things, for our foreign colleagues to learn more about the results and achievements of our education — Sergey Kravtsov, Minister of Education of the Russian Federation.

Of course, the pandemic has spurred on the development of digital technologies. Thanks to their development, we have now been given several serious tools to promote the Russian language — Pavel Shevtsov, Deputy Director of the Federal Agency for the Commonwealth of Independent States Affairs, Compatriots Living Abroad, and International Humanitarian Cooperation.