Ms AntoninaUrsu-Arkhipova. Head, State Policy on Education Directorate, Education and Youth Policy Department, Khanty-Mansijsk Autonomous Okrug – Ugra, PhD in Philology, Khanty-Mansijsk

State of the art and prospects of ecological education in Khanty-Mansiysk Autonomous Okrug (Yugra)

Environmental education and environmental culture of students is the priority of education policy in Khanty-Mansiysk Autonomous Okrug (Yugra) and it is implemented through the development of  regional system of continuous and comprehensive environmental education and awareness.

In setting the main objectives of environmental education at the present stage we focus on strengthening of environmental component in the formation as put forward in the concept of environmental education for sustainable development, the concept and the requirements of the new federal state educational standards of general education.

 Among them:


  • development of a system of continuous environmental education;
  • integration of environmental, ethnic and cultural traditions on the management of natural resources, protection of the environment in the content of the basic educational program of educational institutions;
  • training and retraining in the field of psycho-pedagogical willingness and ability of teachers to the modern professional work in environmental education at all levels of general and additional education.

In order to achieve integrative environmental education we develop regional legal framework as a tool for shaping regional policy in the field of environmental education. Amendments to the Law "Education in the Khanty-Mansiysk Autonomous Okrug - Yugra" were introduced in terms of educational content from  regional, national, ethnic and cultural characteristics, including environmental focus.

Regional basic education plan identified a list of subjects of the regional component.

A number of methodical documents defining the inclusion of environmental education in the subjects within the federal state educational standards of general education including extracurricular activities of students has been developed.

Regulatory and guidance documents will set a certain structure of the regional model of environmental education.

All pre-school education program are focused on a new concept of education of children of preschool age, holistic view of nature. In addition to comprehensive programs "Rainbow", "Origins", "From childhood to adolescence" partial program of ecological orientation "Young Environmentalist", "Path to Peace", "Nature and Man", etc.  are used.

Culture of environmental management is shaped by the regional program of pre-school Education "Ugra springboard".

These management solutions provided 100% of the implementation of environment-related programs in pre-school education, 44% of schools have chosen  environment-related subjects as priorities of its activities.

Environmental education in secondary schools is carried out:

  • on the basis of teaching ecology;
  • on the basis of a multi-disciplinarity through environmental approach to the content of the main subjects of the educational program, electives, workshops;
  • by mixed-model design of the educational process;
  • according to a special educational model of environmental education, different from basic plans. It is a technology of individualization of learning.

The new task of environmental education is dictated by the content of the federal educational standards, where a primary school focus is shifted to the regional component.

In primary education there are - Environmental and Regional Studies course "We are the children of nature" and a separate course "Local History".

In general education there is a course for students "Ecology and Geography of Khanty-Mansiysk - Yugra" (43.6% - individual hour in 56.4% - is integrated with the objects "Geography", "Ecology", "Life safety", etc.). The share of educational institutions implementing environmental education in the curriculum is 100%, extra-curricular activities - 67%.

The task of updating the content of school environmental education based on socio-cultural traditions of the region defined internship regional platform for approbation on "Ethno-cultural and ecological component of the educational standards". Today, 13% of schools implement standards of basic school in advance mode. Experience of the platforms on environmental education is introduced to teachers in the district training sessions - the form of training in the workplace.

Secondary education implements environmental education in individual educational tracks, taking into account the profile of education. Federal State Educational Standards of senior level consider environmental education as the background for the formation of general competencies of life safety. A decision of  the schools´ participation in experimental work on the testing of teaching materials integrated course "Ecology and life safety" in the District was taken.

The task of environmental education at the beginning of the XXI-st century is not only the acquisition of knowledge about the environment, but also the formation of environmental management capacities - the "green economy".
The fulfillement of such an order is made possible in terms of social orientation of the whole sphere of education, through the active involvement of the participants in the social practices and social orientation courses. Thus, for the upper grades new  educational module "ABC of business" is being developed in terms of social partnership with district structures to support the development of  business.

Ecological education occupies a leading role in the system of additional education as well: 434 ecological associations have been established, which include 7 thousand students and pupils.

New social requirements for the system of education are focused on upbringing of high moral, enthusiastic, outgoing, adventurous, responsible, socially active citizens.
The implementation of such a government order is possible only through social orientation of the entire education sector and the active involvement of its members in the social practices.

Specificity of social practices at each stage of general education is determined by the age characteristics of children. In elementary school – it is extra-curricular and extra-school activities. In primary school, social practices are revealed in the active volunteer activities, participation in social and research projects, business and role-playing games.

For high school students social practice is not only the activity for the development of communicative and civic culture, social planning  but also technology for  implementation of competency education in school.

In 2012-2013 three projects of social orientation were implemented in the system of educationof the District:

Socially significant educational project - District Environmental marathon "My Yugra is my planet!". Marathon participants - students, pupils of kindergartens and institutions of additional education of children.
The action "Alley of graduates." Participants - graduates of 9, 11 classes of educational institutions, teachers, parents and representatives of interested organizations.

The district competition of ecological flyers "Let us preserve the nature and culture of the people of Ugra".

The share of students-participants in these socially significant events exceeded  94% of the total number of students (178 thousand).
In order to promote social and environmental practices, environmental business resources are considered:

  • Eco-tourism;
  • Research work in the field of resource protection;
  • Production of "environmentally friendly" products within the school business incubators;
  • Research activity on the basis of school techno-parks in environmental technology.

Thus, environmental education and shaping of environmental culture of students in the district are systemic in nature, and have the trend for further development.
The needs of educational practice:

  • Formation of the modern conceptual and terminological glossary of environmental education for sustainable development;
  • Psycho-pedagogical maintenance of environmental education for sustainable development;
  • Development of teaching materials and their inclusion in the federal list of textbooks on "ethnicity and culture of nature management", "environmental education for sustainable development for students in modern conditions", "environmental education and life safety."

The 2020 District Education Strategy notes that education is a vital tool for sustainable development. At the present stage the environmental education should foster in students and youth environmental an outlook based on the unity of scientific and practical knowledge, responsible and positive emotional value attitude towards their health, the environment, improvement of  the quality of life.