The paper analyzes the notions of parents and teachers about the reasons behind low academic achievements of children as well as about the opportunities to overcome learning difficulties provided by modern Russian schools. The study uses data from surveys of parents, students and teachers of comprehensive schools conducted as part of the Monitoring of the Economics of Education (IEE) implemented by the National Research University Higher School of Economics (NRU HSE) in the academic year 2020-2021.It is shown that the parents of low-achieving students notice the lack of attention from schools to the problems of children with learning difficulties, the lack of additional classes and support from specialists to overcome these difficulties. This group of parents demonstrates a higher level of willingness to transfer their children to another school. As for the teachers working in schools with a large number of poorly performing students, they tend to have a lower sense of responsibility for the academic success of students and a higher level of dissatisfaction with the choice of profession. They are less likely to receive support from various specialists (psychologists, special needs teachers, etc.), and as they realize they lack the professional skills necessary for working with children with learning and behavioral difficulties, they tend to engage more in professional development activities. The paper concludes that the psychological climate existing in classes and schools with a high proportion of underachieving students is an impediment in overcoming low academic performance, and that the groups of parents and teachers experiencing the greatest difficulties in providing quality education also experience the greatest deficit of support.

В информационном бюллетене представлены результаты опроса родителей и учителей, проведенного в рамках Мониторинга экономики образования в 2020/2021 учебном году. Ключевыми направлениями анализа стали определение готовности в работе в дистанционном режиме и выявление основных трудностей и вызовов, с которыми столкнулись участники образовательного процесса в период массового перехода школ на дистанционный формат обучения весной 2020 г. Особое внимание уделяется вопросу наличия дистанционного опыта у школ и учащихся до пандемии и оценке его возможных положительных эффектов в период кризиса. Массовый переход на дистанционный режим обучения обострил проблему неравенства в образовании. В рамках исследования выявляются группы учащихся и учителей, которые оказались наиболее готовы к столь резкой трансформации учебного процесса, а также те, кто столкнулся с наибольшими трудностями.

The Russian Federation has developed network of different natural protected territories and significant potential for ecotourism development. Ecotourism should be considered as a priority type of tourism for Baikal natural territory. Zabaikalsky National Park is one of the few reserves in Russia, which in its natural settings fully meet the UNESCO criteria. The recreation nature use is developing rapidly in the park in the last ten years. Tourism is often spontaneous. Such development with the lack of organizational events caused several problems associated with the disruption of ecosystems. There is no organized and equipped routes, including ecological routes, where the tourists could explore the landscapes and components of the park. It’s necessary to equip the most popular areas of the park and to develop routes for of different types of tourists to reduce the recreational digression in the most popular tourist places. Any offers of nature protected territories development must correspond to the ecological capacity of natural objects, which depends on a set of parameters. The authors offer several actions to develop ecotourism in one of the most popular area “Monakhovo – Zmeevaya bay” to provide the high level of safety and comfort of eco-routs and to minimize the impact on nature.

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В информационном бюллетене анализируются причины академической неуспешности детей, возможности школ и семей для ее преодоления. Исследование основано на данных опроса учителей и родителей учащихся 2-11-х классов, проведенного в рамках Мониторинга экономики образования в 2020/2021 году.