Implementation of new formats of additional education for children in the context of digital transformation and the Covid-19 pandemic
Introduction. The article attempts to analyze the contexts of opinions, comprehend trends and make a forecast regarding the possibilities of organizing effective additional education for children in a distance format. The article presents the possibilities of sociological monitoring, which includes the results of researching the opinions of schoolchildren, as well as the parental and pedagogical communities of regional Ecostations, created in 2020 and being the author's development. Methods. The empirical base is represented by the data from the survey of heads and teachers of supplementary education organizations. 1,000 respondents from 45 regions of Russia were interviewed. All federal districts were represented in the sample. The respondents were: 40 heads, as well as 144 teachers of supplementary education organizations, 494 parents and 550 children. We also used empirical data from an Internet survey conducted in May 2020 by our colleagues from the Center for General and Additional Education named after A. A. Pinsk. A.A. Pinsky HSE (Pavlov, Goshin, Kosaretsky, Ivanov, Ershova, 2021). Results. Organizational, software-methodical, professional (personnel) and technological deficiencies of Ecostation activity are highlighted. Conclusions are made regarding the identified systemic problems and the design of management solutions for the effective development of out-of-school education in a digital environment.