For children Cases Our Students
My name is Sergey Saprykin, I am 44 years old. I was born in Krasnodar, but have lived in the UK for many years. I have been involved in science - mathematics - for a long time, and now I teach it to children and teenagers in London.
I think there is a problem with education in uk email database Russia: it is weakly connected to real needs. School and university education systems do not depend on what you will work as in the future, be it an engineer or a programmer. I realized this during my studies in Russia - both at school and at the university, which I graduated from in our country.
Here in the UK, the Department for Education produces detailed plans for schoolchildren. They break their education into four stages, and for each stage, for each subject, they set out what students need to know and what outcomes we expect. These plans are drawn up in partnership with businesses and universities. Universities tailor their programmes to employers’ requirements, and employers set the standards for the students they want to see coming in.
I think something has broken between the Soviet Union and the current state of education in Russia. Schools and universities continue to operate by inertia, and everyone does what seems intuitively right. This has its pros and cons.
According to stories from familiar, very high-level teachers from Russia, this trend continues: Russian education does not motivate people to acquire applied knowledge.
We had a math competition and I invited a team from Krasnodar: these were children who attended a math club. They won, and it was expected, because they had a strong background. One of my teachers who came with them told me that his students were significantly different from mine in London. He wanted his students to be as creative and lively as mine. He noted that it was difficult to stir up his children because at school they were forced to cram without understanding why it was necessary. Whereas in the British math program, on the contrary, the emphasis is on applied aspects and socialization is generally supported. This makes children more inquisitive and capable of forming an interest in life and good demands.
My interest in zero coding
When I was looking for something to do, I accidentally stumbled upon zero coding after seeing a free workshop on Zerocoder. I decided to give it a try and I liked it - these were real applied skills. I ended up buying the course, which was a risky move for me both financially and in terms of organizing my time, but I always wanted to start my own startup.
"Zerocoder", in my opinion, compensates for the shortcomings that exist in Russian education. This is the first thing I understood. Later I realized that even I, a person over 40, like to study this way! "Zerocoder" offers practice, despite the fact that the teachers themselves have deep theoretical knowledge. Sometimes I can find fault with little things in teaching, especially in mathematics, but, thinking about it, I understand that it is not worth it. Teachers do not need to redo their courses, even if something seems incorrectly presented from the point of view of formal mathematics - it is valuable for its applied part with a simplified view of the world.