Russian President Vladimir Putin has directed that painting be reintroduced into the school curriculum starting next year. After a session of the Council of State Presidency, a formal list detailing the presidential instructions was released on the Kremlin’s official site, signaling a renewed emphasis on arts education within the national framework.
The directive to the Government of the Russian Federation calls for strengthening the human resource potential of the industry. Specifically, from the 2024/25 academic year onward, it mandates the development of drawing fundamentals for students enrolled in basic general education programs. It also extends to those pursuing the technological (engineering) profile within the training course “Drawing” at the level of secondary general education examinations, ensuring broad access to foundational artistic education across the education system.
The move comes amid broader discussions about curriculum balance and the role of arts in technical and general education. In the public narrative surrounding these reforms, the aim is to equip students with practical drawing skills that can support creative thinking, design literacy, and cross-disciplinary problem solving—capabilities increasingly valued in both creative industries and STEM fields.
Earlier in the year, Prime Minister Mikhail Mishustin was appointed to his post, and the instruction timeline was set with a deadline of August 1, 2023. While the specific administrative steps may evolve, the core intention remains clear: to ensure that drawing remains a visible and accessible component of schooling, rather than being confined to elective offerings or adult education streams.
On April 4, Alexei Dyumin, governor of the Tula Region and chairman of the Russian State Council Commission “Industry,” publicly voiced support for restoring the drawing class in schools. His remarks reflected a broader appeal from designers, engineers, and technologists who view drawing as a practical language of creation and innovation. The President’s request underscores the desire to reestablish drawing as a core skill within the standard curriculum, aligning educational practice with the needs of a design- and technology-driven economy.
In response, Sergei Kravtsov, head of the Russian Ministry of Education, stated in an interview with Rossiyskaya Gazeta that drawing has not disappeared from the general education school programs. He emphasized that drawing-related activities were historically integrated within the discipline of “Technology.” The clarification sought to reassure stakeholders that the aim is not to remove drawing from the program but to ensure its visibility and structured development as part of a broader approach to technology education and applied arts. The evolving explanation suggests a reconciliation between traditional arts instruction and the practical, project-based learning that characterizes modern education reform efforts.
Taken together, the sequence of announcements points to a deliberate policy shift that treats painting and drawing as essential skills rather than optional add-ons. For families and educators in North America, the episode offers a useful case study in how a country weighs cultural and economic goals when shaping K-12 curricula. The emphasis on early exposure to drawing aligns with global trends that view visual literacy as critical for design thinking, product development, and spatial reasoning—competencies that translate well across industries in Canada, the United States, and beyond. As schools plan for the coming academic year, stakeholders will be watching closely to see how the integration of drawing is implemented across districts, how teacher training adapts, and how assessment criteria reflect this renewed commitment to artistic fundamentals.
Ultimately, the renewed focus on drawing in schools signals a broader recognition that creative skills can complement technical discipline. Whether viewed as a cultural reinforcement or a practical investment in future innovation, the policy illustrates how education systems balance tradition with modernization, ensuring students acquire versatile tools that serve them well in both the workforce and everyday problem solving.