The proposal to revive home economics in Russian schools is gaining attention as a way to equip young people with practical life skills for adulthood. A high‑level advocate for this change is Mikhail Vetrov, who chairs the Association of Manufacturers of Children’s Products, Works and Services. He has officially submitted his case to the Minister of Education of the Russian Federation, Sergei Kravtsov, seeking consideration of including home economics in the national curriculum. The document outlining the plan has circulated in media reports and has been referenced by outlets presenting the proposal to the public.
In outlining his rationale, Vetrov points to historic examples from the Soviet era, describing those schools as a global model for educating children. He argues that home economics courses would teach essential, real world competencies. Students could learn how to maintain a clean and safe living space, care for animals and plants, perform basic household repairs, and manage everyday financial tasks such as paying bills and budgeting for utilities. The proposal also envisions students gaining knowledge about preparing and handling household materials and maintaining garden plots, linking practical household management to broader life readiness.
Beyond the technical skills, Vetrov believes these courses can contribute positively to the moral development of students. He urges the minister to assess how a structured home economics program might fit into the contemporary school system, aligning with broader educational goals and responsible citizenship.
This discussions sits alongside recent movements in Russia toward expanding the scope of school activities. Earlier this year, curricula adjustments introduced labor training, career guidance, and even military training within schools. A new emphasis on socially useful work has been outlined in federal discussions, with measures crafted to ensure student participation as part of civic education. These developments reflect an ongoing effort to broaden the role of schooling beyond traditional academics.
Historically, some observers note that students have sometimes deprioritized physical education and music during childhood. The current policy conversations aim to balance academic learning with practical disciplines and personal development, ensuring that students gain a well-rounded set of skills that can serve them in daily life and future careers. The dialogue about home economics thus sits within a larger framework of educational modernization, public discourse, and long-term planning for the country’s youth. [citation: RT]