The President of the Russian Federation, Vladimir Putin, has directed authorities to explore the possibility of financially recognizing Russians who act as mentors. This directive was reported by the Kremlin press service. The instructions detail that the Cabinet of Russia, in light of earlier orders, should prepare amendments to the Labour Code of the Russian Federation. These amendments would enable monetary incentives for employees who participate in mentoring programs, aligning compensation with the value mentors bring to skills development, knowledge transfer, and organizational continuity.
Earlier, Putin instructed the government to provide a summary of the outcomes of a pilot project aimed at reducing the workload on teachers through administrative efficiency, documentation simplification, and process improvements. The emphasis was on delivering tangible relief to educators so they can devote more time to pedagogy and student support, while maintaining accountability and quality control through streamlined procedures.
In addition, the president called for consideration of measures to safeguard teachers in online environments. Following a meeting of the Human Rights Council, directives were issued to the national government and to the Council under the President for Civil Society and Human Rights. By July 1, 2024, responsible officials must present proposals for legal mechanisms that protect the honor, dignity, and reputation of teaching staff, including safeguards against the spread of harmful information about teachers on social networks. These steps reflect a broader commitment to building trust between educators, students, parents, and the public, while addressing the evolving risks associated with digital communication.
The discourse around mentoring and teacher protection is framed alongside the broader goal of improving educational outcomes. The government is examining how mentoring roles can be formalized, supported, and rewarded, and how online safety norms can be integrated into existing professional standards. This approach seeks to ensure that mentors are recognized for their contributions and that teachers operate in a respectful, secure online milieu. The overall objective is to create a sustainable ecosystem where mentoring accelerates learning, while teachers retain their dignity and professional integrity in every interaction.
Within this context, the topic of education is further explored through addressing common perceptions about learning. Five prevailing myths about children’s education are acknowledged as part of a broader effort to align public understanding with evidence-based practices, support for teachers, and informed parental involvement. The dialogue emphasizes practical strategies, transparent policies, and ongoing evaluation to ensure that reforms benefit students, teachers, and society at large. The administration emphasizes careful implementation, continuous feedback, and accountability mechanisms to monitor progress and adjust course as needed, always with a focus on safeguarding the well-being and professional standing of education workers.