Educational area of geostrategic territories as an object of assessment of differentiation of personnel conditions for the implementation of general education programs

Introduction. The education sector, given its defining role in the social and economic dynamics of each country, also represents
one of the key resources for ensuring balance in territorial development, in overcoming interregional disparities at the national
and international levels. In this regard, achieving the goals of spatial development presupposes, among other things, scientific
substantiation of actions that ensure equal quality of education for students in different groups of territories, including from the
standpoint of personnel conditions for the implementation of educational programs.
The purpose of the study is assessment of the dynamics of differentiation of personnel conditions for the implementation of
educational programs of general education in educational organizations of the geostrategic territories of the Russian Federation
(using the example of the Arctic zone of the Russian Federation).
Materials and methods. Based on the use of a methodology previously developed by the author, the differentiation of
personnel conditions for the implementation of general education programs in seven regions of the Arctic zone of Russia was
assessed according to five criteria at the intraregional level and on average for the Arctic educational segment in 2020-2024.
Results. The differentiation in the number of teaching staff who have undergone advanced training and/or professional retraining
over the past three years has increased in the Arctic zone of the Russian Federation by 0.00531 (49.29 times) in 2020-2024,
the differentiation in the number of teachers with the first and highest qualification categories has decreased by 93.45%, the
differentiation in the number of students per social educator has increased by 9.15%, the differentiation in the number of
students per educational psychologist has decreased by 0.95%, and the differentiation in the number of students per teacher
has increased by 0.89%. Within the region, urban and rural schools in most regions differed mainly in the number of students per
teacher, per social educator, and per educational psychologist. The schools differed the least in the proportion of teachers with
the first and highest qualification categories, and in the proportion of teaching staff who had undergone advanced training and/or
professional retraining over the past three years.
Conclusion. The emphasis on the existing differences between urban and rural schools in the Arctic regions in terms of the
quality of personnel conditions for implementing programs does not negate the fact that, in general, the values of all five criteria
throughout the entire period are close to a state of homogeneity throughout the entire observed period – this circumstance is
an additional confirmation of the correctness of the interpretation of the results of previous studies, which substantiated the
feasibility of studying the educational systems of the Arctic regions as a holistic object.