Agrotechnological education in the Republic of Sakha (Yakutia): problems and opportunities

• Marina P. Tsynzak

  Marina P. Tsynzak. Arctic State Agrotechnological University. Yakutsk. Russia

• Nikolay I. Mironov

  Nikolay I. Mironov. Arctic State Agrotechnological University. Yakutsk. Russia

• Nikolay Yu. Ivanov

  Nikolay Yu. Ivanov. Yakutsk branch of the Institute of Business Careers. Yakutsk. Russia

• Sabrina S. Stepanova

  Sabrina S. Stepanova. Yakutsk branch of the Institute of Business Careers. Yakutsk. Russia

The rural areas and agriculture in the country's regions face difficulties in attracting a new generation willing to engage in rural work and produce local goods. Additionally, the emerging young generation tends to prioritize new professions that are not directly related to
agriculture. This article presents for the first time the revised data from the Ministry of Education and Science of the Republic of Sakha (Yakutia) on the number of students and the number of groups (classes) in the non-Arctic and Arctic regions of Yakutia. The purpose of this article is to
conduct a comprehensive analysis of the reporting data on the indicators of learning by profile in the ulus/district schools of the Republic of Sakha (Yakutia) and to identify the main problems and challenges faced by educational organizations in the region in the non-Arctic and Arctic
zones. The results of the work are determined by the vulnerability of schools in the Arctic zones, where the traditional crafts of the indigenous peoples of the North (Yakutia) may be left without a young generation willing to engage in farming. Additionally, there is a decrease in agricul-
tural and agrotechnological subjects in schools, which could potentially lead to a reduction in the productivity and yield of the republic's agriculture in the future. A significant challenge for the development of agricultural schools is the lack of specialized teachers and educational programs in regional and sectoral institutions. Naturally, the development of specialized educational programs is a longterm prospect, but additional programs and specific nature study stations can be implemented in the present, serving as a foundation for the development of specialized programs for training agricultural technology teachers.
Keywords: agrischool, agricultural subjects, agrotechnological profile, specialized training, Arctic zone, non-Arctic zone.