The problems of ungradeded schools of the North are especially relevant in the context of implementing the Federal State Educational Standards (FSES) of the new generation. Tutoring as a key pedagogical technology for individualization of training and education, as well as an additional functional qualification of teachers in ungraded and nomadic schools of the North is becoming the best way to improve the quality of education. This refers to the need to train teachers for the new combined specialization with an additional qualification of a “tutor”. On the basis of an integrated approach to the study of this issue (climatic, socio-economic, cultural and historical factors), it has been found that the ungraded character of rural schools in the North is a socio-economic and a historical pattern. There is a need for scientific and methodological substantiation for the efficient and variable training of teachers with an additional qualification of a “tutor” for rural ungraded and nomadic schools in the specific conditions of the North. High efficiency of the organization and the quality of the educational process is ensured on the basis of innovative technologies and distance learning; teachers and students form a competent self-developing personality in the traditions of the original ethno-cultural development of the peoples of the North; the physiological and psychological overload of students is eliminated, conditions are created for the realization of individual educational development paths for children; maximum preservation and expansion of the network of small-size and nomadic schools is achieved as a major factor of the national revival and development of the indigenous peoples of the North.
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