The Legislative Assembly of the Krasnoyarsk Territory discussed issues of staffing in education
Deputies of the Legislative Assembly of the Krasnoyarsk Territory discussed issues of staffing in the education sector. The conversation took place at a joint meeting of the Committee on Education and Culture of the Parliament and the section of the same name of the Coordination Council of the Association for Interaction between Representative Bodies of State Power and Local Self-Government of the Krasnoyarsk Territory.
Members of parliament visited the Krasnoyarsk Regional Institute for Educational Development, which is located in a building built in the 19th century. Before the meeting, deputies were given a tour of the building and museum of the institution.
First Deputy Minister of Education of the Krasnoyarsk Territory Natalya Anokhina noted that the education system, like other sectors, faces a serious demographic challenge – a decline in the birth rate and a reduction in the number of children. And if today they talk about a shortage of teachers, then as a result of demographic changes in the future there may be an oversupply of specialists in the labor market.
As of September 2025, more than 30 thousand teaching staff worked in the region, of which 23 thousand were teachers. The share of specialists under the age of 35 is 22.5%, over 60 years old – 18.5%. For the same period, there were 292 vacancies for subject teachers in schools in the region. Mathematics and foreign language teachers are most in demand.
In our region, personnel for schools are trained by 7 regional pedagogical colleges and two higher education institutions: Krasnoyarsk State Pedagogical University named after. V.P. Astafiev and Lesosibirsk Pedagogical Institute – a branch of Siberian Federal University.
Every year about 2,100 teachers graduate in the region. But in 2025, the share of employed graduates of pedagogical universities was only 51%, and graduates of pedagogical colleges – 74.5%. Natalya Anokhina noted that young people do not want to go into teaching professions. The main reasons: insufficient wages, strict regulation of school life, and in remote areas – the lack of modern socio-cultural and living conditions. There is also an increase in workload due to changes in the regulatory framework and new responsibilities of the teacher. There is an outflow of experienced teachers from the industry who do not see opportunities for development. Another problem is the shortage of teachers in remote areas. This is largely due to the lack of necessary infrastructure, and low Internet speeds complicate distance learning.
To solve the problems, the Ministry of Education is taking a number of measures. For example, this is the implementation of the “Zemstvo Teacher” program. Professional retraining of specialists is also in demand, and a mentoring system is being developed. Particular attention is paid to working with local governments to provide schools with personnel—territorial leaders should be interested in qualified teachers.
Marina Aksyonova, head of the main education department of the city administration, spoke about the situation in Krasnoyarsk and the measures taken to reduce the personnel shortage. Support includes financial incentives, conclusion of targeted contracts, career guidance in psychological and pedagogical classes, mentoring, and professional competitions.
At the meeting, proposals were made to formulate a forecast of personnel needs, expand the practice of targeted contracts for specific vacancies, introduce a municipal “social package” to attract teachers, and develop a regional program of preferential mortgage lending.
Chairman of the Committee on Education and Culture Vera Oskina noted the relevance of the topic of personnel shortages in the context of the demographic challenge.
“The reports contained important figures and facts that allow us to objectively assess the current situation and make certain forecasts. Thus, there is a problem of outflow of young and promising teachers from the profession. There is a shortage of science teachers. Today we talked about the employment of graduates of a pedagogical university. After graduation, slightly more than half of graduates work in their specialty. We need to understand why this situation has developed. I believe that special attention should be paid to career guidance and support for children who really want to become teachers. We have many talented specialists for whom teaching is a calling. A teacher who is in love with his work is able to help a child discover his talent, which even parents do not always see. We need to help such teachers who love their subject and put their whole soul into their work,” Vera Oskina emphasized.
