Mission and History


The mission of Marian High School is determined not only by general relevance but also by continuity in the stages of its development. The priority direction of the previous stage of development was the creation and implementation of a model of continuous professional self-determination of a person in a specialized school. As a result, conditions were created for self-determination, self-improvement of the personality of the student, capable of social adaptation. The structural elements of the model were tested in the process of the formation of specialized training; as well as providing high-quality affordable education through diagnostics and monitoring of students’ interests, inclinations and abilities according to their age-related capabilities at each stage of development.


In addition, the previous stage of school development gave reason to believe that the student’s personal self-determination as the central mechanism for the formation of social maturity, consisting in a person’s conscious choice of his or her place in the system of social relations, will be effective provided that the educational multicultural environment of the school is transformed into a socially-oriented developing environment that allows ensuring the development of the student as a competitive person, ready for self-development, self-improvement, self-realization, creativity and professional self-determination.

In this regard, the mission of Marian High School at the present stage is to organize such an educational space that will create a situation of self-determination for each student, ensure its competitiveness and prepare for full and effective participation in public and professional life in an information society.

An individual approach to each child, the formation of an individual educational trajectory, the organization of social, creative and research projects in the system of sociocultural relations will become the most important factor in introducing a new model for organizing the educational space of the school. It’s important to create the necessary conditions for receiving a general education and organize profile and pre-profile training of students through interaction with institutions located in the immediate vicinity of the school in the cultural center of the city, cooperation with cultural, science and additional education institutions.

The Marian High School provides psychological and pedagogical support for each child in the process of his or her personal development and self-determination, assists the child in choosing an individual educational path, thereby ensuring a confident and successful entry into the modern life of school graduates.
Competitiveness is a socially-oriented system of abilities, properties and qualities of a personality, characterizing its potential opportunities in achieving success (in studies, professional and non-professional life activities), determining adequate individual behavior in dynamically changing conditions, providing internal self-confidence, harmony with oneself and the world.

Competence is a functional system of the psyche that provides a person with the ability to solve problems of a certain type at the level of requirements for solving them. Competence is an integrative mental education, which includes both the knowledge necessary to solve the corresponding type of tasks and the ability to set tasks of this type, plan their solution, choose and apply adequate means of solution, evaluate the results of actions.

The competency-based model of competitiveness of the personality of a graduate of the school is based on the goals of innovative school education, which are determined by the nature of the child’s leading activities, the formation of basic psychological neoplasms and the social development situation that is special for each age.

From the standpoint of the activity approach, the following components of competitiveness are distinguished: motivational, operational, intellectual, social, communicative; which are determined relative to each age.


The law about compulsory education was adopted in 1647 by the Supreme Court of the Plymouth Colony (now Massachusetts). The same law laid the foundation for a system of public schools: each settlement from 50 houses and above had to have a school for teaching children to read and write, and larger settlements – grammar schools. 130 years after the formation of the United States, T. Payne and T. Jefferson put forward the requirement of universal free and compulsory education.

In 1870, such a law was already in 3 states, in 1880 – in 17, in 1900 – in 34, in 1910 – in 42, and only by 1918 each state had compulsory education law. Already in the 1860s, about 60% of children aged 6–13 years were enrolled in school in the North American states, and 72% – by the end of the century. At the same time, the USA was the first among the capitalist countries to embark on the path of mass secondary education. In 1910, 15.4% were enrolled in grades 9-12 in high school, 32.3% in 1920, and 51.4% of young people aged 14-17 years old in 1930.

Currently, the age range in which school attendance is mandatory lies in the range from 5-8 to 16-18 years, varying from state to state. Some states are allowed to leave school with parental permission before graduation at the age of 14-17, while others require compulsory attendance before reaching the age of 18. However, many states allow geeks to speed up their education.