Social skills students

8 Important Social Skills For Kids And How To Teach Them

Teaching social skills for kids is one of the most complex, confusing, but rewarding aspects of raising young children.

It’s no secret that preschoolers and kindergarteners are naturally egocentric. Even when playing or interacting with others, many children have difficulty sharing, empathizing, collaborating, and cooperating.

HOMER is here to help you learn eight of the most important social skills for kids, as well as how to incorporate them into your family life.

8 Important Social Skills For Kids

1) Sharing

Sharing is a part of daily life. That doesn’t mean it’s easy!

Sharing is a difficult concept for young children to get behind. Toddlers, preschoolers, and kindergarteners have a particularly difficult time, as they are more focused on their needs and desires than the needs and desires of others.

This is normal. The feeling that something “belongs” to them is typically much stronger than their desire to please others.

Even though it’s hard to share, doing so is critical to a child’s social skill development, as it helps them keep and advance friendships. It’s also a great way to bond and show appreciation.

2) Listening

Active listening is an important skill that even some adults struggle with. Properly deciphering and absorbing information requires significant focus.

We all know this can be challenging for young kids, but active listening can strengthen their receptive language skills (the ability to comprehend spoken language).

Receptive language skills help your child:

Handle social interactions
Answer questions
Understand stories
Comprehend what they’re reading
Understand gestures

While developing their social skills, your child will come to see how important it is to actively listen when others are speaking.

Paying attention to what someone is saying and responding directly to their statements or questions is a big part of healthy communication.

3) Following Directions

The cousin of good listening skills would be executing the instructions your child heard — a.k.a., following directions!

Following directions becomes particularly important once your child enters into their school years.

It’s one thing to follow directions at home with their parents where they’re innately comfortable; it’s another task entirely to follow directions from adult authority figures they may not know well.

Your child will learn how listening and following directions overlap with one another. If they listen well, it becomes easier for them to follow directions accurately. And when they follow directions accurately, they’ll often be rewarded for their hard work!

Keep in mind, however, that multi-step directions are challenging for young children. To help them develop the ability to follow directions, give them one direction at a time.

4) Collaborating And Cooperating

Similar to sharing, your child will learn how to move beyond sharing objects to sharing ideas, stories, and work.

With good collaboration and cooperation skills, children will learn that working in a group gives them a chance to express their ideas and listen to the ideas of others. It allows them to see that it can be fun to work on a shared project!

This may sound simple, but for young children, cooperation can often require real effort. It will take time for them to learn to respect others’ opinions even when they’re different.

By working together toward a common goal, kids can advance their sharing skills to include both intellectual and physical (think: cleaning the dinner table with a sibling) feats.

5) Patience

How many times have you heard the cliche, “Patience is a virtue”? Well, we are here to say it one more time!

It’s normal for young children to be impatient. However, patience really is one of the most rewarding social skills for kids.

Patience is critical for many things, including maintaining friendships and relationships and achieving big goals that can only be completed over an extended period of time.

This is where the concept of delayed gratification comes into play. When you help your child understand that good things often take time (not everything in life is microwaveable!), you nurture them into a patient person.

Learning patience takes practice and, you guessed it, patience! Trust that it will come with time (as everything does).

6) Empathy

When we say “empathy,” we’re referring to the traditional definition — the ability to understand and share the feelings of another.

Your child will learn how to appreciate the similarities and differences between their lives and those of people they meet. They will also learn how to empathize with these people, no matter how different they are.

For young children, this can mean small gestures.

For example, if their friend or sibling cries because your child is playing with a specific toy, your child may pause and say, “I know you want to play, too. Don’t be sad. We can take turns!”

But this sense of empathy will likely not appear overnight! Empathy develops over time and across a variety of scenarios.

The easiest way to promote your child’s development of empathy is by showing it in action. When you extend grace to your child often, they will learn how to extend it back.

7) Respecting Boundaries

Some people require different emotional and physical boundaries than your child.

This can be a particularly difficult concept to learn, especially for very young children who receive most of their socialization from within the household.

Likely, if your child is extroverted, they may assume everyone is OK with hugs, questions, or lots of chit-chat. In some cases, they may be right! In others, they may accidentally cross boundaries in their efforts to be friendly.

Teaching your child how to ask permission and identify boundaries helps them establish a sense of respect between themselves and others. The same goes for helping them establish boundaries for themselves.

Let your child know that it’s OK to say no to hugs, kisses, or other displays of affection from someone — no matter who it may be — if they feel uncomfortable. Model this idea by asking questions yourself (“Would you like a hug?”).

When they make their boundaries clear and ask for others to do the same, it will make both parties feel much more at-home.

8) Positivity

Working on positivity can make it exponentially easier for your child to tackle many of the other social skills for kids we’ve mentioned, especially patience, boundaries, listening, and sharing.

With a positive attitude, your child will find it easier to make and keep friends, succeed in school, and achieve their goals.

The easiest way to demonstrate positivity is by modeling it. The more positive you are about your child’s social skill development (including their inevitable slip-ups), the more reassured and positive they will become themselves.

This doesn’t mean you have to be positive all the time. In fact, a healthy amount of honest criticism can be beneficial in helping your child learn to express their feelings.

To do this, start with your own emotions. Let them know how you’re feeling and how you’re managing it in real time if you can. Kids need to know it’s OK to be sad, angry, or mad sometimes and how to handle it.

How To Teach Social Skills To Kids

Now that you know what social skills for kids to include, how do you go about teaching them at home? Let’s take a look!

Normalize Mistakes

Your child should know that you do not expect perfection. There is no way to execute all of these social skills every time, everywhere, without mistakes.

That is OK! In fact, it’s encouraged. Mistakes are normal; they’re how we learn what went right or wrong.

Make sure you normalize this for your child. If they know all humans learn lessons this way, it’ll be easier for them to push through the sting of a mistake and try again.

Encourage Sharing (Without Violating Boundaries!)

Although sharing is great and should be encouraged, there may be some things that are special to your child that they don’t want to share. This can be especially true of stuffed animals, blankets, or special toys.

This is OK, too! It’s great for your child to set boundaries that you and other children respect. To encourage sharing, try not to force it.

Encouraging without forcing also demonstrates to kids how boundaries can be created, acknowledged, and respected between people.

This will motivate them to share with those around them by taking comfort in the fact that what is special to them has been kept sacred and separate. It will also encourage them to be direct about their and others’ boundaries when it comes to play, school, or emotional issues.

Check Their Listening

During social interactions within your own family or outside of it, pay attention to your child’s listening skills. You can observe them to see if they are listening carefully.

Do they seem engaged? Are the asking questions?

And remember it is just as important to listen to your child. This shows them that what they are saying is important and encourages them to listen to you in return.

Think About How You Give Directions

In teaching social skills for kids, the parent or authority figure is responsible for ensuring the directions they give are something a young child can execute successfully.

When giving instructions, be clear, firm, and gentle. As we mentioned earlier, children have a very difficult time executing tasks with many directions at once. Start with one direction at a time that your child can focus on.

When giving instructions, have your child repeat what you want them to do. Only give an additional instruction when the first has been completed. Repeat until the task is complete.

Your child can give you directions, too! That way they have a sense of what it takes to delegate, manage, and execute a task from start to finish.

Give Empathy To Get Empathy

Show your child that you think about other people’s emotions, too! This is less of a teaching moment and more of an authentic display of empathy.

If you see that your child is expressing an emotion, validate it for them. “Oh, I see that you’re excited. I love that you’re so eager and happy to do this!”

You can acknowledge negative emotions, too. For example, you might say, “I know that must make you angry. Do you know how I can tell? What can we do together to make you feel less unhappy?”

This not only helps them feel seen and heard in the moment, but it also gives them a direct example of how to tackle empathy with others in similar situations.

Social Skills For Kids Are Essential

The more your child experiences the benefits of social skills, the more intuitive these skills will become for them. However, all children learn at different rates. With practice (and patience!), we know they’ll get there.

The Learn with Sesame Street app is an effective tool that helps kids learn and develop their social and emotional skills. With the help of their Sesame Street friends, kids learn how to express their emotions, empathize with others, and create healthy relationships. Explore the Learn with Sesame Street app today!

Author

Top 10 social skills students need to succeed

Sep 27, 2007, 11:53 AM

Reading, writing, ‘rithmetic and… good manners? Researchers have found that 10 basic social skills such as taking turns, listening and simply being nice are just as important to children’s academic success as the subjects they study, and that students can and should be learning these skills in the classroom.

“If we increase social skills, we see commensurate increases in academic learning. That doesn’t mean that social skills make you smarter; it means that these skills make you more amenable to learning,” Stephen Elliott, Vanderbilt Peabody education and psychology researcher and co-author of the newly published The Social Skills Improvement System—Classwide Intervention Program, said. “In our research, we found that elementary kids and teachers value cooperation and self-control. When we teach and increase those behaviors, we reduce problem behaviors and maximize learning time.”

Elliott and co-author Frank Gresham identified the top 10 skills that students need to succeed based on surveys of over 8,000 teachers and over 20 years of research in classrooms across the country. They are:
1. Listen to others
2. Follow the steps
3. Follow the rules
4. Ignore distractions
5. Ask for help
6. Take turns when you talk
7. Get along with others
8. Stay calm with others
9. Be responsible for your behavior
10. Do nice things for others

“Our new publication is based on a survey we did in 2006, but we found almost exactly the same list of desired social skills when we did the survey in 1989,” Elliott said. “Society has not changed what it values as fundamental social behaviors.”

In the new book, Elliott and Gresham present a detailed 10-week program that teachers can use to incorporate teaching of these skills into pre-school through middle school curriculum. The program devotes a week to each of the 10 skills, with each section building upon what is learned in the previous unit. In addition to the guide for teachers, the program includes student workbooks, videos and other supplemental materials.

Elliott believes that rather than adding on to a teacher’s already heavy workload, the program will in fact help them reach children more effectively.

“Many teachers feel pressured by the demands of the No Child Left Behind Act and see this as an add-on,” Elliott said. “But we have found after this program they can teach these skills at the same time as they are teaching science and math, and it will help them be more effective across the board.”

The program includes a simple screening tool that teachers use at the beginning of the year to assess their individual students’ social and basic academic skills. The tool allows them to provide specific assistance in a particular area based on the student’s needs, and also to assess progress. It includes communication with parents throughout the process to encourage their involvement in supporting these skills at home.

Elliott is professor of special education, Dunn Family Chair in Educational and Psychological Assessment and interim director of the Learning Sciences Institute at Vanderbilt University’s Peabody College of education and human development. Gresham is professor of psychology at Louisiana State University’s Department of Psychology.

Pearson, Inc. published the SSIS. More information is available at http://www. PearsonAssessments.com.

Media contact: Melanie Moran, (615) 322-NEWS
[email protected]

Increasing creativity, or How students can use social networks effectively | Society

Today it is difficult to imagine our life without social networks. They are actively used by students. Moreover, they have social networks integrated into all aspects of everyday life, so they also affect their studies. It is young people who most often surf the Internet, on average they spend up to 8 hours a day there. And each of them has a smartphone. It is used not only for communication, but also for study. What benefits can social media bring to students? And how can they be used effectively? Let's talk about it below.

Getting an education

Previously, students received knowledge from a textbook. They had to sit in libraries for hours to find the information they needed. But the internet has revolutionized the traditional way of learning. Now students can receive education even at home. In social networks, they promote training courses and master classes, which anyone can sign up for. This gives students unlimited opportunities for self-development.

Moreover, social media education is not a one-way process. Students can communicate with teachers, exchange opinions with other students and discuss topics they do not understand.

Information dissemination

It is much more convenient to disseminate information in social networks. Students can transfer notes and lectures to each other, send the schedule and promptly report changes. With the help of a smartphone, this can be done from anywhere in the university or directly from home.

Moreover, social networks help to better cover the existing problems. Students may disseminate information about the inappropriate behavior of teachers, poor-quality food in the university cafeteria, or other unpleasant situations. Social networks draw attention to problems, helping to solve them more effectively.

Increasing creativity

Social media is a platform where students can showcase their unique skills. They also help develop and hone them. The students themselves also receive the feedback necessary for creative growth. All this contributes to increased creativity among young people. Today they massively blog, publish photos, text articles and videos. Social media feedback gives students the opportunity to be creative and innovative when creating content. Approval from other users motivates you to further develop your talents. In turn, with their work, students inspire other beginners who are just starting their creative journey.

Improving skills

Social media gives students the opportunity to hone their skills. The Internet provides access to self-education. Young people can find relevant books and educational videos on social networks, as well as ask other users for advice. Today, you don't have to take guitar, cooking, or programming lessons. It is enough just to find the right training course on the Internet and gain knowledge without leaving home.

Communication also helps improve communication skills. Students communicate with a huge number of people, they learn to evaluate and interpret various situations with which they were not previously familiar. The experience gained can be transferred to real life. This allows young people to mentally prepare for stressful situations.

Finding new friends

Social networks improve the communication skills of new students. This helps them become more confident and independent in real life. Previously, students had to communicate live with strangers. They had no opportunity to know in advance about their interests. Now, students can view their classmates' social media profiles to get an idea of the people they'll be studying with. This will help them understand how best to communicate with other students.

What's more, social networks give you the opportunity to connect with people from all over the world. Students can exchange experiences, talk about their problems and find like-minded people. It is easier for young people to communicate by text messages, and then make an appointment offline.

Blogging

People used to have to keep a diary to express their thoughts and feelings. And it could not be shown to a large audience. Today, handwritten diaries are being replaced by online blogs. They are in their own way useful both for the author and for his readers. A blogger can express his feelings, share his opinion or experience. Readers learn something new and exchange information.

Social networks are the most convenient platform for blogging. It helps students improve their creative skills and develop their individuality. Moreover, a blog is a great platform for making money. Young people today are paid for posting their photos, product reviews, and simply speaking their minds. They also learn how to promote themselves on social networks, which will help them in the future when doing business.

Collaborative learning

The social network is a convenient platform for sharing information. If earlier students could communicate only by text messages, today video and audio communication is ubiquitous. You don't have to meet at the university library to create a study project. Instead, you can organize a video conference right from your home.

Collaborative learning is facilitated by chats with fellow students, where students can discuss their studies, share educational videos and other content. They can help complete complex tasks, comment on each other's work, and even criticize them. Social networks are also used to communicate with teachers. Now you don't have to go to the university to meet them. All you need to do is call or write a text message.

Project: Competence Center

Registration in progress For undergraduate, graduate and specialist students aged 18+

The Competence Center is a platform where students first undergo a diagnosis of their universal competencies (soft skills), and then work on them as part of an individual development trajectory. As a result, students receive a “passport of competencies”, and the employer receives specialists with developed not only professional, but also supra-professional competencies.

Competence centers cover more than 120 universities and almost 500 secondary vocational educational institutions in all federal districts of the Russian Federation. The initiator of the project is the presidential platform "Russia - the Land of Opportunities".

To join Competence Center , select your university in the application form.

Didn't find your university in the list? You can choose the geographically closest Competence Center. But please note: in order to join the Competence Center of a non-university, you must fill out and sign a consent to the transfer of personal data. To do this, contact the Competence Center.

Are you only interested in diagnosing your cross-professional skills? Select "Testing only" in the "Competence Center" field of the "Other" section of the questionnaire.

Already graduated from the university? Then keep in mind that the test results are calculated in comparison with the test results of university students.

What are Competence Centers?

Competence centers are a meeting place for students, employers and regional authorities, who often solve their personnel issues on the basis of universities. In the Competence Centers, students are diagnosed with their cross-professional competencies (often they are also called soft skills ), build individual development trajectories, are engaged in “pumping” competencies in order to focus on the needs of specific employers.

The demand for such Centers is due to the fact that the standards of higher education and, accordingly, the educational programs of universities primarily involve the assimilation of professional knowledge, skills and abilities ( hard skills ). But with transprofessional competencies, everything is a little more complicated, especially in terms of their assessment, development and fixation.

At the same time, many employers clearly formulate their request for the education system - upon leaving universities, young specialists must have a set of important competencies.

Minister of Science and Higher Education of Russia Valery Falkov explained exactly what competencies he was talking about:

“Today, professional knowledge is not enough to build a successful career. University graduates also need time management skills, the ability to focus on results and show leadership qualities, stress resistance, emotional intelligence and other soft skills. On behalf of the President of the Russian Federation, we, together with the platform “Russia – a Land of Opportunities”, are creating centers for the assessment and development of managerial competencies at Russian universities. ”

At the same time, many students admit that at the start of their careers, they lack precisely cross-professional competencies, especially in terms of their practical application.

Director General of ANO “Russia – the Land of Opportunities” Alexey Komissarov confirmed this fact:

“For the first time we started talking about such Centers this spring. This conversation appeared because, when interviewing students and graduates, almost the vast majority said that their main concern was finding their first job.

It is difficult for universities to complete the task of developing cross-professional competencies on their own. And there are a number of reasons for this:

There is no common understanding of the set of competencies. The idea of a set of necessary skills varies among employers, universities, and special appraisal companies. Often the same competencies are called differently, without disclosing their content. For example, leadership, strategic leadership, authentic leadership, etc.
There are no generally accepted tools for assessing such competencies. Even if the employer and the university talk about the same skills, they measure them differently.
Each specific employer (first of all, of course, a large one) has its own set of necessary competencies.
Each university has its own vision of preparing students in the area of "flexible skills". Some have no such vision at all.

Establishment of Competence Centers on the basis of universities with the support of ANO "Russia - the Land of Opportunities" solves these problems. Moreover, each interested party only benefits from the project.

Why do we need Competence Centers?

University : to graduate young professionals who are maximally adapted to the challenges of the modern labor market.

Student : to get the opportunity for effective social and career growth. Competence centers allow you to evaluate your skills and form an individual trajectory for their development. Based on the results of diagnostics and passing the trajectory, a student profile is formed that is available to employers. This will give the student access to suitable jobs, internships and projects.

Employer : to attract young people with the required competencies. Employers gain access to a database of students and recent graduates who have been diagnosed by valid and reliable assessment tools, and who have been able to develop existing skills and highlight strengths.

Region: The activities of the Competence Centers will allow maintaining and improving the quality of the human resource, not letting young talents leave the territory, but offering the most demanded positions and opportunities for career and social development within the region.

Head of the Department of Methodology and Evaluation, ANO “Russia – Land of Opportunities” Dmitry Guzhelya spoke about the project’s advantages:

educational program and improve their competencies. What is important, unlike the unified state exam, which rigidly fixes the result, there are no bad grades here, any profile is good. This is the stepping stone for the next development. Young people will be available in a single database both for the administration of the region and for leading employers. This will stop the outflow of personnel from the region. The university and its graduates will become transparent to the employer.”

About the types of Competence Centers

Depending on the characteristics and tasks of universities, six types of Competence Assessment Centers can be distinguished:

Industry Centers. Their goal is to ensure the formation of personnel for a particular industry or group of industries. Examples include the Moscow State University of Food Production, on the basis of which the Competence Center for the food industry was opened, as well as the Kuban State Agrarian University, on the basis of which the Competence Center for the agricultural industry was deployed.
Regional and macro-regional centers. Their goal is the effective staffing of regional employers-partners of the university. A striking example is the Corporate University of the Government of the Nizhny Novgorod Region (KUPNO).
Network Centers. They are deployed on the basis of universities with a wide network of branches in the regions of Russia. A striking example is RANEPA.
University or research Competence Centers. One example is Pirogov Russian National Research Medical University.
Corporate Competence Centers. An example is Peter the Great St. Petersburg Polytechnic University. The key employer of the Competence Center based at SPbPU is PJSC Gazprom.
Competence center in the field of youth entrepreneurship on the basis of the Novosibirsk State University of Economics and Management "NINH".

How are students diagnosed in Competence Centers?

Department of Assessment and Methodology ANO "Russia - the Land of Opportunities" has developed a set of necessary diagnostic tools for the most accurate and complete assessment of the cognitive abilities and personal potential of students. The methodology is based on the “competency constructor”. It structures a certain set of competencies, including through indicators to them. This allows all parties (employers, universities, students) to work in the same semantic field, which means speaking “the same language”.

Various tests, questionnaires and other diagnostic tools have been created for each of the positions of the competency constructor and have already been tested within the framework of the projects of ANO "Russia - the Land of Opportunities", which will determine the level of a particular competency.

And in order for students to have the opportunity during training to “close the gaps” in competencies, develop and improve them, ANO “Russia is a country of opportunities” within the framework of the project “Centres for the assessment and development of managerial competencies in Russian educational organizations” together with leading teachers and developed 11 online courses by business coaches: “Self-development based on life goals”, “Cooperation in a professional environment”, “The role of a culture of rules in stabilizing processes in an organization”, “Stress resistance in the modern world”, “Information analysis for decision making”, "Communicative Literacy", "Customer Focus as a Way of Thinking", "Emotions and Communication", "Planning and Organization", "Result Orientation", "Leadership: Fundamentals" (more about the courses on the official site project).

Online courses are accompanied by webinars from authors who answer students’ questions during the learning process and when doing homework, conduct case studies on the topic of the lesson, discuss feedback options for typical intermediate and final tasks, and also perform together with participants practical exercises on the stated topic.

What competencies are assessed in students?

Head of Analytics, Methodology and Evaluation Department Ekaterina Stepashkina shared a list of competencies that are of particular interest to interested groups - students, universities, employers: of our work, and the opinion of teachers as those who interact on an ongoing basis with students was interesting.

Competencies of greatest general interest:

1. Partnership and cooperation

2. Client -orientation

3. Planning and organization

4. Orientation on the result of

5. Information analysis and development of solutions

6. Following the rules and procedures

7. Communicative literacy

8. Self -development

9. Leadership

10. Stress resistance

11. Emotional intelligence

Conference “On the same wavelength with universities”

Every year, the Department of Methodology and Evaluation of the ANO “Russia – Land of Opportunities” organizes a conference “On the same wavelength with universities”, dedicated to the development of mechanisms for interaction between leading Russian universities, interested federal government bodies authorities and the presidential platform "Russia is a country of opportunities" to identify and support talented youth, as well as to support and develop projects that contribute to the personal and professional self-realization of young talents.

Participants of the event - the rectors' community, employers, as well as high-potential students and ambassadors of the Competence Centers project. The 2022 conference hosted by Peter the Great St. Petersburg Polytechnic University was attended by representatives of more than 130 universities.

What is the scope of the Competence Centers?

During the existence of the project, 79 Competence Centers have been created, they operate in 42 subjects of our country - in each of the federal districts. To date, more than 200,000 students have passed diagnostics for all basic competencies.

Also, thanks to the assistance of the Ministry of Agriculture of the Russian Federation, 53 agricultural universities of Russia with a supporting Competence Center at the Kuban State Agrarian University joined the project. On the basis of the Russian State Agrarian University, there is a separate industry Competence Center. This solution allows you to cover the entire industry of the country.

In terms of diagnosing students of secondary vocational institutions, there is a partnership with the National Agency for the Development of Qualifications (NARK), the Institute for the Development of Vocational Education (IRPO). Thanks to cooperation with NARC, IRPO, the network of Competence Centers is represented in each subject of the Russian Federation.

Which universities have Competence Centers?

The list of educational institutions on the basis of which the Competence Centers operate includes the following universities:

Central Federal District

1. The Financial University under the Government of the Russian Federation is a network Competence Center.

2. Moscow State University of Food Production - Industry Competence Center.

3. Moscow State University of Civil Engineering - Industry Competence Center.

4. Moscow Polytechnic University - University Competence Center.

5. National Research University "MPEI" - Industry Competence Center.

6. National Research Technological University MISiS - Industry Competence Center.

7. National Research Nuclear Institute "MEPhI" - Network Competence Center.

8. Russian Academy of National Economy and Public Administration under the President of the Russian Federation - Network Competence Center.

9. Russian State Agrarian University - Moscow Agricultural Academy named after K.A. Timiryazev - industry Competence Center.

10. Russian State University for the Humanities - University Competence Center.

11. Russian State Social University - Industry Competence Center.

12. Russian University of Chemical Technology named after D. I. Mendeleev - Industry Competence Center.

13. Russian State University of Oil and Gas National Research University named after I.M. Gubkin - industry Competence Center.

14. Russian National Research Medical University. N.I. Pirogov Ministry of Health of the Russian Federation - University Competence Center.

15. Peoples' Friendship University of Russia - University Competence Center.

16. Russian University of Economics named after G.V. Plekhanov - Network Competence Center.

17. Tambov State Technical University - Regional Competence Center.

18. Moscow State University of Technology and Management named after K.G. Razumovsky (First Cossack University) - University Competence Center.

19. Tver State University - Regional Competence Center.

20. Competence Center of the National Agency for the Development of Qualifications.

21. Competence Center "Agency for the Development of Professional Excellence (WorldSkills Russia)".

22. Institute for the Development of Vocational Education - Industry Competence Center.

23. Vladimir State University named after Alexander Grigorievich and Nikolai Grigorievich Stoletovs - Regional Competence Center.

24. Lipetsk State Pedagogical University named after P.P. Semyonov-Tyan-Shansky - regional Competence Center.

25. Kursk Academy of State and Municipal Service - University Competence Center.

26. Russian State University of Tourism and Service - University Competence Center.

27. Yaroslavl State University. P.G. Demidov - regional Competence Center.

Northwestern Federal District

28. Baltic Federal University. I. Kant - Regional Competence Center.

29. St. Petersburg State University of Aerospace Instrumentation - University Competence Center.

30. St. Petersburg State University of Economics - Network Competence Center.

31. Peter the Great St. Petersburg Polytechnic University - Corporate Competence Center.

32. Novgorod State University named after Yaroslav the Wise - Regional Competence Center.

33. Cherepovets State University - University Competence Center.

34. Pskov State University - University Competence Center.

35. Komi Republican Academy of Public Administration and Management - Industry Competence Center.

Southern Federal District

36. Astrakhan State Technical University - Industry Competence Center.

37. Astrakhan State University - Regional Competence Center.

38. Don State Technical University - Network Competence Center.

39. Southern Federal University - Regional Competence Center.

40. Sochi State University - Industry Competence Center.

41. Kuban State Technological University - Regional Competence Center.

42. Competence center for the agricultural industry on the basis of the Kuban State Agrarian University named after I.T. Trubilina is an industry competence center, includes 53 universities subordinate to the Ministry of Agriculture.

43. Volgograd State Technical University - University Competence Center.

44. Sevastopol State University - Industry Competence Center.

Privolzhsky Federal District

45. Corporate University of the Government of the Nizhny Novgorod Region - Regional Competence Center.

46. National Research Nizhny Novgorod State University. N.I. Lobachevsky - University Competence Center.

47. Perm State National Research University - Regional Competence Center.

48. Samara State University of Economics - Regional Competence Center.

49. Udmurt State University - Regional Competence Center.

50. Vyatka State University - University Competence Center.

51. Chuvash State University named after I. N. Ulyanov - Regional Competence Center.

52. Ufa University of Science and Technology - Regional Competence Center.

53. Mordovian State University. N.P. Ogareva - Regional Competence Center.

54. Ulyanovsk State University - Regional Competence Center.

55. Competence Center based on the training center of the Ministry of Labor and Employment of the Orenburg Region - regional Competence Center.

Ural Federal District

56. Ural State Medical University of the Ministry of Health of the Russian Federation - Network University Competence Center.

57. Ural State Pedagogical University - Industry Competence Center.

58. Ural State University of Economics - University Competence Center.

59. South Ural State University (National Research University) – University Competence Center.

60. Yugra State University - University Competence Center.

61. Tyumen State University - University Competence Center.

62. Tyumen Industrial University - University Competence Center.

63. Tyumen State Medical University - Industry Competence Center.

64. Surgut State Pedagogical University - University Competence Center.

Siberian Federal District

65. Kemerovo State University - Regional Competence Center.

66. National Research Tomsk State University - University Competence Center.

67. National Research Tomsk Polytechnic University - Network Competence Center.

68. Tomsk State University of Control Systems and Radioelectronics - University Competence Center.

69. Competence center in the field of youth entrepreneurship on the basis of the Novosibirsk State University of Economics and Management "NINH".

70. Omsk State Technical University - Regional Competence Center.

71. Siberian Federal University - Regional Competence Center.

72. Siberian State Medical University - University Competence Center.

Far Eastern Federal District

73. Far Eastern Federal University - Regional Competence Center.

74. North-Eastern Federal University. M.K. Ammosova - Regional Competence Center.

75. Priamursk State University named after Sholom Aleichem - University Competence Center.

North Caucasian Federal District

76. North Caucasian Federal University - Regional Competence Center.

77. North Ossetian State University named after K.L. Khetagurov - University Competence Center.

78. Pyatigorsk State University - Regional Competence Center.

79. Dagestan State Technical University - Regional Competence Center.