What is the education system. Educational system of Russia. The origin of education in Russia

The education system includes:

  • 1) federal state educational standards and federal state requirements, educational standards, educational programs of various types, levels and (or) directions;
  • 2) organizations engaged in educational activities, teachers, students and parents (legal representatives) of underage students;
  • 3) federal state bodies and state authorities of the constituent entities of the Russian Federation exercising state management in the field of education, and local government bodies exercising management in the field of education, advisory, advisory and other bodies created by them;
  • 4) organizations providing educational activities, assessing the quality of education;
  • 5) associations of legal entities, employers and their associations, public associations operating in the field of education.

Continuous replenishment, refinement of knowledge, acquisition and understanding of new information, development of new skills and abilities become the most important prerequisites for increasing the intellectual level of a person, his standard of living, an urgent need for any specialist. The education system includes a number of levels, which are discrete in nature, but due to continuity, its continuity is ensured.

Continuity allows a person to smoothly move from one stage of development to the next, from one to the next, higher level of education.

According to the Law of the Russian Federation "On Education", Russian education is a continuous system of successive levels, at each of which there are state, non-state, municipal educational institutions of various types and types:

  • · preschool;
  • general education (primary general, basic general, secondary (complete) general education);
  • · initial vocational education;
  • secondary vocational education;
  • higher professional education;
  • postgraduate professional education;
  • additional education for adults;
  • additional education for children;
  • For orphans and children left without parental care (legal representatives);
  • special (correctional) (for students, pupils with developmental disabilities);
  • other institutions that carry out the educational process.

Preschool education(nursery, kindergarten). It is optional and usually covers children from 1 year old to 6-7 years old.

Comprehensive school. Education from 7 to 18 years. There are different types of schools, including special schools with in-depth study of certain subjects and for teaching children with developmental disabilities.

  • · Elementary education(grades 1-4) is usually part of secondary education, except in small villages and outlying areas. Primary school or the first level of general secondary school covers 4 years, most children enter school at the age of 6 or 7 years.
  • · Basic general education (grades 5 - 9). At the age of 10, children finish primary school, move to secondary school, where they study for another 5 years. After completing the 9th grade, they are issued a certificate of general secondary education. With it, they can apply for admission to the 10th grade of a school (lyceum or gymnasium), or enter, for example, a technical school.
  • · Complete general education (grades 10 - 11). After studying for another two years at school (lyceum or gymnasium), the guys take final exams, after which they receive a certificate of complete secondary education.

Professional education. Vocational education is represented by educational institutions of primary, secondary and higher vocational education.

  • · Initial vocational education. Such education can be obtained in vocational lyceums or other institutions of primary vocational education after graduating from the 9th or 11th grade.
  • · Secondary vocational education. The institutions of secondary vocational education include various technical schools and colleges. They are accepted there after 9th and 11th grades.
  • · Higher professional education.

Higher education is represented by universities, academies and higher institutions. According to the federal law of August 22, 1996 No. 125-FZ “On higher and postgraduate professional education”, the following types of higher educational institutions are established in the Russian Federation: university, academy, institute. Graduates of these educational institutions receive either a diploma specialist(term of study - 5 years), or degree bachelor(4 years) or master's(6 years). Higher education is considered incomplete if the period of study is at least 2 years.

Postgraduate education system: postgraduate and doctoral studies.

Educational institutions can be paid and free, commercial and non-commercial. They can conclude agreements among themselves, unite into educational complexes (kindergarten - elementary school, lyceum-college-university) and educational and scientific production associations (associations) with the participation of scientific, industrial and other institutions and organizations. Education can be received with or without interruption from work, in the form of family (home) education, as well as external studies.

preschool education in Russia is designed to ensure the intellectual, personal and physical development of a child from one year to 7 years, strengthening his mental health, developing individual abilities and the necessary correction of developmental deficiencies.

Preschool education is carried out:

  • In institutions of preschool education
  • In institutions of general education (pre-school)
  • in institutions of additional education for children (centers and associations of early child development)
  • at home in the family.

The regulatory and legal activities of preschool educational institutions of the Russian Federation are regulated by the Model Regulations on a preschool educational institution. The system of preschool education, its educational institutions are designed to meet the needs of the population, families with children of preschool age, in educational services. This is emphasized in the Concept of preschool education, proclaimed in the Law of the Russian Federation "On Education" and the Model Regulations on a preschool educational institution. Preschool educational institutions are singled out as an independent type of educational institutions and the possibility of their species diversity is determined. The educational program of preschool education is singled out as an independent educational program from general education programs. At the same time, the educational programs of preschool and primary general education are successive. Preschool institutions in Russia are characterized by multifunctionality, heterogeneity, freedom in choosing the priority direction of the educational process, the use of educational programs.

Since the beginning of 2005, for the first time in 85 years of its existence as state institutions, Russian kindergartens have lost funding from the federal budget. Their content is now entirely entrusted to local authorities. Municipalities have limited room to maneuver between budget deficits and parents' ability to pay.

From January 1, 2007, as part of measures to improve the demographic situation, parents whose children attend state and municipal kindergartens began to receive such compensation. Compensations in state and municipal institutions are calculated as follows: 20% of the maintenance fee for the first child, 50% for the second child and 70% for the third and subsequent children. The amount of compensation is determined on the basis of the amount actually paid by the parents for the maintenance of the child in these institutions.

Economic difficulties in the country have caused a number of negative processes in the functioning of the system of preschool educational institutions. In Russia, now more than a third of young families with a child are not provided with preschool institutions. Parents are entrusted with the functions of the first teachers and the duty to lay the foundations for the physical, moral and intellectual development of the child's personality in early childhood.

It is impossible not to point out such a problem as the low wages of preschool education workers, which in turn becomes an obstacle to attracting young specialists to this area.

Comprehensive secondary school - an educational institution that aims to provide students with a systematic knowledge of the fundamentals of science, as well as the relevant skills and abilities that are necessary for further professional training and higher education. Educational institutions providing general secondary education include general education schools, lyceums and gymnasiums, where education lasts 11 years. Usually they enter a general educational institution at the age of 6 or 7; graduate at 17 or 18.

The academic year begins on September 1 and ends at the end of May or June. There are two main ways of dividing the academic year.

  • division by four quarters. Between each quarter there are holidays (“summer”, “autumn”, “winter” and “spring”).
  • division by three trimester. The trimesters are divided into 5 blocks with weekly holidays between them and with summer holidays between the III and I trimesters.

At the end of each quarter or trimester, a final grade is given for all subjects studied, and at the end of each year, an annual grade. With unsatisfactory annual grades, the student may be left for the second year.

At the end of the last grade, as well as at the end of the 9th grade, students take exams in some subjects. Based on the results of these examinations and annual grades, grades are given in the matriculation certificate. In those subjects for which there are no exams, an annual grade is put in the certificate.

Most schools have a 6-day working week (day off - Sunday), 4-7 lessons daily. With this system, lessons are 45 minutes long. It is also possible to study 5 days a week, but with more lessons (up to 9), or with more shorter lessons (35-40 minutes each). Lessons are separated by breaks of 10-20 minutes each. In addition to teaching in the classroom, students do homework (for younger students, homework may not be at the discretion of the teacher).

Compulsory education up to grade 9, education in grades 10 and 11 is optional for all children. After the 9th grade, the graduate receives a certificate of basic secondary education and can continue his studies at a vocational school (vocational school, professional lyceums), where, among other things, it is also possible to complete a complete secondary education program, or at a specialized secondary (technical school, college, a number of schools: medical, pedagogical), where he can receive a secondary specialized education and qualifications, as a rule, a technician or a junior engineer, or even immediately start working. After the end of the 11th grade, the student receives a certificate of complete secondary education - a certificate of complete general education. For admission to a higher educational institution, a complete secondary education is usually required: a high school certificate, or a document on the completion of a secondary vocational school, or a technical school diploma, as well as the result of the Unified State Examination (USE).

Since 2009, the Unified State Examination has acquired the status of compulsory and is the only form of state (final) certification of school graduates.

In the system of general education, there may also be specialized secondary schools or separate classes (pre-profile and profile): with in-depth study of a number of subjects - a foreign language, physical and mathematical, chemical, engineering, biological, etc. They differ from ordinary ones with an additional teaching load in subjects specializations. Recently, a network of full-day schools has been developing, where children not only receive general education, but a large amount of extracurricular work is carried out with them, circles, sections and other associations of additional education for children operate. The school has the right to provide additional educational services to a student only in the event that an Agreement for the provision of additional educational services is concluded with his parents (legal representatives), from the moment such an agreement is concluded and for the period of its validity. Additional educational services are provided in excess and cannot be provided in return or as part of the main activity.

In addition to general education schools in Russia, there are institutions of additional education for children - musical, artistic, sports, etc., which do not solve the problems of general education, but are focused on the development of children's creative potential, their choice of life self-determination, profession.

professional education implements professional educational programs for primary, secondary and higher professional education:

  • · initial vocational education aims to train skilled workers in all major areas of socially useful activity on the basis of basic general education. For individual professions, it can be based on secondary (complete) general education. Can be obtained in vocational and other schools;
  • · secondary vocational education (SVE) - aims to train mid-level specialists, meet the needs of the individual in deepening and expanding education on the basis of basic general, secondary (complete) general or primary vocational education.

The following types of secondary specialized educational institutions are established:

  • a) technical school - a secondary specialized educational institution that implements the main professional educational programs of secondary vocational education of basic training;
  • b) college - a secondary specialized educational institution that implements basic professional educational programs of secondary vocational education of basic training and programs of secondary vocational education of advanced training.

In other words, a technical school and a college teach in specialties in which a secondary vocational education can be obtained in 3 years (in some specialties - in 2 years). At the same time, the college also requires training in advanced training programs (4 years).

· higher professional education - aims to train and retrain specialists of the appropriate level, meet the needs of the individual in deepening and expanding education on the basis of secondary (complete) general, secondary vocational education.

In the Russian Federation, there are three types of higher education institutions where you can get higher education: institute, academy and university.

The Academy is distinguished by a narrower range of specialties, as a rule, they are for one branch of the economy. For example, the academy of railway transport, agricultural academy, mining academy, economic academy, etc.

The university covers a wide range of specialties from different fields. For example, a technical university or a classical university.

Either of these two statuses can be assigned to an educational institution only if it conducts extensive and recognized at a certain level of scientific research.

For the status of “institute”, it is enough for an educational institution to conduct training in at least one specialty and conduct scientific activities at its own discretion. However, despite these differences, the legislation of the Russian Federation does not provide for any advantages or restrictions for graduates of accredited institutes, academies or universities.

A license gives an educational institution the right to conduct educational activities. A license is a state document allowing a university (or its branch) to train specialists in the field of higher professional education. The license is issued by the Federal Service for Supervision of Education and Science. Both non-state and state universities are required to have a license. This document is issued for 5 years. After the expiration of the license, the activity of the university is illegal. The university or branch license must have applications. The annexes to the license indicate all the specialties in which the university or branch has the right to train specialists. If the specialty for which the admission of students is announced is not in the application, then teaching students in this specialty is illegal.

In the Russian Federation, there are various forms of ownership of educational institutions: state (including municipal and subjects of the federation) and non-state (whose founders are legal entities or individuals). All accredited educational institutions, regardless of their form of ownership, have equal rights to issue state-recognised diplomas and deferment from conscription for military service.

Postgraduate professional education provides citizens with the opportunity to improve the level of education, scientific and pedagogical qualifications on the basis of higher professional education.

To obtain it, the following institutes have been created at educational institutions of higher professional education and scientific institutions:

  • postgraduate studies;
  • doctoral studies;
  • residency;

According to the Law of the Russian Federation "On Education", Russian education is a continuous system of successive levels, at each of which there are state, non-state, municipal educational institutions of various types and types.

  • - preschool;
  • - general education;
  • - institutions for orphans and children left without parental care;
  • - professional (initial, secondary special, higher, etc.);
  • - institutions of additional education;
  • - other institutions providing educational services.

The education system in the Russian Federation is a set of interacting:

successive educational programs of various levels and directions, federal state educational standards and federal state requirements;

The educational program determines the content of education of a certain level and (or) focus. The following educational programs are being implemented in the Russian Federation:

  • 1) general education (basic and additional, including additional pre-professional general education programs in the field of arts);
  • 2) professional (basic and additional);
  • 3) professional training.

The main general educational programs are aimed at solving the problems of forming a general culture of the individual, adapting the individual to life in society, and creating the basis for a conscious choice and development of professional educational programs

Forms of education - full-time and part-time.

Standards

In the Russian Federation, federal state educational standards are established, which are a set of requirements that are mandatory for the implementation of basic educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education by educational institutions with state accreditation.

Educational standards and requirements should provide:

  • 1) the unity of the educational space of the Russian Federation;
  • 2) continuity of the main educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education.

We have the improvement of the education system in a notebook, but not in didactics, but in the theory of the organization of the pedagogical process. recently recorded)

Typology of educational institutions.

1. Kindergarten

A preschool educational institution provides education, training, supervision, care and rehabilitation of children aged from 2 months to 7 years.

The main tasks of a preschool educational institution are:

protecting the life and health of children;

ensuring the intellectual, personal and physical development of the child;

implementation of the necessary correction of deviations in the development of the child;

introducing children to universal values;

interaction with the family to ensure the full development of the child

  • 2. The type of “general educational institution” is subdivided into types: primary general education school; basic comprehensive school; secondary (complete) general education school, including those with in-depth study of individual subjects; lyceum; gymnasium; evening (shift) general education school; education Center; open (shift) general education school; evening (shift) general education school at corrective labor institutions (ITU) and educational labor colonies; cadet school.
  • 3. Educational institution for orphans and children left without parental care. Types of educational institutions for orphans left without parental care:

orphanage (for children of early (from 1.5 to 3 years), preschool, school age, mixed);

orphanage-school, boarding school for orphans and children left without parental care;

a special (correctional) orphanage for orphans and children left without parental care with developmental disabilities;

a special (correctional) boarding school for orphans and children left without parental care with developmental disabilities.

The main tasks of the institution:

creation of favorable conditions close to home, conducive to the mental, emotional and physical development of the individual;

ensuring social protection, medical, psychological and pedagogical rehabilitation and social adaptation of pupils;

development of educational programs, training and education in the interests of the individual, society and the state;

ensuring the protection and strengthening of the health of pupils;

protection of the rights and interests of pupils.

  • 4. Institutions of additional and special education
  • 1) Suvorov Military, Nakhimov Naval School, Cadet (Naval Cadet) Corps. Types of educational institutions:

Suvorov Military School;

Nakhimov Naval School;

Cadet (Naval Cadet) Corps.

2) Health-improving educational institution of a sanatorium type for children in need of long-term treatment

Sanatorium-forest school;

Sanatorium boarding school;

Sanatorium orphanage for orphans and children left without parental care.

3) Special educational institution for children and adolescents with deviant behavior

Special comprehensive school;

Special vocational school;

Special (correctional) general education school for children and adolescents with developmental disabilities who have committed a socially dangerous act.

4) Special (correctional) educational institution for students, pupils with developmental disabilities

Special (correctional) elementary school-kindergarten (depending on developmental deficiencies, the words "for the deaf", for the blind, for the mentally retarded" and other children are added);

Special (correctional) educational school (depending on deficiencies in development, the words "for the deaf", for the blind, for the mentally retarded" and other children are added);

Special (correctional) educational boarding school (depending on deficiencies in development, the words "for the deaf", for the blind, for the mentally retarded" and other children are added).

5) An educational institution for children in need of psychological, pedagogical and medical and social assistance

Center for Diagnostics and Counseling;

Center for Psychological, Medical and Social Support;

Center for Psychological and Pedagogical Rehabilitation and Correction;

Center for Social and Labor Adaptation and Career Guidance;

Center for curative pedagogy and differentiated learning.

  • 5. The type of "institutions of additional education for children" is divided into types: centers, palaces, houses for the development of children's creativity of children and youth
  • 6. The type “educational institution of primary vocational education” is subdivided into the following main types: vocational school; professional Lyceum.
  • 7. The type “educational institution of secondary vocational education” is subdivided into types: technical school (college); college.
  • 8. The type “educational institutions of higher professional education” is subdivided into types: institute; academy; university.

Institutions of additional professional education.

9. The type “educational institutions of additional professional education” is subdivided into types: academy; Institute for Advanced Studies (Institute for Improvement) - sectoral, intersectoral, regional; advanced training courses (schools, centers); employment training centers.

Ushinsky in his didactics provides for his time at a high scientific level a developed system for building the learning process at school. In this system, the leading place is occupied by his doctrine of didactic principles. With such principles, K.D. Ushinsky says:

1) timeliness 2) gradualness 3) limitation 4) constancy 5) firmness of assimilation 6) clarity 7) self-activity of the student 8) lack of excessive tension and excessive lightness 9) morality 10) usefulness

Any activity consists of three parts:

orienting-motivational

operational-executive

reflective-evaluative

The specificity lies in the consistent and purposeful development of the activity of the students themselves (understanding the learning task, mastering the methods of active transformations of the object of assimilation, mastering the methods of self-control). On this basis, the task of forming an increasing independence of the transition of students from the implementation of one component of educational activity to others, i.e. formation of ways of self-organization of activity.

3. Yasnaya Polyana school L.N. Tolstoy

Tolstoy considered the education of a creative personality to be the most important task of his school. One of the main principles of teaching at school was the complete freedom of students who were not bound by mandatory hours of classes. Homework was not assigned. A characteristic feature of the educational process at the Yasnaya Polyana school was the creative activity and independence of students in the classroom. Tolstoy demanded to take into account the capabilities of each student, his interests and age capabilities.

4. School of Dialogue of Cultures V.S. Bibler

The goals of the School are focused on the formation of dialogical consciousness and thinking, its liberation from flat rationalism, and, consequently, on the renewal of the subject content, the conjugation in it of various cultural epochs, forms of activity, semantic spectra that are irreducible to each other.

The leading place in education is occupied by personality-oriented, developing areas of education. The result here is not the sum of knowledge, skills and abilities required to master certain specialties, but the ability for self-formation and self-development.

physical games (gymnastics, development of independent forms of rhythm, fine motor skills);

word games (puzzles based on the poetics of literature, the laws of logic);

creation of an artistic image (on canvas, in clay, stone, in graphics, in the rudiments of architectural vision)

Teachers especially note the humanistic orientation of the pedagogical system of A.S. Makarenko, they say that it creates the basis for the full development of the personality, prepares children for real life with all its difficulties and problems

Makarenko puts a value attitude to work at the center of education

The pedagogical system of A.S. Makarenko is based on three interrelated principles. The first principle: work, on which the real well-being of children depends.

Hence the second principle: self-government.

Principle three: collective responsibility.

Learning activity is a joint activity of a teacher and a student, teaching and learning. Relationship between teacher and student.

The type of relationship is democratic. The teacher acts as an accomplice in activities with students, guides students, helps them.

Every teacher should learn the activity of communicating with students.

The type of relationship is a joint activity related to solving creative problems. Teamwork is not only teacher and student, but also the interaction of students with each other. Very important work in small groups, collective work. Cooperation training. The activity of the teacher is the serving activity of the students. The teacher must organize the activities of students.

We passed from. I will not describe each type:

cooperation

suppression

indifference

agreement

confrontation

The pattern of learning is a system of general, essential, objective, necessary and consistently recurring links between pedagogical phenomena, as well as the components of the learning process that characterize their functioning and development. Distinguish internal and external patterns.

The principles of learning are the initial didactic provisions that reflect the flow of objective laws and patterns of the learning process and determine its focus on personal development. The principles of education reveal theoretical approaches to the construction of the educational process and its management. They determine the positions and attitudes with which teachers and lecturers approach the organization of the learning process and the search for opportunities to optimize it.

A learning rule is a normative prescription as to how best to act in order to implement the reception of an activity.

Education today is one of the main and important spheres of human life and society. It is an independent branch of the social and economic sphere. The education system in our country has undergone many changes.

The concept of education

As a rule, education refers mainly to the pedagogical sphere, and within the framework of this area of ​​science, its concept is as follows: it is a process aimed at educating and training in the interests of a member of society, during which he masters a body of knowledge. Thus, the process of education can be characterized by several features: purposefulness, organization, manageability, completeness and compliance with the quality requirements established by the state.

The origin of education in Russia

Education and literacy have always been widespread in Russia, as evidenced by found birch bark letters dating back to the 1st millennium.

The beginning of widespread education in Russia was laid by Prince Vladimir, when he issued a decree to take children from the best families and teach them "book learning", which was perceived by the ancient Russians as savagery and caused fear. Parents absolutely did not want to send their children to study, so students were enrolled in schools by force.

The first large school appeared in 1028 through the efforts of Yaroslav the Wise, who was able to gather 300 children and issued a command to "teach them books." Since then, the number of schools began to increase. They were opened mainly at monasteries and churches, and not only in cities, but also in rural settlements.

It is worth noting that the princes of Ancient Russia were educated people, therefore they paid increased attention to teaching children and books.

Education and its level grew until the Mongol-Tatar invasion in the 13th century, which was of catastrophic significance for Russian culture, since almost all centers of literacy and books were destroyed.

And only in the middle of the 16th century did the rulers think about literacy and education again, and already in the 18th century education began to occupy a special place in the history of Russia. It was then that an attempt was made to create a state education system. Schools were opened and specialists in various sciences were invited from abroad, or Russian teenagers were sent to study abroad.

Only under Peter I, education and enlightenment, as well as their development, the opening of schools of various specializations (mathematical, geographical) became an important state task. Thanks to this, a system of vocational education arose in Russia.

With the death of Peter I, Russian education fell into decline, since his successors did not pay due attention to the sciences.

But if earlier only children of nobles and other noble families and families were allowed to study, then from the second half of the 18th century everything changed dramatically. Catherine II laid in the concept of "education" a completely different meaning - the education of the people.

The Ministry of Public Education was first created in 1802 by decree of Tsar Alexander I, the types of educational institutions were established: parish and district schools, gymnasiums and universities. Continuity between these institutions was established, the number of grade levels increased to 7, and it was possible to enter the university only after graduating from the gymnasium.

At the end of the 19th and beginning of the 20th centuries, questions about the reform of school education began to be raised, which very soon found themselves in the center of public attention. During this period, the Russian school, despite various difficulties and contradictions, experienced a period of growth: the number of educational institutions, the number of students in them increased, a variety of forms and types of education appeared, as well as its content.

The history of the development of education in the XX century

The destruction of the education system that existed at that time began after the 1917 revolution. The structure of school administration was destroyed, private and religious educational institutions were closed, and the screening of "unreliable" sciences and teachers began.

The idea of ​​the Soviet school was a unified system of free and joint general education. The advantages for enrolling in classes were given to peasants and workers, the system of socialist education developed, and schools were separated from churches.

The laws adopted in the 40s on education in Russia have actually been preserved to this day: teaching children at school from the age of 7, introducing a five-point grading system, final exams at the end of school and awarding excellent students with medals (silver and gold).

Russian education reform

In the modern history of the Russian Federation, education reform began in 2010 with the signing of a bill on a set of measures to modernize the education system. The official start was given in 2011 on January 1.

The main measures taken to reform education include:

  • The introduction of a unified state exam (EEG) to replace the “unfair”, according to legislators, examination system that has been operating in Russia for many decades.
  • Introduction and further development of higher education at several levels - bachelor's and master's programs, aimed at bringing Russian education closer to European. Some universities have retained five-year training in some specialties, but today there are very few of them left.
  • Gradual reduction in the number of teachers and educators.
  • Reduction in the number of higher education institutions through their complete closure or reorganization, as a result of which they join stronger universities. This assessment was given to them by a special commission created by the Ministry of Education.

The results of the reform will not be summed up soon, but opinions are already divided. Some say that as a result of these changes, one of the highest quality and fundamental educational systems in the world collapsed. Since government subsidies have become much smaller, everything has come down to the commercialization of education at all levels of educational institutions. Others say that thanks to European standardization, Russian students have got a chance to work abroad, and the number of exam rigging has decreased in schools.

Structure

The education system in Russia consists of several components:

  • State requirements and education standards developed at the federal level.
  • Educational programs, consisting of different types, areas and levels.
  • Institutions in the field of education, as well as the teaching staff, directly the students themselves and their legal representatives.
  • Education management bodies (at the federal, regional and municipal levels) and advisory or advisory bodies created under them.
  • Organizations designed to provide educational activities and assess its quality.
  • Various associations working in the educational field (legal entities, employers, public structures).

Legislation and legal regulation of education

The right to education for citizens of our country is guaranteed by the Constitution of the Russian Federation (Article 43), and all issues related to this are under the jurisdiction of the state and its subjects.

The main document regulating the education system is the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”.

According to the document, decrees, orders, resolutions and other documents in the educational sphere can be adopted not only at the federal, but also at the regional and municipal levels, as additions to the main national laws.

Standards and state requirements for education

All training standards are adopted at the federal level and are designed to provide:

  • Unified educational process throughout the Russian Federation.
  • Continuity of the main programs.
  • A variety of program content at the appropriate level, the formation of programs of various directions and complexity, taking into account the needs and abilities of students.
  • A guaranteed level and quality system of education within the framework of the unified mandatory requirements of educational programs - according to the conditions and results of their study.

In addition, they are the basis on which the quality of education of students is assessed, as well as the timing of the training of a particular type of education.

Compliance with standards and requirements is a prerequisite for the implementation of basic education programs in preschool and other organizations engaged in educational activities.

State standards include, among other things, the requirements for basic educational programs:

For pupils with disabilities, there are special requirements and standards that are also available at the level of vocational education.

Education management in Russia

The education system is managed at several levels: federal, regional and municipal.

At the federal level, management is carried out by the Ministry of Education and Science of the Russian Federation, whose functions include the development of state policy and legal regulation in the educational sphere. Documents are accepted at the level of the President and the Government of the Russian Federation.

The Federal Service for Supervision in the Sphere of Education and Science (Rosobrnadzor) is engaged in licensing, attestation of educational institutions, attestation of scientists and university teachers, attestation of graduates, confirmation of documents on education.

Management of education at the regional level is under the jurisdiction of the ministries, departments of education formed in the constituent entities of the Russian Federation. Controls the implementation of federal and regional legislation in the field of education Rosobrnadzor.

At the municipal level, education management, as well as the implementation of federal, regional and municipal laws and requirements, are carried out by departments, departments and departments of education located on the territory of municipalities.

Types of education systems and forms of education

The modern education system in Russia is divided into several types.

  • The system of preschool education (nursery, kindergarten).
  • Primary (kindergarten, school).
  • Basic (schools, gymnasiums, lyceums, cadet corps).
  • Secondary (schools, gymnasiums, lyceums, cadet corps).

Professional:

  • The system of secondary specialized education (vocational schools, colleges, technical schools);
  • Higher education system - bachelor's degree, specialist's degree, master's degree and training of highly qualified personnel (universities, academies).

Additional means:

  • Specialized education for adults and children (palaces of children's creativity, art schools for adults and children).
  • Vocational education (training institutes). It is carried out, as a rule, by scientific organizations and institutions.

Education is divided into 3 main forms of education: full-time, or full-time; part-time (evening) and part-time.

In addition, education can be obtained in the form of external studies, that is, self-study and self-education, and family education. These forms also give students the right to pass final attestations in educational institutions.

The new forms of education that have emerged as a result of the reforms include: a network education system (getting education with the help of several educational institutions at once), electronic and distance learning, which is possible using remote access to educational materials and passing final certifications.

Education and its educational and methodological support

The information base is the main tool for organizing the educational process. It reflects not only the ways of building the educational process, but gives a complete picture of the amount of learning content that is to be mastered.

The main goal pursued is the implementation of the requirements of state educational standards to provide all students with a complete set of educational and methodological materials for all forms of education.

The issues of educational and methodological support of the education process are supervised by the Ministry of Education and Science of the Russian Federation. It also approves the federal list of textbooks and their content. According to the order of the department, all school textbooks must also have an electronic version containing multimedia and interactive elements.

Well-established educational and methodological support allows you to systematize methodological, regulatory materials; analyze and improve the efficiency and quality of training sessions; build an objective system of assessing the knowledge of students and graduates.

Education spending

In recent years, the system of general education in Russia, its renewal and improvement has been one of the state's top priorities, despite economic difficulties. In this regard, subsidies allocated by the Government are growing from year to year.

So, for example, if in 2000 more than 36 billion rubles were allocated for the development of education, then already in 2010 - 386 billion rubles. budget injections. At the end of 2015, the education budget was executed in the amount of 615,493 million rubles.

Development of the education system

The concept was set out by the Government of the Russian Federation in Resolution No. 497 of May 23, 2015 “On the Federal Target Program for the Development of Education for 2016-2020”.

The program is aimed at creating a number of conditions for the effective development of education in Russia, aimed at providing affordable quality education that will meet the modern requirements of a socially oriented society as a whole.

The tasks to achieve this goal are:

  • Formation and integration of structural and technological innovations in secondary vocational and higher education.
  • Development and implementation of a set of measures to develop an effective and attractive system of additional education for children, a scientific and creative environment in educational institutions.
  • Formation of such an infrastructure that would provide conditions for the training of highly qualified personnel in the conditions of the modern market.
  • Formation of a demanded system for assessing the quality of education itself and its educational results.

The implementation of the Program is divided into 2 stages:

  • 2016-2017 – approbation and implementation of measures initiated since the start of the Federal Education Reform.
  • 2018-2020 - changing the structures of education, distribution of new educational programs, introduction of new technologies and much more.

The Consequences of the Reform and the Problems of the Development of Education in Russia

Russian education, which was underfunded in the 1990s and has undergone fundamental changes since 2010, according to many experts, has begun to lose much in quality. Here we can single out a number of problems, due to which education not only does not develop, but slides down.

Firstly, the social status of teachers and instructors has decreased. This applies not only to the degree of respect for such work, but also to the level of payment and social state guarantees.

Secondly, a powerful bureaucratic system that does not allow young and talented scientists to receive scientific degrees and titles.

Thirdly, the elimination of educational criteria and standards that have been built up for decades, and from that they have become transparent and accessible to everyone who is interested.

Fourthly, the introduction of the EEG as an exam, which boils down only to assessing the student's memory in certain subjects, but in no way contributing to the development of logic, creative thinking.

Fifth, the introduction of new types of education systems: undergraduate (4 years) and master's (6 years). The departure from the specialist's degree programs (5 years) has led to the fact that now 5-year programs are cut to a minimum, and master's programs are replete with additional and often completely unnecessary subjects for teaching a future undergraduate.

Current state and trends

Development of pedagogical science

The term pedagogy has 2 meanings: 1- area of ​​scientific knowledge, science; P-science about the upbringing, training and education of a person. 2-area of ​​practical activity. P-practice, as an area of ​​a person associated with education and training.

A branch of knowledge is called a science if it has a number of features

1. m.b. the subject of science is singled out. Protopopov wrote: “The subject of ... pedagogy should be considered not upbringing, education, training as an activity, which is accepted in our pedagogical literature, but as a process of directed development and formation of a human personality in the conditions of its training, education, upbringing (there are patterns of emergence, formation and development of the system of relations in the educational process)

2. for the study of this subject, science has its own methods (empirical: observation, experiment, survey, theoretical - analysis, synthesis, modeling, induction)

3. science is characterized by its laws, cat. are implemented by this science (patterns - essential, stable, repeating under certain conditions of interconnection) Strictly fixed patterns - laws. Knowledge of regularities, laws helps to control the development of the phenomenon.

4. Every science has a methodological basis

5. “has its own language, the higher the level of development of science, the stricter its language

Pedagogy studies upbringing and education

Education is a social phenomenon, a function of society to prepare the younger generation for life. It is carried out by public institutions, organizations, church, family, school

Education is the process and result of mastering knowledge, skills, skills, mastering the experience of mankind by a person.

Man is the object of study of pedagogical science.

Pedagogy as a science is relatively young, intensively developing.

Saints open interacts with other sciences (philosophy, sociology, economics, ethnography, psychology). At the junction of several sciences, new knowledge is born, uses the achievements of other sciences.



social science - any changes in society affect (which is confirmed by the history of development), studies social phenomena.

Humanitarian science, (about a person), scientific knowledge depends on the personal positions of scientists

Features of modern pedagogy:

1 The process of self-organization and self-assertion of pedagogy as a science continues: specification of the subject area, growth of scientific potential)

Fundamentalization and innovation tendencies are manifested (it matters what is fundamental, novelty is required)

3 Processes of differentiation and integration are intensifying

Trends:

1. Integration - combining pedagogical knowledge with knowledge of other sciences

2. Differentiation - pedagogical knowledge - an indicator of the development of science (preschool, higher, school, etc., etc.)

The processes of differentiation and integration are interconnected, → there are new branches in science that are characterized by their objects of study

The structure of pedagogical science:

Industries ped science - the object of study - a specific ped reality, a special type of ped practice - social, preschool, family, military

-scientific disciplines- the subject of research is the regularity of processes and phenomena - general pedagogy - the history of pedagogy, industry - teaching methods

-sections– form of scientific knowledge – product – didactics, theory of education, methodology

-scientific currents- the leading idea-principle: cooperation, non-violence, Christian

-scientific directions- research approach - the choice of a category through the prism of which the phenomenon is researched - axiology, ped design

-scientific fields- approach-problem-neuropedagogy, museum, valeology, ped technology

Currents: In the 80s, Volkov, Ivanov, Shatalov considered cooperation as a new approach to learning. The child must become a voluntary participant in the learning process. Teacher and student must interact. There were ideas of cooperation ped-ki.

1. focus on the personality of the child

2. optimistic hypothesis

3. the idea of ​​cooperation with the child and the team

4. ensuring success for every child

Conclusion: the child should be not only an object, but also a subject

Ped.success originated in the USA, the child is helped to see his abilities:


The structure of the modern education system. Types of educational institutions

In January 1992, the Law of the Russian Federation on Education. The principles of state policy in the region are determined. education, basic concepts, guarantee of citizens' rights, goals and principles of education, status and rights of educational institutions, approaches to content, approaches to management.

Education- a purposeful process of training and education and the interests of human society, the state, etc. the constant achievement of a citizen, determined by the state level of knowledge.

The education system of the Russian Federation is a set

1. Systems of admissions educational programs and state educational standards, of various levels and directions.

2. Networks of educational institutions implementing them, various organizational and legal forms, types, types.

3. The system of educational authorities, and subordinate institutions and enterprises.

The connection of education with the conditions of the goals of state policy, the diversity, diversity of forms of education in the state. and private arr.institutions with and without interruption of production, democratic character of the education system, students' choice of the type of educational institution in acc. with your own learning interests.

The system performs functions regulation, control and coordination of all educational authorities, which are controlled by the Ministry of General and Vocational Education

1. humanistic character of education, priority of human values

2. public access to education

3.unity of federal, cultural and educational nature

4. secular character

5. freedom and pluralism in education

As a result of studying this chapter, the student should:

know

  • the concept and structure of the Russian education system;
  • the system of public authorities exercising management in the field of education;
  • the diversity of educational organizations in the Russian Federation;

be able to

  • delineate powers and competencies in the field of education between the Russian Federation, subjects of the Russian Federation and local governments;
  • determine cases of excess of state authorities and local governments of their powers in the field of education;
  • correlate the types of education, educational programs, educational organizations and bodies that ensure the organization of the provision of a particular type of education;

own

  • the skills of identifying individual elements of the structure of the education system;
  • skills in applying the legislation on the delimitation of powers in the field of education in law enforcement practice.

The concept and structure of the education system in the Russian Federation

The concept of "system" is revealed as "a set of elements that are in relationships and connections with each other, which forms a certain integrity, unity."

Taking into account the concept of "education" contained in paragraph 1 of Art. 2 of the Law on Education, education system can be considered as a set of elements that form and organize a single purposeful process of education and training, which is a significant benefit and is carried out in the interests of a person, family, society and the state.

The structure of the education system disclosed in Part 1 of Art. 10 of the Law on Education and includes:

  • 1) GEF and FGT, educational standards, educational programs of various types, levels and (or) directions;
  • 2) organizations engaged in educational activities, teachers, students and parents (legal representatives) of underage students;
  • 3) federal state bodies and state authorities of the constituent entities of the Russian Federation exercising state management in the field of education, and local government bodies exercising management in the field of education, advisory, advisory and other bodies created by them;
  • 4) organizations providing educational activities, assessing the quality of education;
  • 5) associations of legal entities, employers and their associations, public associations operating in the field of education.

The most important classification of the education system is the legislative allocation species, subspecies and levels of education.

According to part 2 of Art. 10 of the Law education is divided into four kind.

  • 1) general education;
  • 2) vocational education;
  • 4) additional education;
  • 5) vocational training.

The concept of each type of education is given in and. 11 - 14 Art. 2 Laws.

General education- a type of education that is aimed at developing the personality and acquiring in the process of mastering the basic general educational programs the knowledge, skills and competencies necessary for a person's life in society, a conscious choice of a profession and obtaining professional education.

General education is divided into four level education:

  • 1) preschool education;
  • 2) primary general education;
  • 3) basic general education;
  • 4) secondary general education.

Preschool education is aimed at the formation of a common culture, the development of physical, intellectual, moral, aesthetic and personal qualities, the formation of the prerequisites for educational activities, the preservation and strengthening of the health of preschool children (from two months to eight years).

Primary general education is aimed at shaping the personality of the student, developing his individual abilities, positive motivation and skills in educational activities (mastery of reading, writing, counting, basic skills of educational activities, elements of theoretical thinking, the simplest skills of self-control, a culture of behavior and speech, the basics of personal hygiene and a healthy image life).

communication, mastering the basics of science, the state language of the Russian Federation, the skills of mental and physical labor, the development of inclinations, interests, and the ability to social self-determination).

Secondary general education is aimed at the further formation and formation of the personality of the student, the development of interest in learning and the creative abilities of the student, the formation of skills for independent learning activities based on the individualization and professional orientation of the content of secondary general education, preparing the student for life in society, independent life choice, continuing education and starting a professional career. activities.

The levels of general education are successive. Starting from the level of primary general education, this rule means that students who have not received primary general and (or) basic general education are not allowed to study at the next levels of general education. At the same time, primary general education, basic general education, secondary general education are compulsory levels of education(part 5 of article 66 of the Law on Education).

Professional education- a type of education that is aimed at acquiring by students in the process of mastering the basic professional educational programs knowledge, skills, and the formation of competence of a certain level and volume, allowing them to conduct professional activities in a certain area and (or) perform work in a specific profession or specialty.

In vocational education, as well as in general education, there are four levels of education:

  • 1) secondary vocational education;
  • 2) higher education - bachelor's degree;
  • 3) higher education - specialty, magistracy;
  • 4) higher education - training of highly qualified personnel.

Secondary vocational education is aimed at solving the problems of intellectual, cultural and professional development of a person and has the goal of training qualified workers or employees and mid-level specialists in all the main areas of socially useful activity in accordance with the needs of society and the state, as well as meeting the needs of the individual in deepening and expanding education.

Higher education aims to ensure the training of highly qualified personnel in all major areas of socially useful activities in accordance with the needs of society and the state, meeting the needs of the individual in intellectual, cultural and moral development, deepening and expanding education, scientific and pedagogical qualifications.

The levels of higher education are partly successive. Only persons who already have a bachelor's or specialist's higher education can study in master's programs. Persons with education not lower than the levels of higher education - specialist or master's degree are allowed to master the programs of the level of training of highly qualified personnel.

The level of higher education - the training of highly qualified personnel, covering the training of scientific and pedagogical personnel in postgraduate studies (adjuncture), residency programs, assistantships-internships, before the entry into force of the Law on Education was considered as postgraduate professional education.

Professional education- a type of education that is aimed at acquiring knowledge, skills and competencies necessary for the performance of certain labor, service functions (certain types of labor, service activities, professions) by students.

Vocational training is not accompanied by education of one level or another. In this sense, this type of education should not be confused with secondary vocational education. The list of professions, workers, positions of employees for which vocational training is carried out is approved by the Ministry of Education and Science of Russia. The most common profession, but which provides vocational training, is the driver of a car.

Additional education- a type of education that is aimed at the comprehensive satisfaction of the educational needs of a person in intellectual, spiritual, moral, physical and (or) professional improvement and is not accompanied by an increase in the level of education.

Institutional education for children and adults is a subspecies of education that complements general education.

Additional education for children and adults includes additional general development programs and additional pre-professional programs. The latter are implemented only in two areas: in the field of art and in the field of physical culture and sports, and only for children. Additional pre-professional programs are aimed at identifying and selecting gifted children at an early age. These programs in the field of art create conditions for art education and aesthetic education of children, their acquisition of knowledge, skills in the field of the chosen art form, experience in creative activity and their preparation for receiving professional education in the field of arts. In the field of physical culture and sports, additional pre-professional programs are aimed at creating conditions for physical education and physical development of children, obtaining by them initial knowledge, skills in the field of physical culture and sports (including the chosen sport) and preparing for mastering the stages of sports training .

Additional professional education is aimed at meeting the educational and professional needs, professional development of a person, ensuring that his qualifications correspond to the changing conditions of professional activity and the social environment.

As part of the development of additional professional programs, there is an improvement and (or) acquisition of new competencies necessary for professional activities, and (or) an increase in the professional level within the framework of an existing qualification or the acquisition of a new qualification.

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