Education is an integral process of becoming a person, without which the existence of modern society would be impossible. After all, to be a useful state unit, you must definitely learn something. It is for this purpose that preschool and general educational institutions, as well as institutions of vocational education, have been created. The article will discuss general educational institutions - their types, types and features.

Terminology

When considering this topic, you first need to understand what an educational institution is. This is a special institution where the pedagogical process is carried out, where programs for the education, upbringing and development of children are implemented. In turn, there is a whole list of educational institutions, which are divided by type.

• Preschool. Here, depending on the type, the age of children ranges from 1 to 7 years.
• General educational institutions
• Institutions of vocational education, in which they provide specific knowledge of a narrow focus and receive the appropriate qualifications.
• Correctional institutions, where children belong to the category of students with special educational needs.
• Institutions for orphans or equivalent children. These are orphanages where children not only study, but also live.
• Institutions of additional education for children and separately for adults (postgraduate education).

Kindergartens

The first educational institutions that children attend are preschool. Educational institutions will be the next step. Most kindergartens accept children from the age of two. In addition to education, which is free, children are looked after and cared for in the kindergarten, as they spend almost the whole day within the walls of the institution. This service is paid by parents, but not in full. 80% of the costs are covered by the municipality, while parents pay for the remaining 20%.

The gradation of groups in kindergartens is carried out according to two criteria - age and orientation. The classification takes into account the age of the child at the beginning of the school year (September 1) and includes groups for children 2-3 years old, 3-4 years old, 4-5 years old, 5-6 years old and 6-7 years old.

The orientation of the group is determined by the contingent of pupils, in accordance with which educational programs are selected. Thus, they distinguish:

• general developmental groups;
• groups of combined orientation;
• compensation groups.

About educational institutions

For the longest time, children attend general educational institutions - from 7 to 18 years. If a teenager chooses an institution of primary or secondary vocational education for further education, then he finishes school at the age of 16.

Varieties of educational institutions

Elementary School. These are the first four grades of a child's education. Children enter the 1st grade according to the results of certain tests, which make it possible to determine the degree of their readiness for schooling. The main task of teachers here is not only to give the children knowledge, but also to teach them to learn, to instill an interest in the sciences.

High school. We can say that this is an intermediate link between elementary and high schools. It occupies the period from 5 to 9 grade, the age of students ranges from 9-10 to 14-15 years. After the end of this period, those who wish can enter either high school or vocational education institutions (primary or secondary).

High school. Children are taught in grades 10-11, whose age is from 15 to 17 years. Here there is a deeper study of science, preparation for admission to universities. Upon completion, students receive a certificate of secondary complete general education. For some activities, this is already enough.

Special education

There are also correctional or special educational institutions. Who are they for? Children who have some developmental problems or limited health opportunities are determined there. However, it should be noted that the modern education system offers an alternative option - inclusive education for the successful socialization of such kids. Although in practice everything does not always work out as well as in theory. Another alternative option for these guys is distance learning. However, even here there are problems with the further introduction of children into society.

Money matters

Having figured out what an educational institution is (secondary school, junior and children's schools), it should be noted that such institutions can also differ in the type of funding. There are types here:

• State or municipal schools that are completely free.
• Private schools where parents pay a fee for the education of their children.

The question here is only in paying for the learning process itself. Parental money to improve the material and technical base of the class or school does not belong to this section at all.

Gymnasiums, lyceums

State educational institutions may also be referred to as lyceums or gymnasiums. In fact, these are ordinary schools. And after their graduation, the child receives the same certificate of secondary education. However, their peculiarity is that they offer a more detailed study of certain subjects. Sometimes such educational institutions cooperate with universities, preparing future students for study in them.

Evening Schools

Considering general educational institutions, one must also understand what evening schools are. The practice of their work today is not as active as in the days of the Soviet Union, but they still exist and function perfectly. For whom are they intended? In our country, secondary complete general education is compulsory. Unlike higher. So, without a certificate of completed secondary education, an employer cannot provide an employee with a good place. If on time, in adolescence, for some reason, it was not possible to finish school, later a person can be sent to finish his studies in the evening. The name already speaks for itself. People come here after the end of the working day. After studying at an evening school, a person receives a certificate of secondary complete general education.

The type of educational institution is determined in accordance with the level and focus of the educational programs it implements. Today we can talk about the existence of the following types of educational institutions:

preschool;

General education (primary general, basic general, secondary (complete) general education);

Primary vocational education;

Secondary vocational education;

Higher professional education;

Postgraduate professional education;

Additional adult education;

Additional education of children;

For orphans and children left without parental care (legal representatives);

Special (correctional) (for students, pupils with developmental disabilities);

Other institutions carrying out the educational process.

The first five types of educational institutions are the main and most common, in this regard, we will briefly consider some of their features.

Preschool educational institutions (DOE) is a type of educational institution that implements general educational programs of preschool education in various areas. The main tasks of preschool educational institutions are: ensuring the upbringing and early education of children; ensuring the protection and strengthening of the physical and mental health of children; ensuring the development of individual abilities of children; implementation of the necessary correction of deviations in the development of children; interaction with the family to ensure the full development of the child.

Traditionally, preschool educational institutions meet the needs of children aged 3-7 years. The nursery-garden is intended for visiting by children of 1-3 years old, and in some cases - from 2 months to a year. Preschool educational institutions, in accordance with their focus, are divided into five main types

Kindergarten of a general developmental type - with the priority implementation of one or more areas of development of pupils (intellectual, artistic and aesthetic, physical, etc.).

Kindergartens and kindergartens of a general developmental type are traditional preschool educational institutions in which the main programs of preschool education are implemented in accordance with established state standards. The main goal of the implementation of these educational programs is the intellectual, artistic, aesthetic, moral and physical development of young children. Depending on the capabilities of a particular preschool institution (material and technical equipment, educational and pedagogical staff, etc.), they can carry out not only traditional educational programs of education and training, but also select any other priority educational areas (teaching drawing , music, choreography, language skills, foreign languages).

Kindergarten of a compensating type - with the priority implementation of a qualified correction of deviations in the physical and mental development of pupils.

Kindergartens of this type are specialized and are created for children with various disabilities in physical and (or) mental development (including deaf, hard of hearing and late deaf, blind, visually impaired and late blind children, children with severe speech disorders, with disorders of the musculoskeletal apparatus, with mental retardation, for mentally retarded and other children with developmental disabilities). Children with developmental disabilities can also be admitted to preschool educational institutions of any other type, provided there are conditions for corrective work. At the same time, admission is carried out only with the consent of the parents (legal representatives) at the conclusion of the psychological-pedagogical and medical-pedagogical commissions. Educational programs, methods (technologies) of education, correction and treatment in preschool educational institutions of this type are developed taking into account the specific specifics of the deviations in children. The material and technical equipment of such kindergartens is somewhat different from the usual ones, since these children need special care. For children, physiotherapy, massage, speech therapy and other rooms are being created; pools; phytobars and dietary canteens; special devices and equipment in groups, etc. The number of correctional groups and their occupancy in kindergartens of both compensatory and ordinary types are determined by the charter of the preschool educational institution, depending on the sanitary standards and conditions necessary for the implementation of the process of education, training and correction. As a rule, the maximum occupancy of the group (depending on the specific type) should not exceed 6-15 people.

Kindergarten of supervision and improvement - with priority implementation of sanitary-hygienic, preventive and health-improving measures and procedures.

Such kindergartens are mainly designed for children under the age of three. The main attention is paid to sanitary and hygienic conditions, prevention and prevention of children's diseases. Health-improving and strengthening and basic educational and training activities are carried out.

Combined Kindergarten. Children's educational institutions of this type may include general education, compensatory and recreational groups in various combinations.

Child Development Center - a kindergarten with the implementation of physical and mental development, correction and rehabilitation of all pupils.

In child development centers, the focus is on an individual approach to each child. The priority areas are the intellectual and artistic and aesthetic development of children: the development of personal motivation for knowledge and creativity; strengthening health and meeting the needs of children in physical education and sports. To implement the educational process and promote health in real educational institutions, gaming, sports and recreation complexes are being created; pools; computer classes. Art studios, children's theaters, various circles, sections can be organized - and all this within the framework of one child development center. In addition to educators, psychologists, speech therapists, and other specialists work with children. In such an institution, the child can stay both the whole day and a certain number of hours (attend any separate classes) - at the discretion of the parents.

Most kindergartens are municipal and/or state educational institutions. However, in recent years, many private (non-state) preschool educational institutions have appeared.

If parents believe that the standard set of offered educational services is sufficient for the child, as well as in the case of a difficult material family or for other reasons (for example, the choice of a preschool educational institution is limited), then it makes sense to place the child in a state or municipal preschool institution. The procedure for staffing a preschool educational institution is determined by the founder. In budgetary preschool educational institutions, children of working single parents, mothers of students, disabled people of groups I and II are accepted first of all; children from large families; children under guardianship; children whose parents (one of the parents) are in military service; children of the unemployed and forced migrants, students. The number of groups in such preschool educational institutions is determined by the founder based on their maximum occupancy, adopted when calculating the budget funding standard. As a rule, groups (depending on the type of group) should not contain more than 8-20 children.

In the case when parents have money and place increased demands on the organization of the educational and recreational process in kindergarten and an individual approach to the child, it is worth choosing a non-state (private) preschool institution. Such preschools have at their disposal swimming pools, sometimes saunas, large playrooms, expensive educational and playful material, superior sleeping rooms, the highest quality and extremely varied diet, as well as other benefits, the provision of which, of course, requires significant material costs. . The size of the groups usually does not exceed 10 people, and the ongoing educational programs are focused on more in-depth and varied education of children.

However, all the amenities listed above, as well as additional educational and educational programs, can currently be offered on a paid basis by state and municipal preschool institutions that have the right to provide additional paid educational and other services, subject to their licensing. As for the process of upbringing and education, in almost any preschool institution, the main comprehensive educational program established by law is taken as the basis. There are a lot of preschool educational programs and technologies at present, these are the programs: "Origins", "Rainbow", "Childhood", "Development", "Kindergarten-House of Joy", "Golden Key" and others. All of them are focused on the proper provision of upbringing and early education of children, the development of their individual characteristics. Thus, it is not at all necessary to look for a private kindergarten, but you can use the services provided by a state or municipal preschool educational institution for an additional fee. In any case, when choosing a preschool institution, one should take care of the interests of the child, taking into account his wishes, and not about satisfying his own ambitions in the prestige of the educational level provided to him. Those parents who prefer to raise and educate the child at home (personally or with the help of tutors who come teachers), you should seriously think about how right they are when making such a decision .. So that in the future, when adapting such a child to school life, there will be no problems, it is recommended that at least a short visit to kindergarten is recommended. After all, it is in a preschool institution that a child acquires communication skills with peers, learns to navigate in a group, and compare collective interests with his own. All this happens under the direct supervision of educators and teachers. No matter how high-quality home education is, it cannot fully give everything that a child could receive by attending kindergarten.

In addition to preschool educational institutions proper, there are also educational institutions for children of preschool and primary school age. In such institutions, both general educational programs of preschool education and programs of primary general education are implemented. Such educational institutions are created for children from 3 to 10 years of age, and in exceptional cases - from an earlier age. It can be:

Kindergarten - primary school;

Kindergarten of a compensating type (with the implementation of a qualified correction of deviations in the physical and mental development of pupils and students) - elementary school;

Progymnasium (with the priority implementation of one or several areas of development of pupils and students (intellectual, artistic and aesthetic, physical, etc.)). In pre-gymnasiums, children are prepared for entering the gymnasium

General educational institutions, depending on the levels of educational programs being implemented, are divided into the following types.

Primary general education school - implements a general education program of primary general education (the standard development period is 4 years). Primary school is the first (initial) stage of school education, where children acquire basic (fundamental) knowledge for further education - obtaining basic general education. The main tasks of institutions of primary general education are the upbringing and development of students, their mastery of reading, writing, counting, the 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 lifestyle.

At present, the primary general education school is represented by three main state education systems: the traditional, developmental education system of L. V. Zankov and the developmental education system of D. B. Elkonin - V. V. Davydov. In educational institutions of the initial level, such experimental programs as Harmony, Primary School of the 21st Century, Perspective, School of Russia, etc. are being implemented. All of them are aimed at in-depth study of academic subjects and expanded intellectual and moral development of students.

The main general education school - implements general education programs of basic general education (the standard development period is 5 years - the second (main) stage of general education). The tasks of basic general education are to create conditions for the upbringing, formation and formation of the personality of the student, for the development of his inclinations, interests and ability for social self-determination. Basic general education is the basis for obtaining secondary (complete) general education, primary and secondary vocational education. Primary general education programs may be implemented in the basic general education school.

Secondary general education school - implements general education programs of secondary (complete) general education (the standard term for mastering is 2 years - the third (senior) stage of general education). The tasks of secondary (complete) general education are the development of interest in learning and the creative abilities of the student, the formation of skills for independent learning activities based on the differentiation of learning. Secondary (complete) general education is the basis for obtaining primary vocational, secondary vocational (according to reduced accelerated programs) and higher vocational education.

In accordance with the Concept for the Modernization of Russian Education for the Period up to 2010, approved by Decree of the Government of the Russian Federation of December 29, 2001 No. 1756-r, the third stage of a general education school provides for specialized education, implemented through the creation of specialized schools. Profile education is a means of differentiation and individualization of education, which allows, due to changes in the structure, content and organization of the educational process, to take into account the interests, inclinations and abilities of students to the fullest extent, to create conditions for teaching high school students in accordance with their professional interests and intentions in relation to continuing education. . Profile training is aimed at the implementation of a student-centered educational process and the socialization of students, including taking into account the real needs of the labor market. A profile school is the main institutional form for realizing the goal of profile education. In the future, other forms of organizing specialized education are envisaged, including those that lead the implementation of relevant educational standards and programs beyond the walls of a separate general education institution. For the most effective implementation of the process of profile education, direct contact of the profile school with institutions of primary, secondary and higher professional education is envisaged.

The preliminary stage for the introduction of profile education is the beginning of the transition to pre-profile education in the last (9th) grade of the main stage of general education.

In secondary general education schools, educational programs of primary general and basic general education can also be implemented.

Secondary general education school with in-depth study of individual subjects - implements general education programs of secondary (complete) general education, providing additional (in-depth) training of students in one or more subjects. Can implement educational programs of primary general and basic general education. The main task of such schools (sometimes they are called special schools) is teaching (in addition to the main educational subjects) within the framework of a narrow specialization in a particular subject (subjects). This significantly distinguishes special schools from gymnasiums and lyceums, which offer a wide range of additional academic disciplines. For the most part, these are sports special schools, schools with in-depth study of foreign languages ​​and physics and mathematics schools.

Gymnasium - general educational programs of basic general and secondary (complete) general education are implemented, providing additional (in-depth) training of students, as a rule, in humanitarian subjects. Significant attention is paid to the study of foreign languages, cultural and philosophical disciplines. Gymnasiums can implement general educational programs of primary general education. In most cases, children with increased motivation for learning study in gymnasiums. Gymnasium classes can also be organized in ordinary general education schools.

A lyceum is an educational institution that implements general educational programs of basic general and secondary (complete) general education. In lyceums, an in-depth study of a group of subjects in a specific profile (technical, natural science, aesthetics, physics and mathematics, etc.) is organized. Lyceums, like gymnasiums, can implement general education programs of primary general education. Lyceums are designed to create optimal conditions for the moral, aesthetic, physical development of students with established interests in choosing a profession and further education. Lyceums widely practice individualized curricula and plans. Lyceums can be created as independent educational institutions, or they can function as lyceum classes of ordinary general education schools, cooperating with higher educational institutions and industrial enterprises. Currently, some lyceums have the status of experimental educational institutions with author's models and teaching technologies.

Institutions of primary vocational education. More recently, in our country, negligent students were frightened: “If you study poorly, if you don’t take up your mind, you will go to vocational school!” At the same time, this "horror story" was more than real. After graduating from basic school, teenagers from disadvantaged families (underachievers and others like them) “went” straight to vocational technical schools (vocational schools), where they were instilled with work skills and tried to raise “pedagogically neglected” children as worthy citizens of our society. Since school graduates often received a "ticket" to vocational schools, not of their own free will, they studied through the sleeves - only a small part of vocational school students after graduating from college found a job in their specialty. Because of this, these educational institutions did not have the best reputation, and the percentage of vocational school graduates retained in the workplace barely exceeded 50%. However, time does not stand still, and, as statistics show, at present the percentage of employment in working specialties of this group of young people is approaching 80%. And given that unemployment in Russia is still very high, then it is worth considering what is better: higher education from scratch (immediately after high school) and the possible status of the unemployed upon completion of studies at the university or a diploma of a vocational school graduate, guaranteed earnings, work experience and the possibility of further education? Working specialties have always been needed, and today, when a significant part of the younger generation dreams of becoming businessmen and managers, looking for easy ways to earn money, the need for qualified workers is only increasing.

The main goal of primary vocational education institutions is to train qualified workers (workers and employees) in all main areas of socially useful activity on the basis of basic general and secondary (complete) general education. It should be noted that such a formulation of the main goal of primary vocational education is somewhat outdated. At present, it can be formulated in a new way - the maximum satisfaction of the needs of all sectors of the domestic economy by qualified professional workers and specialists.

Initial vocational education is a good start for continuing education in the chosen specialty or obtaining a new one with the already existing baggage of professional knowledge and practical labor skills.

Primary vocational education institutions include:

Professional institute;

Professional Lyceum;

Training and course combine (point);

Training and production center;

Technical School;

Evening (shift) school.

Vocational schools (construction, sewing, electrical, communications, etc.) are the main type of primary vocational education institution, in which the most massive training of qualified professional workers and specialists is carried out. The normative terms of training are 2-3 years (depending on the level of education upon admission, the chosen specialty, profession). On the basis of vocational schools, innovative methods can be developed and implemented in the field of primary vocational education in the relevant profile of training qualified personnel, providing a high level of vocational education and training, satisfying the needs of the individual and production.

Vocational lyceums (technical, construction, commercial, etc.) are the center of continuing professional education, which, as a rule, provides intersectoral and interregional training of qualified specialists and workers in complex, science-intensive professions. In vocational lyceums one can get not only a specific profession of an advanced level of qualification and complete a secondary (complete) general education, but also, in some cases, acquire a secondary vocational education. This type of institution is a kind of support center for the development of primary vocational education, on the basis of which scientific research can be carried out to improve the content of the educational process, educational and program documentation, which ensure the training of competitive personnel in the conditions of market relations.

Training and course plant (point), training and production center, technical school (mining and mechanical, seafaring, forestry, etc.), evening (shift) school implement educational programs for retraining, advanced training of workers and specialists, as well as training workers and specialists the corresponding level of qualification in the accelerated form of education.

In addition to the fact that education in budgetary (state and municipal) institutions of primary vocational education is free, their students are guaranteed scholarships, places in dormitories, preferential or free meals, as well as other types of benefits and material assistance in accordance with the competence of the educational institution and current regulations. .

Educational institutions of secondary vocational education (secondary specialized educational institutions). The main goals and objectives of the activities of educational institutions of secondary vocational education are:

Training of mid-level specialists on the basis of basic general, secondary (complete) general or primary vocational education;

Satisfying the needs of the labor market (taking into account the industry needs of the economic sector) in specialists with secondary vocational education;

In the presence of an appropriate license, educational institutions of secondary vocational education may implement educational programs of primary vocational education and additional professional educational programs of secondary vocational and primary vocational education.

Secondary specialized educational institutions include a technical school and a college.

Technical school (college) (agricultural, irrigation and drainage technical school; river, pedagogical school, etc.) - implements the main professional educational programs of secondary vocational education at the basic level.

College (medical, economic, etc.) - implements the main professional educational programs of secondary vocational education of basic and advanced levels.

In technical schools and colleges, vocational training is carried out at a more complex level than in institutions of primary vocational education, and, accordingly, it is much more difficult to enter them. The main professional educational programs of secondary vocational education can be mastered in various forms of education, differing in the volume of classroom studies and the organization of the educational process: full-time, part-time (evening), correspondence forms or in the form of an external student. A combination of different forms of education is allowed. The normative terms of training in educational programs of secondary vocational education are established by the state educational standard of secondary vocational education. As a rule, training lasts 3-4 years. If necessary, the terms of study for specific educational programs of secondary vocational education can be increased in comparison with the standard terms of study. The decision to increase the duration of training is made by the state authority or local government in charge of the secondary specialized educational institution. For persons with initial vocational education of the appropriate profile, secondary vocational or higher vocational education, or another sufficient level of previous training and (or) abilities, training is allowed under reduced or accelerated educational programs of secondary vocational education, the procedure for the implementation of which is established by the federal education authority.

A large number of graduates of educational institutions of secondary vocational education receive a sufficiently high theoretical level of knowledge, skills and abilities, which allows them to work in their specialty for several years without receiving higher professional education. In some cases, a diploma of secondary specialized education gives the right to receive higher professional education (as a rule, in the same specialty, but at a higher level) in a shorter period (up to three years). Students of secondary vocational institutions can combine work with study, and if education of this level is acquired for the first time, and the educational institution has state accreditation, they can use the benefits established by the labor legislation of the Russian Federation (study leave, free travel to the place of study, etc.).

By the way, this rule also applies to students of educational institutions of primary vocational education. Full-time students who receive secondary vocational education at the expense of budgetary funds are provided with scholarships in the prescribed manner. A secondary specialized educational institution, within the limits of available budgetary and extrabudgetary funds, independently, in accordance with the legislation of the Russian Federation, develops and implements measures of social support for students, including establishing scholarships and other social benefits and benefits depending on their financial situation and academic success. For success in the development of educational programs, in experimental design and other work, various forms of moral and material incentives are established for students. Students in need of living space are provided with places in a hostel if there is an appropriate housing stock of a secondary specialized educational institution.

Educational institutions of higher professional education (higher educational institutions). It makes no sense to talk specifically about the priority of higher education, since it was, is and always will be. The development of a market economy, scientific and technological progress dictate new requirements, which cannot be met without a high level of education. In recent years, it has become the norm to have two or more higher educations.

The problem of obtaining a higher education is solvable, the only question is its quality. Of course, you can buy a diploma of graduation from a particular university, such services, unfortunately, take place now, but it is impossible to acquire true knowledge for a fee without the due desire of the student himself and the corresponding efforts of a higher educational institution.

The goals and objectives of educational institutions of higher professional education are:

Training and retraining of specialists of the appropriate level on the basis of secondary (complete) general, secondary vocational education;

Meeting the needs of the state in qualified specialists with higher education and scientific and pedagogical personnel of the highest qualification;

Training, retraining and advanced training of specialists and managers;

Organization and conduct of fundamental and applied scientific research and other scientific and technical, experimental design work, including on educational issues;

Satisfying the needs of the individual in deepening and expanding education.

In accordance with the legislation of the Russian Federation on education, the following types of higher educational institutions are established: institute, university, academy. These higher educational institutions (each in accordance with its own specifics) implement educational programs of higher professional education; educational programs of postgraduate professional education; carry out training, retraining and (or) advanced training of employees for a certain area of ​​professional, scientific and scientific-pedagogical activity. On the basis of universities and academies, university and academic complexes can be created that unite educational institutions that implement educational programs at various levels, other institutions and non-profit organizations or structural divisions separated from them. Higher educational institutions of any kind (including their branches) may implement educational programs of primary general, basic general, secondary (complete) general, primary and secondary vocational education, as well as additional vocational education if they have the appropriate license.

These subjects are endowed with rights, duties, bear responsibility and have social guarantees. These provisions also apply to employees of institutions. Educational organizations Non-commercial structures act as them. General education organizations operate on the basis of a license. Education in them is the main goal of creation. Institutions operating in the field of education are organizations that also operate under a license. Implementing the main tasks, they additionally conduct training. Educational organizations are created in the forms provided for by the civil legislation regulating the work of non-profit structures. Private educational institutions Their work is also regulated by Federal Law No. 273.

The Law defines such institutions as organizations created in accordance with the procedure established by the norms, by one or more citizens or their associations. Foreign religious societies cannot form such educational institutions. The right to create organizations that implement educational programs in the field of security and defense of the state belongs only to the Russian Federation.

Attention

Features of the name The name of the educational institution may contain indications of the specifics of the work. For example, "comprehensive school with a mathematical bias." The name may contain an indication of the integration of different types of curricula.

The program of activities of an educational organization may provide for additional tasks. For example, it can be correction, content, rehabilitation, psychological and pedagogical support, technological, research and other work.

Article 23 types of educational organizations

Preschool education It is important to remember that children can count on preschool education not only in specialized children's institutions, but also in the family. Clause 6 states that in a preschool educational organization, care, supervision, preschool education are carried out from 2 months until the relationship is completely terminated (if the pupil reaches 6-7 years of age). Groups created to achieve this goal can be health-improving, compensatory, general developmental and combined orientation.
The order of the Ministry of Education and Science of October 27, 2011 was declared invalid. A letter dated August 8, 2013 from the Ministry of Education and Science contained Recommendations from the Department of State. policies regarding the acquisition of those educational institutions that are engaged in the implementation of the main general educational programs of preschool education and training.

Article 23. types of educational organizations

Important

Article 23 of the Federal Law "On Education in the Russian Federation" specifies all types of educational organizations, their features, goals and objectives. Next, we will analyze this article and clarify its details. Criteria for dividing educational institutions into separate types When dividing all educational institutions into types, general education programs selected for their activities are taken into account.

In addition, the division is carried out taking into account the type of programs. It could be:

1. Basic educational programs.
2. Additional education programs.

General education programs include vocational and general education. The Law provides for six different types of educational organizations: four that involve the implementation of basic educational programs, and two types aimed at the additional development of schoolchildren.

All subjects Pedagogy Educational system of Russia Types of educational institutions 1. Types of educational institutions 2. Variation of educational programs Types of educational institutions The law "On Education in the Russian Federation" does not divide educational institutions into types. According to the law, all educational organizations are divided into types depending on the educational programs that they use in their activities. The table below shows the correspondence between the types of educational institutions and possible types of organizational form.

Variability of educational programs Variability of education is one of the main principles and vectors of development of the modern education system in the Russian Federation.
Moreover, the letter dealt with the creation of unified approaches to the number of children who need to attend preschool educational institutions. The letter also contained recommendations to municipal authorities on the creation of a single information resource of the “electronic queue” for kindergartens. The deadlines for providing information on the number of applications (movements) for the current academic year were also determined.
For registration in the register, parents or legal representatives of a preschooler fill out a form on the Internet that is freely available, or use the advice of a specialist from the municipality's MA. You can also personally apply to the authorized body with a written application for a place in a preschool institution. The letter also contained recommendations on the order of admission of children to preschool institutions.

Types of educational institutions

In universities, as a rule, bachelor's and master's programs are provided. In addition, scientific work is carried out in such educational institutions. The general education school implements curricula in primary, middle and senior classes.

The institution accepts children who have graduated from a preschool educational institution and prepares them for 10 years to enter a university. Part 2 of Federal Law No. 273 also defines organizations that carry out educational activities in additional disciplines. At the same time, this work is their main goal. The Law defines educational organizations for basic and professional additional education.

They carry out pedagogical work not included in the PLO. Comments on the Law Art. 1 part 1 of the Federal Law No. 273 defines the subjects that have the right to conduct training. They are educational organizations, as well as individual entrepreneurs.

educational organizations. Federal Law "On Education in the Russian Federation"

These types of state and municipal institutions have been identified in connection with the transition from estimated financing to providing state (municipal) institutions with finance only to fulfill the state (municipal) assignment for the provision of services (performance of work) in the form of budget subsidies. The differences in the types of state and municipal institutions lie in the degree of financial independence of the institution - the income from income-generating activities is fully received by the autonomous institution, and the state institution transfers income from paid services and works to the budget of its founder. The effect of the legislation of the Russian Federation in the field of education applies to all educational institutions on the territory of the Russian Federation, regardless of their organizational and legal forms and subordination.

Educational organizations in Russia

Similar data is provided for hired teachers. According to the civil law, individual entrepreneurs carrying out activities in the field of education on a paid basis must conclude relevant contracts. They can be in simple writing. The contract should reflect the main conditions for the provision of services, obligations and rights, as well as the responsibility of the parties. In addition, the document determines the term, procedure and amount of payment.

• 20.06.2016

1. GENERAL CHARACTERISTICS OF EDUCATIONAL INSTITUTIONS

1.1. Choosing an educational institution: necessary information

The prestige of education in our country is steadily increasing every year. Most employers prefer to see qualified specialists with at least a secondary vocational education in the workplace. However, the actual receipt of quality education today is, one might say, a very problematic matter, and applies to almost all levels of education: from preschool to higher professional. The abundance of educational institutions and organizations, as well as the variety of educational programs they implement, often put a potential consumer of educational services in front of a difficult choice. According to statistics, the consumer is primarily concerned with two main questions: which educational institution to choose and what should be paid attention to when choosing an educational institution. Finding answers to these questions on your own can be difficult. The purpose of this manual is to provide consumers of educational services with qualified assistance in solving problems related to education and training.

This manual discusses the concepts of "consumer" and "educational services" in the context of civil law, and in the context of education legislation, and in their direct relationship. The main criterion for distinguishing here are the norms of law as a special regulator of social relations. From the point of view of the legislation on education in "educational services" the concept of "educational" is emphasized, and from the point of view of civil law - the concept of "services".

For the consumer market, whose participants are connected by civil legal relations, the service provided, first of all, implies a paid basis, and consumers of services acquire a special status established by the Law of the Russian Federation "On Protection of Consumer Rights". Limiting factors matter here: firstly, the identity of the consumer (it can only be a citizen); secondly, the goal pursued by consumers when purchasing (ordering) services (it should not be related to the implementation of entrepreneurial activities); thirdly, the conditions under which these services are provided to consumers (only under a paid contract, i.e. for a fee).

In the field of education, the circle of consumers of educational services is not limited by the Law of the Russian Federation of February 7, 1992 No. 2300-1 "On the Protection of Consumer Rights" (hereinafter referred to as the Law of the Russian Federation "On the Protection of Consumer Rights"). It can be both individuals and legal entities. There are also no restrictive requirements for the purposes of acquiring educational services. The goals may be related to the satisfaction of citizens of their personal needs, or they are focused on the needs of legal entities in connection with their entrepreneurial or other activities. Educational services are purchased on different terms - on a paid or budgetary basis, therefore, it is necessary to distinguish between the concepts of free and paid education.

1.2. Types of educational institutions

In everyday life for the consumer, such words as “school”, “lyceum”, “gymnasium”, “institute”, “university” are sometimes combined in the general name “educational institution”, while the consumer usually does not think about a specific organizational and legal form of educational structure. In fact, this is a completely correct idea, if we consider it from the point of view of the commonality of the goals of the listed educational institutions. However, not every educational institution occupies the same legal position in the current education system. In the name of educational organizations, in addition to the name itself (for example, , secondary school No. 12; gymnasium No. 58; "College of Management", "Saratov State Academy of Law"), reflecting a specific individualization and nature of activity, there are such abbreviations as GOU, MOU, NOU, etc. It is these abbreviations that are the basis for the name of any educational organizations, since they indicate their organizational and legal form, on which the conditions of further education partly depend. In this regard, before approaching the specific choice of an educational institution, it is necessary to learn how to determine the essence (meaning) of its name. Let's try to figure out what the concept of "organizational-legal form" includes.

Under legal form understood:

The method of securing and using property by an economic entity;

The legal status of an economic entity and the purpose of its activities.

Economic entities are any legal entities, as well as organizations operating without forming a legal entity, and individual entrepreneurs.

The ways of securing and using the property of an economic entity are determined either by the entity itself (if it is an individual entrepreneur) or by its founder (if the entity is a legal entity or an organization without the rights of a legal entity) in accordance with established legal norms. According to civil law, property can be assigned to an economic entity on the basis of the right of ownership, economic management, operational management, or on other legal grounds (for example, on a leasehold basis).

Legal status (legal status) of an economic entity – this is a legally fixed position of the subject in society, characterized and determined by the totality of rights and obligations, responsibilities and powers arising from legislative and other normative acts.

Based on the objectives of the activities carried out, economic entities that are legal entities are divided into:

For commercial organizations - organizations for which the extraction of profit and the ability to distribute it among the participants is the main goal of the activity;

Non-profit organizations are organizations whose main purpose is not to extract profit and distribute it among the participants, but to satisfy the intangible needs of citizens.

Legal entities that are commercial organizations, can be created in the form of business partnerships and companies, production cooperatives, state and municipal unitary enterprises.

Legal entities that are non-profit organizations, can be created in the form of consumer cooperatives, public or religious organizations (associations), institutions, charitable and other foundations, as well as in other forms provided by law (non-profit partnerships, autonomous non-profit organizations, etc.). Non-profit organizations can carry out entrepreneurial activities only in so far as it serves to achieve the goals and objectives for which they were created.

To the above, it should be added that legal entity is understood as an institution, enterprise or organization that has independent civil rights and obligations and is characterized by the following distinctive features:

organizational unity;

Ownership, economic management or operational management of separate property;

Independent property liability for its obligations;

Participation in civil circulation on its own behalf;

The presence of a settlement or other financial account in a bank, an independent balance sheet and estimates;

Participation in the trial as a plaintiff and defendant.

Individual entrepreneurs individuals are recognized (citizens of the Russian Federation, foreign citizens and stateless persons) registered in accordance with the established procedure and carrying out entrepreneurial activities without forming a legal entity. Individual entrepreneurs also include private notaries, private security guards, private detectives.

When it comes to an educational institution of one kind or another, you need to know the following. The main goal of any educational organization is to satisfy the non-material needs of citizens, expressed in two main functions: education and training. In this regard, educational institutions can operate only as non-profit organizations. In most cases, educational organizations are created in the form of an institution .

Federal Law No. 175-FZ of November 3, 2006 on higher and postgraduate professional education amended the Law of the Russian Federation of July 10, 1992 No. 3266-1 “On Education” (hereinafter referred to as the Law of the Russian Federation “On Education”), Federal the law of December 8, 1995 “On non-commercial organizations”, the Civil Code of the Russian Federation (hereinafter referred to as the Civil Code of the Russian Federation) and a number of other regulatory legal acts. In particular, in accordance with paragraph I, 2 Art. 120 of the Civil Code of the Russian Federation, institutions are now divided into the following types:

Private (created by citizens or legal entities);

State (created by the Russian Federation and (or) subjects of the Russian Federation);

Municipal (created by municipalities).

Under private institution is understood as a non-profit organization created by the owner (citizen or legal entity) to carry out managerial, socio-cultural or other functions of a non-profit nature (clause 1, article 9 of the Federal Law "On Non-Profit Organizations"). State And municipal institutions in turn, they can be budgetary or autonomous. The concept of a budgetary institution is not new; it was previously enshrined in paragraph 1 of Art. 161 of the Budget Code of the Russian Federation, however, the Federal Law of November 3, 2006 No. 175-FZ specified the content of this concept: state-owned enterprises and autonomous institutions endowed with state or municipal property on the basis of the right of operational management cannot be recognized as budgetary institutions. An autonomous institution is a non-profit organization established by the Russian Federation, a constituent entity of the Russian Federation or a municipality to perform work, provide services in order to exercise the powers of state authorities provided for by the legislation of the Russian Federation, the powers of local governments in the fields of science, education, healthcare, culture, social protection, employment population, physical culture and sports (clause 1, article 2 of the Federal Law "On Autonomous Institutions").

To carry out their activities, educational institutions have the right to choose any other organizational and legal form, which is provided for by civil law for non-profit organizations.

Educational institution is a non-profit organization created with the aim of implementing an educational process aimed at educating and educating citizens through the implementation of established educational programs. The official definition of an educational institution is formulated in Art. 12 of the Law of the Russian Federation "On Education".

The type of an educational institution is determined depending on who is its founder. The founders of educational institutions can be:

State authorities of the Russian Federation (subjects of the Russian Federation), local governments;

Domestic and foreign organizations of any form of ownership, their associations (associations and unions);

Domestic and foreign public and private foundations;

Public and religious organizations (associations) registered on the territory of the Russian Federation;

Citizens of the Russian Federation and foreign citizens.

The composition of the founders of an educational institution may be limited in two cases. First, institutions implementing military professional programs can only be created by the Government of the Russian Federation. Secondly, special educational institutions of a closed type for children and adolescents with deviant (socially dangerous) behavior can only be created by the federal executive authorities of the Russian Federation and (or) subjects of the Russian Federation.

Currently, there are three main types of educational institutions:

State (federal or administered by a constituent entity of the Russian Federation);

Municipal;

Non-state (private; institutions of public and religious organizations (associations)).

Public authorities of the Russian Federation, subjects of the Russian Federation, or local self-government bodies may act as founders of state and municipal educational institutions. The property of state and municipal educational institutions (both budgetary and autonomous) is owned by a state authority of the Russian Federation (a constituent entity of the Russian Federation, a local self-government body). Financing of the activities of budgetary educational institutions is fully or partially carried out from the relevant budget or the state non-budgetary fund on the basis of an estimate of income and expenses. The amount of allocated funds is determined according to the funding standards, based on the calculation of the cost per pupil or student, as well as on a different basis. The owner of a budgetary educational institution exercises direct control over the use of funds in accordance with the established budget. In the name of budgetary educational institutions there are abbreviations GOU (state educational institution) or MOU (municipal educational institution).

The property that the owner allocates to a state or municipal educational institution is assigned to it on the basis of the right of operational management. Under operational management means the right to own, use and dispose of property for its intended purpose, within the limits established by law, in accordance with the goals of the activity and the tasks defined by the owner. Budgetary educational institutions are not entitled to alienate or otherwise dispose (sell, lease, pledge, etc.) the property assigned to it, as well as property acquired at the expense of funds allocated to it by the owner according to the estimate. However, if a budgetary educational institution is granted the right to carry out income-generating activities, then the income received from such activity, as well as the property acquired at the expense of these incomes, come to the independent disposal of the institution and are accounted for on a separate balance sheet.

The activities of budgetary state and municipal educational institutions are regulated by model regulations, which are approved by the Government of the Russian Federation. In accordance with these provisions, budgetary educational institutions develop their charters. Charter- this is one of the types of constituent documents on the basis of which a legal entity operates. The requirements for the charters of educational institutions are listed in Art. 13 of the Law of the Russian Federation "On Education".

Since the Federal Law of November 3, 2006 No. 175-FZ has been in force relatively recently, it is still too early to talk about the existence of autonomous educational institutions (as one of the possible types of state and municipal educational institutions). However, it is worth noting that autonomous institutions, despite a certain similarity with budget ones, have a number of some differences. Thus, in particular, the founder sets tasks for the autonomous institution in accordance with the main activity provided for by its charter. The autonomous institution carries out activities in accordance with these tasks and obligations to the insurer for compulsory social insurance, partially for a fee or free of charge. Financial support for the activities of autonomous institutions is carried out in the form of subventions and subsidies from the relevant budget of the budgetary system of the Russian Federation and other sources not prohibited by federal laws. The income of an autonomous institution shall be at its independent disposal and used by it to achieve the goals for which it was created, unless otherwise provided by law. Every year, an autonomous institution is obliged to publish reports on its activities and on the use of property assigned to it in the manner established by the Government of the Russian Federation and in the media determined by the founder of the autonomous institution. It is likely that autonomous educational institutions will appear in Russia in the near future.

Non-state educational institutions (NOU), as well as budget ones, they are non-profit organizations, and can be created in the organizational and legal forms that are provided for them by the civil legislation of the Russian Federation. The founders of non-state educational organizations, as a rule, are state higher educational institutions (for example, universities and academies), as well as institutions of public and religious organizations (associations) and individuals. In most cases, non-state educational organizations are created in the form of private institutions (NOE), however, in recent years, such an organizational form as an autonomous non-profit organization (ANO) has also become widespread. Education in NEI and ANO, as a rule, is carried out on a paid basis. The right of non-state educational institutions to charge students and pupils for educational services (including for training within state educational standards) is enshrined in paragraph 1 of Art. 46 of the Law of the Russian Federation "On Education". The paid educational activities of the NOU are not considered entrepreneurial if the income received from it is fully used to reimburse the costs of providing the educational process (including wages), its development and improvement in this educational institution.

Like budgetary educational institutions, NEIs and ANOs carry out their activities on the basis of charters. Standard provisions, which are mandatory for public educational institutions and MOUs, serve as exemplary ones for non-state educational institutions. Unlike budgetary institutions, non-state educational organizations can be owners of property in accordance with the legislation of the Russian Federation (clause 5, article 39 of the Law of the Russian Federation "On Education"). However, the issue of ownership of the NOU property causes conflicting opinions that arise in connection with the application of the norms of paragraph 2 of Art. 48 of the Civil Code of the Russian Federation. This part of the Code states that the founders have the right of ownership to the property of the institution, therefore, a non-state educational organization established in the form of an institution cannot own this property on the basis of the right of ownership. It seems that the norms of the Civil Code of the Russian Federation in this case take precedence over the norms of the Law of the Russian Federation "On Education", since in paragraph 5 of Art. 39 of this Law contains a reference to compliance with the legislation of the Russian Federation. The property transferred to the ANO by its founders (founder), unlike the institution, is the property of an autonomous non-profit organization. The founders of an autonomous non-profit organization do not retain rights to the property that they transfer into ownership (clause 1, article 10 of the Federal Law "On Non-Profit Organizations").

Educational institutions, being non-profit organizations, have the right to carry out entrepreneurial and other income-generating activities, but only in cases provided for by applicable law. At the same time, all types of activities carried out by educational institutions must be reflected in their charters. Thus, in particular, educational institutions have the right to:

Trade in purchased goods, equipment;

Provision of intermediary services;

Equity participation in the activities of other institutions (including educational ones) and organizations;

Acquisition of shares, bonds, other securities and receipt of income (dividends, interest) on them;

Conducting income-generating other non-sales operations that are not directly related to own production of products, works, services provided for by the charter and with their implementation;

Renting out property.

Educational institutions have the right to open branches (branches or other structural units), which can fully or partially exercise the powers of a legal entity, i.e. also lead the educational process. Branches act on behalf of the institution that created them (since they are not legal entities), act on the basis of the charter of the educational institution and the regulations on the branch, and their heads - on the basis of a power of attorney issued by the parent educational institution. A specific list of branches, departments, other structural units must be indicated in the charter of the educational institution.

1.3. Types of educational institutions

The type of educational institution is determined in accordance with the level and focus of the educational programs it implements. Today we can talk about the existence of the following types of educational institutions:

preschool;

General education (primary general, basic general, secondary (complete) general education);

Primary vocational education;

Secondary vocational education;

Higher professional education;

Postgraduate professional education;

Additional adult education;

For orphans and children left without parental care (legal representatives);

Special (correctional) (for students, pupils with developmental disabilities);

Other institutions carrying out the educational process.

The first five types of educational institutions are the main and most common, in this regard, we will briefly consider some of their features.

Preschool educational institutions (DOE) - this is a type of educational institution that implements general educational programs of preschool education of various kinds. The main tasks of preschool educational institutions are: ensuring the upbringing and early education of children; ensuring the protection and strengthening of the physical and mental health of children; ensuring the development of individual abilities of children; implementation of the necessary correction of deviations in the development of children; interaction with the family to ensure the full development of the child.

Traditionally, preschool educational institutions meet the needs of children aged 3-7 years. The nursery-garden is intended for visiting by children of 1-3 years old, and in some cases - from 2 months to a year. Preschool educational institutions, in accordance with their focus, are divided into five main types

Kindergarten of a general developmental type- with the priority implementation of one or more areas of development of pupils (intellectual, artistic and aesthetic, physical, etc.).

Kindergartens and kindergartens of a general developmental type are traditional preschool educational institutions in which the main programs of preschool education are implemented in accordance with established state standards. The main goal of the implementation of these educational programs is the intellectual, artistic, aesthetic, moral and physical development of young children. Depending on the capabilities of a particular preschool institution (material and technical equipment, educational and pedagogical staff, etc.), they can carry out not only traditional educational programs of education and training, but also select any other priority educational areas (teaching drawing , music, choreography, language skills, foreign languages).

Compensatory Kindergarten- with the priority implementation of qualified correction of deviations in the physical and mental development of pupils.

Kindergartens of this type are specialized and are created for children with various disabilities in physical and (or) mental development (including deaf, hard of hearing and late deaf, blind, visually impaired and late blind children, children with severe speech disorders, with disorders of the musculoskeletal apparatus, with mental retardation, for mentally retarded and other children with developmental disabilities). Children with developmental disabilities can also be admitted to preschool educational institutions of any other type, provided there are conditions for corrective work. At the same time, admission is carried out only with the consent of the parents (legal representatives) at the conclusion of the psychological-pedagogical and medical-pedagogical commissions. Educational programs, methods (technologies) of education, correction and treatment in preschool educational institutions of this type are developed taking into account the specific specifics of the deviations in children. The material and technical equipment of such kindergartens is somewhat different from the usual ones, since these children need special care. For children, physiotherapy, massage, speech therapy and other rooms are being created; pools; phytobars and dietary canteens; special devices and equipment in groups, etc. The number of correctional groups and their occupancy in kindergartens of both compensatory and ordinary types are determined by the charter of the preschool educational institution, depending on the sanitary standards and conditions necessary for the implementation of the process of education, training and correction. As a rule, the maximum occupancy of the group (depending on the specific type) should not exceed 6-15 people.

Kindergarten supervision and rehabilitation- with the priority implementation of sanitary-hygienic, preventive and health-improving measures and procedures.

Such kindergartens are mainly designed for children under the age of three. The main attention is paid to sanitary and hygienic conditions, prevention and prevention of children's diseases. Health-improving and strengthening and basic educational and training activities are carried out.

Kindergarten of combined type. Children's educational institutions of this type may include general education, compensatory and recreational groups in various combinations.

Child Development Center- a kindergarten with the implementation of physical and mental development, correction and rehabilitation of all pupils.

In child development centers, the focus is on an individual approach to each child. The priority areas are the intellectual and artistic and aesthetic development of children: the development of personal motivation for knowledge and creativity; strengthening health and meeting the needs of children in physical education and sports. To implement the educational process and promote health in real educational institutions, gaming, sports and recreation complexes are being created; pools; computer classes. Art studios, children's theaters, various circles, sections can be organized - and all this within the framework of one child development center. In addition to educators, psychologists, speech therapists, and other specialists work with children. In such an institution, the child can stay both the whole day and a certain number of hours (attend any separate classes) - at the discretion of the parents.

Most kindergartens are municipal and/or state educational institutions. However, in recent years, many private (non-state) preschool educational institutions have appeared.

If parents believe that the standard set of offered educational services is sufficient for the child, as well as in the case of a difficult material family or for other reasons (for example, the choice of a preschool educational institution is limited), then it makes sense to place the child in a state or municipal preschool institution. The procedure for staffing a preschool educational institution is determined by the founder. In budgetary preschool educational institutions, children of working single parents, mothers of students, disabled people of groups I and II are accepted first of all; children from large families; children under guardianship; children whose parents (one of the parents) are in military service; children of the unemployed and forced migrants, students. The number of groups in such preschool educational institutions is determined by the founder based on their maximum occupancy, adopted when calculating the budget funding standard. As a rule, groups (depending on the type of group) should not contain more than 8-20 children.

In the case when parents have money and place increased demands on the organization of the educational and recreational process in kindergarten and an individual approach to the child, it is worth choosing a non-state (private) preschool institution. Such preschools have at their disposal swimming pools, sometimes saunas, large playrooms, expensive educational and playful material, superior sleeping rooms, the highest quality and extremely varied diet, as well as other benefits, the provision of which, of course, requires significant material costs. . The size of the groups usually does not exceed 10 people, and the ongoing educational programs are focused on more in-depth and varied education of children.

However, all the amenities listed above, as well as additional educational and educational programs, can currently be offered on a paid basis by state and municipal preschool institutions that have the right to provide additional paid educational and other services, subject to their licensing. As for the process of upbringing and education, in almost any preschool institution, the main comprehensive educational program established by law is taken as the basis. There are a lot of preschool educational programs and technologies at present, these are the programs: "Origins", "Rainbow", "Childhood", "Development", "Kindergarten-House of Joy", "Golden Key" and others. All of them are focused on the proper provision of upbringing and early education of children, the development of their individual characteristics. Thus, it is not at all necessary to look for a private kindergarten, but you can use the services provided by a state or municipal preschool educational institution for an additional fee. In any case, when choosing a preschool institution, one should take care of the interests of the child, taking into account his wishes, and not about satisfying his own ambitions in the prestige of the educational level provided to him. Those parents who prefer to raise and educate the child at home (personally or with the help of tutors who come teachers), you should seriously think about how right they are when making such a decision .. So that in the future, when adapting such a child to school life, there will be no problems, it is recommended that at least a short visit to kindergarten is recommended. After all, it is in a preschool institution that a child acquires communication skills with peers, learns to navigate in a group, and compare collective interests with his own. All this happens under the direct supervision of educators and teachers. No matter how high-quality home education is, it cannot fully give everything that a child could receive by attending kindergarten.

In addition to the actual preschool educational institutions, there are educational institutions for children of preschool and primary school age. In such institutions, both general educational programs of preschool education and programs of primary general education are implemented. Such educational institutions are created for children from 3 to 10 years of age, and in exceptional cases - from an earlier age. It can be:

Kindergarten - primary school;

Kindergarten of a compensating type (with the implementation of a qualified correction of deviations in the physical and mental development of pupils and students) - elementary school;

Progymnasium (with the priority implementation of one or several areas of development of pupils and students (intellectual, artistic and aesthetic, physical, etc.)). In pre-gymnasiums, children are prepared for entering the gymnasium

General educational institutions Depending on the levels of educational programs being implemented, they are divided into the following types.

Primary school– R It implements a general education program of primary general education (the normative term for mastering is 4 years). Primary school is the first (initial) stage of school education, where children acquire basic (fundamental) knowledge for further education - obtaining basic general education. The main tasks of institutions of primary general education are the upbringing and development of students, their mastery of reading, writing, counting, the 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 lifestyle.

At present, the primary general education school is represented by three main state education systems: the traditional, developmental education system of L. V. Zankov and the developmental education system of D. B. Elkonin - V. V. Davydov. In educational institutions of the initial level, such experimental programs as Harmony, Primary School of the 21st Century, Perspective, School of Russia, etc. are being implemented. All of them are aimed at in-depth study of academic subjects and expanded intellectual and moral development of students.

Basic comprehensive school– implements general educational programs of basic general education (the standard term for mastering is 5 years - the second (main) stage of general education). The tasks of basic general education are to create conditions for the upbringing, formation and formation of the personality of the student, for the development of his inclinations, interests and ability for social self-determination. Basic general education is the basis for obtaining secondary (complete) general education, primary and secondary vocational education. Primary general education programs may be implemented in the basic general education school.

middle School of General education . - implements general educational programs of secondary (complete) general education (the standard term for mastering is 2 years - the third (senior) stage of general education). The tasks of secondary (complete) general education are the development of interest in learning and the creative abilities of the student, the formation of skills for independent learning activities based on the differentiation of learning. Secondary (complete) general education is the basis for obtaining primary vocational, secondary vocational (according to reduced accelerated programs) and higher vocational education.

In accordance with the Concept for the Modernization of Russian Education for the Period up to 2010, approved by Decree of the Government of the Russian Federation of December 29, 2001 No. 1756-r, the third stage of a general education school provides for specialized education, implemented through the creation of specialized schools. Profile training- this is a means of differentiation and individualization of education, which allows, due to changes in the structure, content and organization of the educational process, to take into account the interests, inclinations and abilities of students to the fullest extent, create conditions for teaching high school students in accordance with their professional interests and intentions in relation to continuing education. Profile training is aimed at the implementation of a student-centered educational process and the socialization of students, including taking into account the real needs of the labor market. Profile school- this is the main institutional form of realization of the goal of specialized education. In the future, other forms of organizing specialized education are envisaged, including those that lead the implementation of relevant educational standards and programs beyond the walls of a separate general education institution. For the most effective implementation of the process of profile education, direct contact of the profile school with institutions of primary, secondary and higher professional education is envisaged.

The preliminary stage for the introduction of profile education is the beginning of the transition to pre-profile education in the last (9th) grade of the main stage of general education.

In secondary general education schools, educational programs of primary general and basic general education can also be implemented.

Secondary school with in-depth study of individual subjects- implements general educational programs of secondary (complete) general education, providing additional (in-depth) training of students in one or more subjects. Can implement educational programs of primary general and basic general education. The main task of such schools (sometimes they are called special schools) is teaching (in addition to the main educational subjects) within the framework of a narrow specialization in a particular subject (subjects). This significantly distinguishes special schools from gymnasiums and lyceums, which offer a wide range of additional academic disciplines. For the most part, these are sports special schools, schools with in-depth study of foreign languages ​​and physics and mathematics schools.

Gymnasium- general educational programs of basic general and secondary (complete) general education are being implemented, providing additional (in-depth) training of students, as a rule, in humanitarian subjects. Significant attention is paid to the study of foreign languages, cultural and philosophical disciplines. Gymnasiums can implement general educational programs of primary general education. In most cases, children with increased motivation for learning study in gymnasiums. Gymnasium classes can also be organized in ordinary general education schools.

Lyceum- an educational institution that implements general educational programs of basic general and secondary (complete) general education. In lyceums, an in-depth study of a group of subjects in a specific profile (technical, natural science, aesthetics, physics and mathematics, etc.) is organized. Lyceums, like gymnasiums, can implement general education programs of primary general education. Lyceums are designed to create optimal conditions for the moral, aesthetic, physical development of students with established interests in choosing a profession and further education. Lyceums widely practice individualized curricula and plans. Lyceums can be created as independent educational institutions, or they can function as lyceum classes of ordinary general education schools, cooperating with higher educational institutions and industrial enterprises. Currently, some lyceums have the status of experimental educational institutions with author's models and teaching technologies.

Institutions of primary vocational education. More recently, in our country, negligent students were frightened: “If you study poorly, if you don’t take up your mind, you will go to vocational school!” At the same time, this "horror story" was more than real. After graduating from basic school, teenagers from disadvantaged families (underachievers and others like them) “went” straight to vocational technical schools (vocational schools), where they were instilled with work skills and tried to raise “pedagogically neglected” children as worthy citizens of our society. Since school graduates often received a "ticket" to vocational schools, not of their own free will, they studied through the sleeves - only a small part of vocational school students after graduating from college found a job in their specialty. Because of this, these educational institutions did not have the best reputation, and the percentage of vocational school graduates retained in the workplace barely exceeded 50%. However, time does not stand still, and, as statistics show, at present the percentage of employment in working specialties of this group of young people is approaching 80%. And given that unemployment in Russia is still very high, then it is worth considering what is better: higher education from scratch (immediately after high school) and the possible status of the unemployed upon completion of studies at the university or a diploma of a vocational school graduate, guaranteed earnings, work experience and the possibility of further education? Working specialties have always been needed, and today, when a significant part of the younger generation dreams of becoming businessmen and managers, looking for easy ways to earn money, the need for qualified workers is only increasing.

The main goal of primary vocational education institutions is to train qualified workers (workers and employees) in all main areas of socially useful activity on the basis of basic general and secondary (complete) general education. It should be noted that such a formulation of the main goal of primary vocational education is somewhat outdated. At present, it can be formulated in a new way - the maximum satisfaction of the needs of all sectors of the domestic economy by qualified professional workers and specialists.

Initial vocational education is a good start for continuing education in the chosen specialty or obtaining a new one with the already existing baggage of professional knowledge and practical labor skills.

Primary vocational education institutions include:

Professional institute;

Professional Lyceum;

Training and course combine (point);

Training and production center;

Technical School;

Evening (shift) school.

Vocational schools(construction, sewing, electrical, communications, etc.) - the main type of primary vocational education institution, which provides the most massive training of qualified professional workers and specialists. The normative terms of training are 2-3 years (depending on the level of education upon admission, the chosen specialty, profession). On the basis of vocational schools, innovative methods can be developed and implemented in the field of primary vocational education in the relevant profile of training qualified personnel, providing a high level of vocational education and training, satisfying the needs of the individual and production.

Professional lyceums(technical, construction, commercial, etc.) is a center of continuing professional education, which, as a rule, provides intersectoral and interregional training of qualified specialists and workers in complex, science-intensive professions. In vocational lyceums one can get not only a specific profession of an advanced level of qualification and complete a secondary (complete) general education, but also, in some cases, acquire a secondary vocational education. This type of institution is a kind of support center for the development of primary vocational education, on the basis of which scientific research can be carried out to improve the content of the educational process, educational and program documentation, which ensure the training of competitive personnel in the conditions of market relations.

Training course complex (point), training and production center, technical school(mining and mechanical, nautical, forestry, etc.), evening (shift) school carry out the implementation of educational programs for retraining, advanced training of workers and specialists, as well as training workers and specialists of the appropriate skill level in an accelerated form of training.

In addition to the fact that education in budgetary (state and municipal) institutions of primary vocational education is free, their students are guaranteed scholarships, places in dormitories, preferential or free meals, as well as other types of benefits and material assistance in accordance with the competence of the educational institution and current regulations. .

Educational institutions of secondary vocational education (secondary specialized educational institutions). The main goals and objectives of the activities of educational institutions of secondary vocational education are:

Training of mid-level specialists on the basis of basic general, secondary (complete) general or primary vocational education;

Satisfying the needs of the labor market (taking into account the industry needs of the economic sector) in specialists with secondary vocational education;

In the presence of an appropriate license, educational institutions of secondary vocational education may implement educational programs of primary vocational education and additional professional educational programs of secondary vocational and primary vocational education.

Secondary specialized educational institutions include a technical school and a college.

Technical school (school)(agricultural, hydro-reclamation technical school; river, pedagogical school, etc.) - implements the main professional educational programs of secondary vocational education at the basic level.

College(medical, economic, etc.) - implements the main professional educational programs of secondary vocational education of basic and advanced levels.

In technical schools and colleges, vocational training is carried out at a more complex level than in institutions of primary vocational education, and, accordingly, it is much more difficult to enter them. The main professional educational programs of secondary vocational education can be mastered in various forms of education, differing in the volume of classroom studies and the organization of the educational process: full-time, part-time (evening), correspondence forms or in the form of an external student. A combination of different forms of education is allowed. The normative terms of training in educational programs of secondary vocational education are established by the state educational standard of secondary vocational education. As a rule, training lasts 3-4 years. If necessary, the terms of study for specific educational programs of secondary vocational education can be increased in comparison with the standard terms of study. The decision to increase the duration of training is made by the state authority or local government in charge of the secondary specialized educational institution. For persons with initial vocational education of the appropriate profile, secondary vocational or higher vocational education, or another sufficient level of previous training and (or) abilities, training is allowed under reduced or accelerated educational programs of secondary vocational education, the procedure for the implementation of which is established by the federal education authority.

A large number of graduates of educational institutions of secondary vocational education receive a sufficiently high theoretical level of knowledge, skills and abilities, which allows them to work in their specialty for several years without receiving higher professional education. In some cases, a diploma of secondary specialized education gives the right to receive higher professional education (as a rule, in the same specialty, but at a higher level) in a shorter period (up to three years). Students of secondary vocational institutions can combine work with study, and if education of this level is acquired for the first time, and the educational institution has state accreditation, they can use the benefits established by the labor legislation of the Russian Federation (study leave, free travel to the place of study, etc.).

By the way, this rule also applies to students of educational institutions of primary vocational education. Full-time students who receive secondary vocational education at the expense of budgetary funds are provided with scholarships in the prescribed manner. A secondary specialized educational institution, within the limits of available budgetary and extrabudgetary funds, independently, in accordance with the legislation of the Russian Federation, develops and implements measures of social support for students, including establishing scholarships and other social benefits and benefits depending on their financial situation and academic success. For success in the development of educational programs, in experimental design and other work, various forms of moral and material incentives are established for students. Students in need of living space are provided with places in a hostel if there is an appropriate housing stock of a secondary specialized educational institution.

Educational institutions of higher professional education (higher educational institutions). It makes no sense to talk specifically about the priority of higher education, since it was, is and always will be. The development of a market economy, scientific and technological progress dictate new requirements, which cannot be met without a high level of education. In recent years, it has become the norm to have two or more higher educations.

The problem of obtaining a higher education is solvable, the only question is its quality. Of course, you can buy a diploma of graduation from a particular university, such services, unfortunately, take place now, but it is impossible to acquire true knowledge for a fee without the due desire of the student himself and the corresponding efforts of a higher educational institution.

The goals and objectives of educational institutions of higher professional education are:

Training and retraining of specialists of the appropriate level on the basis of secondary (complete) general, secondary vocational education;

Meeting the needs of the state in qualified specialists with higher education and scientific and pedagogical personnel of the highest qualification;

Training, retraining and advanced training of specialists and managers;

Organization and conduct of fundamental and applied scientific research and other scientific and technical, experimental design work, including on educational issues;

Satisfying the needs of the individual in deepening and expanding education.

In accordance with the legislation of the Russian Federation on education, the following types of higher educational institutions are established: institute, university, academy . These higher educational institutions (each in accordance with its own specifics) implement educational programs of higher professional education; educational programs of postgraduate professional education; carry out training, retraining and (or) advanced training of employees for a certain area of ​​professional, scientific and scientific-pedagogical activity. On the base universities And academies university and academic complexes may be created that unite educational institutions that implement educational programs at various levels, other institutions and non-profit organizations or structural divisions separated from them. Higher educational institutions of any kind (including their branches) may implement educational programs of primary general, basic general, secondary (complete) general, primary and secondary vocational education, as well as additional vocational education if they have the appropriate license.

1.4. Requirements for educational institutions

State registration and licensing. In order to start carrying out its activities, any educational organization must, first of all, obtain the status of a legal entity. This status arises from the moment of state registration and is confirmed by a certificate of state registration as a legal entity. State registration of legal entities - this is an act of the authorized federal executive body, carried out by entering into the Unified State Register of Legal Entities information on the creation, reorganization and liquidation of legal entities, as well as other necessary information about legal entities.

The procedure for registration of legal entities is established by the Federal Law of August 8, 2001 No. 129-FZ “On State Registration of Legal Entities and Individual Entrepreneurs”. The authorized body, within the time limits established by this law, registers an educational institution, of which it notifies the applicant, financial authorities and the relevant state education authority in writing. The certificate of state registration indicates:

Full and abbreviated name of the legal entity (indicating the legal form);

Main state registration number;

Date of registration;

Name of the registering authority.

From the moment of state registration as a legal entity, an educational institution has the right to carry out financial and economic activities provided for by its charter and aimed at preparing the educational process.

State registration is only the first step on the way of an educational institution to the implementation of its main goal of activity - the implementation of the educational and educational process. The right to educational activities arises only from the moment of obtaining the appropriate license.

Licensing of an educational institution is carried out in accordance with the Regulations on the licensing of educational activities, approved by the Decree of the Government of the Russian Federation of October 18, 2000 No. 796). According to paragraph 1 of this Regulation, the activities of educational institutions implementing programs are subject to licensing:

preschool education;

General (primary, basic, secondary (complete) education);

Additional education of children;

professional training;

Professional (primary, secondary, higher, postgraduate, additional) education (including military professional education).

The license is also required for scientific organizations and educational departments of organizations involved in vocational training.

Without a license, educational institutions have the right to provide educational services that are not accompanied by final certification and the issuance of documents on education and (or) qualifications. These services include: one-time lectures; internships; seminars and some other types of training. Licensing is not subject to individual labor pedagogical activity, including in the field of vocational training.

The license for the right to carry out educational activities is issued by the authorized executive body, based on the conclusion of the expert commission. Licenses for the right to conduct educational activities to educational institutions of religious organizations (associations) are issued on the proposal of the leadership of the relevant denomination. The expert commission is created by the authorized executive body, at the request of the founder, and carries out its work within a month. An examination is necessary in order to determine the compliance of the conditions for the implementation of the educational process with established state and local requirements and regulations (for example, sanitary and hygienic standards; conditions for protecting the health of students, pupils and employees and other requirements). The subject of licensing expertise is not: the content, organization and methods of the educational process.

The license issued to an educational institution must indicate:

Name of the authority that issued the license;

Registration number of the license and the date of the decision to issue it;

Name (indicating the legal form) and location of the licensee;

taxpayer identification number (TIN);

The term of the license.

The license must necessarily contain an application where such data are recorded as:

The list of educational programs, directions and specialties of training, for which the right to conduct educational activities is granted, their level (steps) and focus, standard terms of development;

A qualification that will be awarded upon completion of education to graduates by an educational institution that has a certificate of state accreditation;

Control standards and the maximum number of students, pupils, calculated in relation to the standards of full-time education.

It should be remembered that in the absence of such an application, the license is invalidated.

Certification and state accreditation. With the receipt of a license, the second stage of the legislative registration of educational activities is completed. The next steps are certification and state accreditation of the educational institution. Under attestation the form of state-public control over the quality of education in educational institutions is understood. Certification is carried out in order to establish the compliance of the content, level and quality of graduate training with the requirements of state educational standards. The unified procedure for attestation and state accreditation of educational institutions (of all kinds and types) is determined by the Law of the Russian Federation "On Education", as well as the Regulation on the procedure for attestation and state accreditation of educational institutions, approved by order of the Ministry of Education of the Russian Federation dated May 22, 1998 No. 1327. Certification is carried out according to the application of the educational institution by the state attestation commission, as a rule, once every five years. The first attestation of a newly created educational institution is carried out after the first graduation of students, but not earlier than three years from the moment the educational institution receives the appropriate license. The condition for certification of an educational institution issuing a certificate of education is the positive results of the final certification of at least half of the graduates of the educational institution for three consecutive years. Certification of preschool educational institutions, educational institutions for orphans and children left without parental care (legal representatives), special (correctional) educational institutions for students, pupils with developmental disabilities, institutions of additional education, as well as newly created experimental educational institutions is carried out by the relevant state educational authority in the manner prescribed by the model regulations on these educational institutions. The form and procedure for certification, as well as certification technologies and certification criteria are determined by the certification body. A positive conclusion on attestation is a condition for an educational institution to receive state accreditation.

In order for an educational institution to have the right to issue state-recognized documents on the appropriate level of education to its graduates, as well as to use a seal depicting the State Emblem of the Russian Federation, it is necessary to go through the state accreditation procedure and obtain an appropriate certificate. State accreditation of an educational institution- this is a procedure for recognition by the state in the person of its state educational authorities state status of an educational institution(type, type, category of educational institution, determined in accordance with the level and focus of educational programs being implemented). State accreditation of educational institutions is carried out by authorized executive bodies on the basis of an application from an educational institution and a conclusion on its certification.

State accreditation of an educational institution is the final, most important stage on the way to official consolidation and recognition of educational activities. The certificate of state accreditation of an educational institution confirms its state status, the level of educational programs being implemented, the compliance of the content and quality of training of graduates with the requirements of state educational standards, the right to issue state documents to graduates on the appropriate level of education. The certificate of state accreditation issued to preschool educational institutions and institutions of additional education for children confirms the state status of the relevant educational institution, the level of educational programs it implements, and the category of this educational institution. Educational institutions can receive public accreditation in various Russian, foreign and international public educational, scientific and industrial structures. Such accreditation does not entail additional financial obligations on the part of the state.

The certificate of state accreditation shall indicate:

Name of the authority that issued the certificate;

Registration number of the certificate;

Date of issue of the certificate;

Full name (indicating the legal form);

Type and type of educational institution;

Location (legal address) of the educational institution;

The validity period of the certificate itself.

The certificate of state accreditation must have an annex (without which it is invalid), which indicates:

Accredited educational programs (basic and additional) of all levels of education implemented by an educational institution;

Validity period of state accreditation for each implemented educational program;

Qualifications (degrees) that will be awarded to graduates of an educational institution;

Names and location of branches (departments) (if any);

List of accredited programs implemented in each branch (department).

Branches (departments) of educational institutions must also undergo licensing, attestation and state accreditation procedures in accordance with the general procedure established for educational institutions by the Law of the Russian Federation "On Education". Branches (departments) undergo attestation and licensing independently (with obtaining a separate license). State accreditation of branches (departments) is carried out as part of the basic educational institution. Branches of an educational institution that implements the educational program (educational programs) in full through distance learning technologies (with the exception of some classes) in these branches are entitled to undergo certification and state accreditation as part of the educational institution, of which they are separate structural divisions.

Familiarization of the consumer with the charter (regulations) of an educational institution, a license for the right to conduct educational activities, with a certificate of state accreditation and other documents confirming the status of the institution and regulating the organization of the educational process is legal consumer right.

In practice, the question often arises whether the procedures for licensing, attestation and state accreditation are mandatory for organizations engaged in educational activities.

Obtaining a license for the right to carry out educational activities, as already discussed above, is mandatory if an educational institution provides services accompanied by final certification and the issuance of documents on education and (or) qualifications. An organization carrying out educational activities without a license may be held administratively liable under Part 1 of Art. 19.20 of the Code of Administrative Offenses of the Russian Federation (hereinafter referred to as the Code of Administrative Offenses of the Russian Federation) “Carrying out activities not related to making a profit without special permission (license), if such permission (such license) is mandatory (mandatory)”). This offense entails the imposition of an administrative fine on the educational institution in the amount of 100 to 200 times the minimum wage (minimum wage).

State accreditation and certification are not mandatory, but their absence deprives the educational institution and persons intending to receive (receive) education in an unaccredited institution, a number of very significant opportunities:

The right to issue state-recognised education documents to their graduates;

The right to use a seal depicting the State Emblem of the Russian Federation;

The right to enter (transfer) to study at accredited universities without passing their preliminary certification in the form of an external student at an accredited university;

The rights of citizens who combine work with education (applicants or students) and receive secondary and (or) higher professional education for the first time in non-accredited educational institutions, to the guarantees and compensation provided for them by the Labor Code of the Russian Federation (this condition also applies to citizens studying in evening (replaceable) educational institutions that have not passed state accreditation);

Grounds for granting a deferment for military service in accordance with par. 1 sub. "a" paragraph 2 of Art. 24 of the Federal Law of March 28, 1998 No. 53-FZ "On military duty and military service."

State accreditation and certification of an educational institution is not only a fixed state status, it is a confirmation of the level, content and quality of educational programs to the requirements of state educational standards. Do you want to get a quality education, benefits, guarantees and compensations established by the legislation of the Russian Federation? Pay attention to whether the educational institution has documents confirming that it has passed state accreditation and attestation. At the same time, familiarize yourself not only with the certificate of state accreditation, but also with its application, because it determines the list of accredited educational programs and qualifications (degrees) that will be awarded upon graduation from the educational institution. And in no case do not fall for the trick of non-state educational organizations, motivating their lack of state accreditation and attestation by referring to their organizational and legal form.

There are a number of factors to consider when choosing an educational institution.

Firstly, remember that the relationship between a preschool educational institution (regardless of its type) and parents (legal representatives) is governed by an agreement between them, which cannot limit the rights of the parties established by law.

Secondly When choosing a kindergarten or school for your child, as well as a vocational education institution, be aware that the prestige of education and its quality are not identical concepts. The high cost of educational services does not guarantee high quality, and the prestige of an educational organization can only be a well-planned and successfully carried out year after year advertising campaign.

Third When deciding on the choice of an elementary school for your child, it is useful to ask what kind of teacher will carry out the process of education and training, as well as to find out about his professional level, teaching experience, personal qualities, age (this also matters!). There is no need to think that the desire to be informed will be considered immodest and (or) excessive curiosity - this is a normal phenomenon, because the success of the child's education, his adaptation to school largely depends on the personality of the teacher, his professionalism, the ability to find an individual approach.

Fourth, sources of information about educational institutions can be:

Printed media - specialized guides, manuals, newspapers and magazines, brochures, booklets;

Internet;

Television, radio;

Specialized exhibitions and educational fairs;

Territorial educational authorities (consumers sometimes simply do not know that this source can also provide relevant information);

Acquaintances, or other persons who studied (study) in the educational institution about which you need to get information;

Other sources.

Fifth it is desirable not only to perceive information by ear, to assimilate what is read, but also to have your own idea of ​​​​an educational institution through direct visual acquaintance with it. Any details matter: in which microdistrict the educational institution is located; what is the transport accessibility to it; what is located on the adjacent territory and what condition it is in (this is especially important when choosing kindergartens and schools); what classrooms (audiences), play and sleeping rooms (if it is a preschool educational institution), a library, a gym, a dining room look like; what material and technical equipment the institution is equipped with; what is the state of the educational and gaming (for preschool educational institutions) and educational and methodological base. In addition, if an applicant needs housing for the period of study, it should be clarified whether this educational organization has a hostel and what are the living conditions in it.

At sixth , it is necessary to pay attention to the duration (term) of the activity of the educational institution and the status of its founder (this is of particular importance for private educational organizations).

1. Educational is an institution that carries out the educational process, that is, it implements one or more educational programs and (or) provides maintenance and education of students, pupils.

2. Educational institution is a legal entity, created and registered in accordance with the legislation of the Russian Federation.

3. Educational institutions may be state, municipal, non-state (private institutions, including institutions of public associations and religious organizations).

State is educational institution, created by the Russian Federation (hereinafter referred to as the federal state educational institution) or a subject of the Russian Federation (hereinafter referred to as the state educational institution, which is under the jurisdiction of the subject of the Russian Federation).

Municipal is educational institution created by the municipality.

Non-state is educational institution created in accordance with this Federal Law by the owner (citizen (citizens) and (or) legal entity (legal entities), with the exception of the Russian Federation, constituent entities of the Russian Federation and municipalities.

The legislation of the Russian Federation in the field of education applies to all educational institutions on the territory of the Russian Federation, regardless of their organizational and legal forms and subordination.

4. Educational institutions include the following types:

1) preschool;

2) general education (primary general, basic general, secondary (complete) general education);

3) institutions of primary vocational, secondary vocational, higher vocational and postgraduate professional education;

4) institutions of additional education for adults;

5) special (correctional) for students, pupils with disabilities;

6) has become invalid.

7) institutions for orphans and children left without parental care (legal representatives);

8) institutions of additional education for children;

9) other institutions carrying out the educational process.

5. Educational institutions of the same type are subdivided into types defined by federal laws or model regulations on educational institutions relevant types and types that regulate the activities of state and municipal educational institutions. On the basis of such model provisions, the charters of these educational institutions.

Model provisions on educational institutions are approved by the federal executive body authorized by the Government of the Russian Federation.

Model provisions on educational institutions implementing military professional educational programs, and educational institutions implementing educational programs containing information constituting a state secret are approved by the Government of the Russian Federation.

For non-state educational institutions model provisions on educational institutions perform exemplary functions.

5.1. Features of the legal status of Moscow State University named after M.V. Lomonosov and St. Petersburg State University are determined by a special federal law.

6. Type and kind educational institution established by the founder (founders) when creating educational institution and are changed by the decision of the founder (founders).

With state accreditation educational institution(with the exception of Moscow State University named after M.V. Lomonosov, St. Petersburg State University, federal universities) its state status is established, confirming or changing the type and (or) type educational institution.

List of performance indicators educational institution required to establish its state status, is approved by the federal executive body responsible for the development of state policy and legal regulation in the field of education. Criteria for indicators required to determine the type and type educational institution are established by the federal executive body exercising the functions of control and supervision in the field of education, or by the executive body of the constituent entity of the Russian Federation exercising the delegated powers of the Russian Federation in the field of education, in accordance with their competence in the manner established by the Government of the Russian Federation, based on the requirements model provisions on educational institutions relevant types and types, taking into account the information contained in the information systems of state accreditation.

7. In representative offices educational institution educational activities are prohibited.

8. Educational institutions the right to form educational associations (associations and unions), including those with the participation of institutions, enterprises and public organizations (associations). These educational associations are created for the purpose of developing and improving education and act in accordance with their charters. The procedure for registration and activities of these educational associations is regulated by law.