Unfortunately, in the modern world, most people do not reach the possible level of development, and from this the person himself, other people, the state, and society lose a lot.
The right to education - a basic and natural human right - aims to satisfy a person’s need for information and directly for training and education. The need for information and education is on a par with the primary human needs: physiological, to ensure safety and security.
The legal definition of education is given in the preamble of the Law of July 10, 1992 N 3266-1 "On Education", where it is understood as a purposeful process of education and training in the interests of the individual, society, state, accompanied by a statement of the achievement by a citizen (student) of educational levels established by the state (educational qualifications). From the above definition it follows that education is characterized by the presence of two components (processes) - education and training, as well as confirmation of the achievement of the appropriate educational qualification by the student.
It can be noted that education should represent the unity of the processes of learning, upbringing and results.
A more expanded concept of education is contained in the draft Concept of a model Educational Code for the CIS member states.
In it, education is understood as the process of upbringing and training in the interests of the individual, society, and state, focused on preserving, improving and transferring knowledge, transmitting culture to new generations in order to ensure sustainable socio-economic and spiritual development of the country, constant improvement of moral, intellectual, aesthetic and physical state of society.
Education is understood as “a purposeful process of education and training in the interests of the individual, society, and state.”
Education in Russia is a system. In Art. 8 of the Law “On Education” states that education in the Russian Federation is a system. Any system is a form of organization of a certain number of elements, “something whole, representing a unity of regularly located and interconnected parts.”
System (from the Greek systema - a whole made up of parts; connection) - a set of elements that are in relationships and connections with each other, forming a certain integrity, unity. In modern science, the study of systems of various kinds is carried out within the framework of the systems approach, general theory of systems, and various special theories of systems.
The provision of the Law on the systematic nature of Russian education is one of the key ones. Only in the interconnection and consistency of all links of this system is it possible to get rid of unnecessary duplication, “gaps” and inconsistencies between the various levels and educational programs of the Russian educational system and, ultimately, make the educational service high-quality, and the process of providing it to the population effective.
In this regard, V.B.’s remark is correct. Novichkov that the legislator recklessly did not include individuals in the “set of interacting elements” of the education system, because it is the individual, and not society, not the state, who is the root cause, the starting point, the central link of the entire education system, in the absence of which the system itself is not conceivable . The humanistic orientation of the entire legal system of modern Russia, obviously, in the near future will lead to the inclusion of a person in the educational system as an independent subsystem. The introduction of this fourth subsystem will make it possible to more accurately define the rights, obligations and responsibilities of all parties involved in educational legal relations.
One way or another, currently the Russian education system includes three subsystems (or three elements of the system):
Content subsystem. This concept traditionally includes state educational standards and educational programs, since it is these elements that represent the content side of education in a particular country. The presence of detailed and clear standards in all segments of the educational system, as a rule, indicates a highly systematic education as a whole in a given country. According to this indicator, Russia is far from in first place.
Functional subsystem. This subsystem of Russian education includes educational institutions that implement educational programs and state educational standards, regardless of their form of ownership, type and type.
Organizational and managerial subsystem. The organizational and managerial subsystem in Russia is, in the vast majority of cases, three-tier, since responsibility for managing the continuous process of implementing state educational standards is, as a rule, divided between three main management entities - federal government bodies, regional government bodies and local management bodies of educational institutions (administrations of educational institutions). Moreover, such a three-tier management subsystem is also valid for private educational institutions operating in the Russian Federation. The exception is municipal educational institutions - in this case, the organizational and management subsystem is four-tiered: in addition to the three above-mentioned governing entities, municipal education authorities are added, which, within their competence, have the right to give mandatory instructions to the administrations of municipal educational institutions, as well as exercise other powers (Article 31 of the Education Law).
In its structural section, education, as well as training, is a triune process, characterized by such aspects as assimilation of experience, education of behavioral qualities, physical and mental development. Thus, education is determined by certain ideas about human social functions.
According to the Law of the Russian Federation "On Education", Russian education is a continuous system of successive levels, at each of which state, non-state, and municipal educational institutions of various types and types operate:
Preschool;
General education;
Institutions for orphans and children without parental care;
Professional (primary, secondary special, higher, etc.);
Institutions of additional education;
Other institutions providing educational services.
Preschool education is not compulsory and usually covers children from 3 to 6-7 years old.
Comprehensive secondary school. Education from 7 to 18 years. There are different types of schools, including special schools with in-depth study of certain subjects and for educating children with developmental disabilities.
Primary education usually forms part of secondary education, except in small villages and remote areas. Primary school or the first level of general secondary school covers 4 years, with most children entering school at the age of 6 or 7 years.
Basic general education. At the age of 10, children graduate from primary school and move on to secondary school, where they study for another 5 years. After completing the 9th grade, they are issued a certificate of general secondary education. With it, they can apply for admission to the 10th grade of a school (lyceum or gymnasium), or enroll, for example, in a technical school.
Complete general education. After studying for two more years at school (lyceum or gymnasium), the children take final exams, after which they receive a certificate of complete secondary education.
Higher education. Presented by universities, academies and higher institutes. According to the Federal Law of August 22, 1996 No. 125-FZ “On Higher and Postgraduate Professional Education,” the following types of higher educational institutions are established in the Russian Federation: university, academy, institute. Graduates of these educational institutions receive either a specialist diploma (duration of study - 5 years), or a bachelor's degree (4 years), or a master's degree (6 years). Higher education is considered incomplete if the duration of study is at least 2 years.
Professional education. Vocational education, represented by educational institutions of primary, secondary and higher vocational education.
Primary vocational education. Such education can be obtained at vocational lyceums, technical schools or other institutions of primary vocational education after completing the 9th or 11th grades.
Secondary vocational education. Institutions of secondary vocational education include various technical schools and colleges. They are accepted there after 9th and 11th grades.
Higher professional education. Post-higher education system: postgraduate and doctoral studies.
Modern reforms in the field of education, carried out against the backdrop of economic globalization and Russia’s desire to enter a single educational space, are subordinated to the interests of a united Europe, which determines the dependence of states in various areas of public life.
Among the main documents aimed at creating a unified European educational system is the Bologna Declaration, signed in 1999 by the ministers of education of 29 countries.
The basis for the Bologna Declaration was the university charter Magna Charta Universitatum (Bologna 1988) and the Sorbonne Declaration - “Joint Declaration on the Harmonization of the Architecture of the European Higher Education System” (1998), among the main priorities putting forward the ideas of the fundamental principles of a single European space and a single higher education zones for the development of the European continent.
The Bologna Declaration of 1999 (signed by Russia in 2003) defines integration not only in the education systems of European countries, but also in other areas. At the same time, education itself acts as a powerful factor in the rapprochement of national states and the formation of transnational socio-state systems.
As you can see, plans to create a unified educational environment largely determine the goals of not only educational, but also cultural, scientific, economic integration of the states of the European region, and in the future - the construction of supranational states of a homogeneous type of economic management.
Russia's entry into the Bologna process is one of the elements of global influence on the internal policy of the state and at the same time a factor in the transformation of the Russian education system.
In the processes of globalization, Russia's interests in the European region can be significantly opposed to the similar interests of European states. Moreover, in the existing statements of Russia's intentions by the end of the first decade of the 21st century. becoming part of the common European higher education system are bound by political barriers, in which equal partnership in this area can only be granted to countries of the European Union.
On the way to a free educational space, Russia experiences a lot of obstacles, not only external, but internal. The problems lie in finding a model of education reforms that is adequate to a certain historical moment, taking into account not only global processes, but also the interests of sustainable development of Russia in the short and long term.
The task of the domestic education system in modern conditions is to go through the transition period quickly, competently and effectively, to equip Russian citizens with the fundamental and practical knowledge that they need not only today, but will also need in the future.
The development of the Russian education system is determined by world trends of globalization. Socio-economic changes in the country that have occurred over the past 15 years have led to an internal crisis in the educational system.
Russia is taking an active part in creating a unified international educational space. Since the 90s, a broad modernization of the Russian education system has been carried out, aimed at its democratization and development “as an open state-social system.”
The education system in the Russian Federation is a complex of training programs regulated by state education standards and educational networks that implement them, consisting of institutions independent from each other, subordinate to supervisory and management bodies.
How it works
The Russian education system is a powerful combination of four cooperating structures.
- Federal standards and educational requirements that determine the information component of educational programs. There are two types of programs being implemented in the country - general education and specialized, that is, professional. Both types are divided into basic and additional.
The main general education programs include:
- preschool;
- initial;
- basic;
- medium (full).
The main professional programs are divided as follows:
- secondary professional;
- higher professional (bachelor's, specialist's, master's degrees);
- postgraduate vocational training.
The modern education system in Russia involves several forms of education:
- within the walls of classrooms (full-time, part-time (evening), part-time);
- intra-family;
- self-education;
- externship
A combination of the listed educational forms is also allowed.
- Scientific and educational institutions. They function to implement educational programs.
An educational institution is a structure engaged in the implementation of the educational process, that is, the implementation of one or more training programs. The educational institution also provides maintenance and education for students.
The scheme of the education system in the Russian Federation looks like this:
Educational institutions are:
- state (regional and federal subordination);
- municipal;
- non-state, that is, private.
All of them are legal entities.
Types of educational institutions:
- preschool;
- general education;
- primary, general, higher vocational education and postgraduate vocational education;
- military higher education;
- additional education;
- special and corrective training of sanatorium type.
III. Structures performing management and control functions.
IV. Associations of legal entities, public groups and public-state companies operating in the education system of the Russian Federation.
Structure
Institutions are the main link in the education system of the Russian Federation. Educational institutions conduct educational work according to specially developed plans and sets of rules.
It is impossible to briefly describe the education system in the Russian Federation, since it is diverse and consists of different components. But they are all included in a complex designed at each educational level to carry out the consistent development of individual and professional qualitative indicators of the individual. Educational institutions and all kinds of training form the Russian system of continuous education, which combines the following types of training:
- state,
- additional,
- self-education.
Components
Education programs in the pedagogical system of the Russian Federation are holistic documents developed taking into account:
- Federal State Educational Standards, which account for more than 70% of the content of educational programs;
- national and regional requests.
Federal State Educational Standards - Federal State Educational Standards - contain requirements, compliance with which is mandatory for institutions that have state accreditation.
Vocational education
The development of the education system in Russia cannot be imagined without the full formation of personality, which is achieved by mastering deep knowledge, professional abilities, skills and solid competencies in one or more professions. Reforming vocational education is designed to ensure progress for every student.
The main directions for improving vocational education include:
- strengthening and expanding the material basis of vocational education;
- creation of practice centers at enterprises;
- attracting production professionals to training;
- improving the quality of specialist training.
The modern education system in the Russian Federation implies the expansion of the professional component.
Regulations
The main document regulating the activities of educational institutions is the Law “On Education in the Russian Federation” adopted in 2012. It sets out the attitude towards the learning process and regulates its financial component. Since the education system is at the stage of reform and improvement, new decrees and orders appear from time to time, and the list of regulations is constantly updated, but today it includes:
- Constitution of the Russian Federation.
- Target program for the development of education.
- Federal laws “On higher and postgraduate education”, “On amendments to legislative acts on levels of higher professional education”.
- Orders of the Ministry of Education and Science “On parent universities and organizations”, “On the implementation of the Bologna program”.
- Sample provisions on the organization of the educational process.
- The concept of modernization of the education system in Russia.
- Resolution “On cooperation with foreign organizations in the field of education.”
- Model provisions on additional training.
The list also includes laws, regulations, decrees and orders that relate separately to each “floor” of the educational system.
Management of the educational system in the Russian Federation
At the top level is the Ministry of Education and Science, which is engaged in developing the doctrine of the educational sphere and drawing up regulatory documents. Further 
federal agencies and municipal level performers are located. Local government teams monitor the implementation of issued acts in educational structures.
Any management organization has its own clearly defined powers, which are transferred from the highest level to the lowest level, which does not have the rights to implement certain actions in educational policy. This does not mean delegating the right to finance certain activities without agreement with a higher structure.
Inspection of general compliance with legislative provisions is carried out by the state-public education management system in the Russian Federation. The organizations included in it are mainly concerned with the functioning of schools and monitoring the implementation of the principles:
- a humane and democratic approach to management;
- systematicity and integrity;
- truthfulness and completeness of information.
In order for the policy to be consistent, the country has a system of education authorities at the following levels:
- central;
- non-departmental;
- republican;
- autonomous-regional;
- Autonomous district
Thanks to the combination of centralized and decentralized management, it is possible to ensure that administrators and public organizations work in the interests of collectives. This creates a springboard for the implementation of management regulations without duplication and leads to increased coordination of actions of all departments of the educational system.
According to the Law of the Russian Federation “On Education”, Russian education is a continuous system of successive levels, at each of which there are state, non-state, municipal educational institutions of different types and types:
Preschool;
General education;
Institutions for orphans and children without parental care;
Professional (primary, secondary special, higher, etc.);
Institutions of additional education;
Other institutions providing educational services.
State and municipal educational institutions carry out their activities on the basis of standard regulations approved by the Government of the Russian Federation on the relevant types and types of educational institutions. Charters of educational institutions are developed on the basis of standard provisions.
Thus, the educational system combines preschool, general secondary, specialized secondary, university, postgraduate, and additional education, educational institutions of which can be paid or free, commercial and non-profit. All of them have the right to enter into agreements with each other, to unite into educational complexes (kindergarten-primary school, lyceum-college-university) and educational, scientific and production associations (associations) with the participation of scientific, industrial and other institutions and organizations. Education can be obtained part-time or on-the-job, in the form of family (home) education, as well as external studies.
Preschool education
Russian preschool educational institutions in their activities are guided by the Model Regulations on Preschool Educational Institutions, adopted in 1995. In accordance with the Model Regulations (1995), Russian preschool education and its institutions must solve a fairly wide range of tasks from protecting the life and health of children to inclusion to spiritual and moral values in close cooperation with the family in the interests of the full and harmonious development of the child.
Preschool institutions in Russia are characterized by multifunctionality, diversity, freedom in choosing the priority direction of the educational process, and the use of educational programs.
Modern preschool education in Russia has the following types of preschool institutions: kindergarten; kindergarten with priority implementation of one or several areas of children's development (intellectual, artistic, aesthetic, physical, etc.); a compensatory kindergarten with priority implementation of qualification correction of deviations in the physical and mental development of pupils; kindergarten for supervision and health improvement with priority implementation of sanitary, hygienic, preventive and health-improving measures and procedures; a combined type kindergarten (which may include general developmental, compensatory and health groups in different combinations); child development center - a kindergarten with the implementation of physical and mental development, correction and improvement of all children.
Secondary (school) education
General secondary education is the central link of the education system in the Russian Federation which includes: secondary schools; schools with in-depth study of individual subjects; gymnasiums; lyceums; evening schools; educational institutions such as boarding schools; special schools for children with disabilities in physical and mental development; out-of-school educational institutions (children's music and art schools, art schools, choral and choreographic studios, folklore ensembles, children's and youth sports schools, stations for young technicians, leisure centers, etc.).
High school graduates are the main suppliers of the student population to higher education institutions. The expected significant decrease in the number of students (until 2010) allows us to predict the possibility of introducing a new structure and content of general secondary education (Russia, unlike the Baltic countries, Ukraine, Belarus and Moldova, has not switched to 12-year complete secondary education)
Secondary vocational education
Secondary vocational education is aimed at training practitioners in more than 280 specialties and is implemented according to two main professional educational programs: basic level and advanced level. After completing the basic level program, the graduate is awarded the L-technician qualification. An increased level of secondary vocational education provides deepening or expansion of training compared to the basic level (in this case, the duration of training is increased by 1 year). When training is deepened, the graduate is awarded the qualification L-senior technician, when training is expanded - L-technician with additional training in the field - (indicating the specific field: management, economics, computer science, etc.).
The content of educational programs of secondary vocational education is regulated by the State Educational Standard of Secondary Vocational Education (GOS SPO), which consists of 2 parts: the federal component, which determines the national requirements for the minimum content and level of training of graduates, and the national-regional component
The implementation of secondary vocational education is carried out in various forms: full-time, part-time (evening), correspondence, external studies on the basis of basic general education (9 classes of a comprehensive school) or secondary (complete) general education (11 classes of a comprehensive school).
The duration of training for the basic level secondary vocational education program on a full-time basis on the basis of secondary (complete) general education is 2-3 years, depending on the profile of training. The duration of study in full-time and part-time forms is increased by 1 year compared to the period of study in full-time form. When implementing secondary vocational education on the basis of basic general education, the period of study is increased by 1 year compared to the period of study on the basis of secondary (complete) general education.
There are two main types of secondary specialized educational institutions:
1) technical school (school) implementing basic professional educational programs of secondary vocational education at a basic level;
2) a college that provides professional educational programs for secondary vocational education at basic and advanced levels. The implementation of educational programs of secondary vocational education can also be carried out in higher educational institutions.
Persons with secondary vocational education of the relevant profile can receive higher vocational education in shortened accelerated programs: for 1 year - if they have a basic level of secondary vocational education; for 1-2 years - with secondary vocational education of an advanced level.
State and municipal secondary specialized educational institutions and departments of universities included in the system of secondary vocational education are under the jurisdiction of more than 25 federal ministries and departments, as well as constituent entities of the Russian Federation.
Higher professional education
Depending on the number of areas of study for students, universities are divided into universities, academies and institutes. University graduates can have the following qualifications: bachelor, diploma, master in the relevant areas of training (specialties), and the corresponding educational programs can be implemented both continuously and in stages. To a graduate who has passed the final state certification of an accredited educational program, the university issues a state document (diploma) about the level of education and (or) its qualifications.
General characteristics of the prospects for the Russian education system.
The development of the education system of the Russian Federation is directly related to the ongoing social policy in accordance with the “Main directions of socio-economic policy of the Government of the Russian Federation for the long term”, in which the first direction is reforming the development of the education sector.
Main problems of the education system
1. insufficient funding for institutions of higher, secondary and primary vocational education (budget funding is provided at best by 40-50%);
2. poor material and technical support for the educational process (over the past 10 years, almost 90% of educational institutions in the education system have not received funds from the budget for the purchase of new educational and laboratory equipment);
3. low salaries for teachers.
4. the availability of quality education in gymnasiums, lyceums, colleges and universities for capable children from low-income families and remote regions of Russia has become quite problematic, and largely depends not so much on the abilities of children and youth, but on the financial situation of the family (tutoring, paid courses , tuition fees), and for those entering universities - and from the place of residence.
The education system in the Russian Federation is a set of interacting successive educational programs And state educational standards various levels and directions; networks implementing them educational institutions; education authorities and institutions and organizations subordinate to them; associations of legal entities, public and state-public associations carrying out activities in the field of education.
Implemented in the Russian Federation educational programs- this is a document that defines the specifics of the organization of the educational process (content, forms) taking into account the standard of preschool level of education. They are divided into:
1. general education (basic and additional) - aimed at solving the problems of forming a general culture of the individual for life in society, at creating the basis for an informed choice and mastery of professional educational programs (preschool, primary general, basic general, secondary (complete) general education);
2. professional (basic and additional) - aimed at solving the problems of increasing professional and general educational levels, training specialists of appropriate qualifications (primary vocational, secondary vocational, higher vocational, postgraduate vocational education).
The mandatory minimum content of each basic general education program or basic professional educational program (for a specific profession, specialty) is established by the relevant state educational standard - a normative document that states: 1. maximum workload for students; 2. minimum content of image programs; 3. requirements for training a school graduate.
On January 21, 2010, on the opening day of the Year of the Teacher in Russia, Russian President D. A. Medvedev approved the “Our New School” initiative, aimed at a gradual transition to new educational standards, changing the infrastructure of the school network, preserving and strengthening the health of schoolchildren, and developing teachers’ potential and support systems for talented children.
“We are starting to implement the national educational initiative “Our New School,” said D.A. Medvedev. “Today I approved this educational initiative. Its essence and meaning is to create a school capable of revealing the personal potential of children, instilling in them an interest in learning and knowledge, the desire for spiritual growth and a healthy lifestyle, to prepare children for professional activities, taking into account the tasks of modernization and innovative development of the country."
The President emphasized that “this is not a short-term project, but a strategic policy in the field of education, which has been widely discussed in society.”
On January 19, 2010, at a meeting of the council for the implementation of priority national projects and demographic policy, D.A. Medvedev instructed the government to submit an annual summary report on the implementation of the “Our New School” initiative. More than 15 billion rubles have been allocated for its implementation.
The child as a subject and object of the pedagogical process. Individual personality development, social and biological factors of development and its driving forces. Pedagogical anthropology in Russia (K.D. Ushinsky, P.P. Blonsky)
The child as an object and subject of ped. process. In the process of education, the central figure is the one being educated, the pupil. A person is born almost exclusively as a biologist. Society a being capable of entering into relationships with other people, he becomes in the process of development . The formation of people themselves as societies. beings, personality is associated with development in the conditions of societies. beings. Outside of society, without communicating with people, a child cannot become an individual, cannot develop as a person. In this regard, the problem of developing subjectivity in education becomes relevant. process. Object action - person, to whom the action is directed . Subject- the child can act in conditions of manifestation of his own. activity, cooperation and interests. Individual. personal development. First of all, people have developed physical skills. The child’s weight and height change; the weight of the heads increases especially rapidly. brain A person has developed in physiological terms: he has become more complex and stabilized by the end of school. training blood circulation and digestion, nerve processes. activities Changes also occur in a person’s psyche: the speed of the psychic process changes. processes, character is formed, will has developed. The development of a person in social terms is characterized by the complication of relationships with people, with society in general. Biological and social factors in development Social (external) – social environment, educational process and biologist (internal) – inheritance, own. human activity. Depending on the leading factors, there are 3 main ones. concepts of human development: biologist (a person is a natural being and all human behavior is explained by his inherent needs, drives and inclinations from birth), sociologist (person -to be born as a procreative being, and subsequently he is socialized), biosocial (mental processes are of a biological nature, and the direction, interests, ways are social). ). Driving force The development of a person is a contradiction, for example, between the achieved and the required level of knowledge. Thanks to K.D. Ushinsky in the 19th century, the child began to be considered as an object of education from the standpoint of the new science - “ped. anthropology". She studies the anthropologist's laws of development and the formation of the child's image in ontogenesis, i.e. during his individual. life under the influence of parents, teachers, and the media. information, self-education and self-improvement throughout my life. path and search for the meaning of his life, works out ways of fixing this appearance and its changes under the influence of various. factors - nature, socioculture, education. Ushinsky laid the foundations for special studying the person as a learner and educator in order to agree on ped. theory and practice with the nature of man, he was the first to single out his education as leaders. human factor development.. Blonsky, developing the problem of the relationship between biologist and socialist, defended integrity. the process of raising children, taking into account the characteristics of children. period.
The concept of didactics. The emergence and development of scientific didactics (Ya.A. Komensky, I.G. Pestallotsi, A. Disterweg). Education as a value, process and result. Essence, structure and functions of the learning process.
Didactics– the doctrine of education and training of the individual. Pedagogical theory of learning, providing scientific justification for its content, methods and organizational forms. A pedagogical discipline that studies learning at a theoretical level.
Subject of didactics: connection between teaching and learning, their interaction.
The term "didactics" first appeared in the writings of the German educator Wolfgang Rathke (Ratihia) (1571-1635) to denote the art of teaching. In a similar way, didactics was interpreted as “the universal art of teaching everyone everything” Jan Ammos Comenius(1592-1670) - founder of scientific didactics. The work “The Great Didactics” contains a description of the principles of teaching (visuality, consistency, consciousness, accessibility, strength of knowledge, etc.) and the classroom system. He was the first to speak about the need for special training for teachers, formulated by. requirements for the personality of a teacher, proposed the concept of a school academic year with its division into academic quarters, introduced vacations, the concept of a lesson, class. I. Pestallotsi(1746-1827) Work “How Gertrude teaches her children.” He developed a method of elementary education, according to which the educational process should begin with the simplest elements and gradually ascend to more and more complex ones. Founder of the concept of “formal education”: teaching subjects were considered as a means of developing abilities. Developed a methodology for the initial training of children. A.Disterweg(1790-1866) Work “Guide to the Education of German Teachers.” Developed didactics of developmental education. Main The task of teaching is to develop the mental strength and abilities of children. The purpose of the teacher is development. children's amateur performances. The success of the training is ensured. teacher.
Education as a value:
1)State. The moral, intellectual, economic and cultural potential of each state depends on the state of the educational sphere and the possibilities for its progressive development. The Law of the Russian Federation “On Education” states: “The Russian Federation declares the field of education a priority” (Article 1). 2) Public. Education lays the foundations for future changes in society, predetermining its development. Education is designed to educate patriots of Russia, citizens of a legal, democratic state, capable of socialization in a civil society, respecting the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance, respect for the languages, traditions and culture of other peoples. 3) Personal. An individually motivated attitude of a person towards his own education, its level and quality.
Education as a process represents the development by a person in an educational institution or through self-education of a system of knowledge, skills, experience in cognitive and practical activities, value orientations and relationships.
Education as a result– characteristic of the achieved level of education.
Education – a purposeful, specially organized and managed process of interaction between teachers and students, aimed at assimilation of knowledge, abilities and skills, formation of a worldview, development of mental strength and potential capabilities of students.
The structure of the learning process can be represented in two ways:
1) on the activities of the teacher and students: learning process = teaching (teacher activity) ↔ learning (student activity) 2)by components: a) target (idea of the final result); b) substantive (selection of the content of educational material); c) motivational-stimulating (social motives (assessment, marks, praise, creating a situation of success), cognitive motives (game, novelty, interesting historical information)); d) operational and activity-based; d) control and adjustment; e) evaluative-effective.
Functions of the learning process: educational(equipping students with a system of scientific knowledge, skills and abilities and its use in practice); educational(learning always educates, but not automatically, therefore, the implementation of the educational function requires that when organizing the educational process, selecting content, choosing forms and methods, we must proceed from correctly set educational tasks); developing(carried out most effectively with a special focus on interaction between teachers and students on the comprehensive development of the student’s personality).
The concept of the content of education (CO), federal. state images standard (FSES), educational. program, curriculum, curriculum.
There are 3 basic approaches to consider this concept of CO: 1 . CO– pedagogically adapted fundamentals of science studied at school; 2 . CO as a scoop of knowledge and knowledge, which must be mastered by students. Here we will consider the Soviet Union from the point of view. demand; 3(!). CO as a pedagogical adapted social experience of humanity, which is identical in structure to human culture in its entirety. The following types of social experience are distinguished: 1-knowledge about nature, creative activity, technology, etc.; 2-experience is practical. d-ti (experience in implementing known methods of d-ti, including abilities, skills; 3-again creative d-ti; 4-experience in implementing an emotional-value attitude towards the world, society, h-ku, nature. Principles and criteria for selecting the content of general education: 1. principle of compliance with SB in all elements and at all levels of constructing the requirements for the development of society: science, culture and personality; 2 . the principle of a unified content and procedural side of learning; 3 .pr-cip of the structure of the unity of CO at different levels of its formation, i.e. dollars Correspond to other documents with the following documents, which reflect the following: curriculum, curriculum, state educational standards, textbooks and teaching aids, as well as teaching activities, personality studying; 4 .principle of humanitarization SO: “Humanitarianism of EN knowledge” - use of information, texts from the humanities in the natural sciences; 5. principle of fundamentalization of education: science and technology have developed and at each stage the student must learn not just new things, but also the basic level; 6 . the principle of correspondence of the main components of the content of general education to the structure of the basic culture of the individual. CO selection levels: 1st level of general theoretical education - State Educational Standards and curriculum; 2nd level academic subject-curriculum; Level 3 educational material, textbook, teaching aid.
GOS- the norm of the document, the presiding social set of parameters, acting as the state norm of education. GOS determines-1.min CO, 2-max study load, 3-requirements for the level of training of graduates. Federal, national-regional and school compos are registered in the State Educational Standards.
CURRICULUM PLAN- standard document defining the regions and educational institutions studied in a given general institution (institution), their distribution by years of study and number of hours in weeks allocated for the study of each subject in a given class. UCH.PL.formerly 3 types: 1 -basic u.p.; 2 - standard packaging; 3 -unit of general educational institutions, consisting of 2 parts: invariant (federal comp.) and variable (national-regional and school comps).
TRAINING PROGRAM- a standard document, revealing the contents of the educational textbook, the logic of studying the main world ideas, indicating the sequence of topics, questions and the general dosage of time for study them. Types STUDY PR-M:1-type educational pr-ma developed on the basis of the requirements of the State Standards relating to one or another image area. Type-I academic pr-we developed. and approved by the Minister of Education of the Russian Federation and has a recommendatory character; 2-working school developed and approved by the school’s teachers’ council on the basis of a standard educational program; 3-author study.pr-ma takes into account the requirements of the state educational standards, but may contain a different logic for studying the educational subject, their own approaches to the consideration of certain theories, their own point of view regarding the study of individual phenomena and processes. F-qi UCH. PR-WE : 1.descriptive, 2. ideological and ideological, 3. regulating, or organizational and methodological. History is complicated 2 ways to build a training manual:linear – no re-return occurred. to previously studied sections of the program; concentric – the same sections of programs are studied at different levels of study or at different stages of studying the same discipline; In the afterbirth, it’s time to get into practice 3 way: spiral – departmental topics are studied without repetition, and others are repeatedly complicated. Stu-ra educational pr-we: 1 . Title sheet; 2 . Explanatory note (goals, objectives of the educational program, the main idea and logic of its study and specific approaches to its implementation; 3 . Contents of the course (distinguished sections and topics for study, number of hours allocated for studying each section and topic, a brief content of educational material for each section and topic (for EN disciplines + labs and practical work)); 4 .study-theme.planning; 5 . criteria for evaluation.
TEXTBOOKS and TEACHING POS-I must reflect reliable scientific knowledge (facts, theories, laws, concepts, dates, etc.); a certain logic of studying a given educational subject, must form skills, knowledge that can be applied in any situation, reflect worldview ideas, interdisciplinary connections must be indicated , should be oriented, aimed at forming an emotional and value-based attitude towards the world, nature, etc.
Article 10. Structure of the education system
1. The education system includes:
1) federal state educational standards and federal state requirements, educational standards, educational programs of various types, levels and (or) orientations;
2) organizations carrying out educational activities, teaching staff, students and parents (legal representatives) of minor students;
3) federal state bodies and government bodies of the constituent entities of the Russian Federation, exercising public administration in the field of education, and local government bodies, exercising management in the field of education, advisory, advisory and other bodies created by them;
4) organizations providing educational activities, assessing the quality of education;
5) associations of legal entities, employers and their associations, public associations operating in the field of education.
2. Education is divided into general education, vocational education, additional education and vocational training, ensuring the possibility of realizing the right to education throughout life (lifelong education).
3. General education and vocational education are implemented according to educational levels.
ConsultantPlus: note.
On the correspondence of educational and educational qualification levels in the Republic of Crimea and the federal city of Sevastopol, see Art. 2 of the Federal Law of 05.05.2014 N 84-FZ.
4. In the Russian Federation, the following levels of general education are established:
1) preschool education;
2) primary general education;
3) basic general education;
4) secondary general education.
5. The following levels of professional education are established in the Russian Federation:
1) secondary vocational education;
2) higher education - bachelor's degree;
3) higher education - specialty, master's degree;
4) higher education - training of highly qualified personnel.
6. Additional education includes such subtypes as additional education for children and adults and additional vocational education.
7. The education system creates conditions for lifelong education through the implementation of basic educational programs and various additional educational programs, providing the opportunity to simultaneously master several educational programs, as well as taking into account existing education, qualifications, and practical experience when receiving education.
The education system in the Russian Federation is a set of interacting structures, which include:
EDUCATION SYSTEM: CONCEPT AND ELEMENTS
The definition of the concept of an education system is given in Art. 8 of the Law of the Russian Federation “On Education”. It is a set of interacting subsystems and elements:
1) state educational standards of various levels and orientations and continuous educational programs;
2) networks of educational institutions implementing them; 3)
bodies exercising management in the field of education, and institutions and organizations subordinate to them; 4)
associations of legal entities, public and state-public associations carrying out activities in the field of education.
The system-forming factor in this case is the goal, which is to ensure the human right to education. The system under consideration represents a certain integrity, orderliness and interconnection of various parts of the structure of such a complex phenomenon as education. If education is understood as a process of upbringing and training in the interests of the individual, society and the state, then the education system in its most general form can be represented as an ordered set of relations between the subjects of the educational process. The main subject of the educational process is the student. It is no coincidence that in the definition of education given in the preamble of this law of the Russian Federation, human interests are put in first place. All of the above-mentioned elements of the education system are designed to ensure their implementation.
There are three subsystems in the education system: -
functional; -
organizational and managerial.
The content subsystem reflects the essence of education, as well as the specific content of education at a particular level. It largely determines the nature of the relationships between other subsystems and elements of the education system. The elements of this subsystem are state educational standards and educational programs. The functional subsystem covers educational institutions of various types and types that implement educational programs and directly ensure the rights and interests of students. The third subsystem includes educational authorities and institutions and organizations subordinate to them, as well as associations of legal entities, public and state-public educational associations. Obviously, in the context of this legal norm, we mean not educational institutions, but other institutions under the jurisdiction of educational authorities (to denote them, experts use the term “subordinate educational infrastructure”). These can be scientific and research institutes, printing enterprises, publishing centers, wholesale depots, etc. They play a fairly important role in the education system, organizationally ensuring its effective functioning.
The inclusion in the education system of various types of associations that carry out their activities in the field under consideration reflects the state-public nature of education management, the development of democratic institutions and principles of interaction between the state, municipalities, public associations and other structures in the field of education for the most effective implementation of individual rights for development through raising the educational level.
2. Forms, types, levels of education (Articles 10 and 17)
2. The concept of "education".
The term "education" can be considered in different meanings. Education is one of the most important areas of public life. Education is a branch of the social sphere and a branch of the economy. They often talk about education as a qualification requirement when filling certain positions or when concluding an employment contract.
Education is understood as a purposeful process of upbringing and training in the interests of an individual, society, and the state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) established by the state.
Thus, education is a process that meets the following characteristics:
1) purposefulness;
2) organization and controllability;
3) completeness and compliance with quality requirements.
3. Levels of education.
In educational legislation, the concept of “level” is used to characterize educational programs (Article 9 of the Law of the Russian Federation “On Education”) and educational qualifications (Article 27). In Art. 46 provides that the agreement on the provision of paid educational services must, among other conditions, also determine the level of education.
Educational level (educational qualification) is the minimum required volume of educational content, determined by the state educational standard, and the permissible limit of the lower level of mastering this volume of content.
In the Russian Federation, six educational levels (educational qualifications) have been established:
1. basic general education;
2. secondary (complete) general education;
3. primary vocational education;
4. secondary vocational education;
5. higher professional education;
6. postgraduate professional education (clause 5, article 27 of the Law of the Russian Federation “On Education”).
7. additional education.
Achievement of a particular educational qualification must be confirmed by relevant documents. Mastering a certain educational level is a necessary condition for continuing education at a state and municipal educational institution of a subsequent educational level. The presence of professional educational qualifications is a condition for admission to certain types of activities and to occupy certain positions.
We can conclude that the level of education is determined by the level of the educational program being implemented. General education programs are implemented at such levels of education as preschool, primary general, basic general, secondary (complete) general, and professional educational programs - at the levels of primary, secondary, higher and postgraduate education. Additional educational programs (Article 26 of the Law of the Russian Federation “On Education”) are carried out within each level of professional education.
Preschool education (Article 18 of the Law of the Russian Federation “On Education”) pursues the goals of raising young children, protecting and strengthening their health, developing children’s individual abilities and preparing them for school.
General education includes three levels corresponding to the levels of educational programs: primary general, basic general and secondary (complete) education. The objectives of primary general education are the education and development of students, teaching them reading, writing, counting, basic skills of educational activities, elements of theoretical thinking, simple self-control skills, culture of behavior and speech, as well as the basics of personal hygiene and a healthy lifestyle. Primary general education is the basis for obtaining basic general education, which should create conditions for the education, formation and formation of the student’s personality, for the development of his inclinations, interests and abilities for social self-determination. It is the basis for obtaining secondary (complete) general education, as well as for primary and secondary vocational education. Secondary (complete) general education should develop in students an interest in understanding the world around them, their creative abilities, and form the skills of independent learning activities based on the differentiation of learning. At this stage of education, additional subjects are introduced at the student’s discretion in order to realize his interests, abilities and capabilities. This is how the primary vocational guidance of schoolchildren is carried out.
Primary vocational education (Article 22 of the Law of the Russian Federation “On Education”) provides training for skilled workers (workers and employees) in all main areas of socially useful activities on the basis of basic or complete general education.
Secondary vocational education (Article 23 of the Law of the Russian Federation “On Education”) is aimed at training mid-level specialists, satisfying the needs of the individual in deepening and expanding education. The basis for obtaining it can be basic or complete general and primary vocational education. Secondary vocational education can be carried out at two educational levels - basic and advanced. The basic one is implemented according to the main professional educational program, providing training for mid-level specialists, which should include general humanitarian, socio-economic, mathematical, general natural sciences, general professional and special disciplines, as well as industrial (professional) practice.
The duration of training on the basis of basic general education is at least three years. An increased level of secondary vocational education ensures the training of mid-level specialists with an advanced level of qualifications. The main professional educational program at this level consists of two components: a training program for a mid-level specialist in the relevant specialty and an additional training program, which provides in-depth and (or) expanded theoretical and (or) practical training in individual academic disciplines (cycles of disciplines). The duration of study in this case is at least four years. The education document records the completion of in-depth training in the specialty.
Higher professional education (Article 24 of the Law of the Russian Federation “On Education”) is aimed at training and retraining specialists at the appropriate level. It can be obtained on the basis of secondary (complete) education or secondary vocational education.
Basic educational programs of higher education can be implemented continuously and in stages.
The following levels of higher education are established:
Incomplete higher education;
Bachelor's degree;
Training of certified specialists;
Master's degree.
The minimum periods of study at these levels are two, four, five and six years, respectively. The first level is incomplete higher education, which must be carried out as part of the main educational program. Completion of this part of the program allows you to continue higher education or, at the student’s request, receive a diploma of incomplete higher education without final certification. The second level provides training for specialists with a bachelor's qualification. It ends with a final certification and issuance of a corresponding diploma. The third level of higher education can be carried out according to educational programs of two types. The first of them consists of a bachelor's training program in a specific area and specialized research or scientific and pedagogical training for at least two years and ends with a final certification, including a final work (master's thesis), with the assignment of a "master" qualification, certified diploma The second version of the educational program involves preparation and state final certification with the assignment of specialist qualifications (engineer, teacher, lawyer, etc.), which is also confirmed by a diploma.
Postgraduate professional education (Article 25 of the Law of the Russian Federation “On Education”) ensures an increase in the level of education, as well as scientific and pedagogical qualifications on the basis of higher education. It can be obtained in postgraduate, postgraduate and doctoral studies created in educational institutions of higher professional education and scientific organizations. It can also be conditionally divided into two stages: preparation and defense of dissertations for the academic degree of Candidate of Sciences and Doctor of Sciences in the specialty.
Vocational training should be distinguished from vocational education (Article 21 of the Law of the Russian Federation “On Education”), which has the goal of accelerating the student’s acquisition of the skills necessary to perform a specific job. It is not accompanied by an increase in the educational level of the student and can be obtained in educational institutions of primary vocational education and other educational institutions: in interschool educational centers, training and production workshops, training sites (shops), as well as in educational departments of organizations that have the appropriate licenses, and in the form of individual training from specialists who have passed certification and have the appropriate licenses.
Additional education forms a special subsystem, but it is not included in the structure of educational levels, since it is designed to provide additional educational needs of citizens, society and the state.
4. Forms of education.
When defining education as a purposeful process of training and education in the interests of the citizen, society and the state, it is necessary to take into account that it can be received in various forms that best meet the needs and capabilities of the subjects of the educational process, primarily the student. The form of education in the most general sense can be defined as a way of organizing the educational process. Classification of forms of education is carried out on several grounds. First of all, depending on the method of participation of an educational institution in the organization of the educational process, a distinction is made between receiving an education in an educational institution and outside it.
In an educational institution, training can be organized in full-time, part-time (evening), and correspondence forms. The differences between them lie mainly in the volume of the classroom load, or more precisely, in the relationship between the classroom load and the student’s independent work. For example, if in full-time education classroom work should account for at least 50 percent of the total hours allocated for mastering the educational program, then for part-time and part-time students - 20 percent, and for part-time students - 10 percent. This determines other features of the organization of the educational process in different forms of education (in particular, determining the number of consultations, methodological support, etc.).
In recent years, due to the development of information technologies (computerization, Internet resources, etc.), distance educational technologies are becoming increasingly widespread. Educational technologies, implemented mainly using information and telecommunication technologies with indirect (at a distance) or incompletely indirect interaction between a student and a teacher, are called distance learning (Article 32 of the Law of the Russian Federation “On Education”). It provides access to education for those citizens who, for some reason, do not have the opportunity to receive education in traditional forms (those living in remote areas, suffering from certain diseases, etc.). Distance educational technologies can be used in all forms of learning. The procedure for using distance learning technologies was approved by order of the Ministry of Education and Science of the Russian Federation dated May 6, 2005 No. 137. Along with traditional information resources, specialized textbooks with multimedia support, educational videos, audio recordings, etc. are used to support the distance learning process. Current control and intermediate certification can be carried out using traditional methods or using electronic means that provide personal identification (digital electronic signature). Mandatory final certification is carried out in the form of a traditional exam or defense of a thesis. Students undergo practical training as usual, while educational training can be organized using distance technologies. The ratio of the volume of educational, laboratory and practical classes conducted using distance technologies or through direct interaction between a teacher and a student is determined by the educational institution.
Outside the educational institution, family education, self-education and external studies are organized. Only general education programs can be completed in the form of family education. This form of education is relevant for certain categories of students who may experience difficulties in mastering educational programs under normal conditions. It is also possible to receive help from teachers working on a contractual basis or from parents. In any case, the student undergoes intermediate and state final certification at an educational institution.
To organize family education, the parents (other legal representatives) of the student enter into an appropriate agreement with the general education institution, which may provide for the provision of guidance on the development of the general education program by teachers of the institution, the conduct of individual lessons in all or several subjects by teachers of this institution, or their independent mastery. According to the agreement, the educational institution provides the student with free textbooks and other necessary literature for the duration of his studies, provides him with methodological and advisory assistance, provides him with the opportunity to perform practical and laboratory work on existing equipment and carries out intermediate (quarter or trimester, annual) and state certification. The work of teachers whom an educational institution engages to work with students using this form is paid on an hourly basis based on the teacher’s tariff rate. The procedure for recording classes conducted is determined by the educational institution itself.
Parents, together with the educational institution, are fully responsible for the student’s mastery of the educational program. Parents must be paid additional money in the amount of the costs of education for each student at the appropriate stage of education in a state or municipal institution. The specific size is determined based on local funding standards. Payments are made in accordance with the agreement from the educational institution's savings fund. Additional expenses for parents to organize family education,
exceeding established standards are covered by them at their own expense. Parents have the right to terminate the contract at any stage of education and transfer the child to another form of mastering the educational program. An educational institution also has the right to terminate the contract if the student fails at the end of two or more quarters in two or more subjects, as well as in the event of failure at the end of the year in one or more subjects. However, repeated mastery of the program in this form is not allowed.
Self-education is the student’s independent mastery of an educational program. It acquires legal significance only in combination with external studies. External education refers to the certification of individuals who independently master an educational program. Externship is allowed both in the general and vocational education systems. The regulation on obtaining general education in the form of an external study was approved by order of the Ministry of Education of the Russian Federation dated June 23, 2000 No. 1884. Any student has the right to choose an external study as a form of education. To apply for an external study, you must submit an application to the head of the educational institution no later than three months before certification and submit existing certificates of intermediate certification or a document on education. External students are provided with the necessary consultations on academic subjects (including pre-exam) for at least two hours, literature from the institution’s library collection, and the opportunity to use subject rooms for laboratory and practical work. Externs undergo intermediate certification in the manner determined by the institution. If they have passed certification for the full course of a transfer class, they are transferred to the next class, and upon completion of a certain level of training they are allowed to take final certification.
According to a similar scheme (albeit with some peculiarities), professional educational programs are implemented in the form of external studies. For example, the Regulations on external studies in state and municipal higher educational institutions of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation of October 14, 1997 No. 2033, grants the right to receive higher education in this form to persons with secondary (complete) general or secondary vocational education. Admission and enrollment in universities is carried out in accordance with the general procedure. In addition to the student card and grade book, the external student is given a certification plan. It is provided free of charge with sample syllabuses of academic disciplines, assignments for tests and coursework, and other educational and methodological materials. Current certification of external students includes taking exams and tests in disciplines provided for by the main educational program in the chosen field of study or specialty; reviewing tests and coursework, reports on production and pre-diploma internships; acceptance of laboratory, tests, coursework and practice reports. Examinations are administered by a commission of three full-time professors or associate professors, appointed by order of the dean of the faculty. The passing of the exam is recorded by members of the commission. Attached to the minutes are written responses and other written material accompanying the oral response. Other types of ongoing certification are carried out orally. The grade is given in a special certification sheet, which is signed by the members of the commission and endorsed by the head of the department. Positive grades are then entered into the grade book by the chairman of the commission. The final certification of external students is carried out in accordance with the generally established procedure and includes passing state exams and defending a diploma project (work). Certification can be carried out in one or several universities.
In the vocational education system, the right of students to choose certain forms of training may be limited, taking into account the specifics of training in certain specialties. For example, Decree of the Government of the Russian Federation dated April 22, 1997 No. 463 approved the List of specialties, the acquisition of which in full-time, part-time (evening) form and in the form of external studies in educational institutions of secondary vocational education is not allowed; Decree of the Government of the Russian Federation dated November 22, 1997 No. 1473 approved the List of areas of training and specialties in which higher professional education is not allowed to be obtained in correspondence and in the form of external studies. In particular, such lists include some specialties in the field of healthcare, transport operation, construction and architecture, etc.
Educational legislation allows for a combination of various forms of education. At the same time, for all its forms within the framework of a specific basic educational program, a single state educational standard applies.
5. Conclusion.
Thus, education as a system can be considered in three dimensions, which are:
– social scale of consideration, i.e. e. education in the world, country, society, region and organization, state, public and private education, secular and clerical education, etc.;
– level of education (preschool, school, secondary vocational, higher vocational at various levels, institutions of advanced training, graduate school, doctoral studies);
– profile of education: general, special, professional, additional.