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Education in the Russian Federation is characterized. Education system in the Russian Federation

Unfortunately, in modern world Most people do not reach a possible level of development, and this is very much losing the person, other people, the state, society.

The right to education is the main and natural human right - aims to satisfy the need of a person in information and directly in training and upbringing. The need for information and education is at the same level with the primary needs of a person: physiological, in ensuring security 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 a targeted process of education and training in the interests of man, society, a state accompanied by a statement of educational levels established by the state of educational levels (educational centers). From the given determination it follows that education is characterized by the presence of two components (processes) - upbringing and training, as well as confirmation of the achievement of the relevant educational cenza Study.

It can be noted that education should be the unity of learning processes, upbringing and results.

The more expanded concept of education is contained in the project concept of the Model Educational Code for the CIS member states.

It is understood as the process of education and training in the interests of personality, society, states focused on the preservation, improvement and transfer of knowledge, the broadcast of culture to new generations in order to ensure the sustainable socio-economic and spiritual development of the country, continuous improvement of moral, intellectual, aesthetic and The physical condition of society.

Under education is meant "a targeted process of upbringing and training in the interests of man, society, the state."

Education in Russia is a system. In art. 8 of the Law "On Education" it is indicated that education in Russian Federation represents the system. Any system is a form of organization of a certain number of elements, "something integer, which is unity of naturally located and in mutual communication of parts."

System (from Greek. Systema is an integer composed of parts; compound) - a plurality of elements in relations and connections with each other forming a certain integrity, unity. IN modern science The study of various kind systems is carried out within the framework of a systematic approach, the general theory of systems, various special system theories.

The provision of the law on the system of Russian education is one of the key. Only in the interconnection and consistency of all links of this system it is possible to get rid of unnecessary duplication, "breaks" and inconsistencies between different steps and educational programs of the Russian educational system and, ultimately, to make an educational service with high-quality, and the process of providing it to the population is effective.

In this regard, V.B. Novichkova that the legislator did not increasingly involved in the "set of interacting elements" of the education system of individuals, because it is a person, and not society, not a state, is the root cause, the starting point, the central link of the entire education system, in the absence of which the system itself does not think . Humanistic orientation of the entire legal system modern RussiaObviously, 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 determine the rights, duties and responsibilities of all parties involved in educational legal relations.

One way or another, the Russian education system currently includes three subsystems (or three system elements):

Substantive subsystem. This concept traditionally includes government educational standards and educational programs, since it is these elements that represent the meaningful side of education in a particular country. The presence of detailed and clear standards in all segments of the educational system, as a rule, speaks of a high system of education as a whole in a given country. According to this indicator, Russia is far from the first place.

Functional subsystem. This subsystem of Russian education includes educational institutions that implement educational programs and government educational standards, regardless of the form of ownership, type and species.

Organizational and managerial subsystem. The organizational and managerial subsystem in Russia is in the overwhelming majority of cases of three-star, since the responsibility for managing the continuous implementation of state educational standards, as a rule, is divided between the three main management subjects - the federal government bodies, government agencies and local government agencies of educational institutions (administrations of educational institutions). Moreover, such a three-star management subsystem is fair in relation to including private educational institutions operating in the Russian Federation. The exceptions are municipal educational institutions - in this case, the organizational and management subsystem is quadruple: in addition to the three above-mentioned managers, municipal education management bodies are added, which, within their competence, have the right to give the administrations of municipal educational institutions. Required instructions, as well as carry out other powers ( . 31 of the Law on Education).

In its structural cut, education, as, however, training is a triune process characterized by its parties as the assimilation of experience, education of behavior, physical and mental development. Thus, the formation is determined by certain ideas about the social functions of a person.

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

Preschool;

General education;

Institutions for orphans and children left without parental care;

Professional (initial, average special, higher, etc.);

Institutions additional education;

Other institutions providing educational services.

Pre-school education is not mandatory and usually covers children from 3 to 6-7 years.

Secondary secondary school. Training from 7 to 18 years. There are different types of schools, including special schools with in-depth study of individual items and for learning children with disadvantages in development.

Primary education is usually part of secondary education, with the exception of small villages and remote territories. The elementary school or the first level of the overall high school covers 4 years, most children go to school at the age of 6 or 7 years.

Basic general education. In 10 years, children end primary school, go to the middle where they learn for another 5 years. After graduating from the 9th grade, it is issued a certificate of general secondary education. With him, they can apply for their adoption in the 10th grade of the school (lyceum or gymnasium), or to do, for example, in the technical school.

Full overall education. Having studied two years at school (lying or gymnasium), the guys pass the final exams, after which they receive a certificate of full secondary education.

Higher education. Submitted by universities, academies and highest institutions. According to the Federal Law of August 22, 1996 No. 125-FZ "On the Higher and Postgraduate Professional Education" in the Russian Federation, 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 (training period - 5 years), or a bachelor's degree (4 years) or master (6 years). Higher education is considered incomplete if the term of learning amounted to at least 2 years.

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

Primary vocational education. This education can be obtained in professional lyceums, technical schools or other institutions of primary vocational education after the end of the 9th or 11th grades.

Secondary vocational education. Institutions of secondary vocational education include various technical schools, colleges. Take there after the 9th and 11th grades.

Higher professional education. After higher education: graduate school and doctoral studies.

Modern reforms in the field of education conducted against the background of the globalization of the economy and the desire of Russia to enter the unified educational space, are subject to the interests of one European, which determines the dependence of states in various areas of public life.

Among the main documents aimed at creating a unified European educational system, a Bologna Declaration, signed in 1999 by the Ministers of Education 29 countries, is presented.

The base for the Bologna Declaration was served by the University Charter Magna Charta Universitatum (Bologna 1988) and the Sorbonic Declaration - "Joint Declaration on Harmonization of the Architecture of the European System of Higher Education" (1998), among the main priorities, nominating the ideas of the fundamental principles of a single European space and one Higher education zones for the development of the European continent.

1999 Bologna Declaration (signed by Russia in 2003) defines integration not only in education systems european states, but also in other directions. At the same time, the formation itself acts as a powerful factor in the approach of national states and the formation of transnational socio-state systems.

As can be seen, plans to create a single educational environment Significantly determine the objectives of not only the educational, but also cultural, scientific, economic integration of states of the European Region, and in the future - the construction of the supranational states of a homogeneous type of management.

Russia's accession to the Bologna process is one of the elements of the global influence on the domestic policy of the state and at the same time 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 similar interests of European states. Moreover, in the existing statements of the intention of Russia by the end of the first decade of the XXI century. To become part of the general European higher education system are related political barriers, in which equal partnership in this area can be provided only to the countries of the European Union.

On the way to free educational space, Russia is experiencing a lot of obstacles not only external, but internal character. The problems are in finding an adequately defined historical moment of the model of education reforms that take into account not only global processes, but also the interests of the sustainable development of Russia in the nearest and long-term perspective.

The task of the domestic education system in modern conditions It is to pass the transition period quickly, competently and efficiently, to arm Russian citizens with such fundamental and practical knowledge that they need not only today, but will be required in the future.

The development of the Russian education system is determined by the global trends in globalization. Socio-economic changes in the country that occurred in the last 15 years led to the internal crisis of the educational system.

Russia is actively involved in creating a single international educational space. Since the 90s, a wide modernization of the Russian education system is carried out, aimed at its democratization and development "as an open state-public system".

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 orientation;

2) organizations carrying out educational activities, pedagogical workers, students and parents (legal representatives) minors studying;

3) federal state bodies and state authorities of the constituent entities of the Russian Federation, carrying out public administration in the field of education, and local governments, carrying out management in the field of education created by them advisory, deliberative and other bodies;

4) organizations carrying out educational activities, assess 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 (continuing education).

3. General education and vocational education are implemented by education levels.

ConsultantPlus: Note.

On the compliance of educational and educational and qualification levels in the Republic of Crimea and the city of the federal value of Sevastopol, see Art. 2 of the Federal Law of 05.05.2014 N 84-FZ.

4. The following levels of general education are established in the Russian Federation:

1) pre-school education;

2) primary general education;

3) basic general education;

4) secondary general education.

5. The following levels of vocational education are established in the Russian Federation:

1) secondary vocational education;

2) Higher education - undergraduate;

3) Higher education - specialty, master's train;

4) Higher education - training of highly qualified personnel.

6. Additional education includes such subspecies as additional education of children and adults and additional vocational education.

7. The education system creates conditions for continuing education by implementing the main educational programs and various additional educational programs, providing the possibility of simultaneous development of several educational programs, as well as accounting for existing education, qualifications, practical experience in obtaining education.

The education system in the Russian Federation is a combination of interacting structures, including:

Education system: concept and elements

The definition of the concept of the education system is given in Art. 8 of the Law of the Russian Federation "On Education". It is a combination of intrinsic subsystems and elements:

1) state educational standards of various levels and focus and continuity educational programs;

2) networks implementing their educational institutions; 3)

bodies engaged in education in the field of education and subordinate to them institutions and organizations; four)

associations of legal entities, public and state-social associations carrying out activities in education.

The system-forming factor in this case is a goal, which is to ensure human right to education. The system under consideration is a certain integrity, orderliness and relationship different parts Structures of such a complex phenomenon like education. If education is understood as the process of upbringing and learning in the interests of man, society and the state, the system of education in the 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 a trainee. It is no coincidence in determining the formation given in the preamble of the specified law of the Russian Federation, the interests of a person are put on the first place. All the named elements of the education system are designed to ensure their implementation.

Three subsystems can be distinguished in the education system: -

functional; -

organizational and managerial.

The informative subsystem reflects the essence of education, as well as a specific content of this or that level. It largely determines the nature of the relationship between the rest of the 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 species that implement educational programs and directly ensure the rights and interests of students. The third subsystem includes the bodies of education and subordinate institutions and organizations, as well as associations of legal entities, public and public-public associations of educational orientation. Obviously, in the context of this legal norm, there are no educational, and other institutions that are managed by education management bodies (for their designation, specialists apply the term "subordinate infrastructure of education"). These can be scientific and research institutes, printing enterprises, publishing centers, wholesale bases, etc. In the education system, they play a rather important role, organizationally ensuring its effective functioning.

Inclusion in the education system different species associations that operate in the sector under consideration reflects the state-public nature of education management, the development of democratic institutions and the principles of the interaction of the state, municipalities, public associations and other educational structures in order to make the most effective realization of the identity of the development through an increase in the educational level.

2. Forms, species, levels of education (Art 10 and 17)

2. The concept of "education."

The term "education" can be considered in different values. Education is one of the most important areas of social life. Education is the social sphere industry and the economy industry. Often talking about education as a qualifying requirement when substituting certain positions, when concluding an employment contract.

Under education is a targeted process of education and training in the interests of man, society, the state, accompanied by a statement of achieving a citizen (educational) established by the state educational levels (educational qualities).

Thus, education is a process that meets the following features:

1) focus;

2) Organizations and handling;

3) Completion and compliance with quality requirements.

3. Education levels.

In educational legislation, the concept of "level" is used to characterize educational programs (Art. 9 of the Law of the Russian Federation "On Education"), educational centers (Art. 27). In art. 46 It is envisaged that the Treaty on the provision of paid educational services should also determine the level of education among other conditions.

The educational level (educational qualification) is the minimum required amount of education, determined by the state educational standard, and the permissible limit of the lower level of development of this volume of content.

The Russian Federation has six educational levels (educational centers):

1. Basic general education;

2. Average (full) general education;

3. Primary vocational education;

4. secondary vocational education;

5. Higher vocational education;

6. Postgraduate vocational education (paragraph 5. Art. 27 of the Law of the Russian Federation "On Education").

7. Additional education.

Achieving this or that educational cencing is necessarily confirmed by the relevant documents. The development of a certain educational level is a prerequisite for continuing training in the state and municipal educational institution of the subsequent educational level. The presence of professional educational censes is a condition for admission to certain types of activities, to the occupation of certain positions.

It can be concluded that the level of education is determined by the level of the educational program being implemented. Community programs are implemented at such levels of education as preschool, primary general, the main general, secondary (full) general, and professional educational programs - at the levels of primary, medium, higher and postgraduate education. Additional educational programs (Art. 26 of the Law of the Russian Federation "On Education") are carried out within each level of vocational education.

Pre-school education (Art. 18 of the Law of the Russian Federation "On Education") pursues the goal of education of children of early age, the protection and strengthening of their health, the development of individual abilities of children and prepare them for school training.

General education includes three stages corresponding to the levels of educational programs: the initial general, the main general and secondary (full) education. The tasks of primary general education are the upbringing and development of students, learning them to read, writing, account, the main skills of educational activities, elements of theoretical thinking, the simplest skills of self-control, culture of behavior and speech, as well as the basics of personal hygiene and healthy image Life. Primary general education is a base for the acquisition of basic general education, which should create conditions for education, the formation and formation of the personality of the study, for the development of his inconsistencies, interests and abilities to social self-determination. It is a base for obtaining medium (complete) general education, as well as for primary and secondary vocational education. The average (full) general education should develop in the study of interest in the knowledge of the surrounding world, their creative abilities, form the skills of independent training activities on the basis of learning differentiation. At this stage of learning, additional items are introduced on the choice of the trainee itself in order to implement its interests, abilities and opportunities. Thus, the primary professional orientation of schoolchildren is carried out.

The initial vocational education (Art. 22 of the Law of the Russian Federation "On Education") provides training for workers of qualified labor (workers and employees) in all major areas of socially useful activities based on basic or complete general education.

The secondary vocational education (Art. 23 of the Law of the Russian Federation "On Education") is aimed at the preparation of middle-level specialists, meeting the needs of the personality in the deepening and expansion of education. The base for it may be the main or complete general and primary vocational education. Average vocational education can be carried out at two educational levels - basic and elevated. Basic is implemented according to the main professional educational program, which ensures the training of middle-level specialists, which should include general humanitarian, socio-economic, mathematical, common natural-scientific, general professional and special disciplines, as well as production (professional) practice.

The term of study on the basis of basic general education is at least three years. Increased level of secondary vocational education provides training of middle-level specialists in high levels of qualifications. The main professional educational program at this level consists of two components: a mid-link specialist training program for the relevant specialty and additional training program, which provides for in-depth and (or) extended theoretical and (or) practical training on individual academic disciplines (disciplines cycles). The term of study in this case is at least four years. The education document makes an entry on the passage of in-depth training in the specialty.

Higher Professional Education (Art. 24 of the Law of the Russian Federation "On Education") is aimed at the preparation and retraining of specialists of the relevant level. It can be obtained on the basis of medium (full) education or secondary vocational education.

The main educational programs of higher education can be implemented continuously and in steps.

The following steps of higher education are established:

Incomplete higher education;

Undergraduate;

Preparation of graduate specialists;

Master.

The minimum training deadlines on these steps are two, four years, five and six years, respectively. The first level is incomplete higher education, which should be carried out in terms of the main educational program. The completion of this part of the program allows to continue higher education or, at the request of the student, without the final certification, get a diploma of incomplete higher education. The second level ensures the training of specialists with the qualification "Bachelor". It is completed by the final certification and issuance of the appropriate diploma. The third level of higher education can be carried out on the educational programs of two types. The first of them consists of a bachelors training program at a certain direction and specialized research or scientific and pedagogical training in the amount of at least two years and is completed by the final certification, including the final work (master's dissertation), with the award of the qualification "Master" certified diploma. The second version of the educational program involves the preparation and state final certification with the award of the skills of a specialist (engineer, teacher, lawyer, etc.), which is also confirmed by the diploma.

Postgraduate vocational education (Art. 25 of the Law of the Russian Federation "On Education") provides an increase in the level of education, as well as scientific, pedagogical qualifications based on higher education. It can be obtained in postgraduate, adjuncture and doctoral studies created in educational institutions of higher professional education and scientific organizations. It can also be divided into two steps: preparation and protection of dissertations for scientific degree Candidate of Science and Doctor Sciences in the specialty.

Professional education should be distinguished from vocational training (Art. 21 of the Law of the Russian Federation "On Education"), which is aiming the goal - the accelerated acquisition of the student skills necessary to fulfill certain work. It is not accompanied by an increase in the educational level of the studying and can be obtained in educational institutions of primary vocational education and other educational institutions: in intershotok training plants, educational workshops, training sections (shops), as well as in educational units of organizations with relevant licenses, and In the order of individual training from specialists who have passed certification and having relevant licenses.

Additional education forms a special subsystem, but it is not included in the structure of education levels, since it is intended to provide additional educational needs citizens, society and state.

4. Forms of education.

Determining the formation of as a targeted process of learning and education in the interests of a citizen, society and state, it is necessary to take into account that it can be obtained in various forms that most fully meet the needs and capabilities of the subjects of the educational process, first of all the learning. The form of education in the general sense can be defined as a way of organizing the educational process. The classification of formation forms is carried out in several grounds. First of all, depending on the method of the participation of an educational institution in organizing an educational process, education in an educational institution is distinguished and outside.

In an educational institution, training can be organized by full-time, part-time (evening), correspondence forms. The differences between them are mainly in the volume of the audit load, more precisely - in the ratio between the audit load and independent work studying. For example, if with a full-time form of training for the audit work, at least 50 percent of the entire amount of hours, allocated to master the educational program, then for students in part-in-block form - 20, and in correspondence - 10 percent. This causes other features of the organization of the educational process to different forms learning (in particular, determining the number of consultations, methodological support, etc.).

IN last years In connection with the development information technologies (Computerization, Internet resources, etc.) The remote educational technologies are becoming increasingly distribution. Educational technologies implemented mainly with the use of information and telecommunication technologies with mediated (at a distance) or not fully mediated interaction of the student and pedagogical worker are called remote (Art. 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 (living in remote areas, suffering from those or other diseases, etc.). Remote educational technologies can be used with all forms of training. The procedure for using distance educational technologies was approved by the Order of the Ministry of Education and Science of the Russian Federation of May 6, 2005 No. 137. Along with traditional information resources to ensure the process distance learning Specialized textbooks with multimedia accompanies, educational videos, audio recordings, etc. The current control and intermediate certification can be carried out by traditional methods or using electronic means providing identification of the individual (digital electronic signature). Mandatory summary certification is carried out in the form of a traditional exam or protection of thesis. Manufacturing practices Educational practices are held as usual, while training can be organized with the use of remote technologies. The ratio of the amount of training, laboratory and practical classes using remote technologies or by directly interaction between the pedagogical worker with the student is determined by the educational institution.

Outside the educational institution, family education, self-education and externalation are organized. In the form of family education, only secondary programs can be mastered. This form of education is relevant for certain categories of students who may experience difficulties in the development of educational programs under normal conditions. It is also possible to obtain assistance to teachers working on a contractual basis, or parents. In any case, the study passes intermediate and state final certification in an educational institution.

For family education, parents (other legal representatives) of the student conclude with a general educational institution a corresponding agreement, which may include providing guidelines for the development of an educational program by teachers of the institution, conducting individual classes for all or several subjects of the teachers of this institution or their independent development. The educational institution according to the Treaty provides textbooks and other necessary literature on the tutorial for free, provides him with methodological and advisory assistance, provides the ability to perform practical and laboratory work On existing equipment and performs intermediate (fourth or trimester, annual) and state certification. The work of teachers whom the educational institution attracts to work with the student under this form is paid on the terms of hourly payment on the basis of the teacher's tariff rate. The procedure for taking into account the exercises is determined by the educational institution itself.

For the development of educational educational programs, parents together with the educational institution are responsible in full. Parents should pay additional funds in the amount of the cost of the formation of each study at the corresponding stage of education in the state or municipal institution. The specific amount is determined based on local financing standards. Payments are made in accordance with the treaty from the Educational Institution Funds Fund. Additional expenses of parents on the organization of family education,

exceeding the established standards are covered by them at their own expense. Parents have the right at any stage of training to terminate the contract and translate the child to another form of mastering the educational program. The educational institution also has the right to terminate the contract in case of failure of students in two or more quarters on two or more subjects, as well as in case of failure to commend the year on one or more subjects. In this case, the re-mastering of the program is not allowed in this form.

Self-forming is an independent development of the educational educational program. It acquires legal importance only in combination with external. Under the externalate it is understood as certification of persons who independently developing an educational program. External is allowed both in the system of general and in the system of vocational education. The provision on obtaining general education in the form of externalation was approved by the Order of the Ministry of Education of the Russian Federation of June 23, 2000 No. 1884. Any learning entitled to elect an external as a form of learning. For the design of the externalation, it is necessary to submit an application to the head of the general education institution no later than three months before the certification and submit an existing certificate of interim certification or a document on education. Externally provided the necessary advice on educational subjects (including pre-examination) in a volume of at least two hours, literature from the library fund of the institution, the ability to use subject rooms for conducting laboratory and practical work. Externally undergo intermediate certification in the manner determined by the institution. If they have passed the certification for the full course of the translation class, they are transferred to the next class, and at the end of a certain level of learning, admit to the final certification.

According to a similar scheme (though, with some features), professional educational programs are implemented in the form of external. For example, the provision on external in state, municipal higher educational institutions The Russian Federation, approved by the Order of the Ministry of Education of the Russian Federation dated October 14, 1997 No. 2033, provides the right to receive higher education in such a form of persons having a secondary (full) general or secondary vocational education. Reception and enrollment in universities are carried out in general. In addition to the student ticket and a test book, an attestation plan is issued. It is provided with free software academic disciplines, assignments for control and term papers, other educational materials. The current certification of externals includes receiving exams and tests on the disciplines provided for by the main educational program in a selected direction of training or specialty; reviewing control and coursework, reports on industrial and pre-diploma practitioners; Reception of laboratory, control, coursework and practice reports. The reception of the exams is carried out by the Commission from three staffing professors or associate professors appointed by the decade of the Dean of the Faculty. The exam passage is logged by members of the Commission. The protocol is attached written answers and another written material accompanying the oral response. Other types of current certification are carried out orally. The assessment is exhibited in a special attestation statement, which is signed by members of the Commission and is visited by the head of the department. Positive estimates are then affixed by the Chairman of the Commission in the credit book. The final certification of externals is carried out in the general order and provides for the delivery of state exams and the protection of the graduation project (work). Certification can be carried out both in one and in several universities.

In the system of professional education, the right of students to choose from individual forms of training may be limited taking into account the specifics of training according to certain specialties. For example, a decree of the Government of the Russian Federation of April 22, 1997 No. 463 approved a list of specialties, the receipt of which in part-in-country (evening) form and in the form of external in educational institutions of secondary vocational education is not allowed; Decree of the Government of the Russian Federation of November 22, 1997 No. 1473 approved a list of areas of preparation and specialties, for which it is not allowed to obtain higher vocational education in absentia and in the form of external. In particular, such lists include some specialty in the field of health, operation of transport, construction and architecture, etc.

Educational legislation allows a combination of various forms of education. At the same time, for all its forms, within the framework of a particular basic educational program, there is a single state educational standard.

5. Conclusion.

Thus, education as a system can be viewed in three dimensions, which is supported by:

- social scale of consideration, t. e. Education in the world, country, society, region and organization, public, public and private education, secular and clerk education, etc.;

- stage of education (preschool, school, secondary professional, higher professional with different levels, advanced training institutions, graduate school, doctoral studies);

- Education profile: general, special, professional, additional.

1. The education system includes:

1) federal state educational standards and federal state requirements, educational standards, educational programs of various types, levels and / or orientation;

2) organizations carrying out educational activities, pedagogical workers, students and parents (legal representatives) minors studying;

4) organizations carrying out educational activities, assess the quality of education;

5) associations of legal entities, employers and their associations, public associations operating in the field of education.

3. General education and vocational education are implemented by education levels.

4. The following levels of general education are established in the Russian Federation:

1) pre-school education;

4) secondary general education.

5. The following levels of vocational education are established in the Russian Federation:

3) Higher education - specialty, master's train;

4) Higher education - training of highly qualified personnel.

6. Additional education includes such subspecies as additional education of children and adults and additional vocational education.

7. The education system creates conditions for continuing education through the implementation of the main educational programs and various additional educational programs, providing the possibility of simultaneous development of several educational programs, as well as accounting for existing education, qualifications, practical experience in obtaining education.

Comment to Art. 10 of the Law "On Education in the Russian Federation"

Commented provisions are not new to domestic educational legislation, since the norms on the structure of the education system contained the system-forming acts of educational legislation: and the Law on Higher Education (Article 4). Meanwhile, in the article under consideration, the corresponding provisions of these regulations are somewhat redesigned and synthesized into the regulatory material, taking into account the multi-level education nature.

1. In the commented law, a new approach to the definition of a system of education, taking into account changes in the system of educational relations in general, is proposed. It lies in the fact that:

first, the system of education includes all types of existing sets of mandatory requirements for education: federal state educational standards, federal state requirements, as well as educational standards and educational programs of various types, level and (or) orientation.

In order to ensure the quality of education, the legislator provides for: federal state educational standards for major general educational and professional programs, including for preschool educationwhich was not previously provided. However, this does not mean the need for certification for students at this level. The law introduces a ban on the conduct of both the intermediate and final certification of students in preschool educational organizations;

federal state requirements - for additional prefest programs;

educational standards - for educational programs of higher education in cases stipulated by the commented law or decree of the President of the Russian Federation. The definition of the educational standard is given in paragraph 7) Art. 2 of the law N 273-FZ, but we discover its more accurate interpretation in Art. 11 of the law (see).

Educational programs are also included in the education system, since a complex of basic characteristics of education and organizational and pedagogical conditions are also included. This allocation is due to the fact that in case there are either federal state educational standards, or federal state requirements, or educational standards, the educational program is drawn up on their basis. In the event that the specified are missing (according to additional general and with certain features, according to additional professional programs * (14); Vocational training programs are developed on the basis of established qualifying requirements (professional standards), educational programs are the only set of requirements for obtaining this kind of education. .

Secondly, the education system includes, along with organizations that carry out educational activities, also pedagogical workers, students and their parents (legal representatives) (up to the age of adulthood of the student), which makes them full participants in the educational process. Of course, such a position should be supported by specific rights and guarantees for such subjects. To this end, the legislator introduces Chapter 4 dedicated to the student and their parents, and dedicated to pedagogical, leadership and other employees of organizations engaged in educational activities (and).

Thirdly, the education system includes along with the authorities carrying out management in the field of education at all levels of government created by them advisory, deliberative and other bodies. The sign of the jurisdiction is not allocated, instead of it, a sign of the body creation by the body carrying out management in the field of education is introduced. The fundamental differences does not carry such a replacement. At the same time, the former formulation of "institutions and organizations" could not allow, for example, public advice to the education system.

Fourth, the education system includes organizations engaged in educational activities, assess the quality of education. The specified is explained by the need to understand the education system as a single inseparable process of movement of knowledge from the teacher (educational organization) to the student. This process includes estimated information processing centers, and attestation commissions, etc. This circle does not include individuals (experts, public observers, etc.).

Fifth, in addition to associations of legal entities, public associations in addition to associations of legal entities, public associations are associated with employers and their associations operating in education. This position is due to the activating direction of integration of education, science and production; Understanding education as a process ending with employment and orientation in this regard to the requests of the labor world. Employers participate in the work of educational and methodological associations (), are involved in conducting state final certification for the main professional educational programs, to conduct a qualifying exam (the result of vocational training) (,); Employers, their associations are entitled to conduct vocational and public accreditation of professional educational programs implemented by an organization engaged in educational activities and draw up on this basis ratings ().

Clause 3 of Commented Article 10 of the Law on Education in the Russian Federation introduces a system of education species, divided into general education, vocational education, additional education and vocational training.

Professional training, despite, it would seem, the missing "effect" of educational activities - an increase in the educational qualification of the student, implies the need to master the educational program of secondary general education, if it is not mastered.

This system should allow to implement the educational needs of a person throughout life, that is, not only the opportunity to get an education at any age, but also to get another profession (specialty). For this purpose, a variety of educational programs are introduced.

The system of education levels is changed, according to which the structure of general education includes:

1) pre-school education;

2) primary general education;

3) basic general education;

4) secondary general education;

In the structure of vocational education:

1) secondary vocational education;

2) Higher education - undergraduate;

3) Higher education - training of a specialist, magistracy;

4) Higher education - preparation of scientific and pedagogical personnel.

The main innovation is that: 1) pre-school education is included as a first level of general education; 2) primary vocational education is not standing out as a level; 3) Higher vocational education absorbs training of scientific and pedagogical personnel (previously implemented in the framework of postgraduate vocational education).

The change in education levels is caused by the prescriptions of the Bologna Declaration, the International Standard Classification of Education.

The question arises: what are the consequences of changing the system of education levels?

Modernization of the education levels system affects the system of educational programs and types of educational organizations.

Changes in educational programs repeat the corresponding changes in education levels.

Punching at first glance looks like the introduction of pre-school education into the system of education levels. According to the rule, this implies the presence of federal state educational standards with confirmation of the results of the development of the pre-school educational program in the form of final certification. However, in this situation, the law provides for a "large" exception to the rule, which is justified, given the level of psycho-physical development of children in such an early age. The development of educational programs of pre-school education is not accompanied by intermediate certifications and the final attestation of students. That is, confirmation of the fulfillment of the requirements of federal state educational standards should be expressed not in the form of checking knowledge, skills, skills of pupils, and in the form of reporting workers of the preschool educational organization on the work done to implement the requirements of the standard. Pre-school education is now the first level of education, but the legislator does not introduce it as a mandatory.

Law N 279-FZ now provides primary general education, basic general education and secondary education as separate levels of education. In the former law N 3266-1, they were the steps of education.

Since the level of initial vocational education "falls", it is replaced by two programs introduced into secondary vocational education, which are a successful combination of skills in primary vocational education with knowledge and skills necessary to fulfill work, requiring the level of secondary vocational education. As a result, the main programs of secondary vocational education are divided into training programs for qualified workers and programs for training middle-level specialists.

The change in the higher education system leads to its separation into several sublevels:

1) undergraduate;

2) training of a specialist, graduate;

3) Preparation of scientific and pedagogical personnel.

The term "professional" itself is no longer applied to higher education, the latter is still in the system of vocational education.

Bachelor's already familiar to us, graduate and specialty retain their legal importance, neighboring now with the preparation of scientific and pedagogical personnel. The specialty, as an educational program, is envisaged where the normative term for the development of the educational program at a specific preparation direction cannot be reduced.

It should be noted that in the system of formation levels, the selection of sublevels is dictated by different tasks. If we talk about high school, then the acquisition of primary education is considered as incomplete education and parents are obliged to ensure the receipt of children of the initial, basic general and secondary general education. These levels are mandatory levels of education. Students that have not mastered the main educational program of the initial general and (or) basic general education are not allowed to study at the following levels of general education. The requirement of the obligation of secondary general education in relation to a specific learner remains strength until it reaches the age of eighteen, if the appropriate education was not received earlier.

The selection of supremes in higher education is dictated by the need to designate the independence of each of them and self-sufficiency. Each of them is evidence of higher education without "subjunctive ignition." Judicial practice on this occasion based on the 1992 Education Law, as follows to the estimation of undergraduate, as the first level of higher education, is insufficient for classes, requiring high training, such as judges. This approach is implemented in the entire system of courts of general jurisdiction, including the Supreme Court of the Russian Federation * (15).

From here, the concept of incomplete higher education may only apply to the fact of an incomplete regulatory term for the development of a particular educational program of a certain level of education. Therefore, when the educational program is not fully developed at a specific preparation direction, it is impossible to talk about the passage of a particular level of education with the issuance of a document on education, which confirms the judicial practice * (16).

It should be noted that in regional legislation there are examples of ranking depending on the "level" of education (specialist, master), for example, wage coefficients. This practice is recognized in inappropriate legislation, since in this case the provisions of Part 3 of Art are not taken into account. 37 of the Constitution of the Russian Federation, Art. and 132 of the Labor Code of the Russian Federation prohibiting discrimination in the field of labor, including discrimination in establishing and changing the conditions for remuneration.

Following the logic that each of the "species" of the level of higher education, whether undergraduate, a specialty or magistracy confirms the completed cycle of education, characterized by a certain unified set of requirements (Art. 2 of the Law, "Basic Concepts"), no restrictions Be set for one of the species compared to another.

However, this statement requires clarification: certain restrictions are already provided for by the law itself. What regulatory prescriptions it follows? We discover the answer in Art. 69 "Higher Education", which says that persons with secondary general education are allowed to master the undergraduate programs or programs of the specialist (types of equivalent).

Persons having a higher education of any level are allowed to master the magistracy programs. Thereby emphasizes the higher position of the magistracy in the hierarchy of higher education.

However, we further see that the preparation of scientific and pedagogical personnel in graduate school (adjuncture), the ordinature, an internship assistant, is possible by persons who have no lower education (specialty or graduate). That is, in this case, we see that the finishing specialty corresponds to the level of its preparation of the magistracy. But the preparation of scientific and pedagogical personnel is the next level of higher education.

Thus, the education system according to the Education Act is a unified system, starting with pre-school education and ending with the preparation of scientific and pedagogical personnel, as the necessary level of education for the occupation of certain types of activities or individual posts (for example, the residency).

The change in education levels has led to a change in the types of educational organizations: the expansion of opportunities to create various types of organizations engaged in training. In addition to the actively educational are actively involved in the education system, according to the law, organizations that have educational units in their structure.

Additional education is a type of education and includes such subspecies as additional education of children and adults and additional vocational education. Each of them involves the implementation of individual educational programs.

Additional educational programs include:

1) Additional general education programs - additional overall programs, additional prefigation programs;

2) Additional professional programs - advanced training programs, professional retraining programs.

The allocation of various types of educational programs, including within the framework of additional education, allows for continuity of education throughout life. The proposed system of educational programs provides the possibility of simultaneous development of several educational programs, accounting for the existing education, qualifications, practical experience in obtaining education, training on a reduced learning program.

- pre-school;
- general education;
- institutions for orphans and children left without parental care;
- Professional (initial, average special, higher, etc.);
- institutions of additional education;
- Other institutions that provide educational services.

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

successful educational programs of various levels and focus, federal state educational standards and federal state requirements;

The educational program determines the content of the formation of certain levels and / or orientation. The following educational programs are being implemented in the Russian Federation:

1) general education (main and additional, including additional prefest educational programs in the field of arts);
2) professional (main and additional);
3) vocational training.

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

Forms of education - full-time and correspondence.

Standards

The Russian Federation establishes federal state educational standards, which are a set of requirements that are mandatory in the implementation of the main educational programs of the initial general, basic general, secondary (full) general, primary professional, secondary vocational and higher professional education educational institutions that have state accreditation.

Educational standards and requirements must provide:

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

Improving the education system we have in a notebook, but not according to didactics, but on the theory of the organization of the process. Recently recorded)

Typology of educational institutions.

1. Kindergarten

The pre-school educational institution provides education, training, leaving, care and recovery of children aged 2 months to 7 years.

The main tasks of the pre-school educational institution are:

protection of life and strengthening the health of children;

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

carrying out the necessary correction of deviations in the development of the child;

the admission of children to universal values;

interaction with family to ensure full-fledged child development

2. The type "general education institution" is divided into types: initial general educational school; basic secondary school; Average (full) secondary school, including in-depth study of individual items; Lyceum; Gymnasium; Evening (replaceable) secondary school; education Center; Open (replaceable) secondary school; Evening (replaceable) secondary school with correctional institutions (ITU) and educational and labor colonies; Cadet school.
3. Educational institution for orphans and children remaining without parental care. Types of educational institutions for orphans remaining without parental care:

orphanage (for early children (from 1.5 to 3 years), preschool, school agemixed);

children's house school, boarding school for orphans and children left without parental care;

special (correctional) orphanage for orphans and children left without parental care, development deviations;

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

The main tasks of the institution:

creating favorable conditions close to homemade, contributing to mental, emotional and physical Development personality;

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

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

ensuring security and strengthen the health of pupils;

protection of the rights and interests of pupils.

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

Suvorov Military School;

Nakhimov naval school;

Cadet (Sea Cadet) Corps.

2) Sanatorium Healthcare Institution for Children in need for long-term treatment

Sanatorium and forest school;

Sanatorium boarding school;

Sanatorium orphanage for orphans and children left without parental care.

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

Special educational school;

Special vocational school;

Special (correctional) secondary school for children and adolescents with deviations in the development committed a socio-dangerous act.

4) Special (Correctional) Educational Institution for Trainers, Pupils with Deviations in Development

Special (correctional) primary school-kindergarten (depending on the deficiencies in the development of the words "for deaf", for the blind, "for mentally retarded" and other children);

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

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

5) Educational institution for children in need of psychological and pedagogical and medical and social assistance

Center for diagnostics and counseling;

Center for psychological and medical and social accompaniment;

Center for psychological and pedagogical rehabilitation and correction;

Center for Socio-Labor Adaptation and Corregulation;

Center for Medical Pedagogy and Differentiated Learning.

5. The type of "institutions of additional education of children" is divided into types: centers, palaces, houses for the development of children's creativity of children and youth
6. The type of "educational institution of primary vocational education" is divided into the following main types: Vocational School; professional Lyceum.
7. The type of "educational institution of secondary vocational education" is divided into types of: technical school (school); college.
8. The type of "educational institutions of higher professional education" is divided into types: Institute; Academy; University.

Institutions of additional vocational education.

9. The type of "educational institutions of additional professional education" is divided into types: Academy; Institute for advanced training (Institute for Improvement) - sectoral, intersectoral, regional; courses (schools, centers) advanced training; training centers Employment services.

Ushinsky in his didactics gives for its time at the high scientific level developed by the system of building a learning process at school. In this system, the leading place occupies his doctrine on the didactic principles. Such principles of k.d. Ushinsky believes:

1) timeliness 2) graduality 3) limitations 4) constancy 5) hardness assimilation 6) clarity 7) amateurness student 8) lack of excessive tension and excessive ease 9) morality 10) utility

Any activity consists of three parts:

approximately motivational

operating and executive

reflective-valued

The specificity consists in consistent and targeted through the activity of the students themselves (understanding of the educational problem, mastering the methods of active transformations of the object of assimilation, mastering the methods of self-control). On this basis, the task of forming is becoming increasing independence of the transition of students from performing one component of educational activities to others, i.e. The formation of methods of self-organization activities.

3. Yasopolyansk school L.N. Tolstoy

The most important task of his school Tolstoy considered the upbringing of a creative personality. One of the basic principles of school training was complete freedom of students who were not related to mandatory hours of classes. The lessons at home were not asked. Characteristic feature educational process In the Yasopolyan school there was creative activity and independence of students in classes. Tolstoy demanded to take into account the possibilities of each student, his interests and age capabilities.

4. School Dialogue Cultures V.S. Bibler

The objectives of the school are focused on the formation of a dialogic consciousness and thinking, the release of it from flat rationalism, and therefore, on the update of substantive content, the conjugation of various, insensitive cultural eras, forms of activity, semantic spectra.

The leading place in education is occupied by personally oriented, developing directions of training. The result is not the amount of knowledge, skills and skills, which is required for mastering certain specialties, and the ability to self-form and self-development.

physical games (gymnastics, development of independent rhythm forms, shallow motility);

verbal games (puzzles based on literature poetics, logic laws);

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

Pedagogues emphasize the humanistic orientation of the pedagogical system A.S. Makarenko, they say that it creates a base for the full development of the person, prepares children to real life with all its difficulties and problems

Makarenko puts in the center of upbringing the value attitude towards work

Pedagogical system A.S. Makarenko is based on three interrelated principles. The principle is the first: the work on which the real welfare of the guys depends.

Hence - the principle of the second: self-government.

Principle Three: Collective Responsibility.

Educational activities - joint activities of the teacher and student, teachings and training. The problem of relationships between the teacher and students.

Type of relationship - democratic. The teacher acts as an accomplice in activities with students, leads students, helps them.

Each teacher must learn to communicate with students.

Type of relationship - joint activities related to the solution of creative tasks. Collective work is not only a teacher and student, but also the interaction of students with each other. Very important work with small groups, collective work. Training cooperation. The activities of the teacher - the service activities of students. The teacher must organize the activities of students.

We went out. I will not describe each type:

cooperation

suppression

indifference

agreement

confrontation

The pattern of learning is a system of common, significant, objective, necessary and steadily repetitive links between pedagogical phenomena, as well as components of the learning process that characterize their functioning and development. Allocate internal and external laws.

Principles of learning are the initial didactic provisions that reflect the flow of objective laws and patterns of the learning process and determine its focus on the development of the individual. In principles of training are revealed theoretical approaches to build a learning process and managing them. They define positions and installations with which the teachers and teachers are suitable for organizing the learning process and to find the possibilities of its optimization.

The study rule is a regulatory prescription as to how to act optimally to carry out activities.

Modern condition and trends

Development pedagogical science

The term pedagogy has 2 values: 1- area of \u200b\u200bscientific knowledge, science; P-science about the education, training and education of man. 2-area of \u200b\u200bpractical activity. Practica, as a human area associated with education and training.

The knowledge branch is called science if she is Har-Smiling

1. M.B. Highlighted the subject of science. Protopopov wrote: "The subject ... Pedagogy should not be considered not upbringing, education, training as activity that is accepted in our pedagogical literature, but as a process of directional development and the formation of a human personality in the conditions of its training, education, education (are the laws of occurrence, formation and development of a relationship system in educational process)

2. To explore this subject, science has its own methods (empirical: observation, expirement, survey, teeotic-analyzes, synthesis, modeling, induction)

3. Science is characterized by its patterns, the cat. implemented by this science (patterns - significant, stable, repeated relations under certain conditions) strictly fixed patterns - laws. Knowledge of patterns, laws helps to manage the development of the phenomenon.

4. Each science has a methodological basis

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

Pedagogy is studied upbringing and education

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

Education - process and result of mastering knowledge, skills, skills, identification of human experience

A person is an object of studying ped.Nuses.

Pedagogy as a science is a relatively young, intensively developing.

Sv-v. Open, interacts with other sciences (philosophy, sociology Economics Ethnography, psychology). A new knowledge is born at the junction of several sciences, uses the achievements of DR.

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

Science of Humanitarian, (about man), scientific knowledge depend on the personal positions of scientists

Features of modern pedagogy:

1 continues the process of self-organization and self-affirmation of pedagogy as science: clarification of the subject area, growth of scientific potential)

The trends of fundamentalization and innovation are manifested (it is important that the fond agent is required)

3 Increased differentiation and integration processes

Trends:

1. Integration - Association of pedestrians with knowledge DR. Nauk

2. Differentiation - ped.Instimations - the development of the development of science (preschool, higher, school, etc., etc.)

Differentiation and integration processes are interrelated, → New industries appear in Science Koh Har-Xia with its objects of study

Structure of pedagogical science:

Industries Ped Science-Object Study - Specific Ped Reality, Special View Press Practice -Social, Preschool, Family, Military

-scientific disciplines- subject of research patterns of processes and phenomena-general ped-history pedagogy, sectoral-methodics of training

-sections - form of scientific knowledge - product -dactic, theory of upbringing, technique

-scientific currents- leading idea principle: cooperation, non-violence, christian

-scientific areas- Research approach - Selection of category, through the prism of which the investment is Aksiology, Ped Design

-scientific areas- approach - Problem-Neuropedagogy, Museum, Valeology, Ped Technology

Currents: In the 1980s, wolves, Ivanov, Shatalov considered cooperation as a new approach to learning. The child must become a voluntary participant in the learning process. The teacher and the student must interact. There were ideas ped-ki cooperation.

1. Orientation on the identity of the child

2. Optimistic hypothesis

3. The idea of \u200b\u200bcooperation with the child and the team

4. Providing success to each child

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

Ped. Success arose in the USA to the child help to see his abilities:

Structure modern system Education. Types of educational institutions

In January 1992, the Law of the Russian Federation on Education. The principles of state policies in the region are identified. Education, basic concepts, guarantee of the rights of citizens, goals and principles of education, status and rights of occurrences, approaches to content, approaches to management.

Education - a targeted process of learning and education and the interests of human society, states, sings. Constance of achieving a citizen defined by the state level of knowledge.

The education system of the Russian Federation is a totality

1. Systems of acceptance educational programs and state educational standards, different levels and focus.

2. The networks implementing their educational institutions, various organizational and legal forms, types, species.

3. Education management bodies, and subordinate institutions and enterprises.

Communication of education with the conditions of goals public Policy, Multitility, diversity of forms of education in the state. and private interpretations with a separation and without separation from production, democratic har-p of education systems, the choice of students like an educational institution in acc. with his cognitive interests

The system is performed fs regulation, control and coordination of all educational management bodies, which are controlled by the Ministry of General and Prof. Education

1. Humanistic Har-Ter Education, Priority of Human Values

2. Overallity of education

3. UNDERY OF A federal, cultural and educational nature

4. Svetsky Har-R

5. Freedom and pluralism in education

Education in the Russian Federation is characterized. Education system in the Russian Federation

Comment to Art. 10 of the Law "On Education in the Russian Federation"

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